目 次

１． 主題文 1

２． 支持文 3

３． 結論文 5

４． 連結語句Ⅰ 例示 7

５． 連結語句Ⅱ 根拠 9

６． 連結語句Ⅲ 順接 11

７． 連結語句Ⅳ 換言 13

８． 連結語句Ⅴ 対比 15

９． 連結語句Ⅵ その他 17

10． 結論語句Ⅰ 帰結 19

11． 結論語句Ⅱ 逆接 21

12． 結論語句Ⅲ 強意 23

13． 結論語句Ⅳ 重要性 25

14． 結論語句Ⅴ 結果・要約 27

15． 結論語句Ⅵ その他 29

16． 段落展開Ⅰ 結論冒頭段落型 31

17． 段落展開Ⅱ 結論中間段落型 33

18． 段落展開Ⅰ 結論最終段落型 35

解 答 ・ 全 訳 37

１ 主 題 文 1

英語の文章は，普通いくつかの段落 (paragraph) から成り立っている。段落とは，１つの主題

(topic) を展開している複数の文の集合体である。基本的に，１つの段落には１つの主題しか入っ

ていない。

文章を読む場合，当然のことながら，まず筆者が何を話題にしているかつかまなければならな

い。つまり，主題が何であり，それがどの文で述べられているか，即ち，主題文(topic sentence)

がどの文かを見つけ出すこと，これが英文読解の第一歩なのだ。

１．各文の主題文の番号を述べよ。

(1) ①Tom always works hard. ②He always does his homework on time. ③He is never

late for class. ④He tries to do everything as well as he can.

(2) ①Tom always works hard. ②Dick never does his homework on time ③Mary is often

late for class. ④Harry is untidy. ⑤Betty only does what she wants to do. ⑥Ann does

everything she is told to do. ⑦There are many kinds of students in my class.

２．各文の主題として最も適当なものを１つずつ選べ。

(1) Traveling to school in the morning is very tiring. As I dislike getting up early in the

morning, I usually have to run to catch the bus, and there is no chance of getting a seat as

I travel during the rush hour.

ｱ. Traveling. ｲ. Traveling to school in the morning.

ｳ. Traveling during the rush hour. ｴ. Travel difficulties.

(2) Traveling to school in the morning is very tiring. But I like traveling very much. In

the summer vacation, I hope to go to Hokkaido to enjoy its beautiful scenery and to get

away from the hot weather of Osaka. When I go traveling, I usually go by myself so that

I am free to go wherever I like.

ｱ. Traveling. ｲ. Traveling to school in the morning.

ｳ. Traveling to Hokkaido. ｴ. When I go travelling.

３．次の文章を読み，質問に対する答えとして最も適当なもの１つ選べ。 〈センター〉

In writing, as in speech, the words you use are your messengers. If you use words that

carry your meaning correctly, your reader gets a good impression and perceives your ability

to write. Before you use an unfamiliar word, be sure that you know its meaning and can

pronounce it correctly. Compare your use of the word with what the dictionary says about

it.

What is the main topic of this passage?

ｱ. How to speak well. ｲ. How to write well.

ｳ. How to get a good impression. ｴ. How to use a dictionary.

2

４．次の文の内容に最も近い標題を１つ選べ。 〈立命館大〉

Owing to its small size and its dense population, England has been faced for well over a

century with its housing and town-planning problem. The crowded state of most urban

areas has prevented the execution of ambitious town-planning schemes, since they would

have involved the pulling down of too much property and the compulsory movement of too

many people.

ｱ. Compulsory Movement of People in England

ｲ. Over-population Problem in England

ｳ. Crowded State of Urban Areas in England

ｴ. Housing and Town-planning Problem in England

５．次の文章の主題文はどの文か，①～⑧の記号で答えよ。 〈亜細亜大〉

①It is easy to find out the prices of goods, but what are the costs of the goods? ②Many

consumers think that “price" and “cost" are the same, but they are mistaken. ③The price is

the amount of money the consumer must pay in order to buy the goods, but the cost is the

amount of money the producer must pay in order to make the goods. ④If a producer is

making shoes, for example, the producer must buy leather, thread, glue, and sewing

machines in order to make the shoes. ⑤The producer must also pay the workers who make

the shoes. ⑥The money for leather, thread, glue, sewing machines, and workers is the cost

of making the shoes. ⑦Then the producer decides the price of the shoes. ⑧The price is

always higher than the cost because some money must go to the producer for making the

shoes.

６．本文の内容と一致するように，後の文の空所に適当なものを選んで入れよ。 〈慶応大〉

A basic feature of the English paragraph is that it normally follows a straight line of

development. This English thought pattern is important for a writer to understand. The

paragraph often begins with a statement of its central idea, known as a topic sentence,

followed by a series of subdivisions of the central idea. These subdivisions have the

purpose of developing the topic sentence, preparing for the addition of other ideas in later

paragraphs.

<注> subdivision｢再分割｣

According to the passage, a topic sentence ( ).

ｱ. has the purpose of beginning the paragraph.

ｲ. follows a series of subdivisions of the central idea.

ｳ. prepares for the addition of other ideas.

ｴ. states the central idea of the paragraph.

２ 支 持 文 3

１つの段落には，１つの主題文とともに，それを支えるいくつかの文が含まれているのが一般

的である。このような文を支持文 (supporting sentence) と言う。支持文は，主題について補足

説明を加えたり，具体例を挙げたり，根拠を述べたり，主題の導入を手助けしたりする働きを持

つ。

１．次の文章を読み，主題文と支持文を番号で指摘せよ。

①Westerns excite me, but sometimes I like to see romantic movies. ②I also enjoy

comedies and “spy” movies. ③I even like to see the latest musicals. ④All things

considered, I like all kinds of movies.

２．次の文章には主題文がない。支持文から判断して適当な主題文を１つずつ選べ。

(1) I like popular music when I am with my friends, but I like to listen to classical music

when I am in a thinking mood. When I study, I like to have modern jazz as background

music. At times when I feel sad or unhappy, I like to listen to the blues.

ｱ. I like music very much.

ｲ. I like all kinds of music.

ｳ. I like different kinds of music to suit my mood.

ｴ. I like popular music best of all.

(2) The cost of running the library has risen rapidly in recent years, and the library does not

have enough money to continue its work. In the past, it was open every evening, and

also on Saturdays and Sundays. Now it is closed at those times, to save money. It may

have to close its doors in the near future.

ｱ. The New York Public Library is one of New York’s beautiful and valuable buildings.

ｲ. Every New Yorker can see and use the riches of the New York Public Library ― free.

ｳ. The New York Public Library is in danger.

ｴ. The New York Public Library is a very special place. 〈麻布大〉

３．次の文章の主題文(①)に続くべき支持文として不適当な文を②～⑥から２つ選べ。

①Fishing is one of the most relaxing hobbies. ②Hobbies are a waste of time. ③How

nice it is to sit beside a small river shaded by beautiful trees with the sun just warming your

skin! ④After a hard week’s work, what could be better than chatting to a friend with a

fishing line in your hands? ⑤My hobby is walking in the countryside. ⑥Of course, the

best thing about fishing is all the stories you can tell about the fish you almost caught.

4

４．次の文章の(①)～(③)に入れるべき３つの文が，順不同で下のＡ～Ｃに示されている。意味の

通る文章にするのに最も適した配列をｱ～ｴから１つ選べ。 〈センター〉

Although cats appear to perform most actions instinctively, they also seem to react to

human behavior and adapt themselves to it. ( ① ) One cat owner told of the time when

she lay crying and exhausted on her bed, and her cat put its front legs around her head and

comforted her. ( ② ) For example, some cats, when they bring a captured bird or mouse

into the house, put it on a plate or in a dish. There are also cats who know how to open a

door by turning the handle. ( ③ ) A writer tells a story of her cat who used to sleep on

top of her word processor. At first, when the cat’s tail got in the way of the screen, the

owner would push its tail away and say, “Move your tail, please.” Eventually, she didn’t

have to push the tail but only had to tell the cat to move it.

Ａ. Cats also sometimes appear to be able to understand the function of many of the things

human beings use.

Ｂ. For instance, some cats behave as if they understood their owners’ feelings.

Ｃ. Furthermore, a lot of cats seem to understand what their owners say.

ｱ. Ａ－Ｂ－Ｃ ｲ. Ａ－Ｃ－Ｂ ｳ. Ｂ－Ａ－Ｃ ｴ. Ｂ－Ｃ－Ａ

５．次の文章の(１)(２)に入れるべき語句を，下から１つずつ選べ。 〈関西学院大〉

( １ ). We are all proficient at looking but very poor at seeing. Much of an artist’s

training is concerned with learning to see ― or more correctly with ( ２ ). Children have

this ability from a very young age but inevitably the modern environment, the education

system and the modes of communication that it utilizes soon reduce this priceless faculty to

the level of merely being able to look at things. Some rare people retain this natural ability

but most of us have it educated out of us from our time at school onwards. It is only

through diligent training and after many years of perseverance that the potential artist is

able to see once more.

<注> proficient｢熟達した｣ perseverance｢忍耐｣

(1) ｱ. Looking is all we are concerned with

ｲ. Looking is something like seeing

ｳ. Looking is more important than seeing

ｴ. Looking is what some rare people retain as grown-ups

ｵ. Looking is not the same as seeing

(2) ｱ. memorizing what to watch ｲ. re-learning to see

ｳ. seeing to train ｴ. forgetting to look

ｵ. observing this ability

３ 結 論 文 5

論説文などにおいて，主題文が抽象的な文の場合や，１つの段落が長くなった場合，段落の最

後に，主題文を言い換えたり段落の内容を要約したりする文が加えられることが多い。このよう

な文を結論文 (concluding sentence) と呼ぶ。図で示すと次のような段落の構造となる。

〔論説文の典型的な段落の構造〕

∘第１文：主題文…段落の中心的話題［主題］を導入するための文

∘第２文：支持文…主題について補足説明や具体例や根拠などを述べるための文

∘第３文：支持文

┊ ┊

∘最終文：結論文…段落の締めくくりを行うための文

<注> 主題文の前に前置きを述べる支持文や，結論文の後に補足説明などを行う支持文

が置かれることもある。

１．次の文章の主題文，支持文，結論文をそれぞれ番号で指摘せよ。

①Travelling in foreign countries is expensive. ②We must pay for hotels, sightseeing

trips and we even have to give tips for various kinds of service. ③Soon we find that we

have no money left. ④But it is very pleasant to see new cities and make new friends even

though it is expensive.

２．次の文章を読み，( )に適当な語句を下から１つずつ選んで結論文を完成させよ。〈京都産業大〉

Water is an important part of the earth. In fact, water is the reason human beings can

live on this planet. Water is everywhere, in the atmosphere, in the soil, and under the

ground. ( ) water keeps the earth alive.

ｱ. There is little doubt ｲ. In an unimportant sense

ｳ. In no sense is it true that ｴ. There is a little truth in saying

３．次の[Ａ]と[Ｂ]の文章を読んで，[Ｂ]に関する質問[Ｃ]の答えを，[Ｂ]のセンテンス①～⑫の中

から選べ。 〈大阪工業大〉

[Ａ] Paragraphs are usually made up of three parts: an introduction, a discussion and a

conclusion. In the introduction, the writer tells the reader what the topic is going to be.

In the discussion, the writer expands on the topic mentioned in the introduction. The

conclusion may summarize what has been said in the paragraph or express the main idea

again or draw some conclusion from the discussion.

<注> expand on～｢～についてさらに詳しく述べる｣ summarize｢要約する｣

6

[Ｂ] ①Football is one of the most popular spectator sports in the United States. ②

Attending football games is a popular autumn activity. ③Baseball, however, is played in

summer. ④Even though tickets are expensive, important games are often sold out in

advance. ⑤Every Saturday during football season, millions of fans attend college games.

⑥Then on Sundays, millions more attend professional games. ⑦Watching football on

television is also popular. ⑧National television networks pay large sums of money for the

rights to broadcast football games. ⑨Every year, the Super Bowl, the game that decides

the championship of professional football, is one of the most watched programs on

American television. ⑩Also, people are willing to pay a lot of money to see important

games. ⑪They sometimes have to pay hundreds of dollars to get tickets for play-off games

or bowl games. ⑫These facts indicate how popular watching football is among Americans.

<注> attend a game｢試合を見に行く｣ bowl game｢大学フットボール選抜試合｣

[Ｃ] (1) Which sentence is the introduction?

(2) Which sentence is the conclusion?

(3) Sentence ④ gives the first example of the popularity of football. Sentence ⑦ gives

the second example. Which sentence gives the third example?

(4) Which sentences give more information about the first example? (2 answers)

(5) Which sentences give more explanation about the second example? (2 answers)

(6) Which sentence is not really connected with this paragraph?

