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Showing posts with label H.S.C. Japanese. Show all posts
Showing posts with label H.S.C. Japanese. Show all posts
HSC text types - what are they?
What are ‘texts’ (text types)?
In the written examination of the HSC, students are required to produce two different kinds of writing: the first will be informative or descriptive and the second will be reflective, persuasive or evaluative, and could require the student to explain or justify a point of view. The difference between the first one and the second one is not based on ‘texts’ (text types) but functions. Although ‘texts’ (text types) are required in the HSC, students need to remember that it is the content that is important.
Two different kinds of writing
1 ARTICLE
2 DIARY ENTRY
3 E-MAIL
4 LETTER
5 MESSAGE
6 NOTE
7 NOTICE
8 POSTCARD
9 RECOUNT
10 REPORT
11 SCRIPT OF AN INTERVIEW
12 SCRIPT OF A SPEECH/TALK
Note: In the oral examination, students participate in a conversation.
Sample writing tasks can be found on HSC Online: http://hsc.csu.edu.au/japanese/ or past HSC questions can be used for practice. Past HSC papers can be downloaded from the Board of Studies website: http://www.boardofstudies.nsw.edu.au/
Some past HSC questions have been used as sample tasks in this booklet.
Sample tasks and practice questions
‘Texts’ (text types) are various styles of spoken and written language, such as articles, conversations, letters and so on. Each of them has characteristics of format, style, and language. In the Japanese Continuers HSC, the following text types are specified for production for the external examination.
HSC Continuers “texts” (text types) for
production in the external examination
1 ARTICLE
Purpose:
• to sustain an argument
• to describe
• to inform, persuade, amuse or entertain
Structure:
• titles/headings (if appropriate)
• development of ideas/arguments
• sequencing and linking of ideas
• statement of conclusion or advice
Language features:
• range of tenses (e.g. です/でした/ます/ました)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• plain form or polite form (be consistent throughout the article)
2 DIARY ENTRY
Purpose:
• a personal reflection on a theme, place or situation
Structure:
• date and weather (e.g. ２００９年６月２９日、雨のちくもり)
• development of ideas/arguments
• sequencing & linking of ideas
• concluding statement (e.g. もうねむいのでここでおわります。)
• sign off with name (optional)
Language features:
• written in the first person (keep the tone/perspective of the character from whom you are writing)
• usually written in past tense (でした/ました)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• plain form or polite form (be consistent throughout the diary entry)
3 EMAIL
Purpose:
• to use technology-based methods of communication
• to send greetings
• to retell events
• to inform
• to seek a response
Structure:
• email conventions (students are not usually required to write email address in the exam)
• specific details without elaboration
• salutations and endings – less conventional than a normal letter which may need ～さんへ、～より. You would not discuss the weather, etc. as would perhaps be done in a traditional, written informal letter
• statement of conclusion or advice (e.g. メール待っています。or じゃ、
またね。)
Language features:
• range of tenses (e.g. です/でした/ます/ました)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• plain form or polite form (be consistent throughout the email)
4 INFORMAL LETTER
Purpose:
• to communicate in writing with acquaintances, friends, family
• to inform, amuse
Structure:
• salutations (e.g. ～さんへ、こんにちは。お元気ですか。etc.)
• letter conventions (e.g. ～さんへ、～より、お元気ですか。私はげんきです。 comment/statement about the weather, date at the end etc.)
Language features:
• subjective language (e.g. 私は…)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• formality of language will depend on relationship between participants (e.g. letter to a friend or letter to a teacher)
5 MESSAGE
Purpose:
• to inform
• to request
• to instruct
• to remind
Note: The difference between a message and a note is that a message can vary in type such as voicemail message, text message, email, etc. A note is usually written.
Structure:
• succinct (i.e. short and to the point)
• general statement, description, procedure
• lack of descriptive detail
• frequent use of colloquial language (does not necessarily mean plain form)
Language features:
• shorter than a standard letter
• plain form or polite form (be consistent throughout the message)
6 NOTE
Purpose:
• to inform
• to request
• to instruct
• to remind
Note: The difference between a message and a note is that a message can vary in type such as voicemail message, text message, email, etc. A note is usually written.
