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Notes/Japanese/3月11日とその直後 — the disaster, and how to write about it (テーマ4・1)
Notes · JapaneseUK · A-Levels

3月11日とその直後 — the disaster, and how to write about it (テーマ4・1)

This topic carries the first sub-theme of Edexcel's fourth theme, テーマ4:東日本大震災後の日本, which the specification sets in the context of political culture past and present. The sub-theme is 3月11日とその直後 and it has four aspects rather than three: 地震と津波の被害, 避難生活, 救出と援助 and 海外の反応. It sits in a political-life slot because the frozen topic ids used across this platform have no history slot, and because the specification itself frames Theme 4 as political culture. The material is a real disaster within living memory: the earthquake and tsunami of 11 March 2011 and the accident at the Fukushima Daiichi nuclear plant killed and displaced very large numbers of people, and readers of these notes may have personal connections to them. The topic is therefore written under strict rules — no invented statistics, no fabricated testimony, contested assessments attributed rather than adjudicated — and it keeps its weight on language and analysis, because what the examination asks for is 600 to 700 characters of argued Japanese, not a documentary.

5 sections·~33 min reading time·4 competencies·Level Standard 3 · Advanced 2

T·0888 / 12
Exam profile
AO1 · Understand and respond in writing to spoken Japanese about the disaster and its aftermathAO2 · Understand and respond in writing to written Japanese of reportage and official registerAO3 · Manipulate Japanese accurately, using the vocabulary of disaster, evacuation and reliefAO4 · Show knowledge and understanding of, and respond critically to, the events of March 2011 and their political aftermath
Operators:説明しなさい要約しなさい比べなさい分析しなさい評価しなさい論じなさい訳しなさい

basic level

At first-year standard the expectation is accurate, restrained description: what happened and when, what the words 被災者, 避難所 and 仮設住宅 mean, what kinds of help arrived — with correct readings, a consistent register and no invented detail of any kind.

higher level

The full A-Level expects the same material handled analytically and carefully. Which figures are official tallies and which are estimates? Which assessments of the response are contested, and by whom? Answers must attribute every evaluation, describe magnitude comparatively rather than inventing numbers, and label any illustration as constructed.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. 3月11日とその直後 — the disaster, and how to write about it (テーマ4・1)
    • 01What is documented about 3月11日, and what is not◐
    • 02地震と津波の被害: the grammar of being affected◐
    • 03避難生活: shelters, temporary housing and long displacement●
    • 04救出と援助: who responded, and how to describe it accurately◐
    • 05海外の反応: international response, and writing about solidarity without sentimentality●
§ 01

What is documented about 3月11日, and what is not#

●●○StandardLPPearson Edexcel 9JA0 テーマ4 3月11日とその直後 — 地震と津波の被害LPPearson Edexcel 9JA0 テーマ4 — set in the context of political culture past and presentLPDfE GCE AS and A level subject content for modern foreign languages

The documented sequence of March 2011

The documented sequence of March 2011Table with 4 columns and 5 rows, Data: DATE (2011) · JAPANESE TERM · READING (KANA) · What is documented; 11 March · 地震 · じしん · A magnitude 9.0 earthquake off Tohoku; 11 March · 津波 · つなみ · A tsunami along the Pacific coast; 11-15 March · 原発事故 · げんぱつじこ · Reactor damage at Fukushima Daiichi; From 11 March · 避難 · ひなん · Evacuation orders issued and widened; From 11 March · 救助 · きゅうじょ · Search and rescue by several agencies, highlighted cell: Reactor damage at Fukushima DaiichiDATE (2011)JAPANESE TERMREADING (KANA)WHAT IS DOCUMENTED11 March地震じしんA magnitude 9.0 earthquakeoff Tohoku11 March津波つなみA tsunami along the Pacificcoast11-15 March原発事故げんぱつじこReactor damage at FukushimaDaiichiFrom 11 March避難ひなんEvacuation orders issued andwidenedFrom 11 March救助きゅうじょSearch and rescue by severalagencies
Fig. 1Five stations of the sequence, each with the Japanese term, its reading and a statement of what is documented rather than what is asserted. The right-hand column is deliberately spare: it records the kind of fact that appears in official chronologies, and it contains no casualty figure, no wave height and no judgement about the response, all of which belong in attributed prose rather than in a table that reads as authoritative. The emphasised cell is the nuclear accident, because it is the station that turns a natural disaster into the political-culture theme the specification is actually setting.