４．次の文を読んで，後の問に答えよ。 〈神戸松蔭女子学院大〉

If you had to use one word to characterize your self, what would that one word be? Shy?

Enthusiastic? Loving? Confident? (1)Your characterization of your self will probably

involve more than one word. You may think of your self as interesting and friendly ( ① )

people get to know you; you may think you are intelligent, attractive, and generally

concerned about other people and what happens in the world. ( ② ) words you select, this

idea of your self ― your self-concept ― is directly related to how you behave. It ( ③ )

both ways. If you’ve always been good at making new friends, you’ve probably ( ④ ) to

think of your self as friendly and outgoing. And if you think of your self as basically

outgoing, it can actually make meeting other people and making new friends easier.

( (3) )

<注> enthusiastic｢情熱的な｣ self-concept｢自己認識｣ outgoing｢社交的な｣

(1) 下線部(1)を和訳せよ。

(2) 空所①～④に入る最も適当な語をそれぞれの語群から１つずつ選べ。

① that, once, unless, although ② However, Whenever, Wherever, Whatever

③ helps, makes, works, keeps ④ been, made, become, come

(3) 空所(3)に入るべき結論の文を，下のｱ～ｴから１つ選べ。

ｱ. How others see you has nothing to do with your behavior.

ｲ. Your behavior reflects the opinion you have of your self.

ｳ. Your behavior may depend on how others see you.

ｴ. The opinion you have of others is indeed very important in life.

４ 連 結 語 句 Ⅰ 例 示 7

段落とは１つの主題を展開している文の集まりであるが，では一体どのように展開していくのだ

ろうか。主題文が抽象的な文であれば，それに続く文では具体例が必要となろう。また，主題文で

筆者の結論を述べたとすれば，その後に読者を納得させるための根拠を示す文が必要となろう。

このように，主題文の後にはそれを展開する様々な働きを持った支持文が続くわけであるが，

その際，１つの支持文が主題文や他の支持文や結論文に対してどのような働きをしているのか明

確にするために，目印となる語句が添えられることが多い。これらの語句は連結語 (connector)

と呼ばれるが，それにはどのような語句があるのかを見ていこう。

まずは，具体例を挙げるために用いる語句を示そう。

〔例示を示す語句〕

①for example[instance]｢例えば｣ ②to give an example｢例を挙げると｣

③(Let’s) take ~｢～を例に取ろう｣ ④to illustrate｢例を挙げて説明すると｣

⑤such as ~｢例えば～のように｣ ⑥Suppose ~｢～を想定してみなさい｣

⑦~ like…｢…のような～｣ ⑧Consider[Imagine] ~｢～を考えてみなさい｣

⑨(let us) say,～｢例えば～｣ ⑩for the explanation of ~｢～の説明として｣

１．次の文章の( 1 )～( 4 )に入れるべき４つの語句が，順不同で，下のＡ～Ｄに示されている。意

味の通る文章にするのに最も適した配列をｱ～ｴから１つ選べ。 〈センター〉

( 1 ) words with similar meanings are called synonyms, words with opposite meanings are

called antonyms. ( 2 ), “glad” and “happy” are synonyms, and “pleasure” and “pain” are

antonyms. ( 3 ) you learn more synonyms and antonyms, you can improve your vocabulary.

( 4 ), you will be able to express yourself to others more fully and clearly.

Ａ. For example Ｂ. If Ｃ. While Ｄ. As a result

ｱ. Ｂ－Ａ－Ｄ－Ｃ ｲ. Ｂ－Ｃ－Ａ－Ｄ ｳ. Ｃ－Ａ－Ｂ－Ｄ ｴ. Ｃ－Ｄ－Ａ－Ｂ

２．次の文章の空欄に入れるべき４つの文が，順不同で，下のＡ～Ｄに示されている。意味の通

る文章にするのに最も適した配列をア～エから１つ選べ。 〈センター〉

In manufacturing, energy is usually saved when recycled materials are used. ( ) As

we develop better recycling systems, we will be able to recover more materials and make

ever greater savings in energy.

Ａ. Take glass, for example. While collection has increased in recent years, we still only

manage to recycle about 9 ％ of this product.

Ｂ. One of the major barriers to increased recycling for this and other household products,

however, is a lack of good collection systems.

Ｃ. Although more materials are being reused, there is still a lot of progress to be made.

Ｄ. Recycling paper, for instance, cuts the energy required to make this product by 75 ％.

ｱ. Ａ－Ｃ－Ｂ－Ｄ ｲ. Ｂ－Ｃ－Ｄ－Ａ ｳ. Ｃ－Ｄ－Ａ－Ｂ ｴ. Ｄ－Ｂ－Ａ－Ｃ

8

３．次の( )に入れるのに最も適当なものを１つ選べ。 〈京都産業大〉

For visitors, the first impression of the waterways of Venice is its unique sounds. One

sensation follows another. Voices, footsteps, a splash of water, a shout from across the

canal ― all are different ( ).

<注> waterway｢水路；運河｣ sensation｢感覚｣ splash｢はねる音｣

ｱ. ways to be a tourist ｲ. from waterways in Venice

ｳ. from anywhere else on earth ｴ. pictures you can take from a boat

４．次の( )に入れるのに最も適当なものを１つ選べ。 〈中央大〉

Neither the Japanese nor Americans would say that mercy is anything other than a fine

and noble trait. It is in what is called “the act of mercy” in ( ) circumstances that their

viewpoints are likely to differ. Imagine two teams of explorers in the Antarctic, one

Japanese and the other British (the British attitude and the American attitude are the

same). The Japanese, hoping that some miracle will save their sled dogs, leave them

behind, howling and crying. Then they return to Japan. The British team shoot their

dogs and then return to Britain. The behavior of the two teams has nothing in common, yet

each perceives its own behavior as an “act of mercy”.

<注> mercy｢慈悲｣ trait｢特質｣ the Antarctic｢南極大陸｣ sled｢そり｣ howl｢遠吠えする｣

ｱ. extreme ｲ. good ｳ. merciful ｴ. noble ｵ. present

５．次の文を読んで，後の問に答えよ。 〈東京理科大〉

Crossing the road safely obviously involves selection; we disregard available information

about, ①say, shop-window displays and pay attention to traffic. But ②there is more to it

than this: we make guesses about the future from things we notice in the present. Our

decision when to cross the road, though made apparently in an instant, depends on

estimates based on past experience of similar situations; about, for instance, the speed of a

car, the skill of a cyclist, the temper of a taxi driver, our own speed, the state of the road

surface and the behaviour of other pedestrians; and is perhaps also influenced by an article

on road accidents we have recently read. If we have made a good guess ③we shall have

predicted correctly where we shall be in relation to the approaching traffic during all the

time taken to make the crossing and we shall get safely over the road.

<注> in an instant｢瞬時に｣ estimate｢判断｣ pedestrian｢歩行者｣ article｢記事｣

(1) 下線部①と同じ意味・用法で用いられている語句を文中から抜き出せ。

(2) 下線部②の言い換えとして最も適当なものを１つ選べ。

ｱ. There are better explanations than this.

ｲ. The reasons just given are more than we need.

ｳ. There is no room for doubt about it.

ｴ. What is just mentioned is not quite adequate.

(3) 下線部③を和訳せよ。

５ 連 結 語 句 Ⅱ 根 拠 9

最終文よりも前に結論が出てきた場合，それに続く文において結論の根拠を述べるために用い

る連結語である。ただし，連結語を用いずに分詞構文で代用したり，連結語そのもの（多くは For

「というのは」）を省略したりすることも多い。

〔根拠を示す語句〕

①because ~｢～という理由で｣ ②for ~｢というのは～だからだ｣

③Since ~｢～なのだから｣ ④~; …｢～,というのは…だからだ｣

⑤for this reason [on account of this, because of this]｢この理由のために｣

⑥This is due to [owing to] ~｢これは~のためである｣

⑦on (the) ground(s) that ~｢～という理由で｣

⑧There are good grounds for ~｢～には十分な根拠がある｣

⑨We have every [good] reason to ~｢～する十分な根拠がある｣

⑩The reason why ~ is that…｢～の理由は…ということである｣

１．次の文に続く文を，ｱ～ｴから３つ選んで意味の通る順に並べ換えよ。 〈日本女子大〉

The cat has several unusual abilities. ( 1 ) ( 2 ) ( 3 )

ｱ. For this reason, it was used by ancient people as a palace guard.

ｲ. For it could see outsiders approaching in the dark and could warn its owners inside.

ｳ. It always drinks milk after a long walk.

ｴ. For example, it stays awake by night, and its eyes can see in the dark better than those

of most animals.

２．次の文の( )に適当な１語を入れよ。最初の文字は( )内に示してある。 〈南山大〉

“I can’t recall her name, but I never ①(f ) a face.” How many times have you heard

people ②(s ) that? Most people can remember about 10,000 faces! We can all see tiny

differences in faces but it is very ③(d ) to describe these differences ― to ④(p )

them into words. That is ⑤(b )the brain, the part of you that you think with, is divided

in ⑥(h ). The part of the brain that helps us see the differences is not the same as the

part we use to describe them.

３．次の文に続く空欄に入れるべき３つの文が，順不同で下のＡ～Ｃに示されている。意味の通

る文章にするのに最も適した配列を，ｱ～ｴから１つ選べ。 〈センター〉

As people grow older, their bodies begin to slow down. ( )

Ａ. Because of this, it might be thought risky for them to continue working at the same pace

as they did when young.

Ｂ. The reason for this is probably that workers over sixty-five have more experience in their

jobs than younger workers.

Ｃ. However, accident rates at work for people over sixty-five are slightly lower than those

for people under sixty-five.

ｱ. Ａ－Ｂ－Ｃ ｲ. Ａ－Ｃ－Ｂ ｳ. Ｂ－Ａ－Ｃ ｴ. Ｂ－Ｃ－Ａ

10

４．次の文を読んで，その要旨として最も適当なものを１つ選べ。 〈同志社大〉

Generally, myths are stories about gods interacting with themselves or acting upon the

natural and human worlds. While it is not known for certain how myths developed, it is

generally believed they emerged as people tried to explain the natural phenomena that

surrounded them and the facts of their lives: weather, the seasons, the unique features of

geography, the physical characteristics of animals, the origin of the world, life, death, sin,

and disease. Being unable to give “scientific” explanations they attributed the presence of

these things to the actions of supernatural forces. Gradually these forces were conceived as

gods with vastly superior powers.

<注> myth｢神話｣ interact with ~｢～と互いに影響し合う｣ act upon ~｢～に作用する｣

emerge｢現れる｣ conceive｢考える｣

ｱ. The natural and human worlds have nothing to do with myths, which are stories about

gods.

ｲ. In myths the divine universe is clearly distinguished from the human world.

ｳ. Myths were probably created because people wished to account for nature and the

human condition.

ｴ. People failed to explain natural events and human affairs in myths.

５．次の文を読んで，設問に答えよ。 〈慶応大〉

The National Rifle Association is fond of quoting a University of Wisconsin study that says,

“gun control laws have no individual or collective effect in reducing the rate of violent crime.”

Agreed ― but what if handguns were not available? What if the manufacture of handguns

is severely regulated, and if the guns can be sold only to police officers? True, even if

handguns are outlawed, some criminals will manage to get them, but surely fewer petty

criminals will have guns. It is simply untrue for the gun lobby to assert that all criminals

― since they are by definition lawbreakers ― will find ways to get handguns. For the

most part, if the sale of handguns is outlawed, guns won’t be available, and fewer criminals

will have guns. And if fewer criminals have guns, there is every reason to believe that

violent crime will decline.

<注> collective｢集合的な;集団の｣ regulate｢規制する｣ outlaw｢非合法化する｣

criminal｢犯罪者｣ petty｢取るに足りない｣ lobby｢圧力団体｣

設問 次の解説文の( )に日本語を入れて，ふさわしい内容とせよ。

この文章の主題は( ① )である。筆者はまず，相手の引用する研究に同意した上で，( ② )と

なればその論拠は妥当ではなくなるとして相手の主張の不備をつく。そして相手側からの予想さ

れる反論を先取りして示し，( ③ )と否定する。そして自分の提案が通れば，( ④ )と論を展開

している。

６ 連 結 語 句 Ⅲ 順 接 11

前が肯定的であれば後ろも肯定的，また，前が否定的であれば後ろも否定的というように，前

後の文や語・句・節が意味の上で両立しうる場合に順接を示す語句が用いられる。

〔順接を示す語句〕

①and｢そして｣ ②also ~ [~ too]｢～もまた｣

③besides (~)｢(～の)他に｣ ④in addition (to ~)｢(～に)加えて｣

⑤~ as well (as…)｢(…と)同様に～も｣ ⑥similarly[likewise, equally]｢同様に｣

⑦not only[merely, just] ~ but (also)…｢~だけでなく…も(また)｣

⑧moreover[further(more), additionally, on top of that, what is more]｢その上;さらに｣

⑨for one thing ~, and for another (thing)…｢1つには～,もう1つには…｣

⑩So [Neither, Nor]＋V＋S｢Sもまたそうだ[Sもまた違う]｣

１．次の文を読んで，後の問に答えよ。 〈日本大〉

Tell a child, a husband, or an employee that he is stupid at a certain thing, that he has no

gift for it, and that he is doing it all wrong (1)and you will destroy almost every incentive to

try to improve. But use the opposite technique; (2)be liberal with your encouragement;

make the thing seem easy to do; let the other person know that you have faith in his ability

to do it, that he has an undeveloped talent for it－and he will practice until the dawn comes

in at the window in order to excel.