Structure:
• succinct (i.e. short and to the point)
• general statement, description, procedure
• lack of descriptive detail
• frequent use of colloquial language (does not necessarily mean plain form)
Language features:
• shorter than a standard letter
• plain form or polite form (be consistent throughout the note)
7 NOTICE
Purpose:
• to inform
• to seek a response (e.g. looking for a pen pal or looking for a room mate to share accommodation)
Structure:
• heading/addressee
• specific details without elaboration
• statement of conclusion or advice (e.g. giving contact details)
Language features:
• often written in present tense
• language can be descriptive, factual, emotive or persuasive depending on context
• plain form or polite form
8 POSTCARD
Purpose:
• to provide information, amuse or entertain
• to retell events and experiences (who, where, what, when, etc.)
Structure:
• salutations (～さんへ、～より、etc.)
• brief description or message
• formulaic ending
Language features:
• descriptive language
• personal impressions
• often written in past tense, i.e. where you went, what you did, what you saw, etc. (でした/ました)
9 RECOUNT
Purpose:
• to inform or entertain
• to retell past events or experiences
• to retell a series of events
Structure:
• introduction/orientation (i.e. set the scene – who, what, where, when)
• events sequenced in chronological order
• closing statement
Language features:
• often told in the first person (e.g. 私)
• descriptive language
• often told in past tense (e.g. でした/ました、etc.)
• time words to connect events (e.g. 前に/～た後で/間/時/～て/～てから/そして/それから etc.)
• words which tell us when, where, with whom and how
• linking words (e.g. そして/それから/それに/だから/しかし/でも etc.)
10 REPORT
Purpose:
• to present information about a class of things (to classify) OR
• to describe the way things are
• to organise facts
• to draw conclusions
Structure:
• general statement or classification
• series of paragraphs that describes
• logical progression
• concluding statement or summary
Language features:
• supporting evidence e.g. statistics, examples
• factual
• language specific to the topic
• objective language
• linking words (e.g. そして/それから/それに/だから/しかし/でも etc.)
11 SCRIPT OF AN INTERVIEW
Purpose:
• to find out information (e.g. a story or a response)
• to communicate ideas, opinions and attitudes
• to draw conclusions
Structure:
• salutations
• clear idea of the purpose of the interview (e.g. 今日は～についてインタビューしたいと思います。)
• question and response sequence (If writing horizontally, initials followed by a colon or dash can be used, e.g. A: and B: or A – and B –. If writing vertically, the speakers’ names or first name initial or A and B can be used followed by a blank box. (Note: This is not how it is done in Japan but is usually the way in which interviews and conversations are presented in text books and the simplest way to set it out for exam purposes.)
• use of filler expressions (e.g. ええと/あのう etc.) and あいづち (e.g. ああ/はい/あのう etc.)
• conclusion (e.g. インタビューありがとうございました。OR 今日は来てくださってありがとうございました。)
Language features:
• question forms (by the interviewer)
• register: use polite language (e.g. です/ますform)
• transition strategies when switching topics (optional, e.g. つぎに)
12 SPEECH/TALK SCRIPT
Purpose:
• to communicate ideas, opinions and attitudes
• to entertain
• to persuade
• to welcome
• to thank
Structure:
• salutations (e.g. みなさん、おはようございます。)
• introductory statement of purpose (e.g. 今日は、～について話したいと思います。)
• ideas and information organised and linked
• concluding remarks (e.g. さいごまで聞いてくれてありがとうございます。/これで私のスピーチはおわりです。)
Language features:
• address the audience group (e.g. みなさん、クラスのみなさん, etc.)
• choice of expressions to engage the audience
• descriptive words
• range of tenses
• usually subjective language (this depends on the context)
In the written examination of the HSC, students are required to produce two different kinds of writing: the first will be informative or descriptive and the second will be reflective, persuasive or evaluative, and could require the student to explain or justify a point of view. The difference between the first one and the second one is not based on ‘texts’ (text types) but functions. Although ‘texts’ (text types) are required in the HSC, students need to remember that it is the content that is important.
