AP Japanese Language and Culture Unit 2: Personal and Public Identities Practice Exam

Assessment for Unit 2: Personal and Public Identities

Estimated Time: 60 minutes

Exam Details

Questions: 34 total (30 multiple choice, 4 short answer)
Time: 60 minutes (recommended)
Topics Covered: Unit 2: Personal and Public Identities
Format: Multiple Choice, Short Answer questions matching real exam difficulty
Scoring: Instant results with detailed explanations

A. Multiple-Choice Questions (30 Questions)

Select the one best answer for each question.

1. [Skill: Interpretive Communication—Reading | Topic: 2.1] Stimulus (translated excerpt from a Japanese high school newsletter): "This year our school added a ‘Community Action Day.’ Some students said they would rather use the time for test prep, but others argued that helping at a local food bank matches the value of たすけあい (mutual support). The student council decided that participation should be encouraged, not required, so everyone can choose based on their priorities." Which of the following best states the main idea of the excerpt?

(A)The school is replacing academic classes with volunteer work to improve test scores.(B)Students disagree about how to spend time, and the school promotes community service while respecting individual priorities.(C)Most students believe test preparation is less important than volunteering for a food bank.(D)The student council decided community service must be mandatory for all students.

Refer to the figure below.

2. [Skill: Interpretive Communication—Viewing/Reading | Topic: 2.1] A municipal office shares an infographic about attitudes toward gender roles in the workplace. [Image Cue]: Bar graph, "Agreement with the statement: 'In a dual-income household, childcare should be shared equally'", x-axis: Age group (18–29, 30–49, 50–64, 65+), y-axis: Percent agreeing. Data: 18–29 = 82%, 30–49 = 74%, 50–64 = 61%, 65+ = 45%. Key trend: agreement decreases as age increases. Which of the following is the best supporting detail from the infographic for the claim that younger respondents are more supportive of shared childcare responsibilities?

(A)Agreement is highest among the 18–29 group at 82%, and it decreases steadily with each older age group.(B)All age groups agree at nearly the same rate, showing a consistent national opinion.(C)The 65+ group shows the strongest agreement, suggesting older people support shared childcare more than younger people do.(D)The infographic proves that workplace policies, not family beliefs, are the main cause of changing gender roles.

3. [Skill: Interpretive Communication—Reading | Topic: 2.1] Stimulus (translated museum placard about a national figure): "Noguchi Hideyo (1876–1928) became a symbol of perseverance. After a childhood injury, he pursued medical research, studied abroad, and worked to understand infectious diseases. Many schools highlight his life story not only for his scientific ambition, but also to encourage students who face setbacks." Which of the following best expresses the main idea of the placard?

(A)Noguchi Hideyo is remembered mainly because he opposed studying abroad and preferred local education.(B)Noguchi Hideyo is presented as an example of perseverance, and his story is used to inspire students facing difficulties.(C)Noguchi Hideyo’s most important achievement was creating a universal cure for all infectious diseases.(D)Schools highlight Noguchi Hideyo’s life primarily to criticize students who do not work hard enough.

4. [Skill: Interpretive Communication—Reading | Topic: 2.1] Stimulus (translated excerpt from an online interview with a pop culture icon): "On stage I’m expected to be cheerful and energetic all the time. But off stage, I’m quiet, and I protect my private life. I’m grateful for fans, yet I worry when people assume the ‘public me’ is the only real me. That’s why I set boundaries—so I can keep performing without losing myself." Which of the following details best supports the speaker’s point about the difference between public and private identity?

(A)The speaker says fans should stop watching performances because stage personas are dishonest.(B)The speaker explains that the stage persona is always cheerful, while in private the speaker is quiet and sets boundaries to protect personal life.(C)The speaker claims that having a public image makes it impossible to feel grateful to fans.(D)The speaker states that the public persona and the private self are identical in every situation.

