- 次の案内文を読んで答えなさい。これは町内会の広告です。
【秋(あき)の灯(あか)り祭(まつ)り】
ことしも「秋の灯り祭り」を開催(かいさい)します。家族(かぞく)や友だちと、夕方(ゆうがた)の商店街(しょうてんがい)をゆっくり歩(ある)きながら、紙(かみ)のちょうちんの光(ひかり)を楽(たの)しんでください。会場(かいじょう)では、和太鼓(わだいこ)の演奏(えんそう)、昔(むかし)あそび体験(たいけん)、地元(じもと)野菜(やさい)の屋台(やたい)など、子どもから大人まで参加(さんか)できる企画(きかく)を用意(ようい)しました。
安全(あんぜん)のため、歩行者(ほこうしゃ)天国(てんごく)は17時〜20時です。自転車(じてんしゃ)は押(お)して通(とお)ってください。雨天(うてん)でも実施(じっし)しますが、強風(きょうふう)の場合(ばあい)は中止(ちゅうし)します。
地域(ちいき)の秋を一緒(いっしょ)に味(あじ)わい、思(おも)い出(で)を作(つく)りましょう。みなさまのご来場(らいじょう)をお待(ま)ちしています。
設問：本文(ほんぶん)に基(もと)づき、筆者(ひっしゃ)の目的(もくてき)は何(なに)ですか。
Answer: 祭りへの来場を促すため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through language cues such as invitational phrases, event descriptions, and closing statements. In this passage, phrases like 「ご来場をお待ちしています」(We await your attendance) and the detailed description of festival activities help indicate the author's intent. Choice B is correct because it aligns with the passage's language and context, clearly indicating that the author's intent was to encourage attendance at the festival. Choice C is incorrect because it misinterprets the rain policy information, which is only a small part of the text and states the event will proceed in rain. To help students, encourage them to identify key invitation phrases and understand the overall tone. Practice distinguishing between main purposes and supporting details in event announcements.
- 【学校からのお知らせ】次の文章に基づき、この文章の主な目的は何ですか。
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生徒（せいと）・保護者のみなさまへ
来週の体育祭（たいいくさい）は、熱中症（ねっちゅうしょう）対策（たいさく）のため日程（にってい）を変更します。目的は、気温が上がる時間帯（じかんたい）を避（さ）け、生徒が安全に参加できるようにすることです。
【変更後】
・集合：8:00
・開会式：8:20
・競技（きょうぎ）開始：8:40
・終了予定：12:00（午後の部は行いません）
お願い：水筒（すいとう）と帽子（ぼうし）を必ず持ってきてください。体調（たいちょう）が悪い場合は無理をせず、早めに先生へ申し出てください。
ご理解とご協力をお願いいたします。
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Answer: 熱中症対策で日程変更を知らせるため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through official notification language, reason explanations, and schedule changes. In this passage, phrases like 「熱中症対策のため日程を変更します」(We will change the schedule for heat stroke prevention) and the clearly stated purpose 「生徒が安全に参加できるようにすることです」(to enable students to participate safely) indicate an announcement. Choice B is correct because the text's main purpose is to inform about schedule changes due to heat stroke concerns, with specific new times listed. Choice A is incorrect because the event isn't being cancelled, just modified with the afternoon portion removed. To help students, teach them to identify official change notifications (変更します) and how schools communicate safety-related adjustments. Practice recognizing the difference between cancellation and modification announcements.
- この文章の筆者の主要な意図は何ですか。
Answer: 健康的な生活習慣の重要性を説明し実践を促すこと
筆者の主要な意図は、健康的な生活のための具体的な方法（規則正しい生活リズム、バランスの良い食事、運動、ストレス発散）を説明し、読者に実践を促すことです。最後の「お勧めします」という表現が意図を明確に示しています。Aは共感が主目的ではなく、Cは医学理論の教育ではなく実践的助言、Dは趣味と友人関係が主要テーマではありません。
- この文章の主要な目的は何ですか。
Answer: 少子高齢化の現状と社会への影響について読者に説明すること
When analyzing reading comprehension questions about main purpose, you need to identify the author's primary intent rather than getting distracted by supporting details or background information.
