Japanese Extension 2023 HSC exam pack

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 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:

• communicate ideas and information confidently and fluently, using authentic language features, pronunciation and intonation
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• provide a concise summary of their main argument(s) in the conclusion
• provide both analysis and relevant examples in their response rather than just listing opinions and ideas
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures
• provide an integrated response by identifying what changes they use, how and why it is beneficial to society, and not at an individual level (Q1)
• present an argument comparing why one is more important than the other, instead of stating why one is important (Q2)
• develop a logical argument using conjunctives effectively with two or three different perspectives to provide breadth and depth
• demonstrate a range of vocabulary, use senior grammar and maintain a high level of grammatical accuracy.

Areas for students to improve include:

• reading the question carefully to include all parts of the question when forming an argument
• pronouncing words in the question accurately, for example motarasu and rieki
• providing links in their responses. For example, using advancement of technology as an example of change and linking this to how it enables individuals and contributes to society
• providing supporting opinions and/examples which are relevant to the question as a whole
• providing a convincing justification. For example, manystudents stated the importance of one rather than addressing why one is more important than the other (Q2)
• avoiding repetition and the use of pre-prepared sentences that do not support an argument
• adhering to the prescribed time limits
• learning vocabulary and expressions accurately as a phrase, with greater attention to particles and verb conjugations
• revising the course specific grammar for better accuracy, especially ‘become’ naru, warui ni naru where waruku natta is correct, transitive and intransitive verbs such as tsunageru versus tsunagaru
• use the word for society shakai accurately without confusing it with the word for company kaisha.

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:

• use an accurate translation of a quote in the question within their response (Q1a,b,c)
• identify what prompted Sayaka to say the quote (Q1a)
• identify the significance of the quote (Q1b)
• identify what the tone revealed about the relationship and explain the reason why Mitsuha feels this way (Q1c)
• use different film techniques to show how Scene B portrays the relationship between Mitsuha and her friends (Q1d)
• consider music as a film technique (Q1d)
• analyse an emotional or spiritual journey of Mitsuha rather than just a physical journey (Q1e)
• analyse Mitsuha’s journey rather than Tessi, Sayaka and Mitsuha (Q1e)
• use the examination extract and one other extract and refer to content and language in both extracts (Q1e).

Areas for students to improve include:

• writing in English in legibly
• structuring responses that are clear and coherent
• including all relevant information in their responses and responding to all parts of the question
• using specific examples to support their responses
• demonstrating knowledge of extracts, including what happens before and after the prescribed extracts.

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 context, purpose and audience of the question
• write from 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 from the text
• use their own words in their response.

In better responses, students were able to:

• show a good understanding of the film timelines
• depict how Taki’s feelings have changed using appropriate events/facts from the text and portray the change with flair
• analyse why Taki describes his date with Okudera senpai disastrous in relation to Taki’s realisation that Mitsuha has become a more important person in his life
• use the sentences in the excerpt that Taki was unable to talk to Mitsuha on the phone/ his body-switching in Mitsuha never occurred and effectively develop this to Taki’s urge for wanting to meet Mitsuha
• use course specific grammatical structures, sophisticated vocabulary and phrases to express Taki’s feelings
• maintain a high level of accuracy in grammar and spelling
• use transitive and intransitive verbs accurately.

Areas for students to improve include:

• reading the question carefully and understanding the requirements
• using only relevant facts in the film to support interpretations and not contradicting the facts in the film
• avoiding literal translations of some English expressions such as ‘can’t stop feeling…’ kanji ga tomaranai or ‘have a feeling that …' kanji ga aru
• using the course specific kanji accurately and effectively
• avoiding the use of short, incomplete phrases that are too casual and insufficient to meet the task requirements.

Writing in Japanese

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 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:

• use cohesive devices effectively in order to deliver the discussion/explanation clearly
• present a clear introduction to justify their opinions
• provide two to three arguments which fully addressed the question
• manipulate the language authentically with correct use of grammar, vocabulary and kanji
• understand the meaning of the vocabulary Rakunajinsei (Q3) and Rekishiwomanabukachi (Q4) and provide good examples and explanations to convince the audience
• avoid repeating the introduction and summarise their opinions with higher order thinking in the conclusion.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information and ideas
• using a wide variety of senior sentence structures and prescribed kanji
• improving grammatical accuracy, especially verb and adjective conjugation
• ensuring that there is enough time to complete their writing task.