Transitional Expressions/Cohesive Devices: Written Exchanges
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AP Chinese Language and Culture › Transitional Expressions/Cohesive Devices: Written Exchanges
Based on the passage, which transitional expression best fits between sentences 5 and 6?
1) 你在给笔友Amina写信，介绍你家乡西安的景点。
2) 首先，我们可以去城墙骑自行车，从高处看老城区。
3) 然后去回民街尝小吃，了解当地的饮食文化。
4) 接着参观兵马俑，感受历史的规模与细节。
5) 一天结束时，我想带你去大雁塔附近散步，听音乐喷泉。
6) <u>____</u>，这些经历会让你更全面地认识西安。
7) 如果时间允许，我们还可以去博物馆看唐代文物。
8) 最后，希望你有机会来，我会提前帮你规划路线。
首先
因此
同时
不过
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this letter about Xi'an attractions, the task is to connect the day's activities with their overall impact. Choice B (因此) is correct because it shows logical conclusion—as a result of all these experiences, the friend will gain comprehensive understanding of Xi'an. Choice A (不过) is incorrect as it would introduce contrast where the relationship is causative. To help students: Teach them to recognize when writers summarize the cumulative effect of multiple examples. Practice using conclusive transitions to wrap up lists or sequences of activities.
Based on the passage, choose the best transition to introduce the final argument.
1) 你正在给校长李老师写邮件，建议成立“辩论社”。
2) 首先，辩论训练能提升同学的表达能力与逻辑思维。
3) 其次，社团活动会鼓励大家尊重不同观点，学会倾听。
4) 此外，我们可以邀请校友做示范赛，增加学习动力。
5) 我们也会制定比赛规则，确保讨论有礼、有序。
6) <u>____</u>，辩论社还能帮助同学在面试与演讲中更自信。
7) 因此，我诚恳希望学校批准成立，并安排指导老师。
8) 感谢您考虑这项提议，期待您的回复。
相反
结果
最后
与此同时
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this debate club proposal, the task is to introduce the final benefit before the conclusion. Choice B (最后) is correct because it signals the last point in a series of arguments, appropriately introducing the final benefit about interview confidence before moving to the request. Choice A (相反) is incorrect as there's no contrast with previous benefits. To help students: Teach them to recognize argument structure and use appropriate markers for final points. Practice organizing persuasive writing with clear first, second, and final point markers.
In the text, which transitional expression best fits between sentences 6 and 7?
1) 你写一段短故事，讲你在台北参加中秋节活动。
2) 傍晚时分，我们先在公园铺好野餐垫，摆上月饼和水果。
3) 接着，大家一起点灯笼，孩子们在草地上追逐。
4) 过了一会儿，远处传来音乐声，有人开始表演民乐。
5) 我们一边听一边聊天，气氛越来越热闹。
6) 后来，月亮升得更高，光线也更明亮。
7) <u>____</u>，我突然想起小时候和家人赏月的画面。
8) 这份回忆让我觉得节日不仅是活动，更是情感的连接。
因此
例如
于是
然而
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this Mid-Autumn Festival narrative, the task is to connect the description of the bright moon with a sudden memory. Choice C (于是) is correct because it indicates a natural consequence or result—the bright moon triggered a childhood memory, showing cause and effect in personal reflection. Choice A (因此) is too formal and logical for this emotional moment. To help students: Teach the subtle differences between formal logical connectors (因此) and narrative connectors (于是). Practice using transitions that match the tone and genre of writing.
Based on the passage, which transitional expression best fits between sentences 4 and 5?
1) 你要写一段短故事，回忆在成都参加端午节活动的经历。
2) 一到河边，我先看到彩旗飘扬，鼓声也越来越近。
3) 接着，主持人介绍了龙舟队伍，并讲了比赛规则。
4) 我跟着人群走到桥上，视野一下子开阔了。
5) <u>____</u>，我听见一声号令，龙舟像箭一样冲出起点。
6) 人们齐声加油，河面上水花四溅。
7) 比赛结束后，我们又品尝了粽子，聊起各自的家乡。
8) 这次经历让我更理解传统节日的热闹与凝聚力。
相反
显然
总之
随后
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this narrative about a Dragon Boat Festival experience, the task is to connect the action of moving to the bridge with hearing the starting signal. Choice A (随后) is correct because it indicates temporal sequence, showing that after moving to get a better view, the narrator then heard the race begin. Choice B (相反) is incorrect because there's no contrast between getting a good view and hearing the signal. To help students: Teach them to identify narrative sequences and use appropriate time markers. Practice distinguishing between temporal transitions (随后, 接着) and logical transitions (因此, 然而).
In the text, what device can be added to improve the flow between ideas?
1) 你写一段说明文字，解释郑和下西洋的重要性。
2) 他率领船队远航，扩大了明代与海外地区的联系。
3) 这些航行带来了贸易机会，也促进了文化交流。
4) 船队的规模很大，航线也很长。
5) 这让周边国家更了解中国，同时也让中国了解外部世界。
6) 这段历史说明海上交流并非现代才出现。
7) 因此，研究这些航行有助于理解早期的国际互动。
8) 我们也能从中思考交流与合作的价值。
Add 例如 after “文化交流” in sentence 3.
Add 首先 at sentence 6 start.
Add 因此 at sentence 4 start.
Add 然而 at sentence 5 start.
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this text about Zheng He's voyages, the task is to identify what device would improve flow. Choice B (Add 例如 after '文化交流' in sentence 3) is correct because sentence 4 provides specific examples (large fleet size, long routes) that illustrate the cultural exchange mentioned in sentence 3. Choice C (然而) would incorrectly suggest contrast where there is continuation. To help students: Teach them to recognize when subsequent sentences provide examples of general statements. Practice identifying implicit example relationships that could be made explicit with transitional markers.
