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5. 2011 HSC Notes from the Marking Centre — Japanese

2011 HSC Notes from the Marking Centre – Japanese

Contents

• Introduction
• Japanese Beginners
• Oral Examination
• Written Examination
  • Section I – Listening
  • Section II – Reading
  • Section III – Writing in Japanese
• Japanese Continuers
• Oral Examination
  • Section I – Listening and Responding
  • Section II – Reading and Responding
  • Section III – Writing in Japanese
• Japanese Extension
• Oral Examination
• Written Examination
  • Section I – Response to Prescribed Text
  • Section II – Writing in Japanese
• Japanese Background Speakers
  • Section I – Listening and Responding
    
  • Section II – Reading and Responding
    
  • Section III – Writing in Japanese

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in Japanese. It contains comments on candidate responses to the 2011 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabuses, the 2011 Higher School Certificate examinations, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Japanese.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with, or contain, one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Japanese Beginners

Oral examination

In better responses, candidates listened carefully to the questions asked and responded with relevant information. They manipulated language effectively in response to a range of questions. Candidates were willing to maintain the conversation and answered questions in depth, using a wide vocabulary and advanced range of sentence structures, without relying on pre-prepared answers. They also spoke clearly and audibly.

In weaker responses, common errors included the incorrect use of kara with nouns and na adjectives, the past tense, time periods and frequency, counters and dates. Question words such as dare, itsu and doushite/naze, and vocabulary items and expressions such as hima na toki and shuumatsu,were problematic. Candidates often did not complete sentences.

Written examination

Section I – Listening

General comments

Candidates are reminded to read each question carefully and respond by providing relevant details from the text. However, they should not simply translate what is in the text. Many questions require candidates to give an opinion or judgement.

Candidates are advised to make notes in the margin provided so they can go back to complete unfinished answers later. Some answers were obviously unfinished. Candidates are also advised to read over their answers and check that they haven’t made a simple mistake, such as writing ‘can’ instead of ‘can’t’.

Question 1

Many candidates were not familiar with the Japanese for ‘bird’.

Question 2

Many candidates did not understand that hayai in this context meant early, not fast/quick.

Question 3

In better responses, candidates demonstrated an understanding of the expression akemashite omedetou.

Question 4

Many candidates confused yokka (4th) and youka (8th).

Question 5

Some candidates incorrectly thought that Mr Honda was the one who was sick, and did not understand the word kodomo.

Question 6

In weaker responses, candidates did not grasp the idea that students interested in the band would be those who do not like sport.

Question 7

In weaker responses, candidates were confused with the locations of London and Germany, and who was going/coming from where.

Question 8

In weaker responses, candidates did not understand kaesu and did not grasp the idea that the man was returning an item rather than buying an item. They also did not understand haikingu buutsu.

Question 9

In better responses, candidates understood why Yasushi’s mother was shocked, not just that his friend got a car for his birthday.

In weaker responses, candidates misunderstood kuruma.

Question 10

In weaker responses, candidates misunderstood the meaning of genki ja nai in this context, and thought that Tom was sick.

Question 11

In better responses, candidates supported their opinion on whether Yamamoto would make a good doctor using both positive and negative points.

In weaker responses, candidates did not register the negative nuance of the text.

Section II – Reading

General comments

Candidates are advised to carefully read the whole text to achieve an overall understanding of its content. Candidates should include all relevant details from the text in their response to support their opinions.

Question 12

1. In better responses, candidates identified what Yoko and Hiroshi did.
   
   In weaker responses, some candidates confused the boy’s name Hiroshi with a city.
   
   
2. In better responses, candidates demonstrated a good understanding of why Yoko ate dinner alone by identifying that Hiroshi and Yoko had an argument and the reason why.
   
   In weaker responses, candidates demonstrated some understanding of the situation without identifying the reason for the argument.

Question 13

1. In better responses, candidates understood the reason why Mayuko contacted Kenji.
   
   In weaker responses, candidates did not mention the reason why Mayuko contacted Kenji. Some candidates confused shitte iru (to know) with shite iru (to do).
   
   
2. In better responses, candidates explained Kenji’s problem fully.
   
   In weaker responses, candidates identified issues without consolidating the information.

Question 14

1. In better responses, candidates correctly identified how to get to Asahi Youth Hostel by mentioning both methods of transport.
   
   In weaker responses, candidates did not mention both methods of transport or omitted the times.
   
