Oral examination
Characteristics of better responses:
- point of view was clearly stated
- relevant ideas that addressed the topic were expressed
- a wide range of vocabulary and sentence structures was used
- candidates presented a logical, well-structured argument supported by examples
- candidates communicated confidently with a high level of fluency and authentic intonation.
Characteristics of weaker responses:
- lack of relevant information to fully address the topic
- candidates contradicted their point of view about the topic
- there was poor pronunciation of taisetsu na koto de wa nai
- inability to read the kanji for hitobito, saishin and tsuyoi
- candidates used anglicised words to support ideas.
Written examination
Section I – Part A
Characteristics of better responses:
- candidates referred to visual imagery and effects relevant to the quote (Q.1a)
- candidates clearly identified what was said to whom and linked this to the explanation of the social order of the bathhouse (Q.1b)
- accurate content and language examples were used to describe Rin (Q.1c)
- issues related to the quote were accurately described with an explanation of how they were related (Q.1d)
- detailed examples were provided of how responsibility is demonstrated in the specified scenes and one other scene (Q.1e).
Characteristics of weaker responses:
- visual imagery was not related to the quote and/or no link was made between imagery and its effect (Q.1a)
- social order provided was described without linking to the language used in the quote (Q.1b)
- candidates simply translated what Rin said (Q.1c)
- candidates made limited reference to an issue or the reference to an issue was not related to the quote or they interpreted ‘issues’ as ‘problems’ (Q.1d)
- actions of the characters in the specified scenes were misunderstood, demonstrating a limited understanding of the text (Q.1e).
Section I – Part B
Characteristics of better responses:
- candidates identified changes to Chihiro’s character and how these changes came about, with reference to incidents or interactions with other characters in the text
- candidates referred to the question excerpt and to Haku’s friendship/advice/influence in helping Chihiro face her future
- ideas were logically structured and sequenced using appropriate text-type conventions
- a wide range of vocabulary, sentence structures and prescribed kanji was used
- accurate, with consistent tense and register.
Characteristics of weaker responses:
- no reference was made to the excerpt provided in the question
- changes in character were not linked to specific examples
- some candidates approached the question as a creative writing task and did not address task requirements
- main characters’ names were misspelt
- incorrect use of te kureru/te ageru
- incorrect use of passive and causative
- inconsistent use of tense, register and diary text-type conventions.
Section II – Writing in Japanese
Characteristics of better responses:
- there was a succinct introduction with breadth and depth of argument provided within the ji limit
- point of view was stated and supported by relevant ideas and examples to fully address the topic
- a wide range of vocabulary, sentence structures and kanji was used.
Characteristics of weaker responses:
- irrelevant ideas were included, eg environmental issues not related to global warming (Q.3) or risks of online banking/shopping rather than of social media (Q.4)
- ideas were not fully developed, eg not explaining why a particular action would reduce global warming (Q.3)
- there was incorrect use of transitive and intransitive verbs, no sei de versus no okage de, connection of narimasuto adjectives and nouns
- norimono was used to mean ‘public transport’
- use of kooritsu (public) and shiritsu (private) in the wrong context
- there was limited use of prescribed kanji
- Japanese quotation marks were written incorrectly when writing vertically.