Based on the passage, which phrase enhances the paragraph's overall cohesion?
1) 你在给美国笔友Jordan写信，介绍你家乡苏州的景点。
2) 首先，我想带你去平江路，那里小桥流水，很适合散步。
3) 然后，我们可以坐船穿过古运河，看看两岸的老房子。
4) 接着，我会推荐你去拙政园，感受园林的布局与意境。
5) 我还想让你尝一碗苏式汤面，味道清淡却很鲜。
6) 最后，我们可以在金鸡湖边看夜景，灯光倒映在水面上。
7) 这些地方虽然风格不同，但都能体现苏州的慢生活。
8) <u>____</u>，如果你来访，我一定陪你慢慢走完这条路线。
相反
与此同时
首先
因此
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this letter introducing Suzhou attractions, the task is to connect the description of diverse locations with a promise to accompany the friend. Choice A (因此) is correct because it shows a logical conclusion—because these places represent Suzhou well, the writer will guide the friend through them. Choice B (相反) is incorrect as there's no contrast between the attractions and the offer to guide. To help students: Emphasize how concluding transitions connect evidence to outcomes. Practice identifying when writers move from description to action or promise.
In the text, which transitional expression best fits between sentences 5 and 6?
1) 你在课堂论坛发帖，用一段话解释丝绸之路的意义。
2) 这条路线连接了东亚与中亚，也延伸到欧洲。
3) 商人沿路交换丝绸、香料和金属制品。
4) 同时，宗教、语言与艺术风格也在各地传播。
5) 这些交流让不同地区彼此了解，并促进了合作。
6) <u>____</u>，丝绸之路不仅是一条贸易通道，也是文化桥梁。
7) 今天研究它，有助于我们理解早期全球化。
8) 因此，这段历史仍然值得我们持续关注。
不过
后来
例如
总而言之
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this explanatory text about the Silk Road, the task is to connect specific examples of cultural exchange with a concluding statement about its significance. Choice B (总而言之) is correct because it signals a summary or conclusion, appropriately introducing the broader claim that the Silk Road was more than just trade. Choice C (例如) is incorrect because it would introduce specific examples rather than summarize the preceding points. To help students: Teach them to recognize when a text moves from specific details to general conclusions. Practice identifying summary markers versus example markers in academic writing.
Based on the passage, identify the sentence that disrupts the cohesion of the paragraph.
1) 你正在给校长陈老师写邮件，建议成立“志愿服务社”。
2) 首先，这个社团能组织同学去图书馆整理书籍，服务社区。
3) 其次，我们可以与附近的养老院合作，定期开展陪伴活动。
4) 我昨天看了一部科幻电影，特效很震撼。
5) 此外，社团还能记录服务时数，帮助同学规划个人成长。
6) 因此，我希望学校能提供一位指导老师并批准场地。
7) 最后，如果您同意，我愿意负责招募与培训。
8) 感谢您阅读，期待您的建议。
Sentence 6
Sentence 2
Sentence 4
Sentence 7
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this email proposing a volunteer service club, the task is to identify which sentence disrupts the paragraph's cohesion. Choice B (Sentence 4: '我昨天看了一部科幻电影，特效很震撼') is correct because it introduces completely unrelated content about watching a sci-fi movie, breaking the logical flow of volunteer club benefits. All other sentences maintain focus on the volunteer club proposal. To help students: Teach them to identify topic consistency throughout a paragraph. Practice recognizing when personal anecdotes are relevant versus distracting in formal writing.
In the text, which transitional expression best fits between sentences 2 and 3?
1) 你在班级微信群发一段小指南，教同学做西红柿炒鸡蛋。
2) 先把鸡蛋打散，加入一点盐，搅拌均匀。
3) <u>____</u>，把锅加热后倒油，等油微微冒烟。
4) 然后倒入蛋液，快速翻炒到半熟就盛出。
5) 接着把西红柿下锅，炒到出汁，再把鸡蛋倒回去。
6) 最后加少许糖和盐调味，翻炒几下即可出锅。
7) 如果你喜欢口感更软，可以多焖一分钟。
8) 这样做出来的味道酸甜适中，很下饭。
同时
总之
不过
接下来
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. In this cooking instruction guide, the task is to connect the egg preparation step with heating the pan. Choice B (接下来) is correct because it clearly indicates the next step in a sequential process, maintaining the instructional flow. Choice A (同时) is incorrect because these actions should happen sequentially, not simultaneously, for proper cooking. To help students: Teach them to recognize procedural texts and use appropriate sequential markers. Practice distinguishing between simultaneous actions and sequential steps in instructions.
In the text, which transitional expression best fits between sentences 5 and 6?
You are writing an expository paragraph about the significance of Zheng He’s voyages. The purpose is to explain impact with clear logic. Write 8–12 sentences using for example, because, as a result, and therefore. Sentence 5 explains that voyages expanded diplomatic ties. Sentence 6 explains that they also increased knowledge of distant regions.
Moreover
In contrast
However
Consequently
Explanation
This question tests the use of transitional expressions and cohesive devices in written exchanges to maintain logical flow and coherence. Transitional expressions like 'therefore,' 'however,' and 'moreover' are used to link ideas smoothly, signaling relationships like cause-effect, contrast, and addition. Sentence 5 explains voyages expanded diplomatic ties, and sentence 6 adds they increased knowledge of distant regions. Choice A 'Moreover' is correct because it signals an additional positive impact of the voyages, building on the diplomatic benefits. Choice B 'However' is incorrect because both outcomes are positive and complementary, not contrasting. To help students: Teach using additive transitions to build arguments with multiple supporting points. Practice recognizing when historical events have multiple positive outcomes. Watch for: students seeing difference where there's actually accumulation of benefits.