   
2. In better responses, candidates demonstrated a good understanding of the attractions of the youth hostel by mentioning the famous boat museum, the fresh and delicious seafood and the opportunity to use bicycles to tour, as there were no cars.
   
   In weaker responses, candidates only identified some of the attractions. Some candidates confused jitensha (bicycle) with densha (train).
   
   
3. In better responses, candidates perceptively described Hiro’s and Yumi’s personalities and justified these descriptions with comments from the travel review, drawing the conclusion that Hiro had a pessimistic or negative personality, whereas Yumi had an optimistic or positive personality.
   
   In weaker responses, candidates did not justify their opinions in sufficient detail.

Question 15

1. In most responses, candidates demonstrated a good understanding that Jun Ho was a singer who was popular in Korea and Japan.
   
   
2. In better responses, candidates explained the development of Jun Ho’s interest in music by mentioning that he had always sung as a child, had started writing songs at the age of five, had been given a guitar at the age of eight, and that during high school he had had an excellent teacher.
   
   Weaker responses outlined only some points.
   
   
3. In better responses, candidates gave a perceptive understanding of Jun Ho’s father’s influence on his life by drawing conclusions from their knowledge of what his father had taught him and how he had encouraged him in his career.
   
   In weaker responses, candidates identified some comments made by Jun Ho about his father’s influence but did not support their answers with enough detail from the text.

Section III – Writing in Japanese

Part A

Question 16

Candidates are advised to focus on the correct use of particles and the linking forms of adjectives and verbs. They are reminded to keep dictionary use to a minimum as vocabulary and expressions from the dictionary are often not appropriate for the context. Candidates are encouraged to write in the space provided. It is not necessary to write beyond the 150-ji limit.

In better responses, candidates identified key and minor details, and used appropriate language and advanced structures to frame their message. They avoided a lengthy self-introduction.

In weaker responses, candidates had difficulty with counters and were inconsistent in referring to furatto, with use of ie, apaato, heya and ruumu.

Question 17

Candidates are advised to avoid transcribing words directly from their dictionaries without considering Japanese syntax or the context. They are reminded that marks are not awarded for including sections of the reading texts in written responses.

In better responses, candidates wrote an appropriate response to the invitation with relevant details. They included a wide vocabulary and advanced range of sentence structures, and observed the text-type conventions. Candidates wrote creatively and sequenced their ideas logically and naturally, incorporating the use of mashou, mashou ka, masen ka and tara dou desu ka. They included a variety of senior structures and manipulated language in a highly accurate and sophisticated way. Many candidates competently and consistently demonstrated their knowledge of tenses and verb endings.

In weaker responses, candidates demonstrated a limited vocabulary and knowledge of sentence structures. Relative clauses were attempted but poorly executed. Common errors included mixing up the kanji for hito/hairu and mai/umi, poor rendering of vocabulary in katakana, omission of the ten ten and maru symbols, and mixing up katakana shi, tsu, n and so. Responses were poorly structured and ideas were listed without a clear link between them.

Part B

Question 18

General comments

Candidates are reminded to read the question carefully and use the relevant text type. They are encouraged to limit their use of the dictionary as vocabulary and expressions taken from the dictionary are often inappropriate for the context. Candidates are reminded that their responses must be their own original work and not borrowed from other sections of the examination. They are also reminded that they must indicate in the space at the top of the examination paper the question they attempt, either (a) or (b).

In better responses, candidates used appropriate greetings, endings and tenses for speech text type. Their responses included a wide vocabulary and range of advanced sentence structures.

In weaker responses, candidates misinterpreted script of a talk as conversation, and subsequently wrote their response in the wrong tense. Their ideas were not relevant to the task and demonstrated a lack of vocabulary and knowledge of sentence structures. Common errors included the spelling of minasan konnichi wa, the linking of adjectives – in particular kirei – and the use of masu with tsumori and tari tari. Omoimasu was often written as omoidesu and the kanji for yasumi was poorly written.

1. In weaker responses, candidates struggled with writing Australian place names in katakana, and often mixed hiragana and katakana within the same word.
   
   
2. In better responses, candidates included original and interesting ideas.
   
   In weaker responses, candidates included stereotypical ideas, such as visiting shrines and temples in Kyoto. Weaker responses were often repetitive and disjointed.

Japanese Continuers

Oral examination

General comments

Candidates are encouraged to listen carefully to the questions being asked and to respond to them with relevant information and by going beyond a minimal response. They should respond to questions from a range of perspectives and in past, present and future tenses.

