- 次の文章を読んで答えなさい。美術館(びじゅつかん)の企画展(きかくてん)で、若手(わかて)の版画家(はんがか)・直人(なおと)は、自作(じさく)の浮世絵風(うきよえふう)ポスターを「伝統(でんとう)への敬意(けいい)」だと胸(むね)を張(は)る。彼は和紙(わし)の繊維(せんい)や摺(す)りのかすれを、努力(どりょく)の証(あかし)として語り、観客(かんきゃく)の足(あし)を止(と)めることに満足(まんぞく)する。一方、批評家(ひひょうか)の森(もり)は、技法(ぎほう)の再現(さいげん)は評価(ひょうか)しつつも、「懐古(かいこ)に寄(よ)りかかる危(あや)うさ」を指摘(してき)し、現代(げんだい)の題材(だいざい)への切(き)り込(こ)みが弱いと言う。直人は一瞬(いっしゅん)むっとするが、森の言葉をメモし、「次(つぎ)は怖(こわ)さも入(い)れたい」と呟(つぶや)く。森の態度(たいど)として最も適切(てきせつ)なのはどれか。
Answer: 技術(ぎじゅつ)は認(みと)めつつ、慎重(しんちょう)に疑問(ぎもん)を呈(てい)する
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding attitude involves recognizing balanced criticism that acknowledges strengths while pointing out weaknesses. In this passage, critic 森 evaluates the artist's work by first acknowledging technical skill (技法の再現は評価しつつも) before offering constructive criticism about over-reliance on nostalgia. Choice B is correct because it captures this balanced approach of recognizing technique while cautiously questioning (慎重に疑問を呈する) the artistic direction. Choice A is incorrect because it suggests complete rejection and mockery, which contradicts 森's measured evaluation. To help students: Practice identifying nuanced criticism that balances praise with concern. Encourage thinking about how professional critics maintain objectivity. Watch for: interpreting any criticism as wholly negative rather than constructive.
- 【本文】祇園祭(ぎおんまつ)当日(とうじつ)の朝(あさ)。参加者(さんかしゃ)の舞(まい)は浴衣(ゆかた)の帯(おび)を締(し)めながら、『今日は思(おも)い切(き)り楽(たの)しむ』と鏡(かがみ)に笑(わら)いかけた。ところが現場(げんば)に着(つ)くと、運営(うんえい)責任者(せきにんしゃ)の坂本(さかもと)は、誘導(ゆうどう)の札(ふだ)が足(た)りないことに気(き)づき、声(こえ)を低(ひく)くして走(はし)り回(まわ)る。『人(ひと)の流(なが)れが詰(つ)まると危険(きけん)だ』と仲間(なかま)に告(つ)げ、汗(あせ)を拭(ぬぐ)う暇(ひま)もない。舞(まい)は坂本(さかもと)の険(けわ)しい表情(ひょうじょう)を見(み)て、最初(さいしょ)は戸惑(とまど)うが、やがて『私(わたし)も運(はこ)ぶの手伝(てつだ)う』と申し出(もうしで)る。坂本(さかもと)は一瞬(いっしゅん)驚(おどろ)き、『助(たす)かる。楽しむのは、整(ととの)ってからだ』と短(みじか)く言(い)う。準備(じゅんび)が整(ととの)い、山鉾(やまほこ)が動(うご)き出(だ)すと、坂本(さかもと)はようやく笑(わら)い、『この瞬間(しゅんかん)のために走(はし)ってた』と肩(かた)を落(お)とした。舞(まい)も『裏方(うらかた)の緊張(きんちょう)が、景色(けしき)を支(ささ)えてる』と静(しず)かに言(い)った。
本文(ほんぶん)での坂本(さかもと)の態度(たいど)の変化(へんか)として最(もっと)も適切(てきせつ)なのはどれか。
Answer: 緊張(きんちょう)と焦(あせ)りから、安堵(あんど)して笑顔(えがお)になる
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding attitude changes involves tracking emotional shifts from stress to relief. In this passage, Sakamoto begins with urgent concern about missing signs ('声を低くして走り回る'), maintains tension through preparation, but finally relaxes and smiles when the festival successfully begins, saying 'この瞬間のために走ってた' (I was running for this moment). Choice B is correct because it captures this progression from tension and urgency to relief and smiling satisfaction. Choice A is incorrect because Sakamoto doesn't give up in resignation but achieves his goal with relief. To help students: Focus on physical and verbal cues that signal emotional transitions, especially in high-stakes situations. Watch for: confusing temporary stress with permanent negativity or missing the payoff moment when tension resolves.
