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:
- 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.
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 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.
Section II – 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.