In better responses, candidates used a wide vocabulary and range of advanced sentence structures, and presented more complex ideas that were not repetitive. They manipulated language and did not give pre-prepared responses or simply rephrased or repeated the grammatical structures used by the examiner in the questions.

In weaker responses, candidates did not complete sentences and/or used a mixture of plain and polite forms in their answers. Candidates are reminded that the plain form is not an appropriate register in this context. They should be careful not to overuse eeto in their responses and must remember that they cannot ask the examiner for the meaning of vocabulary items. Attention must be paid to the accuracy of grammar, tense and particles in particular. The use of English or anglicised words is to be avoided.

Common errors included:

• incorrect formation of te form
  
• incorrect use of plain form before to omoimasu and kara
  
• incorrect use of i and na adjectives, joining i adjectives with to instead of kute
  
• confusing eiga/eigo, tsukuru/tsukau, chuugoku/chuugaku
  
• poor pronunciation of gairaigo
  
• confusing imasu/arimasu.

Section I – Listening and Responding

General comments

All candidates should be familiar with basic vocabulary relative to family members, numbers, times, quantities, numbers of people, prices and so on, as misunderstanding these can greatly affect meaning.

Candidates are reminded that they are required to include relevant detail as well as an in-depth interpretation of what the question is asking. A comprehensive response is not simply a translation of the spoken text.

Candidates are reminded that they must transfer all relevant information from the Candidate’s Notes column to their answer. Marks cannot be awarded for information that is written in this column but not included in the answer.

Question 1

In weaker responses, candidates had difficulty with prices.

Question 2

In better responses, candidates identified that Kanako was irritated because Ken ignored her directions, and broke his promise by wanting to go shopping instead of going to the beach.

Question 3

In better responses, candidates identified the fact that, after a discussion with the shopkeeper, the customer decided to get a goldfish for their grandmother, as the grandmother couldn’t walk a dog everyday since she often travels and doesn’t like cleaning.

In weaker responses, candidates translated obaasan (grandmother) as grandfather or aunt.

Question 4

In better responses, candidates included the fact that Harajuku has become a dangerous place for foreigners as they are being forced to buy overpriced T-shirts, and that people should go to Harajuku in groups of at least three and contact the police if they need help.

In weaker responses, candidates thought that the big, scary person/people referred to in the passage was a description of the foreigners, rather than the person forcing visitors to buy the overpriced T-shirts.

Question 5

In better responses, candidates described Akiko as being disorganised as she couldn’t find her library books and she hadn’t even started the assignment, which is due tomorrow.

Question 6

The correct answer was A.

Question 7

In better responses, candidates effectively linked the role the actor is playing with her childhood. They included the fact that she grew up in Northern Honshuu where the movie is set, and that her husband cannot work due to illness, just like her father when she was a child.

Question 8

In better responses, candidates supported their opinion that the father was unjustified in cancelling the party with details from the text. They mentioned that the father assumed there would be uninvited guests, as was the case at the Osaka party. However, his daughter did not advertise her party on Facebook.

Section II – Reading and Responding

Part A

Question 9

1. In better responses, candidates identified the fact that it was the first time a Japanese person had become a world champion motorcyclist.
   
   In weaker responses, a variety of incorrect translations were given for ootobai (motorbike) – bike, bicycle, auto bike, mountain bike and hot bike.
   
   
2. Many candidates misunderstood kachimashita (won). In weaker responses, candidates misunderstood the meaning of haitatsu (to deliver) and misinterpreted kanji for tegami (letters).
   
   
3. In better responses, candidates included the fact that Yamashita was community-minded and selfless as he funded his school with the money he won from motorbike racing. They mentioned that the school was intended for the troubled students that he spoke to at junior high school.
   
   In weaker responses, candidates misunderstood oishasan (doctor) and thought it was someone’s name. Some candidates translated naoshikatta as ‘cure’ and did not realise that the school was created for troubled students to learn how to fix, not cure, motorbikes and cars. Many candidates did not mention that students were able to attend Yamashita’s school tada de (for free) and did not understand that the purpose of the school was for students to learn to fix motorbikes/cars, not to learn how to ride/drive them.

Question 10

1. Most candidates identified the correct reason for Kenji’s blog entry. Common errors included reading the kanji for shakai as kaisha and otoko as ‘boys’ rather than males/men.
   
   
2. In better responses, candidates identified all three services provided by otoko no heya and that these services were for men. In weaker responses, candidates did not understand the katakana words massaaji and koosu, and ofuro was translated as onsen (hot spring) and kekkon as kenkou (health).
   
