Oral examination
Characteristics of better responses:
- a point of view was clearly stated at the beginning as well as in the conclusion
- a wide range of vocabulary and sentence structures was used
- a logical, well-structured argument was presented and supported by sophisticated examples
- excellent depth of ideas was evident
- communication was confident with a high level of fluency and authentic intonation
- ideas were linked back to the question throughout the presentation of the viewpoints.
Characteristics of weaker responses:
- relevant information to fully address the topic was not included
- the point of view presented was often unclear
- grammatical structures were used repetitively
- grammatical structures were used incorrectly, for example, iidatoomou, ooidakara, ooitomodachi
- ideas were repetitive
- there were inaccuracies with particles and tense
- there was overuse of pre-learnt phrases that did not directly answer the question.
Written examination
Section I – Respond to Prescribed Text
Part A
Characteristics of better responses:
- that the extract was carefully read and understood was evident
- the quote was used in context (Q1a)
- the order of events was referred to (Q1b)
- a clear understanding of actions and words was demonstrated (Q1c)
- explanations were sequenced and strategies used were clear and detailed (Q1d)
- detailed analysis of the relationship between the two scenes was made (Q1e)
- a detailed understanding of the extract and the film as a whole was demonstrated.
Characteristics of weaker responses:
- a general statement was made but the question ‘Why?’ was not answered (Q1b)
- the symbolism of cactus was emphasised instead of actions and words (Q1c)
- a recount of the scene without supporting examples was given (Q1d)
- reference was made to one scene only (Q1e)
- examples from the extract/scene were not used to support ideas (Q1e).
Part B
Characteristics of better responses:
- a thorough knowledge of the prescribed text was demonstrated by referencing Daigo’s relationship with his father and the circumstances mentioned in the extract
- insightful and perceptive thoughts were demonstrated
- ideas were structured and sequenced coherently with excellent use of conjunctions and without deviating from the focal point of the task
- appropriate diary text-type conventions were applied
- a wide range of vocabulary, sentence structures and prescribed kanji was used
- tense and register were applied appropriately and consistently.
Characteristics of weaker responses:
- a limited understanding of the text was demonstrated
- irrelevant ideas and information that were not related to the extract or task were included
- no specific reference to the extract was made
- language was not manipulated
- use of tense, register and diary text-type conventions was inconsistent.
Section II – Writing in Japanese
Characteristics of better response:
- a clear introduction, individual points of view and a concluding statement were provided
- breadth and depth of argument were provided
- continuous links back to the question were made
- points of view were supported by relevant and convincing examples
- arguments were presented in a logical and sequential order
- a wide range of accurate grammatical structures, vocabulary and kanji was used
- text type conventions were fully observed.
Characteristics of weaker responses:
- the question was only partially addressed
- ideas were irrelevant or not linked to the question
- examples or ideas were used repetitively to reach required word length
- coherence between the introduction, paragraphs and conclusion was lacking
- vocabulary from dictionaries was used in the wrong context
- language structures were basic and there were errors related to passive form and transitive and intransitive verbs
- there was limited use of prescribed kanji
- text type conventions were not fully observed – a written monologue was given rather than the script of a speech.