<注> incentive (to do)｢(～しようとする)意欲｣

(1) 下線部(1)の and と同じ用法のものを１つ選べ。

ｱ. I hope it will be fine and that you will have a good time.

ｲ. The rain stopped, and the sun came out.

ｳ. It is very cold, and yet I must go out.

ｴ. Wait a little and the tea will cool off.

(2) 下線部(2)を次のように書き換えた場合，( )にどのような語を補うべきか。

give your encouragement ( )

ｱ. generously ｲ. wisely ｳ. carefully ｴ. properly

２．次の文章を読み，その内容に最もよく合うものをｱ～ｵから１つ選べ。 〈センター〉

The launching of artificial earth satellites is commonly looked upon as an exploration of

space. True, we are learning about space by means of rockets and satellites. But we are

also learning about the earth. From space, we can see the earth as never before. The chief

mission of many satellites is to investigate phenomena related directly to the earth. Space

exploration, to some extent, is also an exploration of the planet on which we live.

ｱ. The only mission of satellites is to investigate space.

ｲ. Space is less difficult to explore than the earth.

ｳ. Space exploration has nothing to do with the investigation of the earth.

ｴ. Rockets and satellites inform us about the earth as well as about space.

ｵ. Man has little to gain from an exploration of space.

12

３．次の( 1 )～( 5 )に後のｱ～ｵを１つずつ入れて意味の通る文にせよ。 〈聖心女子大〉

Colorado snow conditions are much better than Japanese snow conditions for downhill

skiers like me. ( 1 ) ( 2 ) The drier snow in Colorado has two advantages: my

clothes stay dry even when I fall, and my skis move through the “powder” snow quickly

because they do not stick. ( 3 ) Most Japanese ski areas open in the middle of

December and close in mid-March, but Colorado skiers can begin skiing in November, and

sometimes the ski areas are open until the end of April. ( 4 ) ( 5 )

<注> downhill｢滑降(の)｣

ｱ. In addition to the quality of the Colorado snow, the weather conditions make the ski

season both more pleasant and longer in the U.S.

ｲ. For these reasons, many Japanese skiers dream of coming to the U.S. to ski.

ｳ. First, Colorado mountain snow is drier than Japanese snow.

ｴ. Moreover, ski areas in Japan are known for their cloudy, damp weather, but in Colorado,

the bright sun and dry weather make it possible to ski comfortably, sometimes even in

shorts and a shirt!

ｵ. For example, in ski areas like Vail and Aspen, I can’t make a complete snowball because

the snow isn’t sticky enough, but in Japanese ski areas, making snowballs is easy.

４．次の(1)から(8)までの文は，１つのパラグラフを構成する文であるが，正しい順に並んでいない。

正しい順に並べ換えた場合に，１番目から８番目に位置する文がどれであるか答えよ。 〈上智大〉

(1) At the height of the Roman Empire, there were 194,000 miles of roads, many of which

still carry traffic today.

(2) This engineering feast had its ancient counterpart, too.

(3) The Romans tapped distant rivers and streams, and channeled water into their cities

through miles of buried conduits and towering aqueducts.

(4) To a person living in Southern California today, apparently nothing could be more

remote than the life of Imperial Rome around the time of Christ.

(5) Likewise, the Southern California complex would have been impossible without the

hundreds of miles of freeways and superhighways which tie its parts together from Santa

Barbara to the Mexican border.

(6) But both civilizations have as the basis of their very existence two great engineering

achievements ― the building of roads and the bringing of water.

(7) The eleven aqueducts which fed the city of Rome, for example, ran 265 miles and

provided its citizens daily with 300 gallons apiece.

(8) Even with roads, however, this area would be uninhabitable without water, which is

brought over hundreds of miles of mountain and desert from the Colorado River.

<注> The Roman Empire=Imperial Rome｢ロｰマ帝国｣ feat｢偉業｣ counterpart｢相当するもの｣

tap｢支線をつける｣ channel｢水路で運ぶ｣ conduit｢導管｣ tower｢そびえる｣ aqueduct｢送水路｣

complex｢複合体；コンビナ-ト｣ freeway｢(無料の)幹線道路｣ superhighway｢高速道路｣

apiece＝each uninhabitable<inhabit=live in

７ 連 結 語 句 Ⅳ 換 言 13

換言を示す語句は，前で述べたことを言い換える時に用いる。前言の補足だけでなく訂正に用

いることもある。支持文を導く場合が多いが，結論を導くこともあるので注意が必要である。

〔換言を示す語句〕

①or｢または；つまり｣ ②namely [that is (to say)], ~｢即ち～｣

③rather｢むしろ｣ ④on the contrary｢それどころか｣

⑤in fact｢実際；つまり｣ ⑥otherwise [or else]｢さもなければ｣

⑦in other words [to say it differently, put another way]｢言い換えると｣

⑧~, … [～：…] ｢～，つまり…｣ ⑨~ －…｢～，詳しく言うと…｣

⑩~ ― I mean (to say),…｢～，いや，…｣

１．次の文の( )に入れるのに最も適当な語句を１つずつ入れよ。 〈中央大〉

The basic function of money is to enable buying to be separated from selling, thus

permitting trade to take place without the so-called double coincidence of barter. If a

person has something to sell and wants something else ( 1 ), it is not necessary to search for

someone able and willing to make the desired exchange of items. The person can sell the

surplus item for general purchasing power ― that is, “( 2 )” ― to anyone who wants to buy

it and then use the proceeds to buy the desired item from anyone who wants to sell it.

<注> coincidence｢一致｣ barter｢物々交換｣ surplus item｢余分の品物｣

purchasing power｢購買力｣ the proceeds｢収入｣

(1) ｱ. for good ｲ. for himself ｳ. in return ｴ. on account ｵ. on deposit

(2) ｱ. consumer ｲ. economy ｳ. gold ｴ. money ｵ. product

２．次の文の( )に入れるのに最も適当な語句を１つずつ入れよ。 〈広島工業大〉

Correct grammar differs, of course, according to the language. ( 1 ) the basic principles of

grammar are different for different languages. ( 2 ) it goes beyond that. Language is a

living thing, changing with the years. When certain forms of speech are “worn out,” they

are thrown away and no longer used. When the needs of people change, the grammar

changes.

( 3 ), grammar grows and changes, and there is no such thing as correct use of English for

the past, the present, and the future. ( 4 ), in Shakespeare’s play Hamlet, there is the line:

“The door is broke.” ( 5 ), only an uneducated person would say, “My arm is broke.” Yet

this would have been correct in Shakespeare’s time!

<注> wear ~ out｢～を使い古す｣ line｢台詞｣

(1) ｱ. Each ｲ. Every ｳ. Even ｴ. Ever ｵ. Never

(2) ｱ. But ｲ. Therefore ｳ. Because ｴ. Or ｵ. Soon

(3) ｱ. By the way ｲ. In other words ｳ. On the contrary ｴ. On the way ｵ. In the end

(4) ｱ. That is ｲ. By chance ｳ. At least ｴ. For example ｵ. In short

(5) ｱ. Once ｲ. Before ｳ. After ｴ. Later ｵ. Today

14

３．次の文を読んで，後の問に答えよ。 〈関西大〉

Seeing, they say, is believing. But is it? An arrangement can be made such that a

person looks through a peep-hole into a bare corridor, so bare that it gives no clues about

distance. If you now show him a piece of white card in the corridor and ask how large it is,

his reply will be influenced by any suggestion you make (1)as to what the card may be. If

you tell him that a particular piece is a visiting card, he will say that it is quite near. Show

him the card at the same distance and tell him that it is a large envelope, and he will say

that it is much further away. On the other hand, if you show a very large playing-card,

(2)say a Queen of Spades, he will say it is very close, and if you show a tiny one he will say it

is a long way away. Because, you see, playing-cards are nearly always of a standard size.

Thus, (3)the size we think things are depends upon what we (4)otherwise know about them.

<注> arrangement｢準備｣ peep-hole｢のぞき穴｣ bare｢物がない｣ visiting card｢名刺｣

(1) 下線部(1)の意味に最も近いものを１つ選べ。

ｱ. according ｲ. regarding ｳ. elating ｴ. considering

(2) 下線部(2)の意味に最も近いものを１つ選べ。

ｱ. I say ｲ. that is to say ｳ. tell me ｴ. let’s say

(3) 下線部(3)の意味として最も適当なものを１つ選べ。

ｱ. われわれが思う，ものの実際の大きさ

ｲ. われわれが実際にあるだろうと思う，ものの大きさ

ｳ. われわれがあるがままに思う，ものの大きさ

ｴ. われわれが実際そうなると思う，ものの大きさ

(4) 下線部(4)の意味・用法に最も近いものを１つ選べ。

ｱ. He is talkative, but otherwise all right.

ｲ. This must be done quite otherwise.

ｳ. I went at once; otherwise I should have missed him.

ｴ. Some are wise; some are otherwise.

４．次の文を読んで，後の問に答えよ。 〈駒沢大〉

I believe that learners, young or old, are the best judge of what they should learn. I

would be against trying to force knowledge into the heads of children even if we could all

agree on what should be learned and could be sure that it would not go ①out of date, even if

we could be sure that once forced in the knowledge would stay there. Even then, I would

trust children to direct their own learning rather than leave it up to adults. For it seems to

me a fact that, in our struggle to ②make sense out of life, the things we most need to learn

are the things we most want to learn. ③To put this another way, curiosity is hardly ever

idle. We want to know what we want to know for a reason. The reason is that there is an

empty space in our understanding of things.

<注> force ~ into…｢無理に～を…に詰め込む｣ struggle｢苦闘；努力｣ curiosity｢好奇心｣

(1) 本文の内容に一致するものを１つ選べ。

ｱ. Learners, young or old, should be told exactly what to learn by others.

ｲ. Children should not be forced to acquire knowledge, but should learn of their own will.

ｳ. Curiosity will not remain the same and will be lost completely as we grow old.

ｴ. Whenever we want to know something, we want to know it for no reason.

(2) 下線部①～③の意味に最も近いものを１つずつ選べ。

① ｱ. fashionable ｲ. old-fashioned ｳ. up to date ｴ. contemporary

② ｱ. reason ｲ. persuade ｳ. undertake ｴ. understand

③ ｱ. In other words ｲ. In a word ｳ. In a way ｴ. In addition

８ 連 結 語 句 Ⅴ 対 比 15

対比を示す語句は，異なる事物や見解などを比較したり，対照的なものを例に挙げたりする場

合に用いる連結語句である。

〔対比を示す語句〕

①in[by] contrast｢対照的に｣ ②While[Whereas] ~,…｢～一方で，…｣

③compared with ~｢～と比べると｣ ④in comparison with ~｢～と比較して｣

⑤as opposed to ~｢～とは対照的に｣ ⑥in proportion to ~～｢～に比例して｣

⑦some ~, (and) others…｢あるものは～，またあるものは…｣

⑧on (the) one hand, ~; on the other (hand),…｢一方では～，他方では…｣

⑨~ is one thing, (and) … (is) another (thing)｢～と…は別のものだ｣

⑩the former ~; the latter… [that ~; this…]｢前者は～，後者は…｣

１．次の文の( )に適当なものを下のｱ～ｴから１つ選んで入れよ。 〈二松学舎大〉

American businessmen want to get a clear yes-or-no answer when they are talking about

business. ( ), Japanese businessmen usually tend to avoid saying yes or no and give

answers in a more indirect manner.

ｱ. In short ｲ. On the other hand ｳ. For example ｴ. In the same way

２．次の英文は(1)で始まり(5)で終わるが，その間の３つの文の配列として最も適当なものをｱ～ｴ

から１つ選べ。 〈西南学院大〉

(1) The U.S.A. has always been considered a melting pot where racial differences finally boil

away.