This passage focuses on explaining the spiritual dimensions of tea ceremony through the concept of "和敬清寂" (wa-kei-sei-jaku). The author describes each element - harmony (和), respect (敬), purity (清), and tranquility (寂) - then connects these principles to character development and their relevance today. The concluding sentence explicitly states that modern people can still learn from this traditional culture, emphasizing its contemporary value.
Answer D correctly captures this dual focus: the passage both introduces tea ceremony's spiritual principles and argues for their modern significance. The text treats tea ceremony as a vehicle for cultivating virtues like consideration for others and inner peace.
Answer A is wrong because the passage contains no instruction about actual tea ceremony procedures or techniques. Answer B fails because there's no discussion of historical development or how tea ceremony evolved over time. Answer C misses the mark - while the passage presents Japanese culture positively, it doesn't argue for superiority over other cultures but rather emphasizes universal values that anyone can appreciate.
For AP Japanese reading comprehension, always distinguish between a passage's main argument and its supporting details. Authors often use cultural examples to make broader points about values or human nature. Look for concluding statements that reveal the author's true purpose - here, the final sentence about learning from traditional culture signals the passage's ultimate message.
- この文書が作成された主要な目的は何ですか。
Answer: メンテナンスによるサービス停止について顧客に事前通知すること
この文書の主要な目的は、予定されているシステムメンテナンスによってオンラインサービスが一時停止することを、事前に顧客に知らせることです。日時、影響範囲、理由を明確に伝えています。Aは新機能の宣伝ではなく、Bは障害の謝罪ではなく予定メンテナンス、Dは利用方法の指導ではありません。
- この文章の主要な目的は何ですか。
Answer: 個人レベルでの環境保護行動を読者に奨励すること
When analyzing reading comprehension questions about main purpose, you need to identify the author's primary intent rather than getting distracted by supporting details or background information.
This passage focuses on explaining the spiritual dimensions of tea ceremony through the concept of "和敬清寂" (wa-kei-sei-jaku). The author describes each element - harmony (和), respect (敬), purity (清), and tranquility (寂) - then connects these principles to character development and their relevance today. The concluding sentence explicitly states that modern people can still learn from this traditional culture, emphasizing its contemporary value.
Answer D correctly captures this dual focus: the passage both introduces tea ceremony's spiritual principles and argues for their modern significance. The text treats tea ceremony as a vehicle for cultivating virtues like consideration for others and inner peace.
Answer A is wrong because the passage contains no instruction about actual tea ceremony procedures or techniques. Answer B fails because there's no discussion of historical development or how tea ceremony evolved over time. Answer C misses the mark - while the passage presents Japanese culture positively, it doesn't argue for superiority over other cultures but rather emphasizes universal values that anyone can appreciate.
For AP Japanese reading comprehension, always distinguish between a passage's main argument and its supporting details. Authors often use cultural examples to make broader points about values or human nature. Look for concluding statements that reveal the author's true purpose - here, the final sentence about learning from traditional culture signals the passage's ultimate message.
- この通知の主要な目的を最もよく表しているのはどれですか。
Answer: 図書館利用時間の変更について学生に周知すること
この通知の主要な目的は、図書館の開館時間が変更されることを学生に知らせることです。通常時間、試験期間中の延長時間、休館日など、すべて時間に関する変更の周知が中心となっています。Aは新サービスの宣伝ではなく、Cは学習支援制度の案内が主目的ではなく、Dは警告よりも情報提供の性質が強いです。
- この文書の主要な目的は何ですか。
Answer: 研修プログラムの内容と詳細について新入社員に情報提供すること
When analyzing reading passages on the AP Japanese exam, focus on identifying the main purpose by looking at key structural elements: the addressee, the content covered, and the action being taken.
