Japanese Extension 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

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 the nuance of the quote in relation to the events that had previously occurred in the film (a)
• identify the tone in which the quote was stated to correctly identify its meaning (a)
• state what the new hairstyle was and relate the symbolic meaning of this in relation to the characters (b)
• correctly identify which part of Scene B was suspenseful (c)
• state the film technique used and clearly explain how this creates suspense (c)
• identify clear examples of emotive language and explain how the language is linked to the emotion (d)
• translate quotes accurately for example many students used the example zannen when the word used by Taki was sanzan (d)
• identify clear examples of Tessie and Mitsuha’s friendship being more than just words (e)
• identify the extract that occurred later on in the film as a further example of the quote in the question (e)
• identify that the question was about Tessie and Mitsuha’s relationship not Taki and Mitsuha’s relationship (e).

Areas for students to improve include:

• understanding the chronological order of the film
• including all relevant information in their responses
• understanding meaning and nuance of language
• structuring responses clearly
• using specific examples to support their responses.

Part B

Students should:

• use adequate register (Diary –Casual/plain form) and refer to the extract as well as scenes leading to it or future events if relevant, for example, siting grandmother’s statements
• address all parts of the question fully
• write in the type of text as specified in the question, for example, diary text type: date and weather
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question, for example, refer to the text with specific examples from the film to demonstrate understanding of the film as a whole, analyse or at least mention Mitsuha’s role and responsibility and explain Mitsuha’s emotional conflicts of wanting to go to Tokyo but having to endure the pressure as a Mikosan
• 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:

• demonstrate a perceptive understanding of the prescribed text
• provide Mitsuha’s dilemma (wanting to go to Tokyo, but having to endure the pressure as a Mikosan)
• have good organisation and flow of ideas throughout their writing
• identify the role and responsibility for Mitsuha
• express their feelings
• add depth to ideas to demonstrate perceptiveness and not simply retell the story or copy texts from Section I Part A extract
• use appropriate register for letter text type, for example, use of casual form and starting the Diary with date and weather
• give clear reference to the context and background information of the film.

Areas for students to improve include:

• elaborating on how duties, roles, and responsibilities of Mitsuha interfere with what she really wants to do
• referencing text clearly and not simply copy word for word from the extract
• referring to key words and ideas in the extract which are relevant to the question, for example, in this question, the key words are tradition, duty, role and responsibility
• providing a few examples from other extracts to support your response
• using the passive form
• using the correct register
• using relative clauses accurately.

Writing in Language

Students should:

• analyse the question with great care and address all aspects of the question
• ensure that the content of their response is relevant to the question
• structure their response to ensure that their response is coherent and logical
• support their argument, point of view or opinion with relevant ideas and information
• justify opinion and point of view with appropriate examples
• use vocabulary, expressions and where relevant, idiomatic language accurately
• manipulate 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:

• provide the stance clearly at the beginning of each paragraph
• identify the nature of the question and state how and why the mistakes of the past influence the future rather than focusing on the results of making the mistakes (Q4)
• demonstrate an insightful understanding of a ‘different environment’ and ‘the courage to enter the one’, providing convincing examples (Q3)
• use different perspectives for breadth in the argument
• justify a point of view providing convincing reasons and/or examples
• link conclusion of each paragraph back to point of view and the question
• substantiate justification and reasoning with logical development of an argument
• use a variety of complex grammar accurately to convey meaning effectively
• demonstrate an 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
• avoiding personal experiences that do not strengthen an argument
• linking point of view and reason with justification
• including all relevant aspects in relation to the question
• avoiding the use of the pre-prepared paragraphs and content, which results in deviating from the point of view
• using complex grammar accurately in both forms and functions
• using temo effectively when describing benefits of making mistakes
• using prescribed kanji accurately
• understanding the difference of active and passive voice, especially when choosing to use the passive voice.