Japanese Extension 2019 HSC exam pack (archive)

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately for three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• ensure that the conclusion is not a repetition of the introduction.

In better responses, students were able to:

• use the key vocabulary such as ‘otoshiyori’ (elderly) or ‘yume ’ (dream)
• present and develop their argument with effective examples to support their stance
• use sophisticated grammar and vocabulary appropriate to address the issue raised in the question
• present their view with a clear opening, logical and coherent argument and an effective conclusion
• speak fluently with authentic pronunciation and intonation.

Areas for students to improve include:

• addressing the key words of the question
• avoiding repetition of ideas and/or examples
• presenting ideas in a logical sequence
• using basic grammatical structures accurately
• using a range of sophisticated grammar to support their argument
• using a range of vocabulary appropriate to the issue addressed
• avoiding repeating the same vocabulary, expressions throughout the monologue
• avoiding the use of pre-learned phrases that don’t link to the question.
• improving pronunciation
• reading the question in Japanese first before reading the English translation.

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Japanese and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• accurately recall the quote from Daigo and the context which ‘prompted’ Mika to ask for clarification (Q1a)
• link the film technique with the mood in this scene (Q1b)
• translate the quote accurately and explain why Daigo was surprised, referring in their answer to the impact moving to the country side would have on Mika’s life and/or the lack of trust between Mika and Daigo (Q1c)
• use both language and tone to explain Mika’s state of mind at the time (Q1d)
• identify a relevant internal monologue in an encoffining scene and give a perceptive analysis of the director’s use of monologues throughout the film (Q1e)
• provide a comprehensive analysis of Daigo’s state of mind in this scene, referring to specific language in the monologue (Q1e).

Areas for students to improve include:

• being familiar with the whole film, for example, knowing when monologues occur, what was said  before or after the extract in the examination and understanding the chronological order of the film
• structuring responses carefully and answering questions with clear evidence from the prescribed extract and/or other relevant scenes of the film where appropriate
• avoiding repetition and rephrasing of similar ideas.

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write form a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence form the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• provide an insightful understanding of the extract and a comprehensive analysis of the relationship dynamic between Mika and Daigo using specific examples from the extract provided, for example, Otto wa Nokanshi nan desu
• demonstrate flair and originality when creatively interweaving quotes naturally into their responses, instead of using direct quotation
• demonstrate a perceptive understanding of Mika’s feelings and the motivations behind her actions since moving to Yamagata
• demonstrate a great control of language throughout the writing, using a great variety of vocabulary, grammar, prescribed kanji and authentic and sophisticated expressions
• use the plain form appropriately and consistently throughout the task
• use the correct text type conventions for a diary entry such as indicating the date, the day of the week and the weather and writing in the plain form.

Areas for students to improve include:

• using the information in the extract to draw out Mika’s feelings instead of simply retelling what happened
• avoiding irrelevant ideas and information that is not related to the extract or task
• ensuring language accuracies as there were many basic errors that interrupt understanding, for example the incorrect use of many Japanese characters (kanji ), and the incorrect use of dakuten, long vowels and the doubling of consonants when writing hiragana
• conjugating verbs and adjectives in the past tense
• consistent use of either plain form or polite form as required
• use of plain form
• writing with a logical progression between paragraphs.

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate words, expressions or phrases for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• write with high grammatical accuracy
• use a wide variety of kanji with high accuracy
• start their response by identifying what the topic of the argument is and clearly stating what stance is being taken
• demonstrate a perceptive understanding of the question
• write coherently, providing insightful examples and reasons to support their arguments
• write with a logical progression between paragraphs
• use cohesive devices, such as conjunctions and some set phrases at the beginning of paragraphs
• demonstrate breadth and depth in the treatment of ideas
• relate their response to the specifics of the question, rather than simply responding to familiar words from the prescribes issues such as kachikan (Q3).

Areas for students to improve include:

• using accurate grammar, vocabulary and kanji
• avoiding the inclusion of irrelevant information and ideas
• reading questions very carefully and responding appropriately
• constructing a coherent and logical argument
• justifying an opinion
• linking examples back to the argument
• improving grammatical accuracy, especially verb conjugations and transitive and intransitive verbs.