IB Japanese

Exam Preparation

• Obtaining past exam questions seems difficult.

  • Well, even if there are questions, it’s not very meaningful if you can’t have them graded.

• Should I just create random questions and have the teacher grade them in a cycle?

• However, I don’t really see how to improve my score.

• P1

  • I’ll do my best with the analysis.
    • It seems good to review summary sheets in advance.
  • It seems important to focus on the coherence of the discussion and the strength of the vocabulary.

• Thoughts after looking at the rubric

  • It’s good to relate paragraphs to each other.
  • Capture implied elements, especially important ones.
  • Consider the text type as well.
  • Want to demonstrate “the meaning formed by the text”
    • Not just “the message is conveyed by xx,” but something like “the message conveyed is like yy through xx”?

• Things to pay attention to (want to generalize later)

  • Instead of saying “the figure on the right,” it should be “the figure on the right that shows xx.”
  • It’s difficult to overthink things.
  • However, don’t forget to look at things from a meta perspective while maintaining simplicity.
    • (Something that can be reconciled)
  • “X represents the message of Y” is shallow.
    • (At first glance, it seems sufficient because the logic is valid, but there is usually more depth to explore)
    • X represents the stereotype of A or is a statement like B.
    • I want to develop a habit of recognizing shallow logical trees and thinking if I can dig deeper.
    • It’s important to have awareness that connects to other arguments.
      • This also relates to expertise.

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• I’m summarizing various things in Literary Analysis Scrapbox.

• I’ll write about overall learnings and insights here.

  • I think it’s amazing how much information can be conveyed in a small number of words.
    • Not just in haiku, but also in advertisements, for example.
  • When reading other people’s essays, I realize the narrowness of my own perspective.
    • It’s like falling from the top of the Dunning-Kruger curve to the bottom.