   
3. This question was misunderstood by many candidates, who wrote about Kenji’s reaction to otoko no heya rather than to the clients of otoko no heya. The phrase wakai otoko no hito was misinterpreted as kawaii otoko no ko (cute boys). Also takai was translated as ‘tall’ instead of ‘expensive’, and kayoubi was mistaken for other days of the week.
   
   In better responses, candidates noted that Kenji thought the clients placed more importance on vanity than work, were wasting their money and had their priorities wrong. In weaker responses, candidates simply provided a direct translation of what Kenji saw and said.
   
   
4. In better responses, candidates identified what Yukari does and doesn’t want in a boyfriend; that is, someone who has time to date, has interests outside of work and someone who is not restricted by work in having to drink with colleagues and work long hours.
   
   
5. In better responses, candidates were able to anticipate Kenji’s reaction to Yukari’s and Jun’s ideas and linked this strongly to the text. They understood the change in Kenji’s traditional view on men and work after reflecting on his own life.
   
   In weaker responses, candidates either wrote that Kenji would agree or disagree without providing relevant supporting detail from the text. Some simply gave a translation or wrote about the advice Kenji would give to Yukari and Jun. Some even wrote that Kenji should introduce Jun to Yukari.

Part B

Question 11

In better responses, candidates wrote creatively and included a variety of advanced sentence structures with a high level of accuracy. They were consistent in their use of the plain form and used feminine endings such as wa, yo and na no.

In weaker responses, candidates didn’t understand that the party referred to in the text was the party Mami had already planned for Hanako’s birthday the following month, and not a party for Mami. Candidates are reminded to pay careful attention to tense, particularly the past tense, and to be consistent in their use of register.

Common vocabulary, expression and grammar errors included:

• incorrect form of i adjectives before to omou and naru
  
• isshouni instead of isshoni
  
• toshoukan instead of toshokan
  
• incorrect use of kureru/ageru/morau
  
• use of kowareru (to break) instead of wakareru (to break up).

Section III – Writing in Japanese

General comments

Candidates should read the requirements of the task carefully and plan their responses so that they are within the specified word limit for each question. They should ascertain the context; that is, whose point of view they are writing from, where they are located, who the audience is, and the appropriate point in time (past, present, future). Candidates are reminded to record the question number accurately on their question booklet and use the genkou youshi properly. Candidates should focus their response on the main purpose of the task and not waste too much of their available word length on an introduction or irrelevant information. As many of the prescribed kanji as possible should be used. Candidates are advised to avoid relying on their dictionaries as lexical items are often used in the wrong context.

Question 12

Candidates are advised to:

• avoid putting too many grammar structures in one sentence – complicated sentences are not appropriate for SMS text type
  
• review and edit their writing as there were many careless spelling and kanji errors
  
• use register consistently, either plain or polite desu/masu form.

In better responses, candidates gave a logical reason for borrowing the item without permission and included a wide vocabulary and range of advanced sentence structures.

Most candidates expressed an apology and attempted to justify borrowing the item without permission using oniisan ni kikanai de. Many candidates addressed their SMS to the host brother using hosuto no oniisan. It would have been more appropriate to use just oniisan or a Japanese male name.

Common vocabulary and expression errors included:

• spelling of gomen nasai and sumimasen
  
• use of katta or totta instead of karita for borrowed
  
• use of kaeru (return to a place) instead of kaesu (return an object).

Question 13

1. In better responses, candidates linked their reflection of the excursion to the purpose of the letter, which was to thank the teacher for organising the excursion.
   
   In weaker responses, some candidates used the expression sensei no sei de, which contains the nuance of blaming instead of thanking. Sensei no okage de is what is appropriate. Some of the excursion ideas were illogical; for example, thanking the teacher for yesterday’s school excursion to Japan.
   
   Common errors included:
   
   • incorrect use of te kureru and te ageru
     
   • use of yuusan (a very old term from the dictionary) instead of ensoku
     
   • past tense of adjectives
     
   • inconsistencies in tense
     
   • spelling of words with long vowels, double consonants and voiced sounds
     
   • katakana and kanji mistakes
     
   • use of aida instead of nagara for simultaneous actions.
2. In better responses, candidates contextualised their writing. Instead of launching straight into their desire or the reason to hold a dance, they introduced themselves and clearly stated the purpose of their letter. As they were writing a letter to a principal, they used desu/masu form and made their request for a dance politely. Some candidates used structures to express ‘you must’ or ‘ you have to’ (command form), which was inappropriate for writing to a principal.
   