Key points

Two naming facts come first because they are useful and because getting them right signals that you have read Japanese sources rather than English ones. 東北地方太平洋沖地震[とうほくちほうたいへいようおきじしん] is the Japan Meteorological Agency's name for the EARTHQUAKE that occurred off the Pacific coast of the Tōhoku region on the afternoon of 11 March 2011. 東日本大震災[ひがしにほんだいしんさい] is the name given to the DISASTER as a whole — the earthquake, the tsunami, the nuclear accident and their consequences. Japanese uses 地震 for the seismic event and 震災 for the human catastrophe, and the specification's theme title uses 大震災. Using the right one in the right place is a real precision mark and costs nothing to learn.
The measurements are documented and are worth stating exactly, because they are the one place in this topic where numbers are both available and safe. マグニチュード measures the energy released at the source and there is one value per earthquake: the Japan Meteorological Agency recorded this one as magnitude 9.0, and some other agencies have published 9.1. 震度[しんど] is something else entirely — the intensity of shaking at a particular place, on a Japanese scale running from 0 to 7 with 5 and 6 each split into 弱[じゃく] and 強[きょう] — so a single earthquake produces many 震度 values, and 震度7 was recorded in the worst-affected area. Confusing the two is the commonest technical error in student writing on this topic, and distinguishing them properly is exactly what the AO4 grid means by knowledge and understanding.
For everything else, the rule of this topic is attribution and comparison rather than invention. The tsunami that followed the earthquake reached far inland along parts of the Sanriku and Sendai coasts and in places overtopped sea walls built to contain smaller waves; that is describable without a height. At the Fukushima Daiichi plant, 福島第一原子力発電所, the loss of off-site power and of cooling led to reactor damage and to hydrogen explosions in the days that followed, and evacuation orders around the plant were issued and progressively widened; the accident was subsequently rated at the highest level of the international nuclear event scale. On the human toll, the correct formulation names the source and its provisionality: 警察庁が公表している死者・行方不明者の数は、その後も修正されており、犠牲者は万単位に上る. Never a bare invented figure.
One further documented distinction belongs here because it is analytically important and is often missed. Japan counts 震災関連死[しんさいかんれんし], disaster-related deaths, as a separate official category: deaths that did not occur in the earthquake or the tsunami themselves but are officially recognised as consequences of the disaster and of the evacuation — deterioration of health in shelters, interrupted medical care, the effects of long displacement. That category exists because the disaster continued to cause harm long after the day, and it is the single most useful fact for an essay that wants to argue about the aftermath rather than the event. It also carries its own caution: the recognition of such deaths is an administrative process, so the count reflects decisions as well as deaths.
Worked example

Paper 1 Section A worked sentence by sentence: a chronological passage

Translate this passage into English. 二〇一一年三月十一日の午後、東北地方の太平洋沖で大きな地震が発生し、その直後に津波が沿岸を襲った。多くの町では、堤防を越えた波によって建物が流され、住民は高台への避難を余儀なくされた。原子力発電所では電源が失われ、冷却ができなくなったため、周辺の住民に避難の指示が出された。

  1. 01Read the three sentences to their ends first

    襲った, 余儀なくされた, 出された. A tsunami struck; residents were forced into something; instructions were issued. Readings you need: 沿岸[えんがん], 堤防[ていぼう], 流される[ながされる], 高台[たかだい], 余儀[よぎ], 原子力発電所[げんしりょくはつでんしょ], 電源[でんげん], 冷却[れいきゃく], 指示[しじ]. Note how many of the verbs are passive: this is characteristic of Japanese disaster reportage, which describes what happened to places and people rather than naming agents.

  2. 02Sentence 1: 発生する for an event occurring, and 直後 as a time noun

    大きな地震が発生し、その直後に津波が沿岸を襲った. 発生する is the standard verb for an event coming into being — an earthquake occurred — and 発生し is its ます-stem chaining forward. 直後[ちょくご] is a noun meaning the moment immediately after, taking に; その直後に is immediately afterwards. 襲う is transitive and takes を: the tsunami struck the coast. English: On the afternoon of 11 March 2011, a large earthquake occurred off the Pacific coast of the Tōhoku region, and immediately afterwards a tsunami struck the coastline.

  3. 03Sentence 2, first half: によって for the agent of a passive, and 流される

    堤防を越えた波によって建物が流され. 堤防を越えた波 is a relative clause: waves that had overtopped the sea walls. によって marks the agent of the passive that follows, exactly as the grammar topic described. 流される is the passive of 流す, to wash away — buildings were washed away — and 流され is its ます-stem chaining into the next clause. Note that the passive here is not evasive: it is the accurate voice, because the water is the agent and the buildings are what it acted on.

  4. 04Sentence 2, second half: 余儀なくされる is a set phrase worth knowing

    住民は高台への避難を余儀なくされた. 余儀なくされる means to be left with no choice but to, or to be forced into, and it is a fixed expression common in this register. 高台への避難 is evacuation to high ground, with への as the noun-modifying form of へ. English: residents were forced to evacuate to higher ground. Rendering it as residents evacuated would lose the compulsion the Japanese states, and the compulsion is the point of the sentence.

  5. 05Sentence 3: two agentless passives and a causal ため

    電源が失われ、冷却ができなくなったため、周辺の住民に避難の指示が出された. 失われる is the passive of 失う: power was lost, with no agent, which is the honest voice because the causes were multiple. ~ができなくなった is came to be impossible, using the potential ができる negated with なる. ため after a plain-form clause gives the reason. 指示が出された is instructions were issued — again agentless, and here the agent genuinely varies, since evacuation instructions came from different levels of authority. に on 住民 marks who received them.

  6. 06Read the English back, and check you have added nothing

    On the afternoon of 11 March 2011, a large earthquake occurred off the Pacific coast of the Tōhoku region, and immediately afterwards a tsunami struck the coastline. In many towns, buildings were washed away by waves that had overtopped the sea walls, and residents were forced to evacuate to higher ground. At the nuclear power station, power was lost and cooling became impossible, and instructions to evacuate were issued to residents in the surrounding area. Now check: no number has been added, no agent has been supplied that the Japanese did not supply, and no evaluation has crept in. In this topic that check matters more than anywhere else in the subject.

Result: On the afternoon of 11 March 2011, a large earthquake occurred off the Pacific coast of the Tōhoku region, and immediately afterwards a tsunami struck the coastline. In many towns, buildings were washed away by waves that had overtopped the sea walls, and residents were forced to evacuate to higher ground. At the nuclear power station, power was lost and cooling became impossible, and instructions to evacuate were issued to residents in the surrounding area.

