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