2015 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 2015 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 2015 Higher School Certificate Japanese Background Speakers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- 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 Background Speakers in Stage 6.
Section I – Listening and Responding
Characteristics of better responses:
- questions were fully answered and responses were supported with relevant details from the text
- language techniques used for persuasion were identified; for example, the use of repetition and colloquialisms (Q1c)
- both texts were compared and concisely summarised (Q2)
- appropriate vocabulary and structures were used to present ideas and information (Q2)
- the response had a logical and coherent structure and was sequenced appropriately (Q2).
Characteristics of weaker responses:
- responses did not meet the requirements of the question
- opinions were not justified with reference to the texts
- the background of Eri was not sufficiently explained (Q1a)
- the summary and comparison of the two speeches were unbalanced (Q2)
- responses did not address the specified audience (Q2).
Section II – Reading and Responding
Characteristics of better responses:
- relevant details from the text were included to support ideas and opinions (Q3)
- the language techniques used in the text were analysed; for example, metaphorical language, couplet and finishing sentences with a noun
- a comprehensive understanding of the prescribed contemporary issues relating to the themes of the film was demonstrated (Q4)
- an effective argument was formulated with reference to the issues raised in the article, including the pros and cons of recent changes in Japanese society (Q5)
- ideas and information were communicated accurately and sequenced coherently (Q5).
Characteristics of weaker responses:
- a limited analysis of language features was provided (Q3)
- there was limited or no analysis of the language techniques used by the author (Q3c, Q3e)
- there was limited analysis of the textual features (Q4)
- limited reference was made to the main points raised in the text (Q5)
- responses did not address the specified audience (Q5).
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
- responses featured a sophisticated use of vocabulary, sentence structures and kanji.
Characteristics of weaker responses:
- a limited understanding of the relevant prescribed contemporary issues was demonstrated
- limited reference to the topic was made throughout the letter.
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