復習１：説明・論理・資料Unit I Assessment
Chapter Objectives
By the end of this chapter, you will be able to:
- Define and classify an abstract concept using とは, というのは, において, and に関して.
- Build a short argument using したがって, 一方で, にもかかわらず, and 以上のことから.
- Attribute claims to named sources with によれば, report general characterizations with とされる, and state a reasoned conclusion with と考えられる.
- Combine definition, argument, and source attribution into one organized paragraph on a single topic.
- Read an integrated explanatory-argumentative text and identify its definitions, logical structure, and sources.
- Listen to a connected discussion and distinguish reported claims, general characterizations, and the speaker's own conclusions.
- Present and defend a short position that explains a concept, supports it with logical structure, and grounds it in named and general sources.
- Audit a piece of writing for particle accuracy, predicate form, register consistency, clause connection, and correct use of all three chapters' systems.
Communication Scenario
The study group's public presentation on the 地域リサイクル制度 is now three weeks away, and Emma, 佐藤さん, and their groupmates must merge everything they have built across Unit I into a single, coherent piece: Chapter 2's ability to define and classify the program itself, Chapter 3's ability to argue for a position with clear logical structure, and Chapter 4's ability to attribute claims honestly to named sources, general characterizations, and their own reasoned conclusions. Their instructor has asked each group member to produce one integrated written summary and one short spoken presentation that a general audience — not specialists — could follow from beginning to end, and to be ready to answer questions that test whether they can tell the difference between what a source says, what is commonly said, and what they themselves conclude. This chapter reviews and integrates all three chapters' tools and asks you to apply them together, exactly as Emma's group must, before moving on to Unit II's shift toward professional and institutional communication.
- The learner defines and classifies a concept clearly enough for a general audience to follow.
- The learner constructs a short argument with visible logical structure: claim, support, contrast or concession, and conclusion.
- The learner attributes claims accurately to named sources, general characterizations, and their own judgment, keeping the three distinct.
- The learner reads or listens to an integrated text and identifies its definitions, logical moves, and sources.
- The learner produces one written and one spoken integrated performance combining all three chapters' systems.
Unit I Vocabulary Review
This chapter does not introduce new productive vocabulary. It reviews and combines the vocabulary from Chapters 2 through 4 so that you can use all of it together in one text.
| Chapter | Domain | Representative vocabulary |
|---|---|---|
| 2 | Abstract and technical explanation | 定義する、分類する、抽象的だ、具体的だ、概念 |
| 3 | Argument and organization | 主張、根拠、反論、結論、妥当だ |
| 4 | Source reading and attribution | 出典、調査、報告書、記事、信頼性、比較する、要約する、一致する |
If any of these words feels unfamiliar, review the relevant chapter's Core Vocabulary section before continuing. All of this vocabulary is active for production in this chapter.
れんしゅう — Practice: Choose one word from each chapter's list above and write one sentence for each, applied to your group's recycling-program topic or another topic of your choice.
Script and Kanji Review
This chapter assesses low-support advanced reading and your domain kanji strategy across Chapters 2 through 4. No new kanji are introduced.
The Reading Practice passage in this chapter is longer than any single passage in Chapters 2 through 4 and carries furigana only on rare or unscheduled readings, matching the reduction level established in those chapters. Before reading, skim the passage once for kanji you already recognize from this unit, and use context — not guesswork about an unfamiliar reading — to confirm any word you are unsure of.
Continue to name institutions, dates, and figures exactly as given in a source, using Arabic numerals for years, percentages, and other survey figures, consistent with this volume's numeral conventions.
れんしゅう — Practice: Before reading the Reading Practice passage below, list five kanji compounds you expect to see, based on Chapters 2 through 4's script focus.
Pronunciation and Listening Review
A connected explanation that defines a concept, argues a position, and cites sources in turn will contain several of the boundary shifts you have practiced separately: the pause marking a transition word from Chapter 3, and the shift from reported content into personal judgment from Chapter 4. In this chapter's Listening Practice, you must track both kinds of shift across one continuous passage rather than in isolated example sentences.