5. [Skill: 1A | Topic: 2.2] Read the excerpt from a short Japanese article. 就職活動の説明会では、スーツだけでなく、髪型や肌の手入れなどの身だしなみが第一印象を左右する。最近は男性向けの化粧品も増え、大学生の中には、ニキビを隠すためにコンシーラーを使う人もいる。『男が化粧するなんて』という声もあるが、本人たちは『自分らしくいたい』というより『相手に失礼がないように』と考えている。 Which of the following best states the main idea of the excerpt?

(A)Some men use cosmetics mainly to show respect and make a good impression, especially in formal settings like job-hunting events.(B)Japanese society has fully accepted men wearing makeup, so there is no longer any criticism.(C)University students use cosmetics primarily to express their unique personal style and stand out from others.(D)The excerpt explains the long historical development of cosmetics in Japan from traditional to modern times.

6. [Skill: 4A | Topic: 2.2] Refer to the same excerpt. In the line 「髪型や肌の手入れなどの身だしなみが第一印象を左右する」, what does 「身だしなみ」 most likely mean as used in context?

(A)Personal grooming and appearance(B)Academic achievement and test scores(C)A person’s savings and financial planning(D)A company’s official policies and procedures

Refer to the figure below.

7. [Skill: 1A | Topic: 2.2] Study the infographic about smartphone use in Japan. [Image Cue]: Bar graph, "スマホの利用目的（年代別）". X-axis: Age groups (10代, 20代, 60代). Y-axis: Percentage (%). Data: SNS—10代 78%, 20代 72%, 60代 35%; ゲーム—10代 55%, 20代 32%, 60代 10%; ニュース—10代 22%, 20代 40%, 60代 58%; 健康・運動アプリ—10代 15%, 20代 28%, 60代 42%. Key trend: 10代 highest for SNS and games; 60代 highest for news and health apps. Which statement is best supported by the infographic?

(A)People in their 60s are more likely than people in their teens to use health/exercise apps.(B)People in their 20s use games more than people in their teens.(C)People in their teens use news apps more than people in their 60s.(D)All age groups use SNS at about the same rate.

8. [Skill: 1B | Topic: 2.2] A radio host interviews a singer. Read the transcript of what you hear. 司会：今週、歌手のミナミさんが活動名を『Minami』に変えましたね。ミナミ：はい。海外のファンから『読み方が難しい』と言われて。まずSNSでアンケートをして、それから事務所と相談して決めました。来月の新曲から新しい名前を使います。 According to the interview, what did Minami do first?

(A)She consulted with her management agency.(B)She started using the new name in her next single.(C)She conducted a poll on social media.(D)She asked overseas fans to stop supporting her.

9. [Skill: 2B | Topic: 2.3] You receive the following text chat from a classmate: ゆき：ねえ、来週の文化祭さ、何着ていこうか迷ってるんだよね。よかったらアドバイスして！あと、浴衣持ってたら貸してもらえる？ Which response best (1) covers ALL parts of the message and (2) maintains an appropriate casual register for a classmate?

(A)うん、いいよ！文化祭なら動きやすい服がいいと思うよ。浴衣もあるから貸せるよ。サイズは大丈夫？何色が好き？(B)はい、承知しました。文化祭ではスーツがふさわしいと存じます。浴衣は貸与可能でございますので、後日ご連絡いたします。(C)文化祭いいね！ところで、最近忙しくてさ。浴衣は持ってないけど、まあ何とかなるよ。(D)浴衣は高いから貸したくない。服は何でもいいんじゃない？

10. [Skill: 2A | Topic: 2.3] A friend texts you about feeling pressured by expectations: 友だち：親に「男なんだから泣くな」って言われてさ。なんかモヤモヤする。 Which response uses the most culturally natural, supportive phrasing while clearly showing your viewpoint?

(A)それは差別だよ。今すぐ親に抗議しなよ。泣くのは禁止されるべきじゃない。(B)そっか…つらいね。無理しないでね。泣きたいときは泣いていいと思うよ。話、聞くよ。(C)