- 次(つぎ)の意見文(いけんぶん)を読(よ)む：由紀(ゆき)「地域(ちいき)の文化祭(ぶんかさい)は参加(さんか)する価値(かち)がある。なぜなら、準備(じゅんび)を通(とお)して協力(きょうりょく)が学(まな)べるからだ。一方(いっぽう)、人(ひと)が多(おお)くて疲(つか)れることもある。だから、休憩(きゅうけい)の時間(じかん)を決(き)めるとよい。私(わたし)は今年(ことし)、友(とも)だちと交代(こうたい)で受付(うけつけ)をした。」この段落(だんらく)で、一方(いっぽう)は何(なに)を示(しめ)しますか。
Answer: 対照(たいしょう)する点(てん)の提示(ていじ)
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression 一方 (on the other hand/while) is a formal conjunctive used to present contrasting viewpoints or aspects, showing both sides of an issue in balanced argumentation. In this opinion piece, Yuki first presents the positive aspect of cultural festivals - learning cooperation through preparation - then uses 一方 to introduce the negative aspect - getting tired from crowds. Choice B is correct because 一方 presents contrasting points (対照する点の提示), showing both advantages and disadvantages. Choice A (emphasizing the same opinion) would use さらに or また, choice C (explaining time sequence) would use まず、次に、最後に, and choice D (anticipating conclusion) would use つまり or 要するに. Students should understand that 一方 is essential for balanced academic writing, allowing writers to acknowledge multiple perspectives and create nuanced arguments.
- 次(つぎ)の正式(せいしき)メール交換(こうかん)を読(よ)んでください。学生(がくせい)の雪(ゆき)です。「先生(せんせい)、欠席(けっせき)した日のノートを見(み)せていただけますか。まず、授業(じゅぎょう)内容(ないよう)を確認(かくにん)したいです。その上(うえ)、次(つぎ)の小(しょう)テストの範囲(はんい)も知(し)りたいです。」先生(せんせい)の春人(はると)です。「もちろんです。明日(あした)の昼休(ひるやす)みに来(き)てください。」文中(ぶんちゅう)のその上(うえ)はどんなつながりを示(しめ)しますか。
Answer: 前(まえ)の内容(ないよう)に加(くわ)えて強調(きょうちょう)する
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression その上 (moreover/on top of that) is an additive connector that introduces additional requests or points, often with a sense of building upon previous statements. In this formal email, the student first requests to see notes from a missed class, then uses その上 to add another related request about the test coverage. Choice A is correct because その上 adds emphasis while introducing additional content that builds upon the initial request, creating a comprehensive inquiry. Choice B is incorrect as その上 doesn't switch to opposing content but rather accumulates related points. Teaching students to use その上 helps them make multiple requests politely and logically. Practice with formal request scenarios where students need to ask for several related things helps them master this important academic communication skill.
- 次(つぎ)の友達(ともだち)へのカジュアルなメッセージを読(よ)んでください。葵(あおい)です。「土曜(どよう)は映画(えいが)に行(い)きたい。でも、午後(ごご)はバイトが入(はい)った。だから、午前(ごぜん)に会(あ)える？さらに、終(お)わったらカフェも行(い)こう。」陸(りく)です。「いいよ。午前(ごぜん)なら時間(じかん)あるし、カフェも楽(たの)しみ。」文中(ぶんちゅう)のでもは文(ぶん)の流(なが)れにどう影響(えいきょう)しますか。
Answer: 対立(たいりつ)・逆接(ぎゃくせつ)を示(しめ)す
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression でも (but/however) is a contrastive connector that signals opposition or contradiction between ideas, essential for nuanced communication. In this casual message between friends, Aoi expresses wanting to see a movie on Saturday, then uses でも to introduce a conflicting situation - having a part-time job in the afternoon. Choice C is correct because でも shows contrast/opposition between the desire to see a movie and the scheduling conflict with work. Choice A is incorrect as でも doesn't add information but rather presents a contrasting situation. Teaching students to recognize でも as a signal for upcoming contrast helps them anticipate shifts in meaning. Encourage practice with various contrastive situations to build fluency with this common transitional expression.