Two different kinds of writing
1 ARTICLE
2 DIARY ENTRY
3 E-MAIL
4 LETTER
5 MESSAGE
6 NOTE
7 NOTICE
8 POSTCARD
9 RECOUNT
10 REPORT
11 SCRIPT OF AN INTERVIEW
12 SCRIPT OF A SPEECH/TALK
Note: In the oral examination, students participate in a conversation.
Sample writing tasks can be found on HSC Online: http://hsc.csu.edu.au/japanese/ or past HSC questions can be used for practice. Past HSC papers can be downloaded from the Board of Studies website: http://www.boardofstudies.nsw.edu.au/
Some past HSC questions have been used as sample tasks in this booklet.
Sample tasks and practice questions
‘Texts’ (text types) are various styles of spoken and written language, such as articles, conversations, letters and so on. Each of them has characteristics of format, style, and language. In the Japanese Continuers HSC, the following text types are specified for production for the external examination.
HSC Continuers “texts” (text types) for
production in the external examination
1 ARTICLE
Purpose:
• to sustain an argument
• to describe
• to inform, persuade, amuse or entertain
Structure:
• titles/headings (if appropriate)
• development of ideas/arguments
• sequencing and linking of ideas
• statement of conclusion or advice
Language features:
• range of tenses (e.g. です/でした/ます/ました)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• plain form or polite form (be consistent throughout the article)
2 DIARY ENTRY
Purpose:
• a personal reflection on a theme, place or situation
Structure:
• date and weather (e.g. ２００９年６月２９日、雨のちくもり)
• development of ideas/arguments
• sequencing & linking of ideas
• concluding statement (e.g. もうねむいのでここでおわります。)
• sign off with name (optional)
Language features:
• written in the first person (keep the tone/perspective of the character from whom you are writing)
• usually written in past tense (でした/ました)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• plain form or polite form (be consistent throughout the diary entry)
3 EMAIL
Purpose:
• to use technology-based methods of communication
• to send greetings
• to retell events
• to inform
• to seek a response
Structure:
• email conventions (students are not usually required to write email address in the exam)
• specific details without elaboration
• salutations and endings – less conventional than a normal letter which may need ～さんへ、～より. You would not discuss the weather, etc. as would perhaps be done in a traditional, written informal letter
• statement of conclusion or advice (e.g. メール待っています。or じゃ、
またね。)
Language features:
• range of tenses (e.g. です/でした/ます/ました)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• plain form or polite form (be consistent throughout the email)
4 INFORMAL LETTER
Purpose:
• to communicate in writing with acquaintances, friends, family
• to inform, amuse
Structure:
• salutations (e.g. ～さんへ、こんにちは。お元気ですか。etc.)
• letter conventions (e.g. ～さんへ、～より、お元気ですか。私はげんきです。 comment/statement about the weather, date at the end etc.)
Language features:
• subjective language (e.g. 私は…)
• language can be descriptive, factual, judgemental, emotive, or persuasive depending on context
• formality of language will depend on relationship between participants (e.g. letter to a friend or letter to a teacher)
5 MESSAGE
Purpose:
• to inform
• to request
• to instruct
• to remind
Note: The difference between a message and a note is that a message can vary in type such as voicemail message, text message, email, etc. A note is usually written.
Structure:
• succinct (i.e. short and to the point)
• general statement, description, procedure
• lack of descriptive detail
• frequent use of colloquial language (does not necessarily mean plain form)
Language features:
• shorter than a standard letter
• plain form or polite form (be consistent throughout the message)
6 NOTE
Purpose:
• to inform
• to request
• to instruct
• to remind
Note: The difference between a message and a note is that a message can vary in type such as voicemail message, text message, email, etc. A note is usually written.
