Conversational Japanese Quiz: Supporting Opinions With Reasons
10 questions · exam conditions
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Supporting Opinions With ReasonsQuestion 1 of 10

Four students each wrote a sentence to share their opinion in class. Read their sentences carefully.

Which student's sentence most correctly uses connectors to state an opinion, support it with a reason, and acknowledge a contrasting idea?

Hana: 'I think school starts too early, so students are tired, because many fall asleep in class.'
Riku: 'I think school starts too early because students are tired, but some teachers say early schedules build discipline.'
Sora: 'I think school starts too early, but students are tired, so it actually helps them focus better in the morning.'
Mei: 'I think school starts too early, so some teachers say early schedules build discipline, because students become more responsible.'
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Conversational Japanese Quiz

Conversational Japanese Quiz: Supporting Opinions With Reasons

Practice Supporting Opinions With Reasons in Conversational Japanese with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Supporting Opinions With Reasons, giving you a quick way to practice the rules, question types, and explanations that matter most for Conversational Japanese.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Four students each wrote a sentence to share their opinion in class. Read their sentences carefully.

Which student's sentence most correctly uses connectors to state an opinion, support it with a reason, and acknowledge a contrasting idea?

  1. Hana: 'I think school starts too early, so students are tired, because many fall asleep in class.'
  2. Riku: 'I think school starts too early because students are tired, but some teachers say early schedules build discipline.' (correct answer)
  3. Sora: 'I think school starts too early, but students are tired, so it actually helps them focus better in the morning.'
  4. Mei: 'I think school starts too early, so some teachers say early schedules build discipline, because students become more responsible.'
Explanation: When writing opinion sentences in English, you need three distinct elements working together: a main claim, a reason that supports it, and a contrasting idea that acknowledges another perspective. The connectors you use signal which role each clause plays — "because" introduces a reason, "but" introduces a contrast, and "so" shows a result or conclusion. Riku's sentence in B does all three jobs cleanly: "I think school starts too early" states the opinion, "because students are tired" gives the supporting reason using the correct causal connector, and "but some teachers say early schedules build discipline" acknowledges an opposing viewpoint using the contrast connector. Each connector is doing exactly the right job in exactly the right place. Now look at why the others fall apart. Choice A uses "so" before the reason and "because" after it — these are reversed. "So" signals a result, not a reason, making the logical flow confusing and grammatically awkward. Choice C misuses "but" to introduce what sounds like a contrasting point, but then uses "so" to claim tiredness actually helps focus — this contradicts the original opinion rather than genuinely acknowledging another side, creating an incoherent argument. Choice D uses "so" to connect the opinion to a teacher's viewpoint, implying the early schedule causes teachers to praise discipline, which doesn't make logical sense as a reason or contrast. A helpful strategy: before choosing your answer, mentally label each clause — opinion, reason, or contrast — and then check whether the connector between them matches that relationship. If "because" doesn't introduce a reason, something is wrong.

Question 2

A student says: 'I don't think we should have homework every night   it takes too much time away from family,   some students become stressed and stop enjoying learning.' Which pair of connectors best completes this sentence so that the student's opinion is supported with a reason and an additional negative consequence?

  1. because / so (correct answer)
  2. so / because
  3. because / but
  4. but / so
Explanation: When constructing an argument, good writers use reason connectors like because to explain why they hold an opinion, and addition connectors like and/also to pile on extra supporting points. This question tests whether you can identify which connector introduces a reason and which introduces an additional consequence. Look at the sentence structure: the student states an opinion ("we shouldn't have homework every night"), then needs to back it up. The first blank connects the opinion to its cause or reason — "it takes too much time away from family." The word that signals a reason is because (porque/ya que). The second blank introduces an additional negative result — "some students become stressed." That additional point needs a connector meaning "and also" or "furthermore," which so can handle here as a linking word adding another consequence in this informal spoken context. That makes A (because / so) correct: reason first, then extra consequence second. B (so / because) reverses the logic entirely — so signals a result, not a reason, so the first blank would wrongly imply the opinion is a consequence of lost family time, not supported by it. C (because / but) uses but for the second blank, which signals contrast or contradiction. Stress and stopping to enjoy learning are additional negatives, not contrasts — but would imply something positive is coming. D (but / so) starts with but, implying the opinion contradicts what came before, which makes no logical sense here since there is no prior claim being countered. Your tip: always ask two questions — Does this blank need a reason (because) or a result/addition? Map the logic before matching the connector.