This passage is addressed to 新入社員 (new employees) and systematically provides specific information about an upcoming training program. The text covers the duration (3 weeks), schedule (9 AM to 5 PM), location (meeting room A), content areas (company philosophy, business operations, business manners, system usage), meal arrangements (company cafeteria), materials distribution, and contact information. This comprehensive informational approach clearly indicates the primary purpose is to inform new employees about training program details, making A correct.
Looking at the wrong answers: B incorrectly focuses on 人事制度 (personnel systems), but the passage discusses training content, not broader HR policies. C mentions 能力評価基準 (ability evaluation criteria), but there's no reference to assessment standards anywhere in the text. D suggests the purpose is explaining facility usage, but while the passage mentions the cafeteria and meeting room, these are just logistical details supporting the main training announcement, not the central focus.
Strategy tip: On AP Japanese reading questions asking about main purpose, distinguish between the primary goal and supporting details. Look for what takes up most of the passage's content and what action the document is designed to accomplish. Supporting information like locations or contact details shouldn't be confused with the document's main objective.
- 【学校からのお知らせ】次の文章に基づき、この文章の主な目的は何ですか。
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保護者各位（ほごしゃかくい）
来月より、授業（じゅぎょう）時間割（じかんわり）を一部変更（へんこう）します。目的は、朝の学習（がくしゅう）時間を確保（かくほ）し、落ち着いて1日を始められるようにするためです。
【変更点】
・登校（とうこう）時間：8:20 → 8:10
・朝の読書（どくしょ）活動：8:15〜8:30（新設）
・1時間目開始：8:40（10分遅らせます）
なお、部活動（ぶかつどう）の朝練（あされん）は8:00までに終了してください。安全（あんぜん）のため、校門前の車の乗り降りは短時間でお願いします。
新しい生活リズムに慣（な）れるまでご家庭でも声かけをお願いいたします。ご不明点は教務（きょうむ）係までご連絡ください。
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Answer: 新しい時間割の変更を伝えるため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through formal notification language, specific changes being announced, and administrative tone. In this passage, phrases like 「来月より、授業時間割を一部変更します」(Starting next month, we will partially change the class schedule) and the detailed listing of changes clearly indicate an announcement. Choice A is correct because it accurately captures the text's purpose of informing about schedule changes, as evidenced by the specific time adjustments listed. Choice B is incorrect because the text actually restricts morning practice to end by 8:00, not encouraging its increase. To help students, teach them to recognize formal announcement markers (〜より、変更します) and the structure of official school communications. Emphasize how administrative texts focus on conveying specific changes rather than persuading or teaching.
- この文章の著者の主要な意図は何ですか。
Answer: 読書の重要性を示し、読書習慣の促進を提案すること
著者の主要な意図は、読書離れの問題を指摘した上で、読書の利益を説明し、具体的な読書習慣促進の方法を提案することです。問題提起→利益の説明→解決策の提案という構造になっています。Aは技術批判が主目的ではなく、Cは教育制度の議論が中心ではなく、Dは家族関係の改善が主目的ではありません。
- 【友だちからの手紙】次の文章に基づき、この文章の主な目的は何ですか。
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ゆきへ
元気？ こないだ話してた「能（のう）と狂言（きょうげん）の体験会（たいけんかい）」、ついに来週あるよ。もし時間があったら、いっしょに行かない？
会場は市民文化（しみんぶんか）センターで、13:00から。まず短い公演（こうえん）を見て、そのあと面（おもて）を近くで見せてもらえるんだって。最後に、歩き方や声の出し方も少し教えてくれるらしい。
私、去年おばあちゃんと見に行って、静かなのに気持ちがすっとする感じが忘れられなくてさ。ゆきにも一度、あの雰囲気（ふんいき）を味わってほしい。
注意：席（せき）が少ないから、行けそうなら今日中に返事（へんじ）して！ いっしょに申し込みするね。
じゃあ、連絡待ってる。
あや
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Answer: 体験会にいっしょに行くよう誘うため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through informal invitation language, personal anecdotes, and persuasive elements in friendly correspondence. In this passage, phrases like 「いっしょに行かない？」(Won't you go together?) and 「ゆきにも一度、あの雰囲気を味わってほしい」(I want you to experience that atmosphere once too) clearly show an invitation. Choice B is correct because the letter's purpose is to invite Yuki to attend the Noh and Kyogen experience together, using personal experience to persuade. Choice A is incorrect because the text doesn't provide historical information about these art forms, only mentions a personal experience. To help students, teach them to recognize casual invitation patterns in personal letters (〜ない？、〜してほしい) and how friends use shared experiences to persuade. Practice identifying the difference between formal announcements and personal invitations through tone and language choices.
