2014 Notes from the Marking Centre – Japanese Background Speakers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Japanese Background Speakers course. It contains comments on candidate responses to the 2014 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Japanese Background Speakers Stage 6 Syllabus
- the 2014 Higher School Certificate Japanese Background Speakers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Japanese in Stage 6.
Section I – Listening and Responding
Characteristics of better responses:
- relevant details from the text were included to fully answer questions
- language techniques used for persuasion were identified, eg repetition and rhetorical questions (Q.1 (c))
- both texts were compared and concisely summarised (Q.2)
- appropriate vocabulary and structures were used to present ideas and information (Q.2)
- the article response had a logical and coherent structure and was sequenced appropriately (Q.2).
Characteristics of weaker responses:
- responses indicated that questions had not been read carefully
- opinions were not justified with reference to the texts
- the background of the family business was not sufficiently explained (Q.1 (a))
- the summary and comparison of the two speeches was unbalanced (Q.2).
Section II – Reading and Responding
Characteristics of better responses:
- relevant details from the text were included to support ideas and opinions (Q.3)
- language techniques used were analysed and evaluated, eg jargon and first-person perspective (Q.3)
- comprehensive understanding of the language features used in both texts and their intended effect on the audience was demonstrated (Q.4)
- an effective argument was formulated in reference to issues raised in the article, including the pros and cons of recent changes in Japanese society (Q.5)
- ideas and information were communicated accurately and sequenced coherently (Q.4 and Q.5).
Characteristics of weaker responses:
- there was limited or no analysis of the language techniques used by the author (Q.3 (d))
- there was limited analysis of the language features of both texts (Q.4)
- reference to the main points raised in the text was limited (Q.5)
- the response did not address the specified audience (Q.5).
Section III – Writing in Japanese
Characteristics of better responses:
- a comprehensive understanding of the prescribed contemporary issues was demonstrated
- highly relevant ideas and information were presented and opinions were supported by examples
- the argument was structured and sequenced logically and coherently, with an effective introduction and a convincing conclusion
- there was a sophisticated use of vocabulary, sentence structures and kanji.
Characteristics of weaker responses:
- a limited understanding of the relevant prescribed contemporary issues was demonstrated
- there was limited reference to the topic throughout the speech.
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