Japanese Extension 2020 HSC exam pack

Extension – Monologue

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
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• understand the intention of the question and address all aspects fully
• use the key words in the question in the formulation of their response
• talk about more than just their immediate personal world, for example, not just about failure in exams (Q1) or competition among students to achieve good results (Q2) use sophisticated language which includes a range of vocabulary, complex grammar structures, and cohesive devices to provide fluency and authenticity in their response
• maintain a logical flow of ideas through the entire monologue
• speak confidently with authentic intonation and pronunciation
• produce a counter argument, not simply relying on a one-sided point of view
• present their view with a clear opening argument with examples and conclusion with personal opinion, rather than simply re-reading the question.

Areas for students to improve include:

• manipulating language structures by using authentic conjunctions and a range of vocabulary and grammar structures to create logical flow in their responses
• constructing their response by having a clear format, introduction, arguments with examples and conclusion with personal point of view
• avoiding changing the question by using pre-learnt phrases and responses
• reading the question carefully including Furigana on Kanji characters.

Response to Prescribed Text 

Part A

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:

• identify that Yotsuha was surprised (Q1a)
• give relevant examples to discuss how a sense of spirituality was created (Q1b)
• translating the quotes in the question accurately then link these to their response (Q1a, b, c)
• responding to the ‘concept of time’ in both extracts rather than simply retelling the plot (Q1e).

Areas for students to improve include:

• avoiding using the same information in two separate answers
• considering the prescribed issues in depth when required in responses
• articulating ideas in English clearly.

Part B

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 from a 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 from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• engage with key points from the extract such as tasukeru tameni, ikite hoshikatta, daijina hito, wasuretakunai hito, wasurecha damena hito
• provide depth in Taki’s thought and feelings towards Mitsuha
• organise the flow of ideas throughout their writing
• identify that Taki does not remember Mitsuha’s name after the scene and addresses the question such as kimi e, daiji na hito e.
• add depth to ideas to demonstrate perceptiveness and not simply retell the story or copy texts from Section I Part A extract
• use the appropriate register for letter text type, for example, instead of saying genki desuka, use an opening sentence which creates a scene of longing for Mitsuha such as Kimi wa ima doushiteiru.

Areas for students to improve include:

• referencing the text clearly and not simply copying word to word from the extract
• referring to key words/ idea in the extract which is relevant to the question
• providing examples from other extracts to support your response
• using transitive and intransitive verbs correctly
• not using overly complicated or long sentences when ideas are complex
• addressing common errors, such as knowing which one to use; “omoeru vs omoidasu; kaeru vs kawaru”
• addressing common spelling errors, such as kizuku (spelling using su or tsu) or the wrong register, such as aitsu instead of kimi or omae
• using plain past form, for example, students incorrectly added da to plain form to make it past tense form
• using relative clauses.

Writing in Language

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 word, expression or phrase 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:

• identify the focal point of an argument including a clear comparison, for example, present versus past or the destination versus the journey
• provide the stance clearly at the beginning of each paragraph
• use different perspectives for breadth in argument
• justify their point of view providing convincing reasons and/or examples
• link the conclusion of each paragraph back to point of view and the question
• use a variety of complex grammar accurately, conveying meaning effectively
• demonstrate accurate use of a great range of sophisticated vocabulary and expressions
• use kanji where applicable within the course context.

Areas for students to improve include:

• avoiding overgeneralised ideas
• linking their point of view and reason with justification
• not using learnt passages, which results in deviating from the point of view
• using complex grammar accurately in both form and function, for example, ‘can’ expression must be used for ‘advantage/benefit’, not as a probability
• using prescribed kanji accurately
• using transitive and intransitive verbs accurately.