- この会話における医師の態度として最も適切なものはどれですか。
Answer: 治療の限界を認めつつ、患者との信頼関係を重視した誠実な説明をしている
When analyzing doctor-patient interactions on the AP Japanese exam, focus on the tone and approach the healthcare provider takes toward the patient's concerns. This tests your ability to interpret nuanced communication styles in professional Japanese contexts.
The doctor's response demonstrates several key elements of respectful medical communication. He begins with 「お気持ちはよく分かります」(I understand your feelings), immediately validating the patient's concerns. He then honestly acknowledges the treatment's limitations with phrases like 「確かに完璧ではありません」(certainly not perfect) and 「すべての患者さんに同じように効果があるとは言えません」(cannot say it works the same way for all patients). Despite these limitations, he provides professional guidance by calling it 「最も適切な選択肢の一つ」(one of the most appropriate options). Finally, he addresses the patient's specific worry about side effects and invites ongoing communication.
Choice A is incorrect because the doctor explicitly acknowledges imperfections and promises careful monitoring of side effects. Choice B misreads the tone entirely—the doctor uses humble, empathetic language rather than asserting authority. Choice C wrongly suggests discouragement when the doctor actually recommends the treatment while being transparent about its limitations.
The correct answer is D because it captures the doctor's balanced approach of medical honesty combined with supportive patient care.
Remember that Japanese professional communication often values this balance of honesty and reassurance. Look for language that acknowledges limitations while maintaining appropriate professional confidence.
- 【本文】春(はる)の京都(きょうと)を歩(ある)く旅行(りょこう)記(き)。初(はじ)めて来(き)た遥(はるか)は、清水寺(きよみずでら)の舞台(ぶたい)から見(み)える町(まち)に息(いき)をのむ。『写真(しゃしん)で見(み)たより、空気(くうき)が澄(す)んでる』と目(め)を輝(かがや)かせ、土産(みやげ)屋(や)の呼(よ)び声(ごえ)さえ音楽(おんがく)みたいだと言(い)う。案内役(あんないやく)の地元(じもと)の直人(なおと)は、同(おな)じ道(みち)を何度(なんど)も歩(ある)いてきた。『この石段(いしだん)は雨(あめ)の日(ひ)に滑(すべ)るから、足元(あしもと)を見(み)て』と淡々(たんたん)と注意(ちゅうい)し、混雑(こんざつ)を避(さ)ける近道(ちかみち)を選(えら)ぶ。遥(はるか)が『どうして飽(あ)きないの？』と聞(き)くと、直人(なおと)は少(すこ)し考(かんが)え、『季節(きせつ)で匂(にお)いが変(か)わる。慣(な)れても見落(みお)とす』と静(しず)かに答(こた)えた。夕方(ゆうがた)、鴨川(かもがわ)の風(かぜ)に当(あ)たりながら、遥(はるか)は『案内(あんない)がなかったら、ただ眺(なが)めるだけだった』と感謝(かんしゃ)する。直人(なおと)は『驚(おどろ)く顔(かお)を見(み)ると、こっちも初心(しょしん)に戻(もど)る』と小(ちい)さく笑(わら)った。
本文(ほんぶん)で、直人(なおと)の視点(してん)は彼(かれ)の行動(こうどう)にどのように表(あらわ)れているか。
Answer: 安全(あんぜん)と効率(こうりつ)を優先(ゆうせん)し淡々(たんたん)と導(みちび)く
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding perspective involves recognizing how experience shapes behavior and communication style. In this passage, Naoto's perspective as a local who has walked the same paths many times is reflected in his practical, safety-focused guidance: warning about slippery stones, choosing less crowded routes, and speaking '淡々と' (matter-of-factly). Choice B is correct because it captures how he prioritizes safety and efficiency while guiding, reflecting his experienced local's viewpoint. Choice C is incorrect because Naoto doesn't act impulsively or get lost - quite the opposite. To help students: Analyze how familiarity with a place affects how someone interacts with and presents it to others. Watch for: confusing calm expertise with disinterest, or missing how local knowledge manifests in practical actions.