Exam focus

  • Use 地震 for the seismic event and 震災 for the disaster; the theme title says 大震災 (AO4).
  • Distinguish マグニチュード from 震度 correctly. It is the technical precision the topic rewards (AO4).
  • Attribute every casualty figure to its publishing body and note that it has been revised (AO4).
  • Know 震災関連死 as a separate official category; it is the fact an aftermath argument is built on (AO4).

Typical mistakes

  • Writing 震度9. Magnitude and 震度 are different scales; 震度 tops out at 7 and describes shaking at a place.
  • Producing a death toll from memory. Attribute it to the publishing body and describe it as revised over time.
  • Using 地震 where the theme means 震災. The disaster and the seismic event have different names in Japanese.
  • Treating the aftermath as beginning after the event. 震災関連死 exists precisely because it did not.

Active revision

二〇一一年三月十一日に何が起きたかを、日本語で二百字にまとめなさい。(一)「地震」と「震災」を正しく使い分けること、(二)マグニチュードと震度の違いに触れること、(三)犠牲者の数については必ず出典と修正の事実を示すこと。断定できない点には「~とされている」を用いなさい

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Japanese (9JA0) specification (Pearson Edexcel)

§ 02

地震と津波の被害: the grammar of being affected#

●●○StandardLPPearson Edexcel 9JA0 テーマ4 3月11日とその直後 — 地震と津波の被害LPPearson Edexcel 9JA0 Appendix 2 — the passive, including the suffering passive and によってLPDfE GCE AS and A level subject content for modern foreign languages

Key points

被害[ひがい] is damage or harm suffered, and the family of words built around 被 is the vocabulary this aspect runs on. 被災[ひさい]する is to be affected by a disaster; 被災者[ひさいしゃ] is a person so affected; 被災地[ひさいち] is the affected area. 被害を受ける is to sustain damage and 被害を与える is to inflict it, so the pair marks the direction. 全壊[ぜんかい] and 半壊[はんかい] are the official categories for a building completely or partly destroyed — administrative terms with legal consequences for compensation, which is why they matter. 浸水[しんすい] is inundation, 停電[ていでん] a power cut, 断水[だんすい] a water outage, and ライフライン the katakana term for the utilities collectively.
The grammatical point of this aspect is that Japanese has an unusually rich apparatus for saying that something happened TO somebody, and the apparatus is on Appendix 2. The plain passive removes an agent: 家が流された. The passive with によって names one: 津波によって多くの建物が破壊された. And the suffering passive, which Appendix 2 lists explicitly, adds a person who is worse off to an intransitive verb: 家族を津波に流された, whose force is that the speaker suffered the loss, not merely that the loss occurred. That construction has no English equivalent and it is exactly what this material is for. Use it once, correctly, and it will be visible to an examiner.
Describing scale without numbers is a skill and this is the place to build it. The tools are comparative and structural rather than numerical: 広い範囲にわたって, over a wide area; ~に及ぶ, to extend to or reach as far as; ~を超える, to exceed, which needs a comparator rather than a figure; 沿岸の多くの市町村で, in many coastal municipalities; 記録的な, record-breaking, which is a claim about a record and therefore checkable; 想定を上回る, exceeding what had been assumed, which is one of the most consequential phrases in the whole aftermath because so much of the subsequent argument was about what had been assumed. None of these requires a number, and all of them are more informative than a number a reader cannot check.
That last phrase deserves its own note, because it is where this sub-theme becomes political culture rather than natural history. Sea walls, evacuation plans and plant design were all built against 想定[そうてい], assumed conditions, and much of the argument since 2011 has been about whether the assumptions were reasonable given what was known, and about who decided them. That argument is live, is conducted by engineers, officials, courts and journalists, and is not for a language student to settle. What a strong answer does is name it as an argument and describe its shape: 想定を超える災害だったのか、それとも想定そのものが不十分だったのかについては、今も議論が続いている. Both halves of that sentence are positions real people hold.
Worked example

One grammar decision, walked through: three passives, and which one this sentence needs

You want to say, in Japanese, that a family's house was carried away by the tsunami. Write it three ways — plain passive, passive with によって, and suffering passive — and say what each one commits you to.

  1. 01Plain passive: the event, with no agent named

    家が流された. 流す is transitive, to wash something away; 流される is its passive; 流された is the past. The sentence states that the house was washed away and names nobody and nothing as the agent. This is the default voice of disaster reportage and it is not evasion — when a whole coastline is affected, attributing each loss to a specific cause is neither possible nor informative. If you write only one sentence about damage, this is the one to write.

  2. 02Passive with によって: the agent named, in formal register

    家は津波によって流された. によって names the tsunami as the agent, and the sentence is now slightly more formal and slightly more specific. Note that に alone would also be grammatical — 家は津波に流された — and would read as less formal; によって is the written and analytical register, and it is the form Appendix 2 lists. Use it when the agent matters to your argument, which in this topic usually means when you are distinguishing tsunami damage from earthquake damage.

  3. 03Suffering passive: the person who is worse off becomes the subject

    その家族は津波に家を流された. Look carefully at what has changed. The subject is now 家族, the people; 家 is marked with を even though the sentence is passive; and 津波に names the cause. The construction says that the family suffered the washing-away of their house. English has to unpack it — the family had their house washed away, or the family lost their house to the tsunami — and no single English clause carries the same force. This is the construction Appendix 2 means by including the suffering passive.