- 次(つぎ)の正式(せいしき)メール交換(こうかん)を読(よ)む：学生(がくせい)の由紀(ゆき)「先生(せんせい)、課題(かだい)が出(だ)せず申(もう)し訳(わけ)ありません。実(じつ)は先週(せんしゅう)、体調(たいちょう)が悪(わる)く、提出(ていしゅつ)の準備(じゅんび)ができませんでした。そのため、本日(ほんじつ)中(ちゅう)に仕上(しあ)げて提出(ていしゅつ)してもよろしいでしょうか。さらに、遅(おく)れた分(ぶん)は次回(じかい)の授業(じゅぎょう)までに補(おぎな)います。ご迷惑(めいわく)をおかけし、申(もう)し訳(わけ)ありません。」先生(せんせい)「事情(じじょう)は分(わ)かりました。では、今日(きょう)の18時(じ)までに提出(ていしゅつ)してください。」この交換(こうかん)で、そのための役割(やくわり)は何(なに)ですか。
Answer: 結果(けっか)を導(みちび)く
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression そのため (therefore/for that reason) is a conjunctive that shows cause and effect relationships, indicating that what follows is a result or consequence of what was previously stated. In this formal email exchange, the student explains they couldn't prepare the assignment because they were unwell last week, then uses そのため to introduce the consequence - asking if they can submit it today instead. Choice B is correct because そのため clearly indicates a result (結果を導く) - the inability to prepare leads to the request for late submission. Choice A (showing contrast) would require expressions like しかし or でも, while choice C (adding examples) would use たとえば, and choice D (showing time sequence) would use expressions like それから or その後. Teachers should emphasize that そのため always connects a cause in the first clause with its logical consequence in the second clause, making it essential for formal explanations and requests.
- This peer communication effectively conveys helpfulness but could benefit from improved cohesive structure. Which set of additions would best enhance the logical flow and collaborative tone?
Answer: Add ちょうど after 図書館で and それから before 明日の授業 to show fortunate timing and natural progression of suggestions.
Option D creates the most natural and collaborative flow. ちょうど emphasizes the fortunate timing of the discovery, making the help seem serendipitous rather than laborious, and それから creates smooth progression from offering materials to suggesting collaborative study. Option A's そこで and それで create overly mechanical causal connections where natural helpfulness is more appropriate. Option B's 実際に is redundant and さらに suggests additional burden rather than natural collaboration. Option C's おかげで attributes the discovery to the searching process awkwardly, and そうすれば creates conditional logic where confident encouragement is better.
- 次(つぎ)の正式(せいしき)メール交換(こうかん)を読(よ)んでください。学生(がくせい)の雪(ゆき)です。「先生(せんせい)、課題(かだい)提出(ていしゅつ)が遅(おく)れました。昨日(きのう)は体調(たいちょう)が悪(わる)く、そのため家(いえ)で休(やす)みました。さらに、病院(びょういん)にも行(い)きました。明日(あした)までに提出(ていしゅつ)してもよろしいでしょうか。」先生(せんせい)の春人(はると)です。「事情(じじょう)は分(わ)かりました。では、明日(あした)の放課後(ほうかご)に出(だ)してください。次回(じかい)は早(はや)めに連絡(れんらく)してください。」本文(ほんぶん)でのそのための役割(やくわり)は何(なに)ですか。
Answer: 理由(りゆう)から結果(けっか)へつなぐ
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression そのため (therefore/for that reason) is a causal connector that links a reason to its consequence, creating logical flow between sentences. In this formal email, the student explains being sick yesterday, then uses そのため to connect this reason to the consequence of staying home. Choice B is correct because そのため functions to connect the reason (being sick) to the result (staying home), establishing a clear cause-and-effect relationship. Choice A is incorrect as そのため doesn't show contrast but rather causation. When teaching this concept, emphasize how そのため creates a logical bridge between cause and effect, making arguments clearer and more persuasive. Practice identifying cause-effect relationships in various contexts helps students master this essential cohesive device.
