Section I – 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.
Section I – Response to Prescribed Text – 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.
Section II – 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.
