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