- In the paragraph provided (先生への課題メール): ①パソコンが急(きゅう)に故障(こしょう)しました。②その結果、データが開(ひら)けませんでした。③今(いま)は復旧(ふっきゅう)中(ちゅう)です。④提出(ていしゅつ)期限(きげん)の延長(えんちょう)をご相談(そうだん)したいです。What is the role of その結果 in conveying the writer's intent?
Answer: 結果を示し、原因から影響へつなぐ
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression その結果 (as a result/consequently) explicitly marks a cause-and-effect relationship, showing the direct consequence of a preceding event. In this email about a computer malfunction, the writer explains the computer suddenly broke (パソコンが急に故障しました) and uses その結果 to connect this cause to its effect: being unable to open data (データが開けませんでした). Choice C is correct because その結果 clearly indicates the result and connects the cause (computer failure) to its impact (data inaccessibility), establishing a logical chain of events that justifies the extension request. Choice A is incorrect as その結果 doesn't add parallel information; it shows consequential relationship. When teaching this expression, emphasize that その結果 is more explicit than そのため in marking consequences, often used when the result is significant or unexpected. Students should practice distinguishing between various causal connectors to choose the most appropriate one for their context.
- In the paragraph provided (先生への課題メール): ①昨日(きのう)、家族(かぞく)の用事(ようじ)がありました。②しかし、連絡(れんらく)が遅(おそ)れました。③次回(じかい)から早(はや)めにお知(し)らせします。④どうぞよろしくお願(ねが)いします。How does the use of しかし in the passage influence its tone?
Answer: 対比を示し、反省の気持ちを明確にする
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression しかし (however/but) is a formal adversative conjunction that introduces a contrasting statement, often used to acknowledge a shortcoming or express regret. In this email to a teacher, the writer mentions having family matters (家族の用事がありました) but then uses しかし to contrast this with their failure to contact the teacher on time (連絡が遅れました), showing awareness of their mistake. Choice B is correct because しかし creates a contrast that clarifies the writer's reflective and apologetic tone - they had a reason but acknowledge it doesn't excuse their late communication. Choice A is incorrect as しかし doesn't emphasize or express gratitude; it shows contrast and acknowledgment of fault. When teaching this, emphasize that しかし in formal contexts often introduces self-reflection or acknowledgment of responsibility. Students should practice using しかし in formal apologies and explanations to develop appropriate register awareness.
- 次(つぎ)の正式(せいしき)メール交換(こうかん)を読(よ)んでください。学生(がくせい)の陸(りく)です。「先生(せんせい)、レポートの提出(ていしゅつ)が遅(おく)れました。家族(かぞく)の用事(ようじ)があり、そのため週末(しゅうまつ)に書(か)けませんでした。さらに、図書館(としょかん)が休(やす)みでした。火曜(かよう)に出(だ)してもよろしいでしょうか。」先生(せんせい)の雪(ゆき)です。「分(わ)かりました。火曜(かよう)の朝(あさ)までに提出(ていしゅつ)してください。」文中(ぶんちゅう)でそのためは何(なに)を表(あらわ)しますか。
Answer: 理由(りゆう)と結果(けっか)のつながり
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression そのため (therefore/for that reason) establishes clear cause-and-effect relationships, essential for logical explanations in formal communication. In this formal email, the student mentions having family obligations, then uses そのため to connect this reason to the consequence of not being able to write the report over the weekend. Choice B is correct because そのため links the reason (family obligations) to the result (couldn't write the report), creating a logical explanation for the late submission. Choice C is incorrect as そのため doesn't change topics but maintains focus on explaining the situation. Teaching students to use そのため for clear explanations helps them communicate reasons effectively in academic contexts. Practice constructing logical explanations using cause-effect chains strengthens their ability to justify actions or requests professionally.