Continue maintaining mora timing, vowel length, moraic ん, and phrase-level intonation as in previous chapters.
Grammar: Integrating Explanation, Logic, and Sources
This chapter does not introduce new grammar. It reviews and combines Chapter 2's definitional tools, Chapter 3's argument tools, and Chapter 4's attribution tools so that you can use all nine forms in a single organized text.
Chapter 2 review — Defining and classifying
Purpose: to introduce a concept, define it clearly, and situate it within a domain, before arguing about it or citing sources on it.
Chapter 3 review — Building an argument
Purpose: to move from a claim through supporting evidence, a contrasting or conceding point, and a conclusion.
Chapter 4 review — Attributing and weighing sources
Purpose: to keep what a named source says, what is generally said, and what the writer concludes clearly distinct.
Combining all three systems
A fully integrated Unit I paragraph typically moves through four stages: (1) define the concept using とは or というのは, adding において or に関して to situate it; (2) state a claim and support it using したがって, adding 一方で or にもかかわらず for balance; (3) ground the claim in at least one named source using によれば and one general characterization using とされる; and (4) close with your own conclusion using と考えられる, optionally preceded by 以上のことから. Not every sentence needs a connector, but the overall shape should be traceable from definition through argument to source-grounded conclusion.
地域リサイクル制度とは、家庭ごみを分別し、再利用可能な資源として回収する仕組みのことだ。したがって、この制度は資源の無駄を減らす効果があると考えられている。〇〇市の報告書（２０２５年）によれば、参加率は約六十パーセントに達している。一方で、この種の制度は導入初期に費用がかかりやすいとされる。にもかかわらず、複数の調査結果が同じ傾向を示していることから、以上のことから、この制度は長期的に地域にとって有益だと考えられる。
The community recycling program is a system in which household waste is sorted and collected as reusable resources. Therefore, this system is thought to have the effect of reducing the waste of resources. According to the city's 2025 report, participation has reached about sixty percent. On the other hand, this kind of system is generally said to tend to incur costs early in its introduction. Despite this, since multiple survey results show the same tendency, it can be concluded from the above that this system is beneficial for the community in the long term.
Grammar Practice
- Write one sentence defining a concept of your choice using とは or というのは.
- Write a short argument of three to four sentences using したがって, 一方で or にもかかわらず, and 以上のことから.
- Write one sentence attributing a claim using によれば, one using とされる, and one conclusion using と考えられる.
- Combine all of the above into one integrated paragraph of six to eight sentences on a single topic.
Model Dialogue
Setting: Emma and 佐藤さん rehearse Emma's integrated summary before the group presentation, checking that definition, argument, and source attribution all fit together clearly.
ないようりかい — Comprehension questions:
- What definition does Emma begin with, and why does 佐藤さん say this matters?
- Which two contrast or concession words does Emma use, and what point does each introduce?
- How does Emma's presentation move from definition to claim to source to conclusion?
Guided Practice
タスク１ — Integrated sentence building. Choose a concept related to your own field or interest. Write one definition sentence (とは or というのは), one argument sentence with a connector (したがって, 一方で, or にもかかわらず), and one source-attribution sentence (によれば, とされる, or と考えられる).
タスク２ — Paragraph assembly. Arrange your three sentences from Task 1, plus at least three additional sentences, into one paragraph that moves from definition through argument to source-grounded conclusion, following the four-stage pattern in the Grammar Focus above.
タスク３ — Peer audit. Exchange paragraphs with a partner (or review your own after a break) and check that とは/というのは, したがって/一方で/にもかかわらず, and によれば/とされる/と考えられる are each used correctly and not confused with one another.
Listening Practice
Ask your instructor, a partner, or a text-to-speech tool to read the following passage aloud at a natural pace.
