Japanese Extension 2024 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
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions
• present an argument to a question as a whole
• identify the types of ‘decisions that are best for you’ as an individual, and show how and why it is beneficial to you (Q1)
• provide clear arguments for and/or against why social media is necessary for building relationships, instead of simply stating why social media is important (Q2)
• use a clear format: an introduction, then two or three different perspectives to provide breadth and depth to an argument
• develop an argument which is well-structured and maintain a logical flow of ideas using conjunctives effectively
• demonstrate a sophisticated use of vocabulary and grammar while maintaining a high level of accuracy
• speak steadily with accurate pronunciation.

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
• providing supporting opinions and examples which are only relevant to the question as a whole
• avoiding repetition of the information
• avoiding the use of pre-learned sentences that are irrelevant to the question
• not starting new sentences after the second bell indicating 3 minutes
• learning vocabulary and expressions accurately with greater attention to particles and verb conjugation
• revising the Continuers grammar for better accuracy especially: ‘become’ naru, warui ni naru where waruku natta is correct, ‘have become easier’ is 'kantan ni natta', not yasui ni natta, ‘There are people who … ‘: should use hito ga imasu, not hito ga arimasu, transitive and intransitive verbs such as ‘tsunageru’ versus ‘tsunagaru’, tara in the negative form: if we don’t use … tsukawanakattara: many candidates used the wrong form, tsukawanattara with the missing ka
• revising the use of ‘same’ and ‘different’: onaji and chigau does not require no when use these words before a noun.

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 providing a translation
• 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 key word/quote in the question within their response (Q1a,b,c)
• identify the symbolic meaning of the cords kumihimo (Q1a)
• explain the significance of katachi and translate the term correctly (Q1b)
• identify what the quote revealed about Tessie and his opinion towards his father’s corrupt activities (Q1c)
• use specific film techniques to show the connection between Tessie and Mitsuha (Q1d)
• consider lighting and music as film techniques (Q1d)
• analyse an emotional or spiritual journey of Hitoha and Toshiki rather than just a physical journey (Q1e)
• analyse Hitoha and Toshiki’s personal choices across the examination extract and one other extract (Q1e)
• use the examination extract and one other extract and refer to both Hitoha and Toshiki’s personal choices in both extracts (Q1e).

Areas for students to improve include:

• writing in comprehensible English in legible handwriting
• structuring responses so they are clear and coherent
• including all relevant information in their responses
• responding to all parts of the question
• using specific examples to support their responses
• using knowledge of extracts, what happens before and after the prescribed extracts
• writing a plan to ensure students structure their responses to include commentary on the choices made by both characters, not just one or the other
• addressing the prescribed issue set for analysis in the question and not writing a plot summary.

Part B

Students should:

• read the question carefully and address all parts in their response
• 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 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 the response.

In better responses, students were able to:

• show a good understanding of the film’s timelines
• write a message to Mitsuha in the plain form, using the appropriate pronouns in accordance with the film’s context. For example, ore (I) as Taki, omae (you) to Mitsuha and obaachan/obaasan (grandma) when referring to Hitoha
• describe what Taki has learnt from the conversation with Hitoha, focusing on the concept of ‘musubi’ and the traditions in Itomori or the role of Miyamizu shrine
• link ideas with the body, switching between Taki and Mitsuha and his newly acquired understanding of Mitsuha’s role as the daughter of the shrine
• provide an interpretation of the importance about the mouth-chewed sake and ‘the half of Mitsuha’ that can be justified and supported at this point in the film
• use key words from the film effectively such as musubi, to be connected by musubi, the role of Miyamizu, conserve the traditions
• use grammatical structures, and 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
• describe what Taki learned and felt from his conversation with Hitoha concisely, focusing on the most important ideas and referencing the excerpt in this task
• articulate Taki’s comments and feelings which can be endorsed at this point in the film
• demonstrate understanding of the film by writing about things supported or interpreted by the facts in the film
• use senior grammatical structures with greater attention to the correct verb conjugation
• use kanji accurately.

Areas for students to improve include:

• reading the question carefully and understanding the focal point to meet the demands of the task
• using only relevant facts in the film to support interpretations
• avoiding information that contradicts the facts in the film
• using kanji accurately and effectively
• avoiding the use of short, incomplete phrases that are too casual and insufficient to meet the demands of the task.

Writing in Japanese

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• use cohesive devices effectively to deliver the discussion and explanation clearly, for example, mazu, tsugi ni, sono hanmen, kono you ni
• present a clear introduction to justify their opinions, for example, Minasan konnichi wa. Kyou watashi wa … nitsuite hanasou to omoimasu. / Kore de owarimasu. Arigatou gozaimashita
• provide arguments that address the question, for example, tatoeba, sousuruto jibun wo mitsukeru koto ni tsunagaru to omoimasu
• manipulate the language authentically with correct use of grammar, vocabulary and scripts, for example, kanji and katakana
• include high level grammatical accuracy, for example, uchi ni, mitai, rashii, noni, rareru and the passive voice
• avoid repeating the introduction and summarise their opinions, such as sou suru to
• use conjunctions effectively, for example, soshite, sorekara, mata, sonoue, shikashi, sono hanmen, dakara
• understand the context, purpose and audience well and write accordingly, for example, the speech contest, Minasan, polite form
• use the appropriate register for the text type (speech)
• incorporate advanced structures such as the passive and causative forms, as well as rhetorical questions
• write within the required length.

Areas for students to improve include:

• avoiding irrelevant information and ideas
• using a wide variety of sentence structures and prescribed kanji
• improving grammatical accuracy, especially particles, verbs and adjective conjugations
• providing a conclusion with an extension of their opinions rather than a repeat of the introduction, for example, sou suru to, deshou, kamoshiremasen, to omoimasen ka
• writing the hiragana, katakana and kanji scripts correctly
• ensuring the use of the correct text type and register, for example, the script of a speech, speech contest, audience minasan and polite form.