Structure:
• succinct (i.e. short and to the point)
• general statement, description, procedure
• lack of descriptive detail
• frequent use of colloquial language (does not necessarily mean plain form)
Language features:
• shorter than a standard letter
• plain form or polite form (be consistent throughout the note)
7 NOTICE
Purpose:
• to inform
• to seek a response (e.g. looking for a pen pal or looking for a room mate to share accommodation)
Structure:
• heading/addressee
• specific details without elaboration
• statement of conclusion or advice (e.g. giving contact details)
Language features:
• often written in present tense
• language can be descriptive, factual, emotive or persuasive depending on context
• plain form or polite form
8 POSTCARD
Purpose:
• to provide information, amuse or entertain
• to retell events and experiences (who, where, what, when, etc.)
Structure:
• salutations (～さんへ、～より、etc.)
• brief description or message
• formulaic ending
Language features:
• descriptive language
• personal impressions
• often written in past tense, i.e. where you went, what you did, what you saw, etc. (でした/ました)
9 RECOUNT
Purpose:
• to inform or entertain
• to retell past events or experiences
• to retell a series of events
Structure:
• introduction/orientation (i.e. set the scene – who, what, where, when)
• events sequenced in chronological order
• closing statement
Language features:
• often told in the first person (e.g. 私)
• descriptive language
• often told in past tense (e.g. でした/ました、etc.)
• time words to connect events (e.g. 前に/～た後で/間/時/～て/～てから/そして/それから etc.)
• words which tell us when, where, with whom and how
• linking words (e.g. そして/それから/それに/だから/しかし/でも etc.)
10 REPORT
Purpose:
• to present information about a class of things (to classify) OR
• to describe the way things are
• to organise facts
• to draw conclusions
Structure:
• general statement or classification
• series of paragraphs that describes
• logical progression
• concluding statement or summary
Language features:
• supporting evidence e.g. statistics, examples
• factual
• language specific to the topic
• objective language
• linking words (e.g. そして/それから/それに/だから/しかし/でも etc.)
11 SCRIPT OF AN INTERVIEW
Purpose:
• to find out information (e.g. a story or a response)
• to communicate ideas, opinions and attitudes
• to draw conclusions
Structure:
• salutations
• clear idea of the purpose of the interview (e.g. 今日は～についてインタビューしたいと思います。)
• question and response sequence (If writing horizontally, initials followed by a colon or dash can be used, e.g. A: and B: or A – and B –. If writing vertically, the speakers’ names or first name initial or A and B can be used followed by a blank box. (Note: This is not how it is done in Japan but is usually the way in which interviews and conversations are presented in text books and the simplest way to set it out for exam purposes.)
• use of filler expressions (e.g. ええと/あのう etc.) and あいづち (e.g. ああ/はい/あのう etc.)
• conclusion (e.g. インタビューありがとうございました。OR 今日は来てくださってありがとうございました。)
Language features:
• question forms (by the interviewer)
• register: use polite language (e.g. です/ますform)
• transition strategies when switching topics (optional, e.g. つぎに)
12 SPEECH/TALK SCRIPT
Purpose:
• to communicate ideas, opinions and attitudes
• to entertain
• to persuade
• to welcome
• to thank
Structure:
• salutations (e.g. みなさん、おはようございます。)
• introductory statement of purpose (e.g. 今日は、～について話したいと思います。)
• ideas and information organised and linked
• concluding remarks (e.g. さいごまで聞いてくれてありがとうございます。/これで私のスピーチはおわりです。)
Language features:
• address the audience group (e.g. みなさん、クラスのみなさん, etc.)
• choice of expressions to engage the audience
• descriptive words
• range of tenses
• usually subjective language (this depends on the context)
Wakatta U1 Sentence structures
1- Saying ‘and’: joining sentences with てform
Verbs I talked to my boyfriend and went to sleep
こい人 と はなして ねました。
い Adjectives
Yesterday we went to the golf club and ate dinner. The steak was cheap and delicious.
きのう ゴルフクラブ に 行って ばんごはん を たべました。ステーキ は やすくて おいしかった です。
な Adjectives I like shopping and yesterday I bought a television.