きくタスク — An integrated explanation of remote work
在宅勤務とは、会社に出社せず、自宅で仕事をする働き方のことだ。したがって、通勤時間がなくなり、生活の質が向上すると考えられている。ある企業の調査によれば、在宅勤務をしている社員の八割が生活の質が向上したと答えている。一方で、在宅勤務は同僚との交流が減りやすいとされる。にもかかわらず、複数の調査が同じ傾向を示していることから、以上のことから、在宅勤務は多くの社員にとって好意的に受け止められていると考えられる。
聞くタスク — Listening task: Identify (1) the definition sentence and the term it defines, (2) the connector words used to build the argument, (3) the named source and what it reports, (4) the general characterization introduced with とされる, and (5) the speaker's own conclusion and which phrase introduces it.
Speaking Practice
コントロールされた練習 — Controlled practice: The four-stage frame
- ＿＿＿＿＿とは、＿＿＿＿＿ということだ。
- したがって、＿＿＿＿＿。一方で、＿＿＿＿＿とされる。
- ＿＿＿＿＿によれば、＿＿＿＿＿。以上のことから、＿＿＿＿＿と考えられる。
コミュニケーションタスク — Presenting an integrated position
With a partner, present a short integrated explanation on a topic from your own field: define the concept, build a short argument with at least one contrast or concession, attribute at least one claim to a named or general source, and close with your own conclusion. Your partner should ask at least one question that tests whether you can restate what was reported versus what you personally concluded.
ひとりでもできる練習 — Solo practice: Recorded integrated presentation
Record yourself giving the integrated presentation you wrote in Guided Practice Task 2. Listen back once to confirm that all nine forms from Chapters 2 through 4 are each used correctly, and once for the boundary shifts between definition, argument, reported content, and your own conclusion.
Reading Practice
Read the following integrated passage, then answer the questions below. Furigana is provided only for rare or unscheduled readings.
「地域リサイクル制度」についての総合的な説明 — An integrated explanation of the community recycling program
地域リサイクル制度とは、家庭から出るごみを分別し、再利用可能な資源として自治体が回収する仕組みのことだ。この制度において重要なのは、住民一人一人の協力である。したがって、多くの自治体がこの制度の導入を検討している。〇〇市の報告書（２０２５年）によれば、参加している住民の約六十パーセントが制度の満足度を「高い」と答えている。一方で、地元新聞の記事によれば、一部の住民は初期費用の高さを不満として挙げているとされる。この種の制度は導入初期に費用がかかりやすいとされるが、にもかかわらず、複数の調査結果が同じ傾向を示していることから、制度への評価はおおむね肯定的だと言える。以上のことから、初期費用の問題を丁寧に説明し、長期的な効果を示すことができれば、この制度はさらに多くの地域で受け入れられると考えられる。
ないようりかい — Comprehension questions:
- Identify the sentence that defines the concept and state what term it defines.
- Identify the argument connectors used (したがって, 一方で, にもかかわらず, 以上のことから) and explain what function each performs in this passage.
- Identify the two sources mentioned and state what each reports, and identify the sentence that uses とされる without naming one specific source.
- Identify the sentence that presents the writer's own conclusion and explain what evidence supports it.
Writing Workshop
In this workshop you will write one integrated paragraph combining definition, argument, and source attribution on the topic you have developed across Chapters 2 through 4, applying the accuracy audit habits from Chapter 1.
- Define your concept using とは or というのは, adding において or に関して to situate it if useful.
- State your claim and support it using したがって.
- Add a contrasting or conceding point using 一方で or にもかかわらず.
- Attribute at least one claim to a named source using によれば, and report at least one general characterization using とされる.
- Close with your own conclusion using と考えられる, optionally preceded by 以上のことから.
- Run the four-point audit from Chapter 1: particles, predicate form, register consistency, and clause connection, and confirm that all nine Unit I forms are used correctly and not confused with one another.