(2) Some cling to their native ways, and some reject all memories of what they inherited

from their ancestors.

(3) Perhaps this idea makes too simple the complex problems of racial variety in America.

(4) People who settle in the U.S.A. face the problems of cultural identity.

(5) Others retain their racial identity but also consider themselves Americans.

<注> melting pot｢るつぼ｣ boil away｢蒸発する｣ inherit｢受け継ぐ｣ identity｢独自性｣

ｱ. (2)－(3)－(4) ｲ. (2)－(4)－(3) ｳ. (3)－(2)－(4) ｴ. (3)－(4)－(2)

３．次の文章の空欄に入れるべき４つの文が，順不同で，下のＡ～Ｄに示されている。意味の通

る文章にするのに最も適した配列を，ｱ～ｴから１つ選べ。 〈センター〉

Two experiments were done on what tastes newborn babies like. ( ) These facts

show that even very young babies strongly prefer sweet tastes.

Ａ. While they accepted the plain water, they always tried harder to drink the sugar water.

Ｂ. In this latter case, they tried to refuse the unsweetened water.

Ｃ. In the other, they were given plain water immediately after sweetened water.

Ｄ. In one, babies were given both plain and sweetened water at different times.

ｱ. Ａ－Ｂ－Ｄ－Ｃ ｲ. Ａ－Ｄ－Ｂ－Ｃ ｳ. Ｄ－Ａ－Ｃ－Ｂ ｴ. Ｄ－Ｃ－Ａ－Ｂ

16

４．次の英文を読み，後の(1)～(4)に続く最も適当な表現を１つずつ選べ。 〈日本女子大〉

Americans and Swedes have similar feelings about communication, but the cultural

standards in the U.S. and in Sweden, and consequently the interpretations of behavior, seem

to be different. The general attitude in the U.S. toward shyness is negative. Shy people

are thought of as being both less competent and less intelligent. Therefore, shy Americans

try to hide or overcome their shyness. This is not the case in Sweden. Shyness is a

positive characteristic rather than a negative one, although some situations demand non-shy

behavior. Shy people in Sweden are often looked upon positively and may be regarded as

sensitive and thoughtful. This means that Swedes are often free to express this

characteristic, in contrast to Americans.

<注> interpretation｢解釈｣ competent｢能力のある｣ sensitive｢感受性の強い｣

(1) In the U.S. most people

ｱ. believe shyness to be valuable. ｲ. estimate shyness highly.

ｳ. make much of shyness. ｴ. respond unsympathetically to shyness.

(2) Americans may regard shy people as

ｱ. less capable than people who are not shy. ｲ. less cultural than people who are anxious.

ｳ. less negative than intelligent. ｴ. negative toward people who are not shy.

(3) Swedes in general

ｱ. demand that people be non-shy. ｲ. look with favor on shyness.

ｳ. reject shy people positively. ｴ. situate shy behavior rightly.

(4) Compared with Americans, Swedes

ｱ. are freer from being shy. ｲ. do not hesitate about showing shyness so much.

ｳ. enjoy more freedom in regard to communication. ｴ. feel free to hide their shyness.

５．次の英文を読んで，設問の解答として最も適当なものを１つずつ選べ。 〈早稲田大〉

American publishers turn out 100 new titles a day. Yet, it is one thing to buy a book,

another to read it. How many of us buy a book for its title or cover, with good intentions to

read it, but discover on dusting the bookshelf ten years later that it remains unread? The

fact that statistics tell us that more books are published each year says little about whether

people are spending more time reading. “The pleasure of buying books lies not so much in

reading them as in having them available,” points out Staffan Linder in The Harried Leisure

Class. “People are buying books as they buy pictures ― to glance at.” Also, the types of

books people buy have changed in favor of the practical rather than the thoughtful treatises

― easy reading instead of the tough stuff.

<注> turn out=produce dust｢ほこりを取る｣ treatise｢専門書｣ stuff｢もの｣

(1) Why are many people buying books?

ｱ. To keep up with the world ｲ. To obtain information

ｳ. Just to have them around ｴ. To educate themselves

(2) What kinds of books are popular these days?

ｱ. Realistic books ｲ. Art books ｳ. Reference books ｴ. Technical books

９ 連 結 語 句 Ⅵ そ の 他 17

これまでに掲げた語句の他にも，主題を展開したり論証を行ったりするための連結語句がある。

それらをここでまとめよう。

〔経過を示す語句〕

①first (of all) [firstly, in the first place, to begin with]｢まず第一に｣

②second(ly) [in the second place]｢第二に｣ ③(and) then｢(そして)それから｣

④next (thing)｢次に｣ ⑤later (on)｢(もっと)後で｣ ⑥after that｢その後｣

〔前提を示す語句〕

①if ~｢もし～なら[でも]｣ ②so long as [if only] ~｢～さえすれば｣

③in case ~｢~という場合に｣ ④in the event of ~｢～の場合には｣

⑤unless ~｢~でない限り｣ ⑥on condition (that) ~｢～という条件で｣

⑦supposing[suppose, assume, providing, provided] (that) ~｢～だとすると｣

〔話題の転換などを示す語句〕

①by the way [incidentally]｢ところで｣ ②talking[speaking] of ~｢～と言えば｣

③now [well]｢さて｣ ④while we are at it｢話のついでに｣

⑤as for ~ [as regards ~, as far as ~ is concerned]｢～について言えば｣

１．次の文の( )に適当なものを下のｱ～ｵから１つ選んで入れよ。 〈京都外国語大〉

At the present rate of growth of deserts there is a high risk that we will be confined to

living on only 50％ of this planet’s land surface within one more century ( ) we are able

to do something about it.

ｱ. although ｲ. even if ｳ. unless ｴ. so that ｵ. provided

２．次の文章の( 1 )～( 4 )に入れるべき４つの語句が，順不同で下のＡ～Ｄに示されている。意味

の通る文章にするのに最も適した配列をｱ～ｴから１つ選べ。 〈センター〉

( 1 ) most of us have the impression that bones are dry, living bones are actually not dry at

all. ( 2 ), they have a wet outer layer. ( 3 ), inside they contain a soft, moist material that

is essential to life itself. ( 4 ), “dry” is by no means an accurate description of living bones.

Ａ. Although Ｂ. Furthermore Ｃ. Therefore Ｄ. To begin with

ｱ. Ａ－Ｃ－Ｄ－Ｂ ｲ. Ａ－Ｄ－Ｂ－Ｃ ｳ. Ｄ－Ａ－Ｂ－Ｃ ｴ. Ｄ－Ｃ－Ｂ－Ａ

３．次の文の( )に適当なものを下のｱ～ｴから１つ選んで入れよ。 〈京都産業大〉

There is the “80-20” principle in business which can often be applied to various aspects of

our life ― not only business. According to this law, 80％ of a result comes from only 20％

of your time, or 80％ of complaints come from only 20％ of the customers. As far as

student life is concerned, we can probably say that 80％ of your homework comes from only

20％ of ( ).

ｱ. your lessons ｲ. your schools ｳ. your classmates ｴ. your English examination

18

４．次の(1)～(5)の文を，１つのパラグラフになるように並べ換え，最も適当であると思われる順

序をｱ～ｴから１つ選べ。 〈京都外国語大〉

(1) Later on, people began to write on pieces of leather, which were rolled into scrolls.

(2) In the earliest times, people carved or painted messages on rocks.

(3) In the Middle Ages, heavy paper called parchment was used for writing; books were

laboriously copied by hand.

(4) With the invention of the printing press in the middle of the fifteenth century, the

modern printing industry was born.

(5) Some form of written communication has been used throughout the centuries.

<注> scroll｢巻物｣ parchment｢羊皮紙｣ laboriously｢苦労して｣

ｱ. (3)-(2)-(4)-(1)-(5) ｲ. (2)-(4)-(5)-(1)-(3) ｳ. (4)-(1)-(3)-(2)-(5) ｴ. (5)-(2)-(1)-(3)-(4)

５．次の文の(1)～(7)に適当な語句を後の語群から１つずつ補え。 〈東京国際大〉

Susan likes traveling by bus better than traveling by airplane for four reasons. ( 1 ), it

costs less. She can ride by bus from New York to Chicago for $45. Yet, the air fare

between the two cities is $160. ( 2 ), traveling by bus gives her a closer look at the cities and

countryside than she could get from planes. ( 3 ), she can enjoy driving through the big

cities of Philadelphia, Pittsburgh, and Fort Wayne. ( 4 ), Susan finds that the passengers

on the bus are often closer to her own age. So, they are easy to talk with on the shared

travel adventure. ( 5 ), many airline passengers are business people who keep busy with

their work while flying. ( 6 ), riding a bus allows Susan to explore any stop along the way.

For instance, once she got off a bus at a small town in Indiana and spent the night with a girl

friend. ( 7 ), the next day she took another bus to Chicago.

ｱ. Now ｲ. Then ｳ. In contrast ｴ. Fourth ｵ. For example

ｶ. Second ｷ. Although ｸ. Third ｹ. Because ｺ. First

６．次の英文を読んで，後の問に答えよ。 〈追手門学院大〉

When a traveler relates his foreign experiences, he often exclaims that (1)he would have

learned more had he been able to speak the language. When a student returns from a

foreign program, he invariably insists that ( (2) ) to know the people was one of the

highlights of his experience. (3)In retrospect, he admits that all those long hours of

grammar, translation and reading were really worth the effort. ( (4) ) that preparation, he

would have missed so much. He too has learned that language is a mirror of our world.

<注> relate｢話す;関係づける｣ invariably=always

(1) 下線部(1)を和訳せよ。

(2) 空所(2)を補うものとして最も適当な語句を選べ。

ｱ. gets ｲ. got ｳ. getting ｴ. is gotten ｵ. was gotten

(3) 下線部(3)を書き換えるとすれば,どの語句が最も適当か｡

ｱ. As a matter of fact ｲ. In all probability ｳ. In short

ｴ. Frankly speaking ｵ. Looking back towards the past

(4) 空所(4)を補うものとして最も適当な語句を選べ｡

ｱ. Without ｲ. In spite of ｳ. With a view to ｴ. As for ｵ. For the purpose of

10 結 論 語 句 Ⅰ 帰 結 19

筆者は何かを読者に伝えたいために文章を書くわけであるから，読者としては，それがどの文

で述べられているか見つけ出すことが大切なのは言うまでもない。

筆者の結論は，結論文の箇所で学んだように，段落の最終文で述べられることが多いが，段落

の冒頭や中間に出てくる場合もある。そういう時のために，あらかじめ結論を導きやすい語句を

覚えておくと便利である。

まず，ここでは帰結を示す語句であるが，これらは段落の後半部に用いられやすい。

〔帰結を示す語句〕

①(and) so｢だから｣ ②(and) thus｢そういうわけで｣

③accordingly｢従って｣ ④therefore｢それゆえに｣

⑤hence｢このゆえに｣ ⑥in conclusion｢結論として｣

⑦in any case｢ともかく｣ ⑧anyway｢いずれにせよ｣

⑨It follows (from ~) that…｢(～から)当然…ということになる｣

⑩We come to [arrive at] the conclusion that ~｢～という結論に達する｣

１．次の( )に下のｱ～ｵを入れて，最もよく意味の通るものにせよ。 〈近畿大〉

Language is one of man’s most precious possessions. ( )( )( )( )( )

ｱ. In the modern world, however, it is not enough to speak only the language of one’s own

country.

ｲ. Language study, accordingly, is one of the best means of enabling us to understand other

peoples.

ｳ. Without it, he would be unable to exchange ideas with his fellow men.

ｴ. For it is said that the man who speaks two languages has two minds, because in learning

a foreign language, we acquire, to a certain extent, the mentality of a foreign people.

ｵ. It is difficult, to be sure, but rich in rewards.

２．次の文章を読んで，( )に適当な語句を下から選んで入れよ。 〈関西学院大〉

In the nineteenth century the Europeans continued their exploration of many of the

countries of East Asia in search of new markets. In the process of trading with these

countries, and in some cases conquering, settling and administering them, there developed a

practical necessity to learn about them. ( (1) ), interest groups gradually formed within

Europe who either had direct experience to draw on or were informed by those who had

worked in and studied the area. Japan was never colonized by the Europeans and there

was, ( (2) ), no such necessity to learn about it.

<注> administer｢治める｣ draw on~｢~に頼る｣ colonize｢植民地化する｣

(1) ｱ. In other words ｲ. On the other hand ｳ. In this way ｴ. On the contrary

(2) ｱ. for example ｲ. therefore ｳ. however ｴ. otherwise

20

３．次の英文を読んで，後の問に答えよ。 〈関西大〉

Within the framework of your formal schooling it is important for you to bring an element

of curiosity to the classroom. A desire to learn makes the act of studying and learning a

delight. Too many of your fellow students are too busy ( (1) ) about the teachers and the

system to tend to their studies, which, after all, are the primary reason for being in school.

