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2015 Notes from the Marking Centre – Heritage Japanese

Introduction

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Heritage Japanese 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:

Oral examination

Characteristics of better responses:

  • an in-depth understanding of the issue chosen for the Personal Investigation was demonstrated
  • a point of view was discussed and substantiated effectively with supporting evidence and examples
  • references were made to a range of texts and sources were chosen from more than one context
  • candidates spoke fluently and confidently and gave well-structured responses to questions
  • a high level of grammatical accuracy and sophisticated vocabulary was demonstrated.

Characteristics of weaker responses:

  • a superficial understanding of the chosen topic was demonstrated
  • some candidates gave prepared responses that were not tailored to the question being asked
  • limited references were made to the texts studied
  • the chosen topic was not linked to a syllabus issue
  • colloquial language and/or unsophisticated vocabulary and structures were used.

Written examination

Section I – Responding to texts

Characteristics of better responses:

  • all relevant details were included and the appropriate conventions of the text type were used (Q1)
  • the script of the speech contained a concise summary of the text with relevant references to the text (Q2)
  • the purpose of the article was identified (Q3)
  • the speakers’ values were described and reflected upon (Q3)
  • typical Japanese cultural values were identified and reasons why the host sister was upset and gave advice to Mark were provided (Q4)
  • the extent of the conflict was discussed (Q4)
  • the information in the text was synthesised and the necessary strategies for successful business were suggested (Q5)
  • the purpose of the text was clearly identified and an argument to convince the company to sponsor the event was provided (Q6)
  • a comprehensive understanding of the text was demonstrated through critical and personal analysis (Q7).

Characteristics of weaker responses:

  • the appropriate conventions of the text type were not used (Q1)
  • the spoken text was simply translated into written text (Q2)
  • the appropriate conventions of the text type were not used and there was little awareness of the issues raised in the text, or reflection on the values of the speakers (Q3)
  • the typical Japanese cultural values described in the text were not identified (Q4)
  • information from the text was not synthesised into a summary (Q5)
  • the purpose of the letter was not understood and the benefits of sponsorship for the company were not included (Q6)
  • personal experience, rather than the text, was referenced (Q7).

Section II – Creating texts in Japanese

Characteristics of better responses:

  • a wide variety of vocabulary, sentence structures and prescribed kanji was used with few grammatical errors
  • highly relevant ideas were logically and naturally structured and sequenced
  • appropriate vocabulary and expressions were used to give information and advice
  • valid examples and reasons were provided to support ideas and opinions.

Characteristics of weaker responses:

  • errors in spelling, kanji and grammatical structures affected comprehension
  • an inappropriate language register was used
  • incorrect text type conventions were used
  • candidates wrote only about their personal experiences and did not give advice (Q8).
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