チェックリスト — Editing checklist:
- My paragraph opens with a clear definition using とは or というのは.
- My paragraph states a claim supported with したがって.
- My paragraph includes a contrasting or conceding point using 一方で or にもかかわらず.
- My paragraph attributes at least one claim to a named source using によれば.
- My paragraph reports at least one general characterization using とされる, without over-attributing it.
- My paragraph closes with my own conclusion using と考えられる.
- I have not confused any of the nine Unit I forms with one another.
- I have checked every particle, predicate form, and register choice in my paragraph.
Culture and Communication
In many Japanese reports, presentations, and academic texts, a writer typically defines or situates a concept clearly before advancing a claim about it, rather than assuming the audience already shares the same understanding of the term. This ordering supports a general audience in following an argument, and it is a widely useful habit rather than a fixed rule that every genre follows identically.
As in Chapter 4, how formally a definition, argument, or source is presented differs across academic writing, government reports, journalism, and informal explanation, and also varies by institution and field. The integrated pattern in this chapter reflects a fairly formal, general-audience register; a specialist audience or a casual blog post might compress or omit some of these steps.
When writing or speaking quickly under the pressure of a real presentation, learners sometimes let とされる and と考えられる blur together, or let したがって and 以上のことから do the same logical work twice. Slow down at the transition points in your own writing and confirm which of the nine forms each transition actually requires.
Common Mistakes to Avoid
Error: Opening a paragraph directly with したがって、この制度は有益だ。 before the audience knows what "この制度" refers to.
Correction: 地域リサイクル制度とは、…という仕組みのことだ。したがって、この制度は有益だ。 — define the concept before building an argument about it.
Error: Moving directly from a claim supported by したがって to a conclusion with と考えられる, without acknowledging any contrasting point, which can make an argument sound one-sided.
Correction: Insert a 一方で or にもかかわらず clause between your claim and your conclusion, even briefly, to show that you have considered a limitation or opposing view.
Error: Presenting によれば and とされる claims from sources but never stating a clear conclusion of one's own, leaving the paragraph without a final judgment.
Correction: Close with a sentence using と考えられる, ideally following 以上のことから, that states what the writer concludes from the evidence just presented.
Chapter Review
Section A — ごい (Vocabulary)
1. Write one original sentence for each Chapter 2, 3, and 4 vocabulary item listed in the Unit I Vocabulary Review table, applied to a single topic of your choice.
Section B — もじ (Script)
1. Write the readings for 定義, 根拠, 出典, and 信頼性 from memory, then check them against Chapters 2 through 4.
Section C — ぶんぽう (Grammar)
1. Write one integrated paragraph using at least one form each from とは/というのは, したがって/一方で/にもかかわらず/以上のことから, and によれば/とされる/と考えられる.
2. Explain, in your own words, the difference between とされる and と考えられる, and between したがって and 以上のことから, giving one original example for each.
Section D — どっかいりかい (Reading comprehension)
1. Look again at the Reading Practice passage above. Summarize, in English, its definition, its argument structure, its sources, and its final conclusion.
Section E — かくこと (Writing)
1. Complete your integrated paragraph following the Writing Workshop steps, as part of the Unit I Performance Assessment below.
Section F — はなすこと (Speaking)
1. Present or record the integrated spoken presentation from Speaking Practice, as part of the Unit I Performance Assessment below.
Unit I Performance Assessment
パフォーマンスタスク
説明・論理・資料を統合する — Integrating explanation, logic, and sources
Complete both parts below to demonstrate integrated control of Chapters 2 through 4.
- Written integrated summary: Write a seven-to-ten sentence paragraph on a topic of your choice (or your Chapter 3/4 recycling-program topic) that defines the concept using とは or というのは, builds an argument using したがって and at least one of 一方で or にもかかわらず, attributes at least one claim to a named source using によれば, reports at least one general characterization using とされる, and closes with your own conclusion using と考えられる. Audit it using the Writing Workshop checklist before submitting.