The system has not changed in the thirty years since I was at college and it probably won’t

alter much over the next thirty years (along with most of the educators). So ( (2) )

complaining about it, why not just get on with ⑶beating “the system”!

<注> framework｢枠組｣ alter=change

(1) 空所(1)に入れるのに最も適当な語句を選べ｡

ｱ. complain ｲ. complained ｳ. complaining ｴ. to complain

(2) 空所(2)に入れるのに最も適当な語句を選べ｡

ｱ. because of ｲ. instead of ｳ. at the same time ｴ. for the sake of

(3) 下線部(3)の意味として最も適当なものを選べ｡

ｱ. overcoming ｲ. hitting with a stick ｳ. preventing ｴ. persuading

４．本文の内容と一致するように，後の文の( )に適当なものを入れよ。 〈桜美林大〉

What makes us laugh and why do people have different senses of humor? How can we

improve our everyday memories? Why do we sometimes see and hear things that are not

there? What makes some people leaders and others followers? All of these questions are

representative of the kinds that psychologists ask, and most people would agree that they

are interesting. Yet many beginning students become disillusioned with psychology. Why

does this happen? Part of the answer is illustrated by a common experience of professional

psychologists. If such people should reveal at a party what they do, the response is almost

always to the effect that the psychologist must know what his or her conversant is thinking

and why. In fact, it is implied that they know more about what their conversants are

thinking and why than the conversants themselves. Thus, some people become

disillusioned with psychology because they start with a serious misapprehension of what the

subject is about.

<注> representative of ~｢～の典型的な｣ disillusion｢幻滅を感じさせる｣

conversant｢会話の相手｣ misapprehension｢誤解｣

(1) The main purpose of this paragraph is to ( ).

ｱ. ask questions about psychology

ｲ. describe what happens when people go to parties

ｳ. examine why some people lose interest in psychology

ｴ. describe what a psychologist does

(2) According to the paragraph, people often have the wrong impression about psychology

because ( ).

ｱ. they don’t ask the right kinds of questions

ｲ. they don’t think psychology is interesting

ｳ. they like being asked questions

ｴ. they don’t really understand what psychology is about

11 結 論 語 句 Ⅱ 逆 接 21

段落の冒頭部分に一般論が述べられ，それに続く文に逆接を表す語句が来た場合，その文かそ

の次の文において一般論とは異なる筆者の結論が提示されることが多い。

〔逆接を示す語句〕

①but[(and) yet]｢しかし｣ ②however｢しかしながら｣

③although[though] ~｢～だけれども｣ ④~, though｢けれども,～｣

⑤even if [even though] ~｢たとえ～でも｣ ⑥~ as [though]＋S＋is｢Sは～だが｣

⑦whoever[whatever, whenever...] ~｢誰が[何を，いつ...]～しようとも｣

⑧no matter who[what, when...] ~｢誰が[何を，いつ...]～しようとも｣

⑨despite[in spite of, for all, with all]~｢～にもかかわらず｣

⑩nevertheless[still, all the same, at the same time]｢それにもかかわらず｣

１．次の文の( )に適当なものを下のｱ～ｴから１つ選んで入れよ｡ 〈京都産業大〉

More important than the clothing we wear is how we think and what we do.

Nevertheless, if we do not wear clothes suitable to the occasion, people will think that ( ).

ｱ. we lack common sense ｲ. we dress very modestly

ｳ. our clothes are suitable ｴ. we have very good taste in clothes

２．次の文章の空欄に入れるべき４つの文が，順不同で，下のＡ～Ｄに示されている。意味の通

る文章にするのに最も適した配列をｱ～ｴから１つ選べ。 〈センター〉

Green tea has a long history in Japan and strong ties with Japanese culture. ( )

Ａ. They are, in fact, the result of different ways of growing the tea and treating it after it is

picked.

Ｂ. However, all tea, no matter what its color or taste, comes from the same plant.

Ｃ. Because of this, one might think that green tea comes from a plant unique to Japan.

Ｄ. Then what causes the differences in taste and color?

ｱ. Ｃ－Ａ－Ｂ－Ｄ ｲ. Ｃ－Ｂ－Ｄ－Ａ ｳ. Ｄ－Ａ－Ｂ－Ｃ ｴ. Ｄ－Ｃ－Ｂ－Ａ

３．次の英文を読んで，後の問に答えよ。 〈関西外国語大〉

Why does a person standing in a bus or train tend to fall when a sudden start is made? It

is because his feet move on, but his head stays still. A simple experiment will help you a

little further. Tie a heavy weight at the end of a long piece of string. ①With the hand held

high in the air hold the string so that the weight nearly touches the ground. Now move the

hand to and fro and around ②but not up and down. It will be found that the weight moves

③but slightly or not at all.

(1) 下線部①を和訳せよ。

(2) 下線部②と③の but と同じ品詞の but を含む文を１つずつ選べ。

ｱ. There is no one but knows that. ｲ. It never rains but it pours.

ｳ. There is no one here but me. ｴ. They left but an hour ago.

22

４．次の文の( )に適当なものを下のｱ～ｴから１つ選んで入れよ。 〈京都産業大〉

The cities in Japan are slowly modernizing. It’s inevitable. But most cities are trying to

keep their old charm and atmosphere while at the same time allowing some ( ).

ｱ. new buildings to be built ｲ. visits to the newly-built attractions

ｳ. tourists to see the newly built towers ｴ. people to learn about the ancient culture

５．次の文章を読み，その内容に最もよく合うものをｱ～ｵから１つ選べ。 〈センター〉

At present, in most civilized countries, freedom of speech is taken as a matter of course

and seems a perfectly simple thing. We are so accustomed to it that we look on it as a

natural right. But this right has been acquired only in quite recent times, and the way to

its attainment has lain through lakes of blood. It has taken centuries to persuade the most

enlightened people that liberty to publish one’s opinions and to discuss all questions is a

good and not a bad thing. Human societies (there are some brilliant exceptions) have been

generally opposed to freedom of thought, or, in other words, to new ideas.

<注> enlighten｢啓発する｣

ｱ. Freedom of speech is a right everyone has laid claim to as a matter of course from ancient

times.

ｲ. Freedom of speech has been obtained through a long hard struggle.

ｳ. Everyone in the world enjoys freedom of speech today, regardless of religion, color or race

ｴ. Most human societies, though there are some exceptions, have been generous to new

ideas.

ｵ. Most human societies tend to favor opinions and beliefs different from their traditional

ideas.

６．次の文の( )に入れるのに最も適当な語句を１つずつ入れよ。 〈立命館大〉

Most of us don’t have to be told what a sentence is ― which is a good thing, for it is

possible to poke holes in any simple definition. We can say that a sentence is a word group

that expresses a complete thought, but I said yes is a complete sentence ( (1) ) a complete

thought; like many sentences it depends on its context to complete its meaning. We can say

that a sentence is a word group that includes a subject and a verb, but Yes can be a complete

sentence even though it has neither subject or verb, and When I came to dinner can’t be a

sentence ― at least out of context ― ( (2) ) it has both subject and verb. Either the

complete-thought ( (3) ) or the subject-and-verb ( (3) ) could be expanded enough to make it

valid for just about all sentences, but we’d no longer have a simple definition.

<注> poke holes in~｢~に穴を開ける；~の欠陥を指摘する｣ valid｢有効な｣

(1) ｱ. and always ｲ. yet hardly ｳ. but sometimes ｴ. only partly

(2) ｱ. just because ｲ. ever since ｳ. even though ｴ. right after

(3) ｱ. phrase ｲ. grammar ｳ. connection ｴ. definition

12 結 論 語 句 Ⅲ 強 意 23

筆者は自分の主張を効果的に伝えるために様々な方法を用いるが，自分の最も伝えたい個所を

強調語句や倒置構文やイタリック体などを使って強める方法がまず考えられる。このような個所

には結論がくることが多いので注意が必要である。

〔強意を示す語句〕

①It is ~ that [who, which]…｢～こそ…だ｣ ②the only ~｢唯一の～｣

③do[does, did]＋原形｢本当に～；実際～｣ ④the very ~｢まさにその～｣

⑤抽象名詞＋itself｢～そのもの｣ ⑥the＋最上級｢最も～｣

⑦extremely[remarkably]｢極端に[著しく]｣ ⑧by far ~｢断然～｣

⑨比較級＋and＋比較級｢だんだん～；ますます～｣

⑩The＋比較級~, the＋比較級…｢～すればするほど,ますます…｣

１．次の文章を読み，後の( )に入れるのに最も適当なものを１つ選べ。 〈センター〉

Modern science has brought so many changes that there is hardly anything in our daily

lives which is not different from what it was in the past. Perhaps the greatest change of all,

though, is not in how we live but in how long we live. People generally live longer than they

used to, and this is surely a change for the better.

問 In the paragraph the writer says that ( ).

ｱ. in spite of modern science, ordinary life changes very slowly

ｲ. modern life is different only because people live longer

ｳ. people’s way of living has not changed very much from the past

ｴ. thanks to modern science, most people can expect a longer life

２．次の文を読んで，本文の内容や説明として最も近いものを１つずつ選べ。 〈立命館大〉

The public functions of the essay have always been to inform and to convince. So

intertwined are these functions in most writing that it is sometimes difficult, and occasionally

impossible, to distinguish one from the other. It is seldom that we find the essayist merely

reporting, conveying facts; he is almost always bent on our seeing through his eyes the facts

or the substance he presents, and, furthermore, on our accepting his view of things. Broadly

speaking, we could say that all non-fictional prose assumes some form of argument ― if

nothing else, of an argument to make you read further, to hear the author out.

<注> convince｢納得させる｣ intertwine｢より合わせる｣ prose｢散文｣

(1) The public functions of the essay are

ｱ. knowledge and persuasion. ｲ. information and conveyance

ｳ. report and propaganda. ｴ. in sight and conviction.

(2) What does the essayist want us to do when we read the essay?

ｱ. He wants us to find him not merely conveying facts but presenting a subject for discussion.

ｲ. He wants us to distinguish between the two intertwined functions of the essay.

ｳ. He wants us to know that the essay assumes some form of argument to hear him out.

ｴ. He wants us to share his vision and accept his world-view.

24

３．次の文章を読み，後の( )に入れるのに最も適当なものを１つ選べ。 〈センター〉

“A good parent” can be a confusing phrase. It is almost impossible for one person to be “a

good parent” at all stages of a child’s life. Some parents are at their best before their

children begin to speak. Others are most successful before their children enter elementary

school. Still others make their finest contribution to older children or teenagers. Every

parent can understand one stage of a child’s development better than another. It is a rare

person who possesses superior capacities throughout the entire period of a child’s growth.

問 Confusion arises about what it means to be “a good parent” because ( ).

ｱ. it is normal to be a successful parent during most of a child’s development

ｲ. most parents are only good at helping older children or teenagers

ｳ. parents are usually at their best before their children go to school

ｴ. parents do not realize they cannot perform equally well throughout a child’s growth

４．次の英文を読んで，後の問に答えよ。 〈同志社大〉

The need for a language which is universally understood and spoken is widely felt, and

frequently expressed. At present, English is the only language that is in a position to fill

this requirement. Although there are more people who speak Chinese as their

mother-tongue, Chinese is still too isolated and its writing system too unfamiliar to attract

attention outside of China. Russian is little used outside the East European countries.

French, the world language of the eighteenth century, is an important lingua franca in many

countries, but is not used as widely as English. It is not used as the language of many

occupations either, (1)as English is. Spanish is important in South America, and now also

in the United States, but there is little possibility of its becoming a world language. (2)No

language other than English carries universal appeal. And, until now, secondary

languages such as Esperanto, have made only very slow progress in persuading world

authorities to pay attention to their claims.

<注> isolate｢孤立させる｣ lingua franca｢共通語｣

(1) 下線部(1)の as の用法と同じ用法を含む文を１つ選べ。

ｱ. Her anger grew as she talked. ｲ. He stayed home, as he was ill.

ｳ. He runs very fast. I can run as fast. ｴ. He can’t paint the wall as I can.

ｵ. She received $500 as wage.

(2) 下線部(2)の意味・内容に最も近い文を１つ選べ。

ｱ. English is not necessarily the only language that carries universal appeal.

ｲ. There are some languages that carry universal appeal.

ｳ. English is the only language that carries universal appeal.

ｴ. There are other languages than English that carry universal appeal.

(3) 本文の内容に一致する文を１つ選べ。

ｱ. Many people in the world are eager to learn the Chinese writing system.