- このレビューから読み取れる投稿者の全体的な評価として最も適切なものはどれですか。
Answer: 料理とサービスの両方に対して建設的な批判をしつつ、概ね好意的
投稿者は料理を高く評価し、サービスの問題点を指摘しながらも「また機会があれば訪れたい」と述べており、建設的で概ね好意的な評価をしている。完璧評価でも（A）、全面否定でも（B）、料理無関心でもない（D）。
- 【本文】秋(あき)の町内(ちょうない)祭(まつ)り。会計(かいけい)担当(たんとう)の恵子(けいこ)は、領収書(りょうしゅうしょ)の束(たば)を前(まえ)に眉間(みけん)にしわを寄(よ)せる。『予算(よさん)が一円(いちえん)でもずれると、説明(せつめい)が面倒(めんどう)なの』とため息(いき)をつき、周(まわ)りにも細(こま)かく指示(しじ)する。そこへ中学生(ちゅうがくせい)の航(わたる)が神輿(みこし)の担(かつ)ぎ手(て)として来(き)て、『太鼓(たいこ)の音(おと)、体(からだ)に響(ひび)く！』と興奮(こうふん)気味(ぎみ)に言(い)う。恵子(けいこ)は『走(はし)らないで。転(ころ)んだら危(あぶ)ない』と厳(きび)しく止(と)めるが、航(わたる)は『でも、祭(まつ)りって自由(じゆう)でしょ？』と不満(ふまん)そうだ。準備(じゅんび)が山場(やまば)を越(こ)えると、恵子(けいこ)はふいに笑(わら)い、『あなたの声(こえ)があると場(ば)が明(あか)るいね』と肩(かた)を叩(たた)く。航(わたる)も照(て)れながら、『じゃあ、言(い)われた通(とお)り列(れつ)を守(まも)る』と答(こた)えた。
本文(ほんぶん)の恵子(けいこ)と航(わたる)の会話(かいわ)の調子(ちょうし)として最(もっと)も適切(てきせつ)なのはどれか。
Answer: 緊張(きんちょう)と衝突(しょうとつ)から、次第(しだい)に和(やわ)らぐ
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding tone involves tracking how interpersonal dynamics evolve through dialogue. In this passage, the conversation begins with Keiko's strict instructions and Wataru's complaints about freedom, creating tension ('厳しく止める' and '不満そう'), but after preparations peak, Keiko suddenly laughs and compliments Wataru, who then agrees to follow rules. Choice A is correct because it accurately describes this progression from tension and conflict to gradual softening of attitudes. Choice B is incorrect because the relationship improves rather than deteriorates. To help students: Focus on transition moments in conversations where attitudes shift, often marked by physical gestures or sudden changes in speech patterns. Watch for: missing the significance of reconciliatory gestures or assuming initial conflict determines the entire interaction.
- この会報から読み取れる環境保護団体の姿勢として最も適切なものはどれですか。
Answer: 市の政策を客観的に評価し、建設的な協力関係を築こうとしている
When analyzing reading comprehension passages about organizations or groups, focus on identifying the overall tone and specific evidence that reveals their actual stance, rather than making assumptions based on stereotypes.