- Spoken integrated presentation: Present the same explanation aloud to a partner or instructor in three to five minutes, following the four-stage pattern practiced in this chapter, and respond to at least two questions distinguishing what a source said, what is generally said, and what you personally concluded.
Assessment focus: a clear opening definition; a visible logical structure with at least one contrast or concession; accurate and distinct use of によれば, とされる, and と考えられる; accurate use of cumulative Chapters 2–4 vocabulary; comprehensible pronunciation with clear boundaries between definition, argument, reported content, and personal conclusion; and consistent register throughout.
Answer Key
Vocabulary and Script Review
Open-ended for original sentences; check readings for 定義 (ていぎ), 根拠 (こんきょ), 出典 (しゅってん), and 信頼性 (しんらいせい) against Chapters 2 through 4.
Grammar Practice
Open-ended, based on each learner's chosen topic. A correct explanation notes that とされる reports a claim as generally said or believed without one identifiable source, while と考えられる presents the writer's own reasoned judgment after weighing evidence; and that したがって marks a direct logical result from a preceding statement, while 以上のことから signals a conclusion drawn from everything discussed so far, often at the close of a longer passage.
Model Dialogue — Comprehension
- Emma begins with a definition of the community recycling program; 佐藤さん notes that starting with a claim before defining the concept makes the presentation hard to follow.
- Emma uses 一方で to introduce the point about early costs and にもかかわらず (implied in the combined passage) to acknowledge that concern before concluding; in the dialogue itself she names 一方で explicitly alongside にもかかわらず as tools she is applying.
- Emma's presentation moves from a definition, to a claim, to a contrasting cost concern, to source-based data, and finally to a conclusion using と考えられる.
Listening Practice — Model summary
The passage defines remote work, argues with したがって that it improves quality of life, cites a company survey (によれば) reporting eighty percent improvement, notes with とされる that remote work is generally said to reduce colleague interaction, and concludes with と考えられる that remote work is viewed favorably by many employees overall.
Reading Practice — Comprehension
- The opening sentence, 地域リサイクル制度とは、…, defines the community recycling program.
- したがって introduces the claim that many municipalities are considering the program; 一方で introduces the cost complaint; にもかかわらず acknowledges this concern without abandoning the overall positive evaluation; 以上のことから introduces the final conclusion.
- The city's 2025 report (によれば) reports sixty percent satisfaction; the newspaper article (によれば) reports resident cost complaints, marked additionally with とされる as a commonly voiced view.
- The final sentence, beginning with 以上のことから, presents the writer's conclusion that clearly explaining initial costs and demonstrating long-term benefits would help the program gain wider acceptance; this is supported by the earlier evidence that multiple sources show a broadly positive evaluation despite cost concerns.
Chapter Review — Sections A and B
Open-ended; check against the Unit I Vocabulary Review and Script and Kanji Review sections above.
Chapter Review — Section C
Open-ended for item 1; see Grammar Practice guidance above. For item 2, see the model explanation above.
Chapter Review — Section D
Model answer: the passage defines the recycling program, argues that resident cooperation is essential and that many municipalities are considering it, cites a city report and a newspaper article that broadly agree despite differing figures and a cost complaint, and concludes that clearly addressing cost concerns while showing long-term benefits would help the program spread further.
Chapter Review — Sections E and F, and Unit I Performance Assessment
These are open-ended production tasks. Evaluate the written integrated summary against the Writing Workshop checklist above, and evaluate the spoken presentation against the assessment focus listed under the Unit I Performance Assessment.
Looking Ahead
いまできること — What you can do now
You can define and situate an abstract concept, build a short argument with visible logical structure, attribute claims to named sources and general characterizations while keeping them distinct from your own judgment, and combine all of this into one integrated written or spoken presentation for a general audience. This completes Unit I. Chapter 6 turns to operational keigo and formal, humble, and institutional interaction as Unit II begins its focus on professional and institutional communication.