ｲ. Considering the large population and the size of South America, Spanish will possibly

become the future world language.

ｳ. Although the people who use Esperanto insist that it should be a second language of the

world, it is not spreading as fast as they expect.

13 結 論 語 句 Ⅳ 重 要 性 25

強調語句を用いる以外に，重要性を表す語句を使って自分の主張を明確にする方法がある。こ

の場合，筆者自ら重要だと述べているのであるから，このような語句を決して読み過ごしてはな

らない。

〔重要性を示す語句〕

①very important｢とても重要な｣ ②of significance (to ~)｢(～にとって)重要な｣

③foremost｢最も重要な｣ ④what matters [what counts]｢重要なこと｣

⑤essential[vital]｢不可欠な｣ ⑥crucial[decisive]｢決定的な｣

⑦the key (to ~)｢(～の)鍵｣ ⑧absolutely necessary｢絶対必要な｣

⑨remarkable[notable, noteworthy, considerable]｢注目すべき｣

⑩worthy of special mention[worthy of remark, worthy of note]｢特筆[注目]すべき｣

１．次の文の( )に適当なものを下のｱ～ｴから１つ選んで入れよ。 〈京都産業大〉

Learning a language well when you are still in your own country is difficult but not

impossible! The most important thing is to try to use the language as much as possible,

both passively by listening and reading, and actively ( ).

ｱ. by studying hard ｲ. by speaking and writing

ｳ. by going to a foreign country ｴ. by memorizing vocabulary and sentence patterns

２．次の文章を読み，後の( )に入れるのに最も適当なものを１つ選べ。 〈センター〉

About fifteen hundred years ago the Japanese imported many aspects of Chinese culture:

the writing system, political institutions, and perhaps most important, Buddhism.

Buddhist priests were expected to eat only vegetables, and tôfu, made from the soybean, was

a very important food in their diet. When Buddhism was introduced from China, tôfu was

also brought to Japan.

<注> Buddhism｢仏教｣ priest｢僧侶｣

問 Tôfu came to Japan together with Buddhism, because ( )

ｱ. Buddhist priests ate tôfu rather than vegetables.

ｲ. it was a very important food in the diet of Buddhist priests.

ｳ. the religion came to Japan together with political institutions.

ｴ. the religion was the most important aspect of Chinese culture.

３．次の英文を読んで，後の問に答えよ。 〈浜松医科大〉

(1)The importance of preparing for entrance examinations helps account for the

seriousness with which education is taken in Japan and for its high levels of excellence, but

it is also responsible for some of its chief flaws. As the child approaches his ①crucial

entrance examinations, the whole life of the family centers around ②facilitating his studies.

<注> flaw=fault

(1) 下線部(1)を和訳せよ。

(2) 下線部①，②の各語とほぼ同じ意味を表している語句を１つずつ選べ。

①crucial ｱ. decisive ｲ. delusive ｳ. difficult

②facilitate ｱ. worry about ｲ. put hopes on ｳ. help forward

26

４．次の英文を読んで，後の問に答えよ。 〈愛知学院大〉

Europe during the 19th century produced much that is remarkable, much that is splendid

both in literature and art. Yet what is most remarkable and most splendid in that century

is the triumph of science. (1)The application of science to life affected England especially,

since it was England which was the earliest country to develop the railway, the steamship,

and all kinds of machinery in manufactures. Scientific discoveries raised boundless hopes

for the future of mankind. One of Tennyson’s poems eloquently expresses these wonderful

hopes. But it was not only daily existence which was affected. The inner life of thought

was also profoundly influenced by science. (2)The discoveries of astronomy and geology

entirely altered man’s ideas of the universe. The earth had existed for millions of years

before man appeared upon it. (3)The life of man, which had been for so long the central fact

in the world, appeared suddenly small and almost insignificant. In the middle of the

century Darwin’s Origin of Species was published: and gradually from that time onward, the

idea of Evolution began to possess men’s minds.

<注> eloquently｢雄弁に｣ daily existence｢日常生活｣ geology｢地質学｣

(1) 下線部(1)の内容を日本語で具体的に述べよ。

(2) 下線部(2)を和訳せよ。

(3) 下線部(3)を和訳せよ。

(4) 本文の表題として最も適当な語句を文中から抜き出せ。

５．次の英文を読んで，後の問に答えよ。 〈山形大〉

We all know that there are beautiful buildings and that some of them are true works of art.

But there is scarcely any building in the world which was not erected for a particular

purpose. Those who use these buildings as places of worship or entertainment, or as

dwellings, judge (1)them (2)first and foremost by standards of utility. But apart from this,

they may like or dislike the design or the proportion of the structure, and appreciate the

efforts of the good architect to make it not only practical but ‘right’. In the past the attitude

to paintings and statues was often similar. They were not thought of as mere works of art

but as objects which had a definite function. (3)He would be a poor judge of houses who did

not know the requirements for which they were built. Similarly, we are not likely to

understand the art of the past if we are quite ignorant of the aims it had to serve. (4)The

further we go back in history, the more definite but also the more strange are the aims which

art was supposed to serve.

<注> erect=build worship｢礼拝｣ dwelling｢住居｣ architect｢建築家｣

(1) 下線部(1)の‘them’の指すものを，文中の英語で示せ。

(2) 下線部(2)の文中における意味として適切なものを１つ選べ。

ｱ. first of all ｲ. for the first time ｳ. at most ｴ. at first

(3) 下線部(3)を和訳せよ。

(4) 下線部(4)を和訳せよ。

14 結 論 語 句 Ⅴ 結 果 ・ 要 約 27

経過を表す語句が先行し，それに続いて最終結果が述べられた場合，そこに結論が来る可能性

が高い。また，長々と述べてきたことを段落の終わりのほうで筆者が要約する場合がある。その

文を読めば要旨が掴めるわけだから，読み手にとっては非常に便利である。

〔結果を示す語句〕

①as a result (of ~)｢(～の)結果として｣ ②~, so that…｢～, それで…｣

③with the result that ~｢その結果～｣ ④finally[lastly]｢最後に｣

⑤consequently[in consequence]｢その結果｣ ⑥at last｢ついに；やっと｣

⑦eventually[in the end]｢結局；最後には｣ ⑧after all｢結局｣

〔要約を示す語句〕

①in brief [to be brief, to put it briefly, briefly (speaking)]｢要するに｣

②in short｢手短に言うと｣ ③to make[cut] a long story short｢早い話が｣

④in a word｢一言で言うと｣ ⑤to sum up [in summary]｢要約すると｣

⑥The point (I’m making) is that ~ [The thing is, ~]｢要は～だ｣

１．次の文章の空欄に入れるべき４つの文が，順不同で，下のＡ～Ｄに示されている。意味の通

る文章にするのに最も適した配列を，ｱ～ｴから１つ選べ。 〈センター〉

For millions of years of human history, the birth rate in the world was about the same as

the death rate. ( ) What happened to cause this explosion? One reason may be that

the death rate has changed dramatically, decreasing sharply after 1900; that is, people have

learned how to control disease during the twentieth century.

Ａ. This period coincided with the birth and development of the Industrial Revolution.

Ｂ. Consequently, the population did not grow very much, but remained stable. Ｃ. Then

suddenly, in the first half of the twentieth century the population exploded.

Ｄ. From approximately 1600 to 1900 the difference between the birth rate and death rate

grew slightly larger, with the result that the population started to increase more quickly.

ｱ. Ｂ－Ａ－Ｄ－Ｃ ｲ. Ｂ－Ｄ－Ａ－Ｃ ｳ. Ｄ－Ａ－Ｃ－Ｂ ｴ. Ｄ－Ｂ－Ｃ－Ａ

２．Writing ~と Practice ~の文の間のｱ～ｵを適当な順序に並べ換えよ。 〈早稲田大〉

Writing is a skill; like other skills, it can be learned, and like most skills it is not inborn.

ｱ. The same is true of writing.

ｲ. To sum up, no amount of reading, or absorbing rules and advice, can substitute for

practice.

ｳ. Having the courage to get on the bicycle and try is the main thing; this will bring

confidence.

ｴ. For example, few people lack the basic equipment to learn to ride a bicycle (balance,

strength, sight), but most become skillful cyclists only after much practice.

ｵ. Most people have the basic equipment (tact, experience, language), but like riding a

bicycle, writing is a skill that must be learned by doing it.

Practice will bring coordination and control that will change writing from an apparently

hazardous exercise to an efficient means of getting something done.

28

３．次の英文を読んで，後の問に答えよ。 〈上智大〉

Poverty is associated with low income, but it cannot be identified with it. To be in a state

of poverty is to be entrapped: that is, to be in a situation without choices, an environment

without options. Hence, adherents of the New Left who plunge themselves into the ghetto,

or graduate students in the major universities whose material conditions are not

significantly different from those of the poor, are not actually impoverished; for them there is

always another place: the middle-class environment to which they can return, the future

toward which they can strive. Poverty produces the sense of being shaped by forces beyond

one’s understanding and control, which renders the self insecure in all its aspects ―

physical well-being, personal relationships, moral and intellectual beliefs. Finally, and as a

result of these conditions, poverty is a feeling of personal unimportance. The conviction

that the self is worthless is what distinguishes modern poverty from the “honest poor” of old

or the ascetics of religious tradition.

<注> entrap｢(わなに)かける｣ adherent｢信奉者｣ plunge｢押し込む｣ ghetto｢スラム街｣

physical well-being｢健康状態｣ ~ of old｢昔の～｣ ascetic｢禁欲主義者｣

(1) この文章に題をつけるとするとｱ～ｴのうち最も適切なのはどれか。

ｱ. Traps of traditional thinking ｲ. Religious poverty

ｳ. Poverty and the New Left ｴ. Psychology of poverty

(2) この文章が用いている説得のための手段はｱ～ｴのうちどれか。

ｱ. 事実を列挙する ｲ. 因果関係を上げる

ｳ. 比較や対比をもちだす ｴ. 同情心をかきたてる

(3) この文章の全体的調子はｱ～ｴのうちどれか。

ｱ. 怒りにみちている ｲ. 悲観的 ｳ. 客観的 ｴ. 同情的

(4) 下線部の訳として最もふさわしくないのは次のｱ～ｳのうちどれか。

ｱ. 貧困は自らの理解や管理の及ばない力によって形成され，その結果としてあらゆる面での

不安感をもたらす｡

ｲ. 自分の理解や統御の及ばないものにあやつられているという感覚を貧困はもたらし，その

ためにあらゆるものに自信を失う｡

ｳ. 貧困は 1 人の人間の理解やｺﾝﾄﾛｰﾙの及ばないものによって左右されるという気持ちを生み

だし,その結果あらゆるものに対する自信を喪失させる｡

４．次の英文を 60～80 字の日本語に要約せよ。ただし，句読点も字数に数える。 〈東京大〉

It is significant that the scenery which the amateur painter finds most attractive as a

subject for painting is the scenery most often avoided by the serious professional artist.

Very few of the great landscape artists of the past or present have ever chosen to paint

naturally dramatic or beautiful subjects. A landscape which is naturally beautiful or

otherwise attractive to the human eye leaves the artist with little to do except faithfully copy

what he sees before him. This is all very well for the amateur because it means he does not

need to compose the picture he paints, rearranging the details of the natural scene. The

scenery has already composed itself for him. The serious artist, however, does not want

this. He prefers scenery the amateur painter would reject as plain or uninteresting. The

professional prefers this type of scenery because of the challenge it offers to his skills as a

painter; to see beauty where it is not easy to see, to create order where the natural elements

are confused, in short, to make art from nature.

<注> compose｢構成する；構図する｣

15 結 論 語 句 Ⅵ そ の 他 29

これまでに挙げた語句以外で，結論を導くのにしばしば用いられるものを集めた。

〔義務・命令を示す語句〕

①must[have to] ~｢～せねばならない｣ ②should [ought to] ~｢～すべきだ｣

③命令文｢～しなさい｣ ④All you have to do is (to) ~｢～しさえすればよい｣

⑤It is imperative that ~ (should)… [for ~ to…]｢~は必ず…すべきだ｣

〔私見･提案を示す語句〕

①I think[believe] ~｢私は～だと思う｣ ②in my view[opinion]｢私の考えでは｣

③I suggest[propose] that ~ (should)…｢私は～が…することを提案する｣

④It is advisable that ~ (should)… [for ~ to…]｢～が…するのは賢明だ｣

〔意外性を示す語句〕

①as a matter of fact｢実は｣ ②The fact[truth] (of the matter) is ~｢実は～｣

③to tell the truth｢実を言うと｣ ④to one’s surprise｢驚いたことに｣

⑤surprisingly｢驚くほど｣ ⑥比較級＋than we expected[thought]｢思った以上に～｣

〔強い否定を示す語句〕

①never ~｢１度も～ない｣ ②not ~ at all [not ~ in the least]｢全く～ない｣

③by no means [far from, anything but, in no way] ~｢決して～ない｣

④No (other) ~ is so…as[比較級＋than]－｢－ほど…な～は(他に)ない｣

１．次の文章を読み，後の( )に入れるのに最も適当なものを１つずつ選べ。 〈センター〉

A large part of our lives is spent in talk. From morning till night, or even in some cases

through the night, the words pour out ― In offices, classrooms and homes, at meetings,

parties and family meals. A certain amount of all this talk has a practical purpose ― for

giving information, instructions or explanations. Yet even when there is a definite purpose,

a lot more talking usually goes on than is necessary to the subject. The truth is that an

amazing amount of talk consists of speaking simply for the pleasure of speaking.