- この文章の主要な目的は何ですか。
Answer: AIの利便性と課題を示し、バランスの取れた発展の必要性を論じること
When analyzing reading comprehension questions about main purpose, you need to identify the author's primary intent rather than getting distracted by supporting details or background information.
This passage focuses on explaining the spiritual dimensions of tea ceremony through the concept of "和敬清寂" (wa-kei-sei-jaku). The author describes each element - harmony (和), respect (敬), purity (清), and tranquility (寂) - then connects these principles to character development and their relevance today. The concluding sentence explicitly states that modern people can still learn from this traditional culture, emphasizing its contemporary value.
Answer D correctly captures this dual focus: the passage both introduces tea ceremony's spiritual principles and argues for their modern significance. The text treats tea ceremony as a vehicle for cultivating virtues like consideration for others and inner peace.
Answer A is wrong because the passage contains no instruction about actual tea ceremony procedures or techniques. Answer B fails because there's no discussion of historical development or how tea ceremony evolved over time. Answer C misses the mark - while the passage presents Japanese culture positively, it doesn't argue for superiority over other cultures but rather emphasizes universal values that anyone can appreciate.
For AP Japanese reading comprehension, always distinguish between a passage's main argument and its supporting details. Authors often use cultural examples to make broader points about values or human nature. Look for concluding statements that reveal the author's true purpose - here, the final sentence about learning from traditional culture signals the passage's ultimate message.
- この文章の主要な目的は何ですか。
Answer: 製品発表会の重要性と期待される成果を説明すること
When analyzing reading comprehension questions about main purpose, you need to identify the author's primary intent rather than getting distracted by supporting details or background information.
This passage focuses on explaining the spiritual dimensions of tea ceremony through the concept of "和敬清寂" (wa-kei-sei-jaku). The author describes each element - harmony (和), respect (敬), purity (清), and tranquility (寂) - then connects these principles to character development and their relevance today. The concluding sentence explicitly states that modern people can still learn from this traditional culture, emphasizing its contemporary value.
Answer D correctly captures this dual focus: the passage both introduces tea ceremony's spiritual principles and argues for their modern significance. The text treats tea ceremony as a vehicle for cultivating virtues like consideration for others and inner peace.
Answer A is wrong because the passage contains no instruction about actual tea ceremony procedures or techniques. Answer B fails because there's no discussion of historical development or how tea ceremony evolved over time. Answer C misses the mark - while the passage presents Japanese culture positively, it doesn't argue for superiority over other cultures but rather emphasizes universal values that anyone can appreciate.
For AP Japanese reading comprehension, always distinguish between a passage's main argument and its supporting details. Authors often use cultural examples to make broader points about values or human nature. Look for concluding statements that reveal the author's true purpose - here, the final sentence about learning from traditional culture signals the passage's ultimate message.