Question 3

A student wants to express the following idea in one connected sentence: 'I believe we should exercise every day. The reason is that it improves our mood. As a result, we perform better at school.' Which option combines these ideas most accurately using appropriate connectors?

  1. I believe we should exercise every day, but it improves our mood, so we perform better at school.
  2. I believe we should exercise every day because it improves our mood, so we perform better at school. (correct answer)
  3. I believe we should exercise every day, so it improves our mood because we perform better at school.
  4. I believe we should exercise every day because we perform better at school, so it improves our mood.
Explanation: When combining multiple ideas into one sentence, you need to match each connector to its logical role. The key connectors here are because (introduces a reason/cause) and so (introduces a result/effect). Getting them in the right order is everything. The three ideas follow a clear chain: exercising every day → improves mood (reason) → better school performance (result). Option B captures this perfectly: "I believe we should exercise every day because it improves our mood, so we perform better at school." Here, because correctly links the cause (mood improvement) to the belief, and so correctly signals the downstream result (better school performance). The logical flow is preserved without distortion. Option A uses but, which signals contrast or contradiction — the opposite of what's needed here, since all three ideas support each other, not oppose each other. Option C reverses the logic entirely: it uses so before the cause and because after the result, meaning the sentence claims that exercising causes better performance, which then somehow explains mood improvement — a scrambled and illogical chain. Option D makes a similar error by placing "we perform better at school" as the reason for exercising, when in the original, better performance is actually the final result, not the cause. A useful strategy: before choosing a connector, ask yourself "Is this idea a cause or an effect?" Draw a quick arrow diagram — Cause → Effect — and match because to the cause side and so to the effect side. This habit will help you avoid swapping connectors, which is the most common trap in sentence-combining questions.

Question 4

Taro is practicing giving opinions in Japanese class. His teacher asks him to identify the error in the following sentence and correct it:

'I think we should plant more trees in our city, so it makes the air cleaner, because more people will want to live here.'

What is the primary logical error in Taro's sentence, and which corrected version fixes it?

  1. The connector 'so' is used correctly in the first blank, and 'because' should be removed since an opinion sentence only needs one connector to be logically complete. Corrected: 'I think we should plant more trees in our city, so it makes the air cleaner and more people will want to live here.'
  2. The connector 'because' should be 'but' in the second blank, since more people wanting to live here is a contrasting point. Corrected: 'I think we should plant more trees in our city, so it makes the air cleaner, but more people will want to live here.'
  3. The connector 'so' should be 'because' in the first blank, since cleaner air is a reason for planting trees, not a result. Corrected: 'I think we should plant more trees in our city because it makes the air cleaner, so more people will want to live here.' (correct answer)
  4. Both connectors are used correctly and the sentence has no logical error, since 'so' and 'because' are interchangeable when expressing reasons in opinion statements.
Explanation: When working with connectors like "so" and "because," the key is understanding the direction of logic each word signals. "Because" introduces a reason (cause → effect explained backward), while "so" introduces a result (cause → effect moving forward). Mixing these up creates a sentence where the logical flow breaks down entirely. In Taro's original sentence, "so it makes the air cleaner" implies that cleaner air is the result of some prior action — but the prior action mentioned is simply planting trees. Cleaner air isn't a mysterious consequence to announce with "so"; it's actually the reason you'd argue for planting trees in the first place. Once you swap "so" for "because," the sentence reads: planting trees is justified because it cleans the air, and cleaner air so leads to more people wanting to live there. Now the chain of reasoning flows naturally: reason → result → further result. That's exactly what answer C corrects. Answer A is tempting because it simplifies the sentence, but simply removing "because" doesn't fix the original directional error with "so" — it just hides the problem. Answer B introduces "but," which signals contrast or contradiction. There's nothing contradictory about more people wanting to live in a city with cleaner air, so this connector makes no logical sense here. Answer D is the classic "everything is fine" trap. "So" and "because" are never interchangeable — they signal opposite logical directions. Study tip: Always ask yourself — is this connector pointing backward to a reason ("because") or forward to a result ("so")? Draw a quick cause-and-effect arrow to check your logic before finalizing connector choices.