  4. 04Know when the suffering passive is wrong

    It requires a person, or at least an animate party, who is adversely affected, and it requires that the affectedness be the point. その町は津波に家を流された is odd, because a town is not the kind of subject that suffers in this construction's sense. And using it where no adversity is meant produces an unintended complaint: 私は先生に本を読まれた says a teacher read my book and I was put out by it, which is rarely what a writer intends. Deploy it deliberately, once, and check that the adversity reading is the one you want.

  5. 05Choose by what your paragraph is doing

    If the paragraph is describing what happened to a region, use the plain passive throughout and vary it with intransitives — 建物が倒れた, 道路が寸断された. If it is distinguishing causes, bring in によって. If it is turning to what people experienced, one suffering passive marks the shift of focus from places to persons more economically than a whole sentence of explanation. That is a stylistic decision with a grammatical instrument, which is exactly the level of control the AO3 range grid is looking for.

  6. 06Then apply the topic's honesty check

    Re-read whichever version you wrote and ask one question: does it assert anything I could not support? 家が流された asserts an event. 津波によって流された asserts a cause. その家族は家を流された asserts that a specific family suffered a specific loss — and if that family is your invention, you have fabricated testimony. The rule of this topic is that a constructed example must be marked as constructed: 例えば、次のような場合を考えてみよう と断ったうえで書く. The grammar is available; the invention is not.

Result: 家が流された。/家は津波によって流された。/その家族は津波に家を流された。 The plain passive states an event with no agent and is the default voice for describing a region. によって names an agent and belongs in analytical writing where the cause is part of the argument. The suffering passive makes the affected person the subject, marks the lost thing with を, and asserts adversity — which means it must never be used to narrate a family you have invented.

Exam focus

  • Use the 被 family precisely: 被災する, 被災者, 被災地, 被害を受ける (AO3, AO4).
  • Deploy one suffering passive correctly. It is on Appendix 2 and English cannot copy it (AO3).
  • Describe scale with 広い範囲にわたって, ~に及ぶ, 想定を上回る — never with an invented figure (AO4).
  • Name the 想定 argument as an argument, with both positions stated (AO4).

Typical mistakes

  • Writing 被害を与えた when the subject is the people harmed. They 被害を受けた; the tsunami 被害を与えた.
  • Using 全壊 and 半壊 loosely. They are official damage categories with administrative consequences.
  • Reaching for a wave height or a building count. Comparative and structural language does the work better and safely.
  • Settling the 想定 argument in a sentence. Engineers, courts and officials have argued it for years.

Active revision

地震と津波の被害について百五十字で書きなさい。「被災地」「被害を受ける」「浸水」「広い範囲にわたって」を必ず使い、数字は一切使わないこと。そのうえで、受身を三種類(動作主を示さない受身、「によって」を使う受身、迷惑の受身)それぞれ一文ずつ作りなさい

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Japanese (9JA0) specification (Pearson Edexcel)

§ 03

避難生活: shelters, temporary housing and long displacement#

●●●AdvancedLPPearson Edexcel 9JA0 テーマ4 3月11日とその直後 — 避難生活LPPearson Edexcel 9JA0 Paper 1 Section C — writing (research question)LPDfE GCE AS and A level subject content for modern foreign languages

The vocabulary of evacuation and relief

The vocabulary of evacuation and reliefTable with 3 columns and 8 rows, Data: JAPANESE TERM · READING (KANA) · What the term names; 被災者 · ひさいしゃ · A person affected by the disaster; 避難所 · ひなんじょ · A designated emergency shelter; 仮設住宅 · かせつじゅうたく · Temporary housing built afterwards; 支援物資 · しえんぶっし · Relief supplies sent to affected areas; 義援金 · ぎえんきん · Donations distributed to those affected; 自衛隊 · じえいたい · The Self-Defense Forces; 帰還 · きかん · Returning to an area after evacuation; 心のケア · こころのケア · Psychological support for those affected, highlighted cell: Psychological support for those affectedJAPANESE TERMREADING (KANA)WHAT THE TERM NAMES被災者ひさいしゃA person affected by thedisaster避難所ひなんじょA designated emergencyshelter仮設住宅かせつじゅうたくTemporary housing builtafterwards支援物資しえんぶっしRelief supplies sent toaffected areas義援金ぎえんきんDonations distributed tothose affected自衛隊じえいたいThe Self-Defense Forces帰還きかんReturning to an area afterevacuation心のケアこころのケアPsychological support forthose affected
Fig. 2Eight terms with their readings and what each names. Several are administrative categories rather than ordinary words — 被災者, 仮設住宅 and 義援金 all have specific official meanings attached to entitlements and procedures — and knowing that they are administrative is itself information about how the aftermath was organised. The emphasised cell is 心のケア, because it is the term that carries this sub-theme into the next one: psychological support is named as an aspect of 復興への政策, and its presence there shows that the harm was understood to continue long after the physical damage was recorded.