The environmental group's newsletter reveals a balanced, collaborative approach through several key phrases. They state they give "一定の評価" (a certain level of evaluation) to the city's policy, showing objective assessment rather than blanket approval or rejection. They acknowledge progress in renewable energy where "これまでの我々の要請が反映されており" (our previous requests have been reflected), demonstrating that constructive engagement has yielded results. Most importantly, they emphasize "批判のための批判ではなく、具体的な解決策を提示する" (not criticism for criticism's sake, but presenting concrete solutions), which directly states their constructive approach.
Choice B is wrong because there's no mention of opposition or protest activities - quite the opposite, they acknowledge positive developments. Choice C misreads their satisfaction level; while they praise renewable energy progress, they explicitly state waste management "まだ十分とは言えません" (cannot yet be called sufficient). Choice D contradicts the entire passage, which shows continued engagement and commitment to "引き続き建設的な提案" (continuing constructive proposals).
For AP Japanese reading comprehension, always look for nuanced language that reveals true attitudes. Japanese organizational communication often uses measured, diplomatic language even when expressing criticism. Pay attention to phrases like "一定の" (a certain degree of) and "ただし" (however) that signal balanced evaluation rather than extreme positions.
- このメールから読み取れる田中さんの態度として最も適切なものはどれですか。
Answer: 自分の意見を控えめに表現しながらも、懸念を丁寧に伝えようとしている
田中さんは「正直に申し上げますと」「私としては」「もちろん、私の考えが間違っているかもしれませんが」などの表現を使い、自分の懸念を謙遜的かつ丁寧に表現している。完全な反対ではなく（A）、自信がないわけでもなく（C）、成功を確信してもいない（D）。
- 佐藤部長の発言から読み取れる提案に対する立場として最も適切なものはどれですか。
Answer: 提案に一定の価値は認めるが、慎重な検討が必要だと考えている
佐藤部長は「確かに興味深い点もございます」と提案の価値を認めつつ、「実施時期についてはもう少し検討が必要」「急いで決定する必要はない」と慎重な姿勢を示している。全面支持でも（A）、強い反対でも（C）、意見なしでもない（D）。
- この記事から読み取れる市の立場として最も適切なものはどれですか。
Answer: 市民の懸念を理解しつつも、計画の必要性を説得的に主張している
When analyzing passages from Japanese government or institutional communications, look for the balance between acknowledging concerns and maintaining institutional position. These texts often use polite, formal language that can obscure the underlying stance.
The city's position becomes clear through key phrases that show both acknowledgment and persuasion. The passage states "確かに、建設費用の問題や立地の選択など、検討すべき課題は少なくありません" (Certainly, there are many issues to consider, such as construction costs and location selection). This demonstrates the city recognizes citizen concerns. However, the critical transition comes with "しかし" (however), followed by arguments about educational improvement and lifelong learning opportunities, concluding that the plan is "必要不可欠" (absolutely necessary). The final request for "ご理解とご協力" (understanding and cooperation) shows they're seeking to persuade, not abandon the plan.
Choice A is wrong because the city explicitly acknowledges citizen input with "貴重なご意見をいただいております" rather than ignoring it. Choice B misreads the stance—while the city acknowledges concerns, they clearly advocate for the plan's necessity. Choice D incorrectly suggests indecision, but the city definitively states the plan is essential for the city's development.
The correct answer is C because the text demonstrates classic institutional rhetoric: validating concerns while systematically arguing for the predetermined position.
Study tip: In AP Japanese passages about public policy, watch for the pattern of acknowledgment (確かに/もちろん) followed by counter-arguments (しかし/ただし). This structure often reveals the true institutional stance despite polite language.