- 【料理紹介】次の文章に基づき、この文章の主な目的は何ですか。
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「おにぎり」は、手軽（てがる）だけど、とても日本らしい食べ物です。昔は、田んぼで働く人が持っていく保存（ほぞん）食として広まりました。今でも遠足（えんそく）や運動会（うんどうかい）でよく見かけます。
具（ぐ）は、うめぼし、さけ、こんぶなどが定番（ていばん）。うめぼしのすっぱさは、暑い季節（きせつ）に食欲（しょくよく）を助けると言われています。のりを巻くと、香りもよくなります。
作るときは、にぎりすぎないのがコツ。空気（くうき）を少し入れると、ふんわりして食べやすいです。塩（しお）は少なめにして、具で味をつけると健康（けんこう）にもやさしいでしょう。
明日の朝、まず一つ作ってみませんか。
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Answer: おにぎりの文化と作り方を紹介するため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through introductory statements, cultural explanations, and practical instructions. In this passage, the opening description of onigiri as 「手軽だけど、とても日本らしい食べ物」(convenient but very Japanese food) and the closing invitation 「明日の朝、まず一つ作ってみませんか」(Won't you try making one tomorrow morning?) indicate introduction and encouragement. Choice A is correct because the text introduces onigiri by explaining its cultural significance (historical use, modern occasions) and provides making tips. Choice D is incorrect because the text actually recommends using less salt (塩は少なめにして), not more. To help students, teach them to recognize introduction patterns that combine cultural context with practical information. Practice identifying how food introduction texts balance historical background with modern relevance and practical advice.
- 次の手紙を読んで答えなさい。これは先輩(せんぱい)から後輩(こうはい)への個人の手紙です。
健太(けんた)へ
新学期(しんがっき)、部活(ぶかつ)どう？ もし迷(まよ)っているなら、今度(こんど)の土曜(どよう)にある茶道部(さどうぶ)の体験会(たいけんかい)に来(こ)ない？ 私(わたし)は去年(きょねん)、緊張(きんちょう)しやすい性格(せいかく)を直(なお)したくて入部(にゅうぶ)したんだけど、点前(てまえ)の手順(てじゅん)に集中(しゅうちゅう)すると、気持(きも)ちが落(お)ち着(つ)くんだ。
体験会では、正座(せいざ)が苦手(にがて)でも大丈夫(だいじょうぶ)。イスも用意(ようい)してあるし、先生(せんせい)が「形(かた)より心(こころ)」って言(い)ってくれる。お菓子(かし)も季節(きせつ)のものが出(で)て、ちょっと特別(とくべつ)な時間(じかん)になるよ。
無理(むり)に入部してほしいわけじゃないけど、一度(いちど)見(み)るだけでも雰囲気(ふんいき)が分(わ)かると思(おも)う。よかったら一緒(いっしょ)に行(い)こう。
設問：本文に基づき、筆者の目的は何ですか。
Answer: 体験会への参加を勧めるため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese personal letters between senpai and kohai, purpose is often indicated through invitation language, personal experience sharing, and gentle encouragement. In this passage, phrases like 「今度の土曜にある茶道部の体験会に来ない？」(Why don't you come to the tea ceremony club trial session this Saturday?) and 「よかったら一緒に行こう」(If you'd like, let's go together) indicate invitation intent. Choice B is correct because it aligns with the passage's language and context, clearly indicating that the author's intent was to encourage participation in the trial session. Choice D is incorrect because the text explicitly states 「無理に入部してほしいわけじゃない」(I don't want to force you to join), showing the opposite intent. To help students, encourage them to identify invitation markers and understand the nuanced way Japanese senpai make suggestions. Practice recognizing gentle persuasion techniques in personal communications.