問 The writer says that ( ).

ｱ. if people were more serious and talked less, they could achieve much more

ｲ. when they are talking, people often waste time by going off the subject

ｳ. a great deal of the talking people do is not for a practical purpose

ｴ. the subjects that people talk about usually depend on the situation

２．次の文の(1)～(5)を補うのに最も適当なものを下のｱ～ｸから１つずつ選べ。 〈立教大〉

Today a consumption tax of three percent ( (1) ). I would like to propose that ( (2) ) for the

purpose of protecting nature. People ( (3) ) that they are spending money for their natural

environment ( (4) ). For example, if they buy something that costs 100 yen and pay 103 yen,

they will think about ( (5) ) to protect the rain forest in a foreign country or to protect the

natural environment in their own country.

ｱ. how that portion of the tax will be used ｲ. is imposed on most of the things we buy

ｳ. every time they buy something ｴ. one third of it be set aside

ｵ. will send letters saying ｶ. is likely to start a new plan

ｷ. can be made aware ｸ. has to pay for everything

30

３．次の文章を読んで，後の問に答えよ。 〈明星大〉

Foreign language instruction should come early in the educational process, basically at

the elementary level. This is because it can serve as a fundamental shaper of the child's

perception of the world. (1)It can help him accept the fact that there is much in the world

that differs greatly from what he sees around him and to which he must learn to

accommodate himself. It should come early also because the young child learns a foreign

language with ease and pleasure. At that stage it can be one of the really fun elements in

education, not the meaningless drudgery it has seemed to generations of students who took

(2)it up later in their schooling.

<注> shaper｢形成するもの｣ accommodate oneself to ~｢～に適応する｣ drudgery｢骨折り仕事｣

(1) 下線部(1)を和訳せよ。

(2) 下線部(2)は何を指すか。文中の英語で答えよ。

(3) 本文の内容を最もよく言い当てているのはどれか。記号で答えよ。

ｱ. 外国語の学習は自己を相対化するために必要である｡

ｲ. 子供は外国語の修得が早い｡

ｳ. 外国語教育は教育の初期段階でやるべきだ｡

４．次の文章を読んで，後の問に答えよ。 〈名古屋外国語大〉

One of the most beautiful words in any language is “home”. It means welcome and

harbor and warmth, and never merely a house, which is just a building. Decoration helps

to dress the bare bones of a house or an apartment so that it will express the qualities of

home and the personalities of the family that lives in it. Your home, your room, is your

background, and each of you wants to have as attractive a background as you can.

Decoration can never be separated from living; it must consider all the various interests of

every member of the family. Sometimes this kind of decoration is called “( (1) ).” But the

outside of a house cannot be disregarded. (2)Far from it! Modern decoration includes

terrace or the garden, and even the front door should spell welcome. Imagine a door painted

bright green or lipstick red, with a big shiny brass knocker, lovely shrubs at the steps, and a

trim clean mat. You would ( (3) ).

<注> harbor｢安らぎの場｣ bare bone｢むき出しの骨組み｣ spell｢意味する｣ shrub｢低木｣

(1) 空所(1)に最も適当と思われるものを選べ。

ｱ. modern art ｲ. illumination ｳ. interior decoration ｴ. exterior decoration ｵ. well-furnishedness

(2) 下線部(2)の意味として該当するものを選べ。

ｱ. 屋外整備は非常に大切な問題なのである｡ ｲ. 屋外整備は放置しておけばよい｡

ｳ. 屋外整備はまだ遠い将来の懸案である｡ ｴ. 屋外整備はとても着手できるどころの話ではない｡

ｵ. 屋外整備は屋内整備から全くかけ離れた仕事である｡

(3) 空所(3)に内容的に合致するものを選べ。

ｱ. see a lot of new customers at the doorstep ｲ. make sure the door is always locked

ｳ. be too proud of your house to be on friendly terms with your neighbors

ｴ. like to meet few of your friends even at leisure

ｵ. expect to meet friendly, gay people behind the door

(4) 筆者は，( )と考えているようである。

ｱ. “home”も“house”もほとんど同じ意味である ｲ. “home”と“house”とでは意味の上で相違がある

ｳ. “home”とは絵画を連想させるような響きを持つ語である

ｴ. “decoration”については,屋外より屋内を重視すべきである

ｵ. “decoration”については,屋内より屋外を重視すべきである

16 段 落 展 開 Ⅰ 結 論 冒 頭 段 落 型 31

これまでは単一の段落においてその構造を研究してきたわけだが，ここからは複数の段落から

成る文章についてどのように展開していくのかを研究しよう。複数の段落から成る文章では，主

題文・支持文・結論文の機能をそれぞれの段落が果たすことになる。

〔各段落の機能〕

∘導入の段落…主題を導入するための段落

∘展開の段落…主題について説明や議論を加え，主題を展開させる段落

∘結論の段落…文章全体の結論を述べたり，文章を要約したりする段落

∘論証の段落…結論の根拠を述べたり，結論に説明を加えたりする段落

この４つの機能を備えた段落が様々な組み合わせで文章が形成されるのであるが，この中でも特

に，結論の段落がどの段落なのか掴むことが最も重要である。結論の位置を見極めるためには，段

落の展開パターンを知っておく必要がある。ここではまず，結論が冒頭に来る場合を見てみよう。

〔結論冒頭段落型の展開パターン〕

第１段落 導入＋結論の段落 導入＋結論の段落 導入＋結論の段落

第２段落 論証の段落 論証の段落 論証の段落

第３段落 論証の段落 論証の段落

┊ 論証の段落

最終段落 論証の段落

結論冒頭段落型では，第１段落が主題の導入と文章全体の結論を提示するという２つの働きを

兼ね，それに続く段落は結論の論証を行う。様々な角度からの論証が必要な場合，段落の数が増

えていくことになる。

１．次の英文を読んで，後の問に答えよ。 〈近畿大〉

The paragraph is a convenient unit; it serves all forms of literary works. (1)As long as it

holds together, a paragraph may be of any length ― a single, short sentence or a passage of

great duration.

If the subject on which you are writing is of slight extent, or if you intend to treat it briefly,

there may be no need to divide it into topics. Thus, a brief description, a brief book review,

a brief account for a single incident, a narrative merely outlining an action, the setting forth

of a single idea ( (2) ). After the paragraph has been written, examine it to see whether

division will improve it.

(3)Ordinarily, however, a subject requires division into topics, each of which should be

dealt with in a paragraph. The object of treating each topic in a paragraph by itself is, of

course, to aid the reader. The beginning of each paragraph is a signal to him that a new

step in the development of the subject has been reached.

As a rule, begin each paragraph either with a sentence that suggests the topic or with a

sentence that helps the transition.

If a paragraph forms part of a larger composition, its relation to what precedes, or its

function as a part of the whole, may need to be expressed.

This can sometimes be done by a mere word or phrase (again; therefore) in the first

sentence. Sometimes, however, it is expedient to get into the topic slowly, (4)by way of a

sentence or two of introduction or transition.

<注> duration｢継続｣ review｢批評｣ narrative｢話｣ transition｢移行｣ expedient｢適切な｣

32

(1) 下線部(1)の意味に最も近いものを１つ選べ。

ｱ. During the time that it is read ｲ. Since it is combined

ｳ. So long as it supports ｴ. In case it is united

(2) 空所(2)に，本文の趣旨に合わせて文を入れたい。最も適当なものを１つ選べ。

ｱ. these adopt some paragraphs

ｲ. none of these is necessary to be treated in a paragraph

ｳ. any one of these is best written in a single paragraph

ｴ. these should be divided into topics

(3) 下線部(3)を和訳せよ。

(4) 下線部(4)の意味に最も近いものを１つ選べ。

ｱ. He just nodded by way of an answer.

ｲ. He described his own experience by way of example.

ｳ. She is by way of being a fine pianist.

ｴ. He went to Europe by way of Siberia.

(5) 本文の表題として最も適当なものを１つ選べ。

ｱ. Development of Subjects ｲ. Effectiveness of Paragraph

ｳ. How to Begin a Paragraph ｴ. Sentence and Topic

２．(1)，(2)は文章の書き始めである。それに続くものとして，まずＡから１つずつ選び，次にそ

れに続くものをＢから１つずつ選んで全体が意味の通るものにせよ。<早稲田大>

(1) About 600 A.D. England was Christianized, and the conversion had far-reaching

linguistic consequences. We have no literary remains of the pre-Christian period, but in

the great epic of Beowulf we see a strange mixture of pagan and Christian elements.

(2) The whole theory of Windisch about mixed languages turns upon this formula: it is not

the foreign language a nation learns that is turned into a mixed language, but its own

native language becomes mixed under the influence of the foreign language.

[Ａ] ｱ. When we try to learn and speak a foreign language we do not add to it words taken

from our own language; our endeavour will always be to speak the other language as

purely as possible, and generally we are painfully conscious of every native word that we

use in the middle of phrases framed in the other tongue.

ｲ. One of Windisch’s illustrations is taken from Germany in the eighteenth century. It

was then the height of fashion to imitate everything French.

ｳ. It took a long time thoroughly to assimilate the new doctrine, and, in fact, much of the

old heathendom survives to this day in the shape of numerous superstitions.

[Ｂ] ｱ. But what we thus avoid in speaking a foreign language we very often do in our own.

ｲ. On the other hand we must not suppose that people were wholly unacquainted with

Christianity before they were actually converted.

ｳ. Christian churches with their sacred vessels and ornaments were well-known objects of

plunder to the German invaders of the Empire.

<注> conversion｢改宗｣ far-reaching｢広範囲に及ぶ｣ epic｢叙事詩｣ Beowulf｢ベオウルフ(古期英語

の叙事詩)｣ pagan｢異教(徒)の｣ Windisch=ドイツの言語学者 formula｢公式｣ assimilate｢自分

のものにする｣ heathendom｢異教(信仰)｣ sacred vessel｢聖器｣ plunder｢略奪｣

17 段 落 展 開 Ⅱ 結 論 中 間 段 落 型 33

次に，結論が中間の段落に出てくる形を見てみよう。

〔結論中間段落型の展開パターン〕

第１段落 導入の段落 導入の段落 導入の段落 導入の段落

第２段落 結論の段落 結論の段落 展開の段落 展開の段落

第３段落 論証の段落 論証の段落 結論の段落 展開の段落

第４段落 論証の段落 論証の段落 結論の段落

┊ 論証の段落

最終段落 論証の段落

結論中間段落型では，第１段落が主題を導入し，第２段落で結論を述べ，第３段落で論証する

というパターンが基本だが，導入の後に主題を補足説明する展開の段落が入ることもある。論証

と展開の段落は複数に及ぶこともある。

１．次の(1)～(4)の一連の文を読んで，内容に一致するものを１つずつ選べ。 〈センター〉

(1) Visitors to Japan are often surprised to discover how interested Japanese people are in

most kinds of sports.

ｱ. The Japanese are very interested in only a few sports.

ｲ. The Japanese people do not spend much time watching and playing games.

ｳ. Many types of sports are popular among the Japanese.

ｴ. It is very rare to find the Japanese playing or watching sports.

(2) Although volleyball, skiing and tennis are all popular, baseball is probably the game

most people enjoy most.

ｱ. Volleyball, skiing and tennis are the games people like best.

ｲ. A greater number of people like baseball better than any other sport.

ｳ. The majority of people like baseball less than most other sports.

ｴ. Tennis has the smallest number of players among popular sports.

(3) During the high-school baseball tournament, for example, great numbers of people

throughout the country neglect their work to watch the games on television.

ｱ. High-school baseball games all over the country are broadcast by television to prevent

people from working.

ｲ. Many people in Japan want to go to the baseball park rather than watch high-school

games on television.

ｳ. It is difficult for many people to stay away from television sets during the high-school

baseball tournament.

ｴ. Many people in Japan leave their business in order to go to encourage their favorite

high-school baseball team.