Question 5

Read the following conversation between two students discussing their school lunch preferences.

Kenji: I think the school cafeteria should serve more Japanese food. Maria: Really? Why do you think so? Kenji:   it is healthier and most students already know how to eat it with chopsticks, so they won't waste time learning. Maria: That makes sense, but I prefer variety.

Which sentence best completes Kenji's statement in a way that correctly uses a connector to support his opinion with a reason?

  1. Because it is healthier and most students already know how to eat it with chopsticks, so they won't waste time learning. (correct answer)
  2. So it is healthier and most students already know how to eat it with chopsticks, but they won't waste time learning.
  3. But it is healthier and most students already know how to eat it with chopsticks, so they won't waste time learning.
  4. Because it is healthier, but most students already know how to eat it with chopsticks, so they won't enjoy the change.
Explanation: When answering questions like this, focus on connectors — words like because, so, and but — and ask yourself: does each connector logically match its role in the sentence? Kenji is giving a reason to support his opinion, so you need a connector that introduces a cause or explanation. A is correct because it opens with "Because," which properly introduces the reasoning behind Kenji's claim. The structure is logical: because [reason 1] and [reason 2], the conclusion follows naturally. Both supporting ideas — healthiness and familiarity with chopsticks — align smoothly, and the sentence stays internally consistent. B is wrong because it opens with "So," which signals a result or conclusion, not a reason. Kenji is explaining why he wants more Japanese food, not describing what happens as a result. Using so at the start reverses the logical flow entirely. C is wrong because "But" signals contrast or contradiction. There is nothing being contrasted here — Kenji is simply supporting his opinion. Starting with but makes it sound like he's arguing against something that was just said, which doesn't fit the context. D is wrong for two reasons: it splits the two supporting ideas with "but," which introduces an unnatural contrast between them, and it completely changes the meaning by saying students "won't enjoy the change" — the opposite of Kenji's point. Study tip: On connector questions, always identify what job the connector needs to do — introduce a reason (because/since), show contrast (but/however), or signal a result (so/therefore) — then match accordingly.

Question 6

Yuki wrote the following paragraph for her Japanese class journal:

'I think students should read more books. (1)   reading expands vocabulary, (2)   students can express themselves better in conversation and writing.'

Which pair of connectors correctly fills blanks (1) and (2) so that Yuki's opinion is supported with a reason and a logical result?

  1. Blank (1): So / Blank (2): because
  2. Blank (1): But / Blank (2): so
  3. Blank (1): Because / Blank (2): so (correct answer)
  4. Blank (1): Because / Blank (2): but
Explanation: When writing a paragraph that presents an opinion with supporting reasoning, the logical flow of connectors is everything. Ask yourself: what relationship does each blank create between the ideas? The first blank introduces why something is true (a reason), and the second blank shows what follows from that reason (a result). In Yuki's paragraph, the structure should be: "Reading expands vocabulary" → reason → "students can express themselves better" → result. This means blank (1) needs a cause/reason connector, and blank (2) needs a result connector. That points directly to Because for blank (1) and so for blank (2) — confirming that C is correct. Read it aloud: "Because reading expands vocabulary, students can express themselves better." The logic flows naturally from cause to effect. Now look at why the other options fail. A reverses the logic entirely — "So" in blank (1) signals a result, but nothing before it has been established as a cause yet, making the sentence incoherent. B uses "But" in blank (1), which introduces contrast or contradiction — there's no opposing idea here, so it breaks the supportive, logical flow Yuki intends. D gets blank (1) right with "Because," but then uses "but" for blank (2), which again introduces contrast rather than a result, undermining the cause-and-effect relationship the sentence is building. A helpful strategy: before choosing connectors, label what each clause does — is it a cause, effect, contrast, or addition? Match the connector type to the clause's role. This prevents mixing up "so" and "but," which is one of the most common traps on connector questions.

Question 7

A student is asked to respond to the question: 'Should students be allowed to use smartphones in class?' The student wants to argue AGAINST it. Which response most effectively supports the opinion with a reason using the correct connector, while also acknowledging a limitation of the opposing view?