- 次の手紙を読んで答えなさい。これは友人(ゆうじん)からの個人(こじん)の手紙です。
美咲(みさき)へ
元気(げんき)？ 来週(らいしゅう)、うちの近(ちか)くで「能(のう)入門(にゅうもん)の会(かい)」があるんだ。前(まえ)に「日本(にほん)の伝統(でんとう)芸能(げいのう)を一度(いちど)見(み)てみたい」って言(い)ってたよね。だから、ぜひ一緒(いっしょ)に行(い)きたいと思(おも)って連絡(れんらく)したよ。
会場(かいじょう)では、短(みじか)い演目(えんもく)を見(み)たあと、面(おもて)や衣装(いしょう)を近(ちか)くで見学(けんがく)できるらしい。解説(かいせつ)もやさしい日本語(にほんご)でしてくれるって。私(わたし)も能は初(はじ)めてだけど、静(しず)かな動(うご)きの中(なか)に気持(きも)ちがこもっていて、きっと心(こころ)に残(のこ)ると思(おも)う。
当日(とうじつ)は16時(じ)に駅(えき)の改札(かいさつ)で待(ま)ち合(あ)わせしよう。もし都合(つごう)が悪(わる)かったら、遠慮(えんりょ)なく言(い)ってね。
じゃ、返事(へんじ)待(ま)ってる！
遥(はるか)
設問：本文に基づき、筆者の目的は何ですか。
Answer: 能の会へ誘うため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese personal letters, purpose is often indicated through invitation language, expressions of desire to share experiences, and specific proposals. In this passage, phrases like 「ぜひ一緒に行きたいと思って」(I really want to go together) and the detailed description of the Noh performance help indicate the author's intent. Choice C is correct because it aligns with the passage's language and context, clearly indicating that the author's intent was to invite their friend to a Noh performance. Choice A is incorrect because it misinterprets the text as teaching about Noh rather than extending an invitation. To help students, encourage them to identify invitation markers and understand the difference between informational and invitational texts. Practice recognizing personal letter conventions and their purposes.
- 【料理紹介】次の文章に基づき、この文章の主な目的は何ですか。
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今日は「けんちん汁（じる）」を紹介（しょうかい）します。これは、野菜と豆腐（とうふ）を入れた、あたたかい汁物です。昔（むかし）、お寺（てら）の台所（だいどころ）で作られたと言われ、肉や魚を使わないやさしい味が特ちょうです。
根菜（こんさい）の大根（だいこん）やにんじん、ごぼうを入れると、食感（しょっかん）も楽しくなります。だしは昆布（こんぶ）でもかつおでも合いますが、初めての人は昆布だしが作りやすいでしょう。
寒い日には体が温まり、野菜もたくさん取れます。塩分（えんぶん）は入れすぎないように注意してください。ゆずの皮を少しのせると、香（かお）りが広がっておすすめです。
今夜の食卓（しょくたく）に、ほっとする一杯（いっぱい）を加えてみませんか。
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Answer: けんちん汁の背景と良さを伝えるため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through introductory phrases, descriptive language, and concluding invitations. In this passage, phrases like 「今日は『けんちん汁』を紹介します」(Today I'll introduce kenchin-jiru) and 「今夜の食卓に、ほっとする一杯を加えてみませんか」(Won't you add a comforting bowl to tonight's dinner table?) indicate an introduction with recommendation. Choice B is correct because the text introduces kenchin-jiru by explaining its background (temple origins), characteristics (gentle taste without meat/fish), and benefits (warming, nutritious). Choice A is incorrect because nothing in the text prohibits making this soup; rather, it encourages trying it. To help students, teach them to recognize introduction patterns (〜を紹介します) and how food articles combine cultural background with practical benefits. Practice identifying positive recommendation language versus prohibition or restriction language.
- 【友人(ゆうじん)からの手紙(てがみ)】以下の文章を読んで答えなさい。直樹(なおき)へ。来週(らいしゅう)、うちの町(まち)で「獅子舞(ししまい)」が回(まわ)ってくるよ。頭(かしら)をかんでもらうと、元気(げんき)になるって言(い)われてるでしょう？ 小(ちい)さいころは少(すこ)し怖(こわ)かったけど、今(いま)は太鼓(たいこ)の音(おと)を聞(き)くとわくわくする。夕方(ゆうがた)5時(じ)ごろ、神社(じんじゃ)の前(まえ)に集(あつ)まるらしいから、一緒(いっしょ)に見(み)に行(い)かない？ 人(ひと)が多(おお)いと思(おも)うので、早(はや)めに来(き)て場所(ばしょ)を取(と)ろう。写真(しゃしん)も撮(と)れるよ。返事(へんじ)してね。Based on the passage, この文章の主(おも)な目的(もくてき)は何(なに)ですか。
Answer: 獅子舞(ししまい)を見(み)に来(く)るよう友人(ゆうじん)を誘(さそ)うため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese texts, purpose is often indicated through language cues such as formal structures, key vocabulary, and context. In this passage, phrases like '一緒に観に行かない？' and the use of invitational language help indicate the author's intent. Choice A is correct because it aligns with the passage's language and context, clearly indicating that the author's intent was to invite a friend to see the shishimai. Choice D is incorrect because it misinterprets the drum mention, which is a common error when students focus on complaints rather than excitement. To help students, encourage them to identify key phrases and understand cultural contexts. Practice distinguishing between literal and metaphorical language, and emphasize understanding the author's perspective.