- This email lacks effective cohesive devices and transitional expressions. Which revision would best improve the flow and coherence of the second half of the message?
Answer: Add さらに before それから and replace the final sentence with そこで、改めてご相談させていただきたく思います to strengthen progression and formality.
Option C provides the most effective cohesive structure. さらに strengthens the additive relationship between the two issues, while そこで creates a logical conclusion that flows from the presented problems to the request for further discussion. The formal register also matches the email's tone. Option A incorrectly uses contrast (しかし) where addition is needed. Option B's ところで suggests topic change rather than structured presentation. Option D's 一方 implies opposition between the issues rather than their cumulative nature.
- This message effectively uses some cohesive devices but could be strengthened. Which addition would best enhance the paragraph's coherence and show deeper reflection?
Answer: Replace 特に with その中でも and add そういった経験から before 今後は to show reflective progression.
Option C creates the most sophisticated cohesive structure. その中でも shows selective emphasis from the broader experience, while そういった経験から demonstrates reflective thinking that connects past learning to future planning, showing maturity in the writer's analysis. Option A's そのため creates an overly mechanical causal connection. Option B's additions don't improve logical flow and また、それとは別に inappropriately suggests the final request is unrelated. Option D's ただし incorrectly frames the specific learning as a limitation rather than a positive insight.
- 次(つぎ)の友達(ともだち)へのメッセージを読(よ)んでください。春人(はると)です。「日曜(にちよう)は公園(こうえん)で走(はし)ろう。それから、近(ちか)くの店(みせ)で昼(ひる)ご飯(はん)を食(た)べたい。さらに、時間(じかん)があれば本屋(ほんや)にも行(い)こう。」葵(あおい)です。「いいね。順番(じゅんばん)が分(わ)かりやすい。」文中(ぶんちゅう)のそれからは何(なに)を示(しめ)しますか。
Answer: 時間(じかん)・行動(こうどう)の順序(じゅんじょ)
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression それから (and then/after that) is a sequential connector that organizes activities in chronological order, essential for clear planning and scheduling. In this casual message about Sunday plans, Haruto suggests running in the park first, then uses それから to introduce the next activity - eating lunch at a nearby restaurant. Choice B is correct because それから indicates the temporal sequence of planned activities, helping the reader understand the order of events. Choice A is incorrect as それから doesn't show contrast but rather sequential progression. Teaching students to use それから for organizing activities helps them communicate plans clearly. Encourage practice with daily schedules, trip itineraries, or recipe instructions where sequential ordering is crucial for comprehension.
- 次(つぎ)のビジネスレターを読(よ)む：理久(りく)「平素(へいそ)よりお世話(せわ)になっております。先日(せんじつ)の会議(かいぎ)の内容(ないよう)について確認(かくにん)いたします。なお、資料(しりょう)の最終版(さいしゅうばん)は本日(ほんじつ)の午後(ごご)に送付(そうふ)予定(よてい)です。ご不明点(ふめいてん)がございましたらお知(し)らせください。今後(こんご)ともよろしくお願(ねが)いいたします。」この文(ぶん)で、なおの働(はたら)きは何(なに)ですか。
Answer: 追加(ついか)の連絡(れんらく)を添(そ)える
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression なお (furthermore/additionally) is a formal business writing convention used to add supplementary information that, while not central to the main message, provides useful additional details. In this business letter, after confirming the meeting content, Riku uses なお to add the supplementary information about when the final version of materials will be sent. Choice A is correct because なお adds supplementary communication (追加の連絡を添える) without disrupting the main message flow. Choice B (starting a counterargument) would use しかし or ただし, choice C (explaining cause) would use なぜなら or というのは, and choice D (strongly concluding) would use したがって or よって. Teachers should emphasize that なお is particularly common in formal Japanese business writing for adding postscript-like information, helping students master professional communication conventions.
