Welcome to the Board of Studies, Teaching and Educational Standards (BOSTES)BOSTES has been created as a new authority in NSW for standards in curriculum, student assessment and teacher quality.BOSTES will deliver services previously provided by the Board of Studies NSW and the NSW Institute of Teachers.A new BOSTES website is currently being prepared. In the meantime, please continue to use existing web pages for services and information.For more information, visit the BOSTES homepage.Close Visit the new BOSTES website Top of Form2011 HSC Notes from the Marking Centre JapaneseIntroductionThis 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 commentsTeachers 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 Boards 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 ContinuersOral examinationGeneral commentsCandidates 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 RespondingGeneral 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 Candidates Notes column to their answer. Marks cannot be awarded for information that is written in this column but not included in the answer.Question 1In weaker responses, candidates had difficulty with prices.Question 2In 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 3In 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 couldnt walk a dog everyday since she often travels and doesnt like cleaning.

In weaker responses, candidates translated obaasan (grandmother) as grandfather or aunt.Question 4In 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 5In better responses, candidates described Akiko as being disorganised as she couldnt find her library books and she hadnt even started the assignment, which is due tomorrow.Question 6The correct answer was A. Question 7In 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 8In 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 RespondingPart AQuestion 9a. 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.b. Many candidates misunderstood kachimashita (won). In weaker responses, candidates misunderstood the meaning of haitatsu (to deliver) and misinterpreted kanji for tegami (letters). c. 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 someones 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 Yamashitas 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 10a. Most candidates identified the correct reason for Kenjis blog entry. Common errors included reading the kanji for shakai as kaisha and otoko as boys rather than males/men.b. 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). c. This question was misunderstood by many candidates, who wrote about Kenjis 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.d. In better responses, candidates identified what Yukari does and doesnt 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.

e. In better responses, candidates were able to anticipate Kenjis reaction to Yukaris and Juns ideas and linked this strongly to the text. They understood the change in Kenjis 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 BQuestion 11In 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 didnt understand that the party referred to in the text was the party Mami had already planned for Hanakos 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 JapaneseGeneral commentsCandidates 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 12Candidates 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 13a. 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 yesterdays 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.b. 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 ExtensionOral examinationIn 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 1In 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 2In 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 examinationSection I Response to Prescribed TextPart AQuestion 1General commentsIn better responses, candidates wrote succinctly in the space provided and addressed the question. They included supplementary examples but not irrelevant material.a. 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 didnt think Sen could do the job on her own. b. 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.c. In better responses, candidates clearly evaluated Yubabas 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 Yubabas personality throughout the whole film.d. 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 films 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 BQuestion 2In better responses, candidates perceptively and sensitively commented on the changes in Bou from Yubabas 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 Yubabas 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 Yubabas attitude towards Chihiro, rather than reflecting on the changes in Bou and the consequent changes in Yubaba and Bous 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 JapaneseGeneral commentsCandidates 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 3Many 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 4Better 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.