   Common errors included:
   
   • paatii ga shitai instead of hoshii
     
   • dansu o suru hazu instead of suru beki.

Japanese Extension

Oral examination

In better responses, candidates presented and developed a logical and well-structured argument, supported by a range of relevant ideas and information, and demonstrated a sophisticated vocabulary and range of grammatical structures.

Question 1

In better responses, candidates discussed different types of competition; for example, among friends, at school, in sport and in the workplace. They were able to outline whether the competition was beneficial or not. They supported their argument convincingly, and some candidates used itsudemo as a key word to reinforce their point of view. They demonstrated an excellent vocabulary and range of grammatical structures, and communicated their argument confidently with a high level of fluency and authentic intonation.

In weaker responses, candidates identified that competition exists but focused their main argument solely on study at school or sport, and did not provide in-depth relevant information and supporting ideas. Many candidates did not pronounce the words kyousou and yuueki clearly. In some responses, they began by agreeing with the statement but subsequently changed their point of view. Candidates should adopt a consistent line of argument.

Question 2

In better responses, candidates stated their point of view and provided convincing and relevant supporting ideas and information. Many candidates discussed multiculturalism, discrimination and bullying in their arguments. In some responses, candidates extended the concept of heiwa to a global context and discussed issues of war and terrorism, rather than simply school and/or family contexts.

In weaker responses, candidates did not successfully incorporate the word muri into their argument and this created confusion in their responses – they stated that they agreed with the statement but then they actually argued against it. Many candidates discussed only basic ideas on multiculturalism, such as the variety of foods and having friends from different cultures. They displayed a limited vocabulary and knowledge of grammatical structures, and used many anglicised words to support their ideas.

Written examination

Section I – Response to Prescribed Text

Part A

Question 1

General comments

In better responses, candidates wrote succinctly in the space provided and addressed the question. They included supplementary examples but not irrelevant material.

1. In most responses, candidates demonstrated some understanding of the quoted line ‘Gather everyone downstairs’. In better responses, candidates explained this quote in context and linked the reason for Yubaba saying this to her suspicions that the Stink God was not really a Stink God, and that more help would be needed to remove the thorn.
   
   In weaker responses, candidates either provided a translation of the quote or outlined that Yubaba said this because she didn’t think Sen could do the job on her own.
   
   
2. In many responses, candidates demonstrated a good understanding of how the director Miyazaki created a sense of urgency at the beginning of this scene. In better responses, candidates outlined the use of dialogue among the characters, relevant film techniques and the effect of sound, while providing specific examples from the scene to support their answer.
   
   In weaker responses, candidates referred only to one technique or did not provide examples. Some weaker responses included film techniques that were irrelevant to the scene.
   
   
3. In better responses, candidates clearly evaluated Yubaba’s leadership qualities in this scene and provided detailed supporting examples.
   
   In weaker responses, candidates discussed the scene but provided no evaluation of Yubaba as a leader, or they discussed Yubaba’s personality throughout the whole film.
   
   
4. In better responses, candidates outlined how the issue of the Impact of Change on Society was explored in this extract and one other extract. They demonstrated a comprehensive understanding by indicating various aspects of the film, such as environment, consumerism and loss of traditions, often including how the film’s techniques supported these aspects.
   
   In weaker responses, candidates did not clearly address the required issue, and instead discussed the other two issues, Relationships and the Search for Personal Identity. In some responses, candidates wrote a translation of the scene provided as their response.

Part B

Question 2

In better responses, candidates perceptively and sensitively commented on the changes in Bou from Yubaba’s perspective, as well as recounting relevant events in the extract and the film as a whole.

In weaker responses, candidates recounted some events but did not reflect on the changes from Yubaba’s perspective. Some students wrote imaginatively about Bou in a future time period, without providing an analysis or reflection on the changes in Bou, and consequently did not demonstrate adequate knowledge of what actually happened in the extract and the film as a whole. Candidates are reminded to read the question carefully and respond with relevant information. Many candidates wrote about Yubaba’s attitude towards Chihiro, rather than reflecting on the changes in Bou and the consequent changes in Yubaba and Bou’s relationship.

Common errors included:

• incorrect use of te kureru, te ageru and te morau
  
• incorrect use of passive and causative.

In general, candidates’ usage of the plain form and past tense was consistent.

Section II – Writing in Japanese

General comments

Candidates are advised to use the text type required by the question and to use effective paragraphing. The kanji in the Continuers syllabus should also be used in Extension writing.