- 【本文】夕食後(ゆうしょくご)、祖母(そぼ)の房江(ふさえ)は、孫(まご)の玲奈(れいな)がスマホで買(か)い物(もの)をしているのを見(み)て目(め)を細(ほそ)めた。『便利(べんり)になったねえ。昔(むかし)は商店街(しょうてんがい)まで歩(ある)いたものよ』と懐(なつ)かしそうに言(い)う。玲奈(れいな)は『時間(じかん)が浮(う)くし、レビューも読(よ)める』と即答(そくとう)するが、祖母(そぼ)は少(すこ)し首(くび)をかしげた。『顔(かお)を見(み)て買(か)うと、店(みせ)の人(ひと)の気持(きも)ちも分(わ)かる。値段(ねだん)だけじゃないよ』。玲奈(れいな)は一度(いちど)は頷(うなず)きつつも、配達(はいたつ)の遅(おく)れに腹(はら)を立(た)てた経験(けいけん)を思(おも)い出(だ)し、『でも対面(たいめん)だって失礼(しつれい)な店員(てんいん)はいる』と語気(ごき)が強(つよ)くなる。祖母(そぼ)も黙(だま)らず、『人(ひと)を一括(いっかつ)りにするのはよくない』と少(すこ)し硬(かた)い声(こえ)になる。沈黙(ちんもく)の後(あと)、祖母(そぼ)は急(きゅう)に笑(わら)い、『じゃあ今度(こんど)、一緒(いっしょ)に市場(いちば)へ行(い)こう。ネットと比(くら)べてみなさい』と提案(ていあん)した。玲奈(れいな)は肩(かた)の力(ちから)を抜(ぬ)き、『それ、案外(あんがい)楽(たの)しそう』と答(こた)えた。
本文(ほんぶん)のはじめから終(お)わりまでの調子(ちょうし)の変化(へんか)として最(もっと)も適切(てきせつ)なのはどれか。
Answer: 穏(おだ)やかさから一時(いちじ)対立(たいりつ)、最後(さいご)は歩(あゆ)み寄(よ)り
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding tone involves recognizing how conversational dynamics shift throughout an interaction. In this passage, the conversation begins peacefully with the grandmother's nostalgic comment, escalates to disagreement when voices become harder ('語気が強くなる' and '少し硬い声'), then resolves with the grandmother's laugh and proposal to visit the market together. Choice B is correct because it accurately traces this arc from calm to temporary conflict to reconciliation. Choice A is incorrect because it suggests no resolution occurs, when clearly the tension dissolves with mutual agreement. To help students: Practice tracking emotional markers and tone shifts in dialogues, paying attention to words that signal changes in mood. Watch for: missing the resolution phase or misinterpreting temporary conflict as permanent discord.
- この日記から読み取れる書き手の心境として最も適切なものはどれですか。
Answer: 準備に対する不安を感じながらも、周りに合わせようとする複雑な心境
書き手は準備不足への不安を感じつつも、「みんながそんなに頑張っているのに、私だけが心配ばかりしているのもよくない」と周囲への配慮を示している。確信もなく（A）、無関心でもなく（C）、批判的でもない（D）。
- 次の文章を読んで答えなさい。ある陶芸家(とうげいか)の回想録(かいそうろく)で、作者(さくしゃ)の千尋(ちひろ)は、初(はじ)めて登(のぼ)り窯(がま)に火(ひ)を入(い)れた夜(よる)を語る。彼女は炎(ほのお)の音(おと)を「獣(けもの)の息(いき)づかい」と比喩(ひゆ)し、怖(こわ)さと同時(どうじ)に、土(つち)が器(うつわ)へ変(か)わる瞬間(しゅんかん)への敬意(けいい)を述(の)べる。見学者(けんがくしゃ)の友人(ゆうじん)・亮(りょう)は、煙(けむり)で目(め)を細(ほそ)め、「効率(こうりつ)が悪(わる)い」と率直(そっちょく)に言う。だが、翌朝(よくあさ)に窯(かま)を開(あ)け、偶然(ぐうぜん)の釉薬(ゆうやく)の景色(けしき)を見た亮は、言葉(ことば)を失(うしな)い、千尋は静(しず)かに微笑(ほほえ)む。文章全体(ぜんたい)で作者が伝(つた)える態度(たいど)はどれか。
Answer: 不安(ふあん)を伴(ともな)う畏敬(いけい)と静(しず)かな誇(ほこ)り
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding attitude involves recognizing complex emotions that combine fear with reverence. In this passage, potter 千尋 describes the kiln fire as '獣の息づかい' (beast's breathing), expressing both fear (怖さ) and respect (敬意) for the transformation process, while her quiet smile at the end shows understated pride. Choice B is correct because it captures this combination of anxiety-tinged reverence (不安を伴う畏敬) and quiet pride (静かな誇り). Choice A is incorrect because it suggests contempt for tradition, which contradicts the respectful tone throughout. To help students: Practice identifying metaphors that convey complex emotional attitudes. Encourage analysis of how artists express simultaneous fear and respect for their craft. Watch for: oversimplifying mixed emotions into single, simple feelings.