(4) Some people regret that baseball, which comes from the United States, now seems even

more popular among the young than traditional Japanese sports such as judo or sumo.

ｱ. Some people feel sorry that a foreign sport seems to appeal to young people in this

country more than do traditional sports.

ｲ. Some people prefer baseball because it has come from a foreign country.

ｳ. Some people complain that foreign sports do not seem to be gaining popularity over

traditional sports.

ｴ. Some people say it is a pity that traditional Japanese sports such as judo no longer

attract any young people today.

34

２．次の英文を読んで，後の問に答えよ。 〈同志社大〉

If you have a pet, such as a cat or a dog, you may ①become so attached to it that ( A ) time

you almost feel it’s “human”. That is, (1)you begin to think it can express the way it feels in

terms of human emotions, such as crying, or perhaps even laughing.

But this isn’t really so. Crying and laughing are human ways of expressing emotions and

no animals can express emotions in these ways. Of course, we know that animals can

whimper and whine when they are hurt, but crying involves the production of tears ( B ) this

emotion, and animals cannot do this. This doesn’t mean that animals don’t have the tear

fluid in their eyes. But it is used to wet the eye. A creature must be a thinking and

emotionally sensitive person to cry. Even children begin to cry only when they learn to

think and feel. An infant yells, but he is not crying.

Crying is a substitute for speaking. When we cannot say what we feel, we cry. It is a

reflex that happens ②despite ourselves and ( C ) helps us “③get out” what we feel.

Laughter is also a human phenomenon. Some animals may give the impression that

they laugh, but it is not at all like human laughter. The reason is that man always laughs

at something, and this means that a certain mental process or emotion is involved.

Animals are incapable ( D ) such a mental process or emotion.

For example, when we laugh at a joke, or at a “funny” sight, our minds or our emotions

make it seem laughable. In fact, there are many kinds of laughter and many reasons ( E )

we laugh. We may laugh at the ridiculous or at the comic or at the humorous and so on.

We may even laugh in scorn.

<注> whimper and whine キャンキャン，クンクンなど動物のなき声を表す動詞 reflex｢反射作用｣

(1) 下線部(1)を２か所区切って読むとすれば，どこが最も適当かｱ～ｷから選べ。

you begin ｱ to think ｲ it ｳ can express ｴ the way ｵ it feels ｶ in terms ｷ of human emotions

(2) (A)～(E)を埋めるのに最も適当なものをｱ～ｵから１つずつ選べ。

(A) ｱ. for ｲ. of ｳ. about ｴ. in ｵ. on

(B) ｱ. with ｲ. against ｳ. to ｴ. on ｵ. into

(C) ｱ. as ｲ. whether ｳ. if ｴ. how ｵ. that

(D) ｱ. to have ｲ. of having ｳ. having ｴ. as having ｵ. so as to

(E) ｱ. what ｲ. as if ｳ. whatever ｴ. why ｵ. how

(3) 文脈から判断して，下線部①～③の意味に最も近いものをｱ～ｵから１つずつ選べ｡

① ｱ. come to be bored by it to the degree ｲ. come to love it to the degree

ｳ. come to be annoyed by it to the degree ｴ. come to respect it to the degree

ｵ. come to wonder at it to the degree

② ｱ. automatically ｲ. desperately ｳ. regularly ｴ. hopefully ｵ. intentionally

③ ｱ. increase ｲ. welcome ｳ. strengthen ｴ. release ｵ. stimulate

(4) 本文の内容に一致するものをｱ～ｸから３つ選べ。

ｱ. In this article, the author distinguishes a human being from an animal.

ｲ. A pet can express its feeling just like a human being.

ｳ. Only human beings have the tear fluid in the eyes.

ｴ. An animal can be trained to think and be as sensitive as a human being.

ｵ. Human beings shed tears when they cannot say what they feel.

ｶ. Many people believe that animals laugh just like human beings and they are right.

ｷ. Whenever human beings laugh there must be something comical or humorous.

ｸ. In laughing a certain mental process or emotion is involved.

(5) 本文の表題として最も適当なものをｱ～ｴから１つ選べ。

ｱ. Animals and Human Beings. ｲ. What Are Pets?

ｳ. What Are Emotional Expressions? ｴ. Do Animals Laugh or Cry?

18 段 落 展 開 Ⅲ 結 論 最 終 段 落 型 35

最後に，結論が最終段落に出てくる形を見てみよう。

〔結論最終段落型の展開パターン〕

第１段落 導入の段落 導入の段落 導入の段落 導入の段落

第２段落 結論の段落 展開の段落 展開の段落 展開の段落

第３段落 結論の段落 展開の段落 展開の段落

第４段落 結論の段落 展開の段落

┊ 展開の段落

最終段落 結論の段落

結論最終段落型は論説文では非常に一般的な展開パターンで，特に｢序論[導入]・本論[展開]・

結論｣という形が最もよく見かけられる。まず冒頭段落で主題を導入し，必要に応じて主題に関す

る様々な議論を行う展開の段落が入り，そして最終段落で結論を呈示するという構造である。

１．次の文章を読み，(1)～(4)の( )に入れるのに最適なものを１つずつ選べ。 〈センター〉

When a Japanese friend of mine first visited Britain and first saw a British map of the

world, he was very disturbed by what he found. At first, the picture seemed familiar: in the

middle of the map, there were two or three small but long red islands lying between an ocean

and a continent. But something was wrong: land mass and ocean had changed places. It

wasn’t Japan he was looking at; it was the British Isles. Japan was out on the edge

somewhere.

Until that moment all the maps he had known had located Japan in the middle of the

picture and had colored it red; yet when he got to Britain, he found that the country in the

middle of the map was Britain and that it, too, was painted red.

What my friend had found was a displacement of his country, and, therefore, of himself as

well. That is to say, his country was no longer in its familiar place and he no longer knew

where he stood: he was disoriented.

Our sense of ourselves and our place in the world may not, as my friend’s experience

suggests, come from anything real or actual, for no country is in the middle of the globe,

except as a picture in the mind. A map is merely a model in which we may locate ourselves;

it just helps us to feel that we know where we are.

<注> displacement｢置き換え｣

(1) When the man in this story saw a British map of the world, he found himself ( ).

ｱ. uneasy ｲ. comfortable ｳ. disappointed ｴ. encouraged

(2) On a British map of the world, ( ).

ｱ. Japan is painted red ｲ. Japan is located in the middle

ｳ. Japan is located at one side ｴ. Japan does not appear at all

(3) To be disoriented means to lose ( ).

ｱ. one’s heart ｲ. control ｳ. one’s interest ｴ. one’s sense of position

36

(4) No country is in the middle of the globe ( ).

ｱ. in fact ｲ. in fiction ｳ. in maps ｴ. in pictures

(5) The main idea of this passage is that ( ).

ｱ. human beings need maps in order to find the middle of the globe

ｲ. Japanese visitors to Britain find that local maps give them a sense of displacement

ｳ. our sense of location based on familiar maps often helps us to travel from place to place

ｴ. familiar maps give to those who use them an imaginary but comforting sense of location

２．次の英文を読んで，後の問に答えよ。 〈富山医科薬科大〉

①Japanese has its dialects, as do all languages spread widely over a geographical area.

Broadly, they can be divided into eastern and western divisions, following a line running

through the Chubu region, which lies between the Kanto region (Tokyo and surrounding

area) and the Kinki region (Kyoto, Nara, and Osaka). This east-west dialect division has a

long history and appears to correspond with other social and cultural differences

independently suggested by archeology, history, and ethnology. ② Whether this

corresponds to some deeper division, perhaps based on greater Asiatic mainland influence in

the east and greater southern influence in the west, is an important issue in Japanese

prehistory and ethnology. The broad divisions can then be subdivided, depending on the

perspective and problem in hand, into at least 12 major dialect groupings, which are at their

margins sometimes mutually incomprehensible. The farthest southern dialect, Satsuma,

still spoken today in Kagoshima prefecture, is virtually incomprehensible to most other

dialect speakers and appears to be closer to Ryukyuan than to Japanese. But the

centrifugal force of these dialect differences, although abetted by a topography highly

unfavorable to communication, was strongly counteracted by the ③early development of a

unified national language of literature, religion, and administration. In 1868, the choice of

a modified Tokyo dialect for a national language presented no ④insuperable problems and

left no alienated linguistic communities to assert claims for autonomy against an oppressive

majority.

<注> archeology｢考古学｣ ethnology｢民族学｣ subdivide｢再分割する｣ perspective｢見方｣

margin｢端｣ Ryukyuan｢琉球語｣ centrifugal｢遠心的な｣ abet｢助成する｣ topography｢地勢｣

modify｢修正する｣ alienate｢疎外する｣ autonomy｢自治性｣ oppressive｢圧制的な｣

(1) 仮にこの問題文の全文を３つのパラグラフに分割するとすれば，第一パラグラフの末尾，第

二パラグラフの先頭の単語はそれぞれ何であるべきか。また，第二パラグラフの末尾，第三パ

ラグラフの先頭の単語はそれぞれ何であるべきか。

(2) 下線部①を和訳せよ。

(3) 下線部②を次の訳語を用いて和訳せよ。

｢このこと｣｢アジア本土｣｢先史時代｣｢民族学｣

(4) 下線部③の“early”及び④の“insuperable”は，もしこの英文を和文に訳す場合には，それぞれ

いかなる訳語をあてることが適当か。

解 答 ・ 全 訳 １ 主 題 文 37

１．(1) ① 《訳》トムはいつも勤勉だ。彼はいつも宿題を時間通りにする。彼は決して授業に

遅れない。彼はあらゆることをできる限り立派にやろうとする。

(2) ⑦ 《訳》トムはいつも勤勉だ。ディックは決して宿題を時間通りにしない。メアリーはよ

く授業に遅れる。ハリーはだらしない。ベティーは自分のしたいことしかしない。アンはす

るように言われたことは全てする。私のクラスには実にいろんな生徒がいるものだ。

２．(1) ｲ 《訳》学校に朝通うのは，とてもくたびれる。朝早く起きるのが嫌いなので，いつ

もバスに間に合うには走らなければならないし，通勤ラッシュの時間帯に通っているので，

座れる見込みもない。

(2) ｱ 《訳》学校に朝通うのは，とてもくたびれる。しかし，旅行はとても好きだ。夏休みに

は，美しい風景を楽しむために，そして大阪の暑い気候から逃れるために，北海道へ行きた

いと思っている。旅行に行く時は，どこでも好きなところに行けるように，いつもひとりで

行くことにしている。

３．ｲ

《訳》ものを書く時は，話しをする時と同様に，あなたが使う言葉は，あなたの使者になってく

れます。もし言いたいことを正確に伝える言葉を使えば，読み手は良い印象を受け，あなたの

文才に気づきます。馴染みの薄い単語を使う前に，あなたがその単語の意味が分かっていて，

それを正しく発音できるというように必ずしておきなさい。その単語のあなたの使い方と，そ

の単語について辞書に載っていることを比較しなさい。

４．ｴ

《訳》国土が小さく人口が密集しているために，英国は１世紀をはるかに越える期間に渡って，

住宅問題と都市計画問題に直面してきた。ほとんどの市街地が込み合った状態なので，大がか

りな都市計画案は，あまりに多くの所有財産を取り壊したり，あまりに多くの人々を強制的に

移動させたりすることも含んでいたであろうことから，実行に移すことはこれまでできなかっ

たのだ。

５．③

《訳》商品の価格を知るのは簡単だが，その商品の代価とはどういうものだろうか。消費者の多

くは「価格」と「代価」は同じだと思っているが，彼等は間違っている。価格は商品を買うた

めに消費者が支払わなければならない金額のことだが，代価は商品を作るために生産者が支払

わなければならない金額のことである。ある生産者が，例えば靴を作ろうとしているとすれば，

靴を作るためにその生産者は，なめし革，縫い糸，接着剤，そしてミシンを買わなければなら

ない。その生産者はその靴を作る労働者にも金を払わなければならない。なめし革，縫い糸，

接着剤，ミシン，そして労働者に支払う金がその靴を作る代価である。それからその生産者は

その靴の価格を決める。その価格は代価よりも常に高いが，それは，靴を作ったことに対して

いくらの金がその生産者のものにならなければならないからである。

６．ｴ

《訳》英語の段落の基本的な特徴は，普通，直線的な展開をたどるということである。この英語

の思考パターンは，ものを書く人にとって理解することが大切である。英語の段落は，主題文

として知られている，中心的な考えを述べることによって始まり，続いてその中心的な考えを

小分けにしたものが次々に述べられることが多い。このような小分けにしたものは，主題文を

展開させ，後の段落で別の考えを付け加える準備をするという目的を持っている。