Key points

避難生活[ひなんせいかつ] is life as an evacuee, and it is named as an aspect in its own right because for very large numbers of people it lasted not days but years. The sequence has documented stages and each has its own word. 避難所[ひなんじょ] is a designated emergency shelter, typically a school gymnasium or public hall, used in the immediate aftermath. 仮設住宅[かせつじゅうたく] is temporary housing built afterwards, and 応急仮設住宅 is its full administrative name. 復興公営住宅[ふっこうこうえいじゅうたく] is the permanent public housing built later for people who could not return. 避難指示[ひなんしじ] is an evacuation instruction and 帰還[きかん] is return; 帰還困難区域[きかんこんなんくいき] is an official zoning category for areas to which return was not permitted. Learning this sequence is what allows an essay to talk about duration rather than about a moment.
Duration is the analytical key to this aspect. A shelter is designed for days; the arrangements that followed were occupied for far longer than anyone planned, and the consequences of long displacement — interrupted schooling, separated households, loss of work, deterioration of health, weakened local community ties — are the substance of what 避難生活 came to mean. The Japanese for those consequences is available and precise: 生活の再建[さいけん] is rebuilding one's life; コミュニティの分断[ぶんだん] is the fragmentation of a community; 孤立[こりつ] is isolation, the same word as in Theme 3's ageing subject; 二重[にじゅう]の負担 is a double burden. Note how this aspect connects to 高齢化社会, since older evacuees were disproportionately affected by both displacement and isolation.
This is the aspect where the fabrication rule bites hardest, so state it plainly to yourself before writing. Do not invent a person, a family, a shelter, a conversation or a quotation. Do not write in the first person as though you had been there. If you want an illustration in order to make a linguistic point — and illustrations are pedagogically useful — mark it explicitly as constructed, exactly as this section's worked example does: 例えば、次のような場合を考えてみよう. That phrase costs six words and converts an invented anecdote into an acknowledged hypothetical, which is honest, is what a Japanese writer would do, and is what an examiner reading for evidence-based argument would expect.
What you can do instead of invention is far more effective anyway: use the administrative vocabulary as evidence. That a category called 帰還困難区域 exists tells you that return was expected to be impossible for a long time in some places. That 復興公営住宅 was built tells you that temporary housing was understood to be insufficient. That 震災関連死 is counted tells you that the state itself recognised harm continuing after the event. Each of those is a documented institutional fact that carries an argument inside it, and an answer built on three such facts is stronger than one built on three imagined families. The formulation: 制度の名前そのものが、当時の見通しを示している.
Worked example

Writing about 避難生活 with a constructed illustration, properly labelled

Write a paragraph of about 180 characters that makes the duration argument, and includes one illustration that is explicitly marked as constructed rather than reported.

  1. 01Open with the institutional fact, not the feeling

    避難生活は、多くの人にとって数日ではなく数年にわたるものとなった. ~にとって is for or from the point of view of; ~ではなく…である corrects an expectation; ~にわたる means extending over a period. The sentence makes duration the subject in its first clause, which is the argument this paragraph exists to make. Notice that it contains no number of people and no number of years — 数年 is a documented order of magnitude for a great many people and is honest as stated.

  2. 02Support it with a sequence of official categories

    避難所から仮設住宅へ、さらに復興公営住宅へと移る人も多く、住まいが三度変わった例も珍しくない. から…へ…さらに…へと builds the sequence into the syntax. 珍しくない is the double negative from the reading-comprehension habit, meaning it was far from unusual. The evidence here is the existence of the third stage: nobody builds permanent public housing for a two-week emergency, so the category itself testifies to the timescale.

  3. 03Mark the illustration as constructed BEFORE writing it

    例えば、次のような場合を考えてみよう。中学生のとき避難所に移り、高校を仮設住宅から通い、卒業後に別の町へ移った、というような場合である. The frame 例えば、次のような場合を考えてみよう announces a hypothetical, and ~というような場合である closes it as one. Everything inside is therefore offered as an illustration of a shape, not as a report of a person. This is the honest way to make displacement concrete, and it is a normal move in Japanese expository writing rather than an awkward disclaimer.

  4. 04Say what the illustration is an illustration OF

    このような場合、失われるのは家だけではない。学校、仕事、近所の人とのつながりも同時に失われる. ~のは…だけではない is the frame for it is not only; the second sentence lists what else. An illustration that is not immediately followed by the point it illustrates is decoration. This is also where the paragraph earns its analytical marks, because it converts a story-shape into a claim about what displacement costs.

  5. 05Close by connecting to a documented category

    こうした負担の積み重ねが、震災関連死という区分が設けられた背景にあると考えられる. 積み重ね is accumulation; ~という区分 packages the official term; 背景にある is lies behind; と考えられる attributes the inference rather than asserting it. The paragraph now ends on a documented institutional fact that supports everything before it, which is exactly the inversion these notes recommend: let the administrative record carry the emotional weight, because it can bear it and an invented anecdote cannot.

  6. 06Run the topic's specific checks

    One: is there any named person, family, place-plus-person, or quotation? No. Two: is every hypothetical framed as a hypothetical? Yes, twice — 次のような場合 and というような場合. Three: is every number either absent or an attributed order of magnitude? 数日, 数年 and 三度 are all structural rather than statistical. Four: is every evaluation attributed? と考えられる carries the only inference. Those four checks take under a minute and they are what makes this material safe to write about.

Result: 避難生活は、多くの人にとって数日ではなく数年にわたるものとなった。避難所から仮設住宅へ、さらに復興公営住宅へと移る人も多く、住まいが三度変わった例も珍しくない。例えば、次のような場合を考えてみよう。中学生のとき避難所に移り、高校を仮設住宅から通い、卒業後に別の町へ移った、というような場合である。このような場合、失われるのは家だけではない。学校、仕事、近所の人とのつながりも同時に失われる。こうした負担の積み重ねが、震災関連死という区分が設けられた背景にあると考えられる。

Exam focus

  • Learn the sequence 避難所, 仮設住宅, 復興公営住宅 and use it to talk about duration (AO4).
  • Make duration, not the day itself, the subject of your argument about 避難生活 (AO4).
  • Never invent a person, a family or a quotation. Mark any illustration as constructed (AO4).
  • Use administrative categories as evidence: their existence is itself documented information (AO4).