- 次の文章を読んで答えなさい。京都の案内(あんない)中(ちゅう)、地元(じもと)のガイド・藤田(ふじた)は、観光客(かんこうきゃく)の質問(しつもん)に丁寧(ていねい)に答(こた)えつつ、「静(しず)かな場所(ばしょ)は静けさのまま残(のこ)したい」と繰(く)り返(かえ)す。初訪問(はつほうもん)の梨沙(りさ)は、SNS用(よう)に動画(どうが)を撮(と)ろうとし、「みんなに見せたい」と言う。藤田は叱(しか)るのではなく、撮影(さつえい)は人通(ひとどお)りの少(すく)ない所(ところ)で、と提案(ていあん)し、梨沙も「配慮(はいりょ)って大事(だいじ)だね」と頷(うなず)く。藤田の態度(たいど)として最も近いものはどれか。
Answer: 場所(ばしょ)を守(まも)りつつ折衷(せっちゅう)する穏健(おんけん)さ
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding attitude involves recognizing diplomatic approaches that balance preservation with accommodation. In this passage, guide 藤田 repeatedly expresses desire to preserve quiet places (静かな場所は静けさのまま残したい) while not scolding but suggesting alternatives for photography, showing a balanced approach. Choice C is correct because it captures this moderate stance (穏健さ) of protecting places while finding compromise (折衷). Choice A is incorrect because it suggests hostile exclusion of tourists, which contradicts 藤田's polite and helpful behavior. To help students: Practice identifying diplomatic language that balances competing interests. Encourage thinking about how guides navigate between preservation and tourism. Watch for: interpreting any protective stance as hostile rather than constructive.
- 次の文章を読んで答えなさい。京都(きょうと)を訪(おとず)れた旅行記(りょこうき)で、初めての観光客(かんこうきゃく)の遥(はるか)は、清水寺(きよみずでら)の舞台(ぶたい)から見える町並(まちな)みに「息(いき)をのむ」と書く。案内役(あんないやく)の地元(じもと)ガイド・中村(なかむら)は、同じ景色(けしき)を「毎朝(まいあさ)の通勤路(つうきんろ)の延長(えんちょう)」だと淡々(たんたん)と語るが、石畳(いしだたみ)の割(わ)れ目(め)を避(さ)ける足運(あしはこ)びや、混雑(こんざつ)を外(はず)す時間帯(じかんたい)の提案(ていあん)は的確(てきかく)だ。夕暮(ゆうぐ)れに、遥は抹茶(まっちゃ)の苦味(にがみ)を「静けさの味」と感じ、ガイドは「慣(な)れた場所ほど守(まも)りたい」と小声(こごえ)で漏(も)らす。文章における中村の視点(してん)は、行動(こうどう)にどう影響(えいきょう)しているか。
Answer: 日常感(にちじょうかん)があり、実用的(じつようてき)に導(みちび)く
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding perspective involves recognizing how familiarity with a place shapes one's actions and attitudes. In this passage, the guide 中村 describes the same scenery as '毎朝の通勤路の延長' (extension of daily commute), indicating familiarity rather than tourist wonder. Choice B is correct because it captures how his daily familiarity (日常感) leads to practical guidance like avoiding cracks in stone paths and suggesting less crowded times. Choice A is incorrect because it suggests surprise and lack of planning, which contradicts his experienced, practical approach. To help students: Focus on contrasting perspectives between locals and visitors in texts. Encourage thinking about how cultural context and daily experience influence perspective. Watch for: confusing emotional detachment with lack of care or knowledge.