  1. Students should not use smartphones in class because they cause distractions, so learning time is wasted, but some apps can help with studying. (correct answer)
  2. Students should not use smartphones in class, so they cause distractions because learning time is wasted, but some apps can help with studying.
  3. Students should not use smartphones in class, but they cause distractions so learning time is wasted, because some apps can help with studying.
  4. Students should not use smartphones in class because some apps can help with studying, so they cause distractions, but learning time is wasted.
Explanation: When constructing an argument in English, the connectors you choose must logically match the relationship between your ideas. Three key connectors appear here: "because" introduces a reason, "so" introduces a result or consequence, and "but" introduces a contrast or concession. Mixing these up breaks the logic of your argument entirely. In a well-structured opinion response, you need: (1) your main claim, (2) a reason supporting it, (3) a consequence of that reason, and (4) an acknowledgment of the opposing view. The correct sequence flows naturally: smartphones should be banned because they cause distractions (reason) → so learning time is wasted (result of that reason) → but some apps can help with studying (concession to the other side). This is exactly what A does, making it the correct and most logically structured response. B is wrong because it places "so" before "because," which reverses the logical order — you cannot state a consequence before giving the reason that causes it. C misuses "but" in the middle, treating the distraction point as a contrast rather than a supporting reason, which confuses the argument's structure entirely. D is wrong because it inserts the concession ("some apps can help") as the reason for banning smartphones, which is self-contradictory — you cannot argue against something by citing its benefit as your main justification. A helpful strategy: before choosing your answer, mentally label each clause as reason, result, or contrast, then check whether the connector matches. On opinion-writing questions, illogical connector placement is the most common trap, so always trace the cause-and-effect chain carefully.

Question 8

Read the following short dialogue.

Teacher: Do you think students should learn a musical instrument? Student A: Yes, I think all students should learn an instrument   it trains the brain to focus, and focused students tend to do better in all subjects. Student B: I agree with that reason,   I think not every student has equal access to instruments, so the school should provide them.

Which pair of connectors correctly fills the blanks for Student A and Student B respectively, so that both students use connectors logically to support their positions?

  1. Student A: so / Student B: because
  2. Student A: because / Student B: but (correct answer)
  3. Student A: but / Student B: so
  4. Student A: because / Student B: so
Explanation: When answering connector questions, your job is to match each connector to the logical relationship it expresses: because introduces a reason, but introduces a contrast or concession, and so introduces a result or consequence. Read each sentence carefully to identify what relationship the speaker is building. For Student A, the blank connects "all students should learn an instrument" with "it trains the brain to focus." The second clause explains why the first is true — that's a cause-and-reason relationship, so because is the correct connector. For Student B, the sentence starts by agreeing with Student A's reason, then shifts to raise a new concern — unequal access to instruments. That shift is a contrast or qualification, which is exactly what but signals. Together, this makes answer B (because / but) the correct choice. Looking at the wrong options: A uses so for Student A, which would imply that learning an instrument is a result of training the brain — that's backwards logic. C uses but for Student A, which implies Student A is contrasting two ideas, but the sentence is actually providing a supporting reason, not a counterpoint. D uses so for Student B, which would suggest that Student B's point about access is a consequence of agreeing with Student A — but it's actually a contrasting addition, not a result. A useful strategy: before choosing a connector, mentally substitute a clear phrase. Replace because with "the reason is that," but with "however," and so with "therefore." If the substitution sounds logical, you have the right connector.

Question 9

A student writes: 'I believe our school festival is important because it builds school spirit, so students feel more motivated to study, but it should not cancel regular classes.' Which of the following describes the logical role of each connector in this sentence?