In order to present sophisticated, coherent arguments providing depth and breadth, candidates must carefully consider the requirements of the task. In better responses, the question was analysed perceptively and the arguments given were logically developed and relevant.

Question 3

Many candidates wrote their essay like a monologue. They either totally agreed or disagreed with the statement in the question, and this stance limited the arguments they could provide.

In better responses, candidates provided a perceptive analysis of what ‘everything’ could be and used convincing examples such as traditions, values and personal identity, which were directly related to culture.

In weaker responses, candidates wrote about moving from one culture to another but the idea of sacrifice was not clearly addressed. No justification was provided for the stance taken. The examples given in these responses were often superficial. In many responses, candidates only recounted their own personal experiences but did not give reasons for why they did or did not sacrifice their first culture.

Question 4

Better responses described how a sense of community is fostered after a natural disaster. Examples given included closer relationships within community, sense of belonging, prevailing consumerism etc. They also explicitly explained how and why this sense of community is fostered and how the connection between this fostering and the effects of natural disasters on people are well linked. The better responses went beyond ‘volunteering’ and identified different aspects/factors of a sense of community.

Weaker responses only described the actions taken after natural disasters but did not link the examples to a stronger sense of community. In a number of responses, candidates referred to the internet as the means of delivering the news – these responses focused on international aid rather than responding to the question.

Common errors included:

• use of okage de instead of sei de
  
• use of koto ga dekiru instead of kamo shirenai when talking about probability
  
• use of yasui instead of kantan
  
• confusion of tetsudau and tasukeru
  
• use of expressions such as bunka o toru instead of bunka o erabu
  
• inappropriate use of sou desu and kamoshirenai when stating facts for strong arguments.

Japanese Background Speakers

Section I – Listening and Responding

Part A

Question 1

General comments

Candidates are advised to read the questions in both Japanese and English as this may clarify the intent of the question.

Candidates are reminded to answer the questions fully and to include all relevant information. References to the text should be in English or an English translation should be given when quoting in Japanese.

1. In weaker responses, candidates did not identify the relationship between the two speakers in the school.
   
   
2. Most candidates identified the reason for the change in topic. In better responses, candidates included information about Ramen.
   
   
3. Candidates are reminded to include references from the text in order to justify their opinions. In better responses, candidates clearly described both the female speaker’s and the male speaker’s feelings. In these responses, opinions were supported by appropriate textual references, including information about Facebook.

Part B

Question 2

Candidates are reminded that they are not only assessed on how well they summarise the texts, but also on their ability to present their ideas and opinions effectively using appropriate language structures and vocabulary.

In better responses, candidates added their own ideas and reasons to support their opinions, demonstrating a thorough understanding of the issue.

Section II – Reading and Responding

Part A

General comments

Candidates are advised to read both the Japanese and English questions carefully to gain a comprehensive understanding of the requirements of the task.

Question 3

In better responses, candidates demonstrated a good understanding of the main characters, their situations and the issues explored in the story.

1. In better responses, candidates demonstrated a good understanding of Shobei’s observation of Kisuke.
   
   
2. In better responses, candidates demonstrated a comprehensive understanding of the relationship between Shobei and Kisuke, and the use of the title san.
   
   
3. In better responses, candidates demonstrated a good understanding of the language features used by the author and their effect on the audience.
   
   
4. In better responses, candidates demonstrated a good understanding of the society of the period and how issues would be dealt with differently in contemporary society.

Question 4

In better responses, candidates identified the language features, structure and messages of Shingapooruno Gomumari and Umashimenkana. In weaker responses, candidates did not support their opinions with textual references.

Part B

Question 5

In better responses, candidates demonstrated a comprehensive understanding of the issues raised in the text and formulated an effective argument with reference to the text. In weaker responses, candidates did not include the main points of the text and did not address their writing to the specified audience.

Section III – Writing in Japanese

General comments

In better responses, candidates presented and developed a coherent argument, providing an in-depth treatment of the relevant information and supporting evidence while relating these to a specific audience, purpose and context as appropriate for each question. These responses were well structured with an introduction and a convincing conclusion. In order to present a coherent argument, candidates are reminded to use sophisticated vocabulary and appropriate kanji.

Question 6

In better responses, candidates demonstrated a comprehensive understanding of the issue and presented their ideas and opinions effectively.

Question 7

In better responses, candidates supported their opinion on whether the concepts of masculinity and femininity are changing in society, in detail.

In weaker responses, candidates only gave a definition of masculinity and femininity.