2011 HSC Notes from the Marking Centre 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 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 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 preprepared 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 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 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 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 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 couldnt find her library books
and she hadnt 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
a.

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 10
a.

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 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 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 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
a.

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 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.
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 B
Question 2
In 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 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.