- この社説の論調として最も適切なものはどれですか。
Answer: 大人側の責任を問い直し、若者への接し方を反省的に検討している
When analyzing opinion pieces or editorials on the AP Japanese exam, you need to identify the author's main argument and tone rather than just the topic being discussed. Look for key phrases that reveal the writer's stance and who they're directing criticism toward.
This editorial discusses young people's declining interest in reading, but the crucial insight comes in the second half. The author uses three rhetorical questions starting with "しかし" (however) to shift the focus: "Have we adults really conveyed the wonder of reading to young people?" and "Have we made efforts to share the joy and meaning of reading?" The final question, "Shouldn't we first reconsider our own attitudes before criticizing young people?" clearly establishes that the author is calling for adult self-reflection rather than blaming youth.
Choice A is wrong because the author explicitly argues against criticizing young people, stating we should examine ourselves first. Choice B misses the point entirely—the author mentions smartphones and games as factors but never suggests banning them as a solution. Choice C contradicts the text since the author acknowledges reading decline as an "undeniable fact" that adults are concerned about.
Choice D correctly captures the editorial's tone: the author questions whether adults have fulfilled their responsibility in fostering reading habits and calls for self-examination of adult attitudes and approaches.
For editorial analysis questions, pay attention to transition words like "しかし" that signal shifts in argument, and look for rhetorical questions—they often reveal the author's true position and recommendations.
- 次の文章を読んで答えなさい。地域(ちいき)の秋祭(あきまつ)りで、山車(だし)の責任者(せきにんしゃ)・高橋(たかはし)は、子ども会(こどもかい)の安全(あんぜん)確認(かくにん)や警備(けいび)の手配(てはい)に追(お)われ、「失敗(しっぱい)できない」と眉(まゆ)を寄(よ)せる。参加者(さんかしゃ)の彩(あや)は、笛(ふえ)の音(ね)に合わせて手拍子(てびょうし)し、屋台(やたい)の匂(にお)いに笑顔(えがお)が止(と)まらない。ところが、開始直前(かいしちょくぜん)に縄(なわ)が絡(から)まり、山車が動(うご)かなくなる。高橋は声(こえ)を荒(あら)げかけるが、彩が「みんなでほどこう」と輪(わ)に入(はい)り、周囲(しゅうい)も黙々(もくもく)と手(て)を貸(か)す。復旧(ふっきゅう)後、高橋は深(ふか)く息(いき)を吐(は)き、「助(たす)かった」と頭(あたま)を下(さ)げる。文章の終わりにかけての高橋の調子(ちょうし)はどれか。
Answer: 緊迫(きんぱく)から感謝(かんしゃ)へ変(か)わる
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding tone involves recognizing emotional shifts from stress to gratitude through specific actions and words. In this passage, 高橋's initial tension about failure (失敗できない) and near-anger when problems arise transforms when the community helps, ending with him taking a deep breath and bowing while saying '助かった' (I was saved/helped). Choice A is correct because it accurately reflects the shift from tension (緊迫) to gratitude (感謝) as shown by his physical gesture of bowing. Choice B is incorrect because it suggests increasing excitement rather than the calming resolution described. To help students: Focus on physical gestures and formal expressions that indicate emotional states in Japanese culture. Encourage attention to how community support affects individual attitudes. Watch for: missing cultural significance of bowing as an expression of gratitude.