- Based on the written exchange (ビジネス文書(ぶんしょ): 確認(かくにん)依頼(いらい)): ①先日(せんじつ)の打(う)ち合(あ)わせ、ありがとうございました。②なお、納期(のうき)は三月(さんがつ)十日(とおか)でよろしいでしょうか。③もし変更(へんこう)があればお知(し)らせください。④引(ひ)き続(つづ)きよろしくお願(ねが)いします。What is the role of なお in conveying the writer's intent?
Answer: 補足を示し、追加の確認へつなぐ
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression なお (furthermore/additionally) in business contexts introduces supplementary information or additional points that need confirmation, often appearing after the main message. In this business confirmation request, after thanking for a previous meeting, the writer uses なお to smoothly introduce an additional confirmation point about the delivery date (納期は三月十日でよろしいでしょうか). Choice C is correct because なお indicates supplementary information and connects to an additional confirmation request, maintaining professional thoroughness without disrupting the flow. Choice A is incorrect as なお doesn't conclude requests; it adds supplementary points that also require attention. Teachers should emphasize that なお in business writing ensures all necessary points are addressed without making the communication feel disjointed. Students should practice using なお in formal emails to develop professional communication skills that cover all bases while maintaining coherence.
- 次(つぎ)のビジネス文書(ぶんしょ)を読(よ)んでください。会社員(かいしゃいん)の春人(はると)です。「お世話(せわ)になっております。新(あたら)しいサービスの資料(しりょう)を拝見(はいけん)しました。しかし、料金(りょうきん)に含(ふく)まれる内容(ないよう)が分(わ)かりません。つきましては、基本(きほん)プランの説明(せつめい)をお願(ねが)いできますでしょうか。どうぞよろしくお願(ねが)いいたします。」本文(ほんぶん)でのしかしはどんな関係(かんけい)を示(しめ)しますか。
Answer: 前文(ぜんぶん)と反対(はんたい)の点(てん)を出(だ)す
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression しかし (however/but) is a formal contrastive connector that introduces opposing or problematic information in professional contexts. In this business document, the employee acknowledges receiving materials about a new service, then uses しかし to introduce a problem - not understanding what's included in the pricing. Choice A is correct because しかし presents an opposing point to the positive acknowledgment, shifting from 'I received the materials' to 'but I don't understand the content.' Choice B is incorrect as しかし doesn't add examples but rather introduces contrast. Teaching students the formal register of しかし versus the casual でも helps them navigate different communication contexts. Practice with business emails and formal documents builds competence in professional Japanese communication.
- 次(つぎ)の意見文(いけんぶん)の一部(いちぶ)を読(よ)む：理久(りく)「私(わたし)は町(まち)の夏祭(なつまつ)りが好(す)きだ。まず、屋台(やたい)では地元(じもと)の味(あじ)を楽(たの)しめる。さらに、踊(おど)りを見(み)ると世代(せだい)のつながりも感(かん)じる。だから、祭(まつ)りは観光(かんこう)だけでなく学(まな)びにもなる。たとえば、私(わたし)は去年(きょねん)、太鼓(たいこ)の練習(れんしゅう)を手伝(てつだ)った。」この段落(だんらく)で、さらにの働(はたら)きは何(なに)ですか。
Answer: 追加(ついか)の情報(じょうほう)を示(しめ)す
This question tests AP Japanese Language and Culture skills: using transitional expressions and cohesive devices to create cohesive written exchanges. The expression さらに (furthermore/moreover) is an additive conjunctive that introduces additional supporting information to strengthen an argument or expand on a topic. In this opinion piece about summer festivals, the writer first mentions enjoying local flavors at food stalls, then uses さらに to add another positive aspect - feeling generational connections through watching dances. Choice B is correct because さらに indicates additional information (追加の情報を示す) that builds upon the initial point about why festivals are enjoyable. Choice A (showing the beginning of a sequence) would use まず or 第一に, choice C (showing opposing views) would use しかし or 一方, and choice D (showing cause) would use なぜなら or から. Teachers should help students understand that さらに functions to layer supporting evidence in persuasive writing, making arguments more comprehensive and convincing.