  1. 'Because' introduces a reason for the opinion; 'so' introduces a contrasting point that weakens the claim; 'but' introduces a second reason that restores support for the original opinion.
  2. 'Because' introduces a consequence of the opinion; 'so' introduces the main reason for the opinion; 'but' introduces an additional supporting reason that strengthens the overall argument.
  3. 'Because' introduces a contrasting idea that challenges the opinion; 'so' introduces the reason behind the opinion; 'but' introduces the final consequence that completes the logical chain.
  4. 'Because' introduces a reason for the opinion; 'so' introduces a consequence of that reason that further supports the opinion; 'but' introduces a concession that qualifies the claim without contradicting it. (correct answer)
Explanation: When analyzing how connectors work in argumentative writing, focus on what job each word is doing in the logical chain: is it giving a reason, showing a result, or introducing a qualification? In the sentence "I believe our school festival is important because it builds school spirit, so students feel more motivated to study, but it should not cancel regular classes," each connector has a distinct role. "Because" signals that "builds school spirit" is the reason supporting the opinion. "So" then shows that "students feel more motivated to study" is the consequence of that reason — it extends and strengthens the argument by showing what school spirit produces. Finally, "but" introduces "it should not cancel regular classes," which is a concession — the writer acknowledges a limitation without abandoning the original claim. This makes D the correct answer. Choice A misidentifies "so" as introducing contrast (that belongs to "but") and misreads "but" as restoring support rather than qualifying the claim. Choice B reverses the roles of "because" and "so" — "because" introduces a reason, not a consequence, and "so" shows consequence, not the main reason. Choice C is the most confused: "because" never introduces a contrasting idea that challenges the opinion; that would require words like "although" or "however." A useful strategy: treat connectors as signposts. Causal connectors (because, since) point backward to reasons; result connectors (so, therefore) point forward to consequences; concession connectors (but, although, however) introduce qualifications. Mapping these roles before evaluating answer choices will help you avoid the trap of confusing contrast with concession.

Question 10

Four students each made one sentence in a speaking exercise. Their sentences are listed below.

  1. 'I think we should recycle more because it reduces waste, so our environment will be healthier.'

  2. 'I think we should recycle more, so it reduces waste because our environment will be healthier.'

  3. 'I think we should recycle more, but it reduces waste, so our environment will be healthier.'

  4. 'I think we should recycle more because our environment will be healthier, but it reduces waste.'

Which sentence correctly uses connectors to state an opinion, introduce a reason, and then show a positive consequence of that reason — and why are the others incorrect?

  1. Sentence 3 is correct: 'but' introduces the contrasting reason and 'so' shows the result. Sentence 1 misuses 'because' to introduce a consequence. Sentence 2 has the right connector order but the wrong meaning. Sentence 4 correctly uses 'but' to add a reason after the consequence.
  2. Sentence 2 is correct: 'so' introduces the reason and 'because' explains the result. Sentence 1 is wrong because 'because' and 'so' cannot be used together. Sentence 3 is wrong because 'but' is never used in opinion sentences. Sentence 4 has correct connectors but incorrect word order.
  3. Sentence 4 is correct: 'because' states the strongest reason first and 'but' adds a supporting detail. Sentence 1 misuses 'so' as a second reason-giver. Sentence 2 uses 'so' correctly but misplaces 'because.' Sentence 3 is correct in structure but uses overly informal language.
  4. Sentence 1 is correct: 'because' introduces the reason and 'so' shows the consequence. Sentence 2 reverses the connectors, making waste reduction a consequence. Sentence 3 uses 'but' where 'because' is needed, creating a contradictory structure. Sentence 4 places the consequence before the reason and uses 'but' to introduce the actual reason. (correct answer)
Explanation: When building an opinion sentence in English, connectors follow a specific logical chain: you state your view, use "because" to introduce the reason, and then use "so" to show the consequence or result of that reason. Understanding this flow is the key to this question. Sentence 1 follows this chain perfectly: "I think we should recycle more" (opinion) + "because it reduces waste" (reason) + "so our environment will be healthier" (positive consequence of reducing waste). The logic moves forward cleanly — recycling causes waste reduction, which causes a healthier environment. That makes D the correct answer. Now look at why the others fail. Sentence 2 reverses the connectors, using "so" before "because," which illogically frames waste reduction as a consequence of recycling more, and then treats a healthier environment as the reason — the meaning collapses. Sentence 3 replaces "because" with "but," which signals contrast or contradiction rather than a supporting reason, making it sound like recycling and waste reduction are opposing ideas. Sentence 4 places the consequence ("our environment will be healthier") before the reason, and then uses "but" to awkwardly tack on the actual reason — reversing the intended logical order entirely. As for the wrong answer choices: A incorrectly celebrates Sentence 3's use of "but" as valid. B makes the false claim that "because" and "so" can never be used together — they can, as Sentence 1 proves. C wrongly validates Sentence 4's structure. Study tip: Always map opinion sentences as claim → because → reason → so → result. If the connectors don't follow that cause-effect direction, the logic breaks down.