- このブログ投稿から読み取れる投稿者の価値観として最も適切なものはどれですか。
Answer: 個人の価値観を重視し、一般的な考え方に疑問を持ちながら自分なりの答えを模索している
投稿者は「本当にそれが正しいのかなと疑問に思う」「自分らしく働けることの方がもっと重要」と独自の価値観を示しながら、周囲の意見も考慮して悩んでいる。完全同調でも（A）、無関心でも（C）、完全無視でもない（D）。
- 【本文】京都(きょうと)の路地(ろじ)で、観光客(かんこうきゃく)の健(けん)は『ここは地図(ちず)にない店(みせ)ばかりだ』と目(め)を丸(まる)くする。抹茶(まっちゃ)の香(かお)りに誘(さそ)われ、どの暖簾(のれん)も宝箱(たからばこ)に見(み)えるらしい。案内(あんない)の美咲(みさき)は、同(おな)じ路地(ろじ)で育(そだ)った。『写真(しゃしん)は控(ひか)えてね。住(す)んでる人(ひと)がいるから』と低(ひく)い声(こえ)で言(い)い、歩(ある)く速(はや)さも一定(いってい)だ。健(けん)が『せっかく来(き)たのに窮屈(きゅうくつ)だな』と漏(も)らすと、美咲(みさき)は一瞬(いっしゅん)目(め)を細(ほそ)めた。『守(まも)る線(せん)があるから、残(のこ)る景色(けしき)もある』。その言葉(ことば)に健(けん)は黙(だま)り、やがて『見(み)る側(がわ)の礼儀(れいぎ)か』と頷(うなず)く。最後(さいご)に小(ちい)さな寺(てら)へ着(つ)くと、美咲(みさき)は『ここは朝(あさ)がいちばん』と柔(やわ)らかく言(い)い、健(けん)も『また来(く)る理由(りゆう)ができた』と笑(わら)った。
本文(ほんぶん)の美咲(みさき)の視点(してん)は、どの行動(こうどう)に最(もっと)も表(あらわ)れているか。
Answer: 生活者(せいかつしゃ)への配慮(はいりょ)として注意(ちゅうい)を促(うなが)す
This question tests AP Japanese Language and Culture skills: identifying and describing point(s) of view, perspective(s), tone, or attitude in text. Understanding perspective involves recognizing how local residents' viewpoints shape their interactions with tourists. In this passage, Misaki's perspective as someone who grew up in these alleys is most clearly shown when she asks tourists to refrain from photos because '住んでる人がいるから' (because people live here), demonstrating consideration for residents' privacy. Choice B is correct because this action directly reflects her awareness of and consideration for the local community's needs. Choice A is incorrect because she specifically discourages free photography rather than encouraging it. To help students: Analyze how insider knowledge creates responsibility toward community protection. Watch for: missing the significance of protective behaviors or failing to connect actions to underlying community-oriented perspectives.
- この講義メモから読み取れる教授の教育方針として最も適切なものはどれですか。
Answer: 批判的思考を奨励し、学生との知的対話を通じた学習を重視している
When analyzing a professor's teaching philosophy from a lecture memo, look for clues about how they view student participation, critical thinking, and the learning process itself.
The professor's response to Tamura's presentation reveals their educational approach. They specifically praise the "sharp criticism" (鋭い批判) of conventional theories and describe it as providing "new perspectives" (新たな視点). The phrase "critical thinking is essential for academic development" (批判的思考こそが学問の発展には不可欠) directly states their core belief. Additionally, they plan to "delve deeper" (さらに深く掘り下げて) based on today's discussion and expect "active participation" (積極的な参加), showing they value intellectual dialogue.
Choice B is incorrect because the professor explicitly states they don't agree with all points (すべての点で賛成できるわけではありません), showing balanced judgment rather than complete acceptance of student opinions. Choice C contradicts the evidence—the professor actually welcomes challenges to conventional theories rather than treating them as absolute. Choice D misreads the tone entirely; the professor shows genuine engagement with student ideas and plans follow-up discussions, the opposite of disinterest or formalistic teaching.
For AP Japanese reading comprehension questions about attitudes or philosophies, pay attention to key evaluative phrases and conjunctions like もちろん (of course/naturally) and が (but), which often signal nuanced positions rather than extreme viewpoints. The author's true stance usually lies in these qualifying statements.