- 次の料理紹介(しょうかい)を読んで答えなさい。これはレシピの導入文(どうにゅうぶん)です。
今日は、冬(ふゆ)にうれしい「けんちん汁(じる)」を紹介(しょうかい)します。けんちん汁は、豆腐(とうふ)と根菜(こんさい)を中心(ちゅうしん)にした、やさしい味(あじ)の汁物(しるもの)です。地域(ちいき)によって具材(ぐざい)は少(すこ)しずつ違(ちが)いますが、にんじん、ごぼう、だいこん、こんにゃくなどを入(い)れることが多(おお)いです。
この料理(りょうり)の良(よ)いところは、野菜(やさい)をたっぷり食(た)べられる点(てん)です。だしの香(かお)りで満足感(まんぞくかん)が出(で)るので、食(た)べ過(す)ぎを防(ふせ)ぎたいときにも向(む)いています。寒(さむ)い日(ひ)には、体(からだ)が内側(うちがわ)から温(あたた)まります。
このあと、切(き)り方(かた)のコツと、味(あじ)をしみこませる手順(てじゅん)を順番(じゅんばん)に書(か)きます。ぜひ一度(いちど)作(つく)って、家(いえ)の定番(ていばん)にしてみてください。
設問：本文に基づき、筆者の目的は何ですか。
Answer: けんちん汁の作り方へ導くため
This question tests AP Japanese Language and Culture skills, specifically identifying the purpose of a text. In Japanese recipe introductions, purpose is often indicated through transitional phrases that lead to instructions, descriptions of benefits, and preview statements. In this passage, phrases like 「このあと、切り方のコツと、味をしみこませる手順を順番に書きます」(After this, I will write the cutting tips and flavor-infusing steps in order) clearly indicate what follows. Choice A is correct because it aligns with the passage's language and context, clearly indicating that the author's intent was to lead into the recipe instructions for kenchin-jiru. Choice B is incorrect because while health benefits are mentioned, warning about winter illnesses is not the purpose. To help students, encourage them to identify transitional phrases that indicate what content will follow. Practice recognizing the structure of recipe introductions and their function as lead-ins to instructions.
- この文章の主要な目的は何ですか。
Answer: 茶道の精神的価値と現代的意義について読者に紹介すること
When analyzing reading comprehension questions about main purpose, you need to identify the author's primary intent rather than getting distracted by supporting details or background information.
This passage focuses on explaining the spiritual dimensions of tea ceremony through the concept of "和敬清寂" (wa-kei-sei-jaku). The author describes each element - harmony (和), respect (敬), purity (清), and tranquility (寂) - then connects these principles to character development and their relevance today. The concluding sentence explicitly states that modern people can still learn from this traditional culture, emphasizing its contemporary value.
Answer D correctly captures this dual focus: the passage both introduces tea ceremony's spiritual principles and argues for their modern significance. The text treats tea ceremony as a vehicle for cultivating virtues like consideration for others and inner peace.
Answer A is wrong because the passage contains no instruction about actual tea ceremony procedures or techniques. Answer B fails because there's no discussion of historical development or how tea ceremony evolved over time. Answer C misses the mark - while the passage presents Japanese culture positively, it doesn't argue for superiority over other cultures but rather emphasizes universal values that anyone can appreciate.
For AP Japanese reading comprehension, always distinguish between a passage's main argument and its supporting details. Authors often use cultural examples to make broader points about values or human nature. Look for concluding statements that reveal the author's true purpose - here, the final sentence about learning from traditional culture signals the passage's ultimate message.