Typical mistakes

  • Writing an imagined evacuee's story in the first person. It is fabricated testimony, however sympathetic.
  • Treating 避難所 and 仮設住宅 as the same thing. They belong to different stages and different timescales.
  • Describing evacuation as a short-term event. For very large numbers of people it lasted years.
  • Reaching for emotive adjectives instead of institutional facts. The facts are more moving and they are checkable.

Active revision

避難生活について二百字で書きなさい。「避難所」「仮設住宅」「復興公営住宅」の三段階を必ず順に説明し、期間の長さを論点にすること。個人の例を挙げる場合は「例えば、次のような場合を考えてみよう」と明記してから書き、実在の人物として書かないこと

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Japanese (9JA0) specification (Pearson Edexcel)

§ 04

救出と援助: who responded, and how to describe it accurately#

●●○StandardLPPearson Edexcel 9JA0 テーマ4 3月11日とその直後 — 救出と援助LPPearson Edexcel 9JA0 Paper 2 Section A — translation into JapaneseLPDfE GCE AS and A level subject content for modern foreign languages

Key points

救出[きゅうしゅつ] and 援助[えんじょ] are the third aspect, and the first task is to name the responders correctly, because Japanese distinguishes them and English tends not to. 自衛隊[じえいたい] is the Self-Defense Forces, deployed domestically in what has been described as the largest such mobilisation in their history; 消防[しょうぼう] is the fire service, with 消防団[しょうぼうだん], the volunteer fire corps, a locally organised body whose members were themselves among those at risk; 警察[けいさつ] is the police; 海上保安庁[かいじょうほあんちょう] is the coastguard; and 医療[いりょう]チーム covers medical teams. 救助[きゅうじょ] is rescue as an activity and 捜索[そうさく] is search. Getting these right is straightforward precision that costs one hour of vocabulary work.
The civil side is equally nameable. ボランティア arrived in large numbers, and 災害[さいがい]ボランティアセンター, the disaster volunteer centres run by social welfare councils, are the institutional form through which much of that work was coordinated — an important detail, because spontaneous help and organised help are different phenomena and the specification's aspect covers both. 支援物資[しえんぶっし] are relief supplies and 義援金[ぎえんきん] are donations distributed to affected people, a word distinct from 支援金 for money supporting relief organisations; the distinction matters and is regularly explained in Japanese sources. 避難所の運営[うんえい] is the running of a shelter, often done substantially by the evacuees themselves.
Two honest complications belong here and both raise an answer's level. The first is that the response was not uniform: coastal municipalities that had themselves lost staff, buildings and records were expected to coordinate relief, and the difficulty of that is documented and was much discussed afterwards. The second is that the volunteer surge created its own coordination problem, which is why the centres existed. Neither point diminishes the response; both make an answer analytical rather than celebratory. The Japanese: 支援は迅速に行われた一方で、被災した自治体自身が対応の中心にならざるを得なかったという困難も指摘されている. ~ざるを得ない, to have no choice but to, is a high-value written form.
The vocabulary of this aspect also carries a caution about tone. It is easy to write about rescue in a register of admiration, and admiration is not an argument. The AO4 grid asks for critical analysis, interpretation and evaluation, so the useful questions are structural: what made a fast response possible, what made parts of it slow, what had been prepared in advance and what was improvised, and what changed in disaster planning afterwards. Those questions can be answered with documented material and they produce a far better essay than adjectives. Save any expression of feeling for a single sentence, if at all, and let the institutional detail do the work.
Worked example

Paper 2 Section A: an English passage on the relief effort, translated decision by decision

Translate into Japanese. Immediately after the disaster, the Self-Defense Forces, the fire service and the police carried out search and rescue together. Large numbers of volunteers also arrived, and centres were set up to coordinate them. However, some local authorities had themselves been affected, and were obliged to organise relief while rebuilding their own offices.

  1. 01Sentence 1: a list of institutions, and 共同で for together

    震災の直後、自衛隊、消防、警察が共同で救助と捜索にあたった. 直後 takes に in その直後に but is used adverbially without it after a noun plus の, as here. The three institutions are listed with the Japanese enumeration comma 、 and the last takes が as the compound subject. 共同で is jointly. ~にあたる is the idiomatic verb for undertaking a task or duty, more natural here than 行った, and it is exactly the register Japanese reportage uses for this material.

  2. 02Sentence 2, first half: large numbers of and also

    多くのボランティアも各地から集まり. 多くの is the standard prenominal for large numbers of; 大勢の would also work for people. も after ボランティア carries the English also, and note it replaces が rather than joining it — Japanese does not stack も onto が. 各地から, from all over, adds information the English implied. 集まる is intransitive and 集まり is its ます-stem chaining forward: this is the transitivity choice again, since nobody gathered them.

  3. 03Sentence 2, second half: were set up is an institutional passive

    その調整のために災害ボランティアセンターが設けられた. その調整のために is in order to coordinate them, with のために for purpose after a noun. 設けられる is the same institutional passive used in the technology topic — established, with the establishing body unstated, which is right because different bodies set up different centres. 災害ボランティアセンター is the proper name of the institution and should be used rather than a descriptive paraphrase; using the real institutional term is worth a mark that ボランティアの事務所 is not.