- In a written debate response, a student needs to: (1) acknowledge the opponent's valid point, (2) present a limitation of that point, (3) offer alternative evidence, (4) reach a modified conclusion. Which transitional sequence would create the most sophisticated argumentative flow?
Answer: おっしゃる通り → とはいえ → それに加えて → このことから
When approaching sophisticated argumentative writing in Japanese, you need to match the formality and precision of your transitional expressions to create a cohesive, respectful debate response. The key is selecting transitions that maintain academic rigor while showing proper acknowledgment of your opponent's position.
Option D creates the most sophisticated flow because each transition elevates the discourse appropriately. おっしゃる通り shows deep respect for the opponent's viewpoint with its honorific language—essential in formal Japanese debate. とはいえ introduces the limitation with scholarly restraint, avoiding confrontational tone. それに加えて smoothly adds supporting evidence without dismissing previous points. このことから draws a measured, evidence-based conclusion that feels natural and authoritative.
Option A fails because むしろ (rather/instead) completely redirects rather than building upon the opponent's point, creating an abrupt argumentative shift. Option B uses なるほど, which is too casual for formal written debate, and それよりも similarly redirects too sharply. Option C employs さらに (furthermore), which suggests you're adding to the opponent's argument rather than presenting alternative evidence, weakening your counter-position.
The distinction lies in maintaining respectful acknowledgment while building a sophisticated counter-argument. Japanese academic writing prizes this balance between deference and intellectual rigor.
Study tip: In Japanese argumentative writing, always prioritize honorific language when acknowledging opponents' views (おっしゃる通り, ご指摘の通り), then use measured transitions (とはいえ, ただ) rather than sharp contradictions (しかし, でも) to maintain scholarly tone throughout your response.
- A student wants to write a paragraph comparing two study methods, first presenting similarities, then differences, and finally a personal conclusion. Which transitional framework would create the most effective academic structure?
Answer: 両方とも → 同じように → 一方 → 他方 → 以上のことから
Option A provides the most precise and academic transitional framework: 両方とも and 同じように establish similarities clearly, 一方 and 他方 create balanced contrast for differences, and 以上のことから provides formal academic conclusion. Option B's まず suggests sequential rather than comparative analysis, and このように is less formal than needed. Option C's そのうえ suggests addition rather than similarity, and これに比べて is awkward for balanced comparison. Option D's けれども is too casual for academic writing, and そのため suggests causal conclusion rather than evaluative synthesis.
- In a formal written exchange about environmental policies, which transitional expression would be most appropriate to introduce a contrasting viewpoint while maintaining respectful academic tone?
Answer: 一方で、環境保護派の意見によると
Option A provides the most appropriate formal academic tone with 一方で (on the other hand) followed by proper attribution to specific stakeholders (環境保護派). This creates respectful contrast while acknowledging the source of the opposing viewpoint. Option B's が ending is less formal and somewhat abrupt. Option C's でも is too casual for academic writing. Option D's これとは逆に is overly strong, suggesting complete opposition rather than alternative perspective, and 違う立場 is vague compared to specific stakeholder identification.
- A student is writing a paragraph explaining why they disagree with a friend's restaurant recommendation. Which sequence of transitional expressions would create the most effective progression from acknowledgment to counterargument to conclusion?
Answer: なるほど → しかし → その上 → そういうわけで
Option B creates the most logical and sophisticated progression: なるほど (acknowledgment of the friend's perspective) → しかし (clear counterargument transition) → その上 (adding supporting evidence for the disagreement) → そういうわけで (formal conclusion drawing from the evidence). Option A's でも is too casual and だから doesn't fit the argumentative context. Option C's ただし suggests exception rather than disagreement, and さらに would add to the friend's argument rather than oppose it. Option D's それでも and それに create awkward logical connections in this context.