かいもの・ショッピング が 好き で テレビ を かいました。
Nouns My mum is a teacher and my dad is a carpenter
お母さん は 先生 で お父さん は だいく です。
2- Saying but or however: joining sentences using が or けれども
Verbs
I have food but I don’t have water
たべもの が あります けれども 水 が ありません。
I had food but didn’t have water
たべもの が ありました けれども 水 が ありません でした。
Adjectives Yesterday was hot but I went for a jog
きのう は あつかった けれども ジョギング しました。
Nouns This hat is 3000 yen but the one over there is 2000 yen
この ぼうし は 3000 円 です けれども あれ は 2000 円 です。
3- Saying ‘About X’ : X に ついて and X の こと
We talked about the test
テスト の こと を はなしました。
Please write about your weekend
しゅうまつ に ついて かいて 下さい。
4- Describing how things are
My older brother is married
お兄さん は けっこん しています。
5- Saying what people and things are called
My older brother lives in a country called Chad
お兄さん は チャド という 国 に すんで います。
Verbs I talked to my boyfriend and went to sleep
こい人 と はなして ねました。
い Adjectives
Yesterday we went to the golf club and ate dinner. The steak was cheap and delicious.
きのう ゴルフクラブ に 行って ばんごはん を たべました。ステーキ は やすくて おいしかった です。
な Adjectives I like shopping and yesterday I bought a television.
かいもの・ショッピング が 好き で テレビ を かいました。
Nouns My mum is a teacher and my dad is a carpenter
お母さん は 先生 で お父さん は だいく です。
2- Saying but or however: joining sentences using が or けれども
Verbs
I have food but I don’t have water
たべもの が あります けれども 水 が ありません。
I had food but didn’t have water
たべもの が ありました けれども 水 が ありません でした。
Adjectives Yesterday was hot but I went for a jog
きのう は あつかった けれども ジョギング しました。
Nouns This hat is 3000 yen but the one over there is 2000 yen
この ぼうし は 3000 円 です けれども あれ は 2000 円 です。
3- Saying ‘About X’ : X に ついて and X の こと
We talked about the test
テスト の こと を はなしました。
Please write about your weekend
しゅうまつ に ついて かいて 下さい。
4- Describing how things are
My older brother is married
お兄さん は けっこん しています。
5- Saying what people and things are called
My older brother lives in a country called Chad
お兄さん は チャド という 国 に すんで います。
Wakkatta
Wakatta on Quizlet- heaps of stuff
http://quizlet.com/subject/wakatta/
Wakatta flashcards on study stack
http://www.studystack.com/flashcard-228180
http://www.studystack.com/flashcard-71639
http://www.studystack.com/flashcard-71355
http://www.studystack.com/flashcard-178225
http://http://www.studystack.com/flashcard-177803
http://quizlet.com/subject/wakatta/
Wakatta flashcards on study stack
http://www.studystack.com/flashcard-228180
http://www.studystack.com/flashcard-71639
http://www.studystack.com/flashcard-71355
http://www.studystack.com/flashcard-178225
http://http://www.studystack.com/flashcard-177803
H.S.C. study stack flashcards
http://www.studystack.com/flashcard-233984
http://www.studystack.com/flashcard-232633
http://www.studystack.com/flashcard-232631
http://www.studystack.com/flashcard-232630
H.S.C. adjectives
http://www.studystack.com/flashcard-140212
H.S.C. likes and dislikes
http://www.studystack.com/flashcard-140213
H.S.C. frequency and amounts
http://www.studystack.com/flashcard-140217
H.S.C Neighbourhood
http://www.studystack.com/flashcard-141039
H.S.C. Rooms furniture
http://www.studystack.com/flashcard-140214
http://www.studystack.com/flashcard-232633
http://www.studystack.com/flashcard-232631
http://www.studystack.com/flashcard-232630
H.S.C. adjectives
http://www.studystack.com/flashcard-140212
H.S.C. likes and dislikes
http://www.studystack.com/flashcard-140213
H.S.C. frequency and amounts
http://www.studystack.com/flashcard-140217
H.S.C Neighbourhood
http://www.studystack.com/flashcard-141039
H.S.C. Rooms furniture
http://www.studystack.com/flashcard-140214
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