  4. 04Sentence 3, first half: themselves been affected needs 自身 and 被災する

    しかし、自治体自身が被災した場合も多く. 自身 after a noun means itself or themselves and is the precise rendering; 自分 would be wrong for an institution. 被災する is the verb built on the 被 family from earlier in this topic — to be affected by a disaster — and it says in three syllables what English needs five words for. ~場合も多く is there were many cases where, with the ます-stem-like adjectival 多く chaining forward.

  5. 05Sentence 3, second half: were obliged to is ざるを得ない, and while is ながら

    自らの庁舎を立て直しながら支援を行わざるを得なかった. 自らの is one's own in formal register. ~ながら chains two simultaneous actions by the same subject, which is what the English while is doing. 行わざるを得なかった is the past of ~ざるを得ない, had no choice but to carry out — the form flagged in the prose above, and a strong range signal. Note that ざるを得ない attaches to the ない-form stem, so 行う gives 行わざる and する gives せざる, which is the irregular worth memorising.

  6. 06Check institutional names, register and the honesty rule

    Institution check: 自衛隊, 消防, 警察, 災害ボランティアセンター, 自治体 — all real terms, none paraphrased. Register: あたった, 設けられた, 得なかった — plain throughout, formal enough for reportage. Honesty check specific to this topic: has the translation added any evaluation the English did not contain? No — しかし carries the English however, and nothing praises or blames. That check matters because in translation the temptation is to improve the source, and improving it here would be inventing.

Result: 震災の直後、自衛隊、消防、警察が共同で救助と捜索にあたった。多くのボランティアも各地から集まり、その調整のために災害ボランティアセンターが設けられた。しかし、自治体自身が被災した場合も多く、自らの庁舎を立て直しながら支援を行わざるを得なかった。 The scoring decisions: ~にあたる for undertaking a duty, も replacing が, the intransitive 集まる, のために for purpose, the institutional passive 設けられた, the real institutional name, 自身 for an institution, 被災する, ~場合も多い, ~ながら for simultaneity, and ~ざるを得ない for compulsion.

Exam focus

  • Name the responders distinctly: 自衛隊, 消防, 消防団, 警察, 海上保安庁, 医療チーム (AO4).
  • Distinguish spontaneous volunteering from organised volunteering through 災害ボランティアセンター (AO4).
  • Know that 義援金 and 支援金 are different things, and say which you mean (AO4).
  • Ask structural questions — what was prepared, what was improvised — rather than praising (AO4).

Typical mistakes

  • Calling the 自衛隊 the army in a Japanese answer. 自衛隊 is the term, and it is not a synonym for 軍隊.
  • Merging 義援金 and 支援金. One goes to affected people, the other supports relief work.
  • Writing an admiring paragraph with no institutional content. Admiration is not analysis and the grid says so.
  • Ignoring the fact that some local authorities were themselves among the affected. It is documented and it is the interesting complication.

Active revision

救出と援助について百五十字で書きなさい。公的な機関を三つ、民間の仕組みを二つ、正確な語で挙げること。そのうえで、「迅速に行われた」という評価と「困難があった」という指摘の両方を、それぞれ出どころを示す表現とともに一文ずつ書きなさい

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Japanese (9JA0) specification (Pearson Edexcel)

§ 05

海外の反応: international response, and writing about solidarity without sentimentality#

●●●AdvancedLPPearson Edexcel 9JA0 テーマ4 3月11日とその直後 — 海外の反応LPPearson Edexcel 9JA0 Paper 1 Section C — writing (research question)LPDfE GCE AS and A level subject content for modern foreign languages

Key points

海外の反応 is the fourth aspect of the sub-theme and the one that looks easiest and is not. What is documented is that many countries and international organisations offered and provided assistance, that foreign rescue and medical teams worked in the affected region, that the United States military's support operation was carried out under the name Operation Tomodachi — a name that itself uses the Japanese word for friend — and that Japanese-language coverage of foreign reactions was itself extensive, which is a fact about media as much as about aid. 支援を申し出る is to offer assistance; 救援隊[きゅうえんたい] is a relief team; 各国[かっこく] is the various countries; 国際社会[こくさいしゃかい] is the international community.
The word 絆[きずな], bond or tie, belongs here and repays careful handling. It was selected as the 今年の漢字, the kanji of the year, for 2011 in the annual public poll run by a Japanese kanji-testing foundation — a documented, dateable fact — and it circulated widely in Japanese and international coverage as the summary word for solidarity after the disaster. It also attracted criticism in Japan from people who felt that an emphasis on bonds and endurance could function as pressure on those affected, or could substitute for material support. Both the currency of the word and the criticism of it are documented, and an answer that reports both is doing something far more interesting than one that simply quotes it approvingly.
That double treatment is the model for the whole aspect. International sympathy and assistance were real; so was the fact that coverage abroad focused heavily on the nuclear accident, sometimes in ways Japanese commentators criticised as inaccurate about the geography of risk; so was 風評被害[ふうひょうひがい], harm caused by rumour and reputation, which affected agricultural and fishery producers and tourism in regions far from the plant and which remains a live issue. 風評被害 is one of the most useful terms in this whole theme, because it names a category of harm that is caused by belief rather than by contamination, and because it is the point at which 海外の反応 stops being a pleasant subject and becomes analysis.
The register discipline for this aspect is the same as elsewhere in Theme 4 but tested harder, because gratitude and solidarity invite sentimentality. Keep the sentences documentary and let the reader feel what they will: 各国から救援隊が派遣され、支援物資が届けられた is stronger than any adjective. If you want to make an evaluative point, make it structurally: 海外からの支援は物資や人員だけでなく、被災地が孤立していないという感覚をもたらしたと言われている. Note ~だけでなく from the range checklist, and ~と言われている doing the attribution. One such sentence is worth a paragraph of feeling, and it will survive an examiner's scrutiny in a way that feeling does not.
Worked example

Building a paragraph about solidarity that an examiner will believe

Write a paragraph of about 160 characters on 海外の反応 and 絆 that is warm in effect but documentary in method, and that includes the criticism of the word as well as its currency.

  1. 01Open with what happened, in the passive, with no adjectives

    震災の直後、各国から救援隊が派遣され、多くの支援物資が届けられた. Two institutional passives, 派遣される and 届けられる, both with unstated agents because the agents were many. 各国から is from various countries. There is not one evaluative word in the sentence, and it is more moving for that — the reader supplies the feeling, which is how documentary prose works and how examination prose should.

  2. 02Introduce 絆 as a documented fact with its date

    この時期、「絆」という言葉が広く使われ、二〇一一年の「今年の漢字」にも選ばれた. The quotation marks 「」 around a word being discussed are standard Japanese practice and are worth using. ~という言葉 packages the word as an object of discussion rather than using it. にも carries the also, marking the kanji-of-the-year selection as one instance of a wider currency. A dated public fact is far better evidence of currency than an assertion that everyone said it.

  3. 03Turn to the criticism, attributed

    一方で、この言葉が被災者への圧力になりかねないという批判もあった. 一方で is the counterweight connective from the range checklist. ~かねない means could well become or risks becoming, a form worth knowing because it hedges a negative prediction precisely. ~という批判もあった attributes the criticism without endorsing it and without naming a critic you cannot cite. The whole sentence is one clause of concession and it changes the paragraph from a tribute into an analysis.

  4. 04Add the term that turns sympathy into a problem

    また、海外の報道が原発事故に集中したことで、風評被害が広がったという指摘もある. ~ことで marks the means or cause with a nominalised clause. 集中する is to be concentrated. 風評被害 is introduced with no gloss because the previous prose has defined it, and the sentence attributes the causal claim with ~という指摘もある. This is the analytical high point of the paragraph, and it arrives only because the two preceding sentences established both the sympathy and the criticism.

  5. 05Close with a structural evaluation rather than a feeling

    支援がもたらしたのは物資だけではなく、孤立していないという感覚でもあったと言われている. ~のは…だけではなく…でもある is a two-part frame that lets you say what something also was; と言われている attributes the whole evaluation. This is the one sentence in the paragraph that says something about meaning rather than about events, and putting it last, hedged, and after the criticism is what makes it credible rather than sentimental.

  6. 06Run the Theme 4 checks one more time

    No invented number: none appears. No fabricated testimony: no person is named or quoted. Every evaluation attributed: と言われている twice, という批判もあった once, という指摘もある once. Contested matters named as contested: the use of 絆 and the effect of foreign coverage, both. Register consistent: 届けられた, 選ばれた, あった, ある, あった — plain throughout. Those five checks are the whole discipline of writing about this theme, and they take a minute.

Result: 震災の直後、各国から救援隊が派遣され、多くの支援物資が届けられた。この時期、「絆」という言葉が広く使われ、二〇一一年の「今年の漢字」にも選ばれた。一方で、この言葉が被災者への圧力になりかねないという批判もあった。また、海外の報道が原発事故に集中したことで、風評被害が広がったという指摘もある。支援がもたらしたのは物資だけではなく、孤立していないという感覚でもあったと言われている。

Exam focus

  • Name what is documented — offers of assistance, foreign relief teams, the named US operation (AO4).
  • Treat 絆 as both a documented phenomenon and a criticised one (AO4).
  • Know 風評被害 and use it; it is where this aspect becomes analysis (AO4).
  • Keep the register documentary. Make evaluative points structurally, with attribution (AO3, AO4).

Typical mistakes

  • Quoting 絆 approvingly with no mention that its use was contested in Japan.
  • Writing a paragraph of gratitude with no documented content. The grid rewards evidence, not warmth.
  • Ignoring 風評被害. It is the most analytically productive term in this aspect.
  • Asserting what foreign media got wrong without attributing the criticism to those who made it.

Active revision

海外の反応について百五十字で書きなさい。事実として確認できることだけを述べ、評価には必ず「~と言われている」「~という批判もある」を用いること。「絆」という語については、広く使われたという事実と、その使われ方への批判の両方に触れなさい

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Japanese (9JA0) specification (Pearson Edexcel)

Contents

Section -- / 05

    • 01What is documented about 3月11日, and what is not◐
    • 02地震と津波の被害: the grammar of being affected◐
    • 03避難生活: shelters, temporary housing and long displacement●
    • 04救出と援助: who responded, and how to describe it accurately◐
    • 05海外の反応: international response, and writing about solidarity without sentimentality●

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From notes into training

3月11日とその直後 — the disaster, and how to write about it (テーマ4・1)

Reinforce this topic with matching tasks from the question bank.

~33
min
4
Competencies
Practise

References & sources

Sources

Pearson Edexcel

  • Pearson Edexcel Level 3 Advanced GCE in Japanese (9JA0) specification

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復興への政策 and 省エネ生活 — reconstruction, resilience and the energy argument (テーマ4・2)

EuraStudy·Notes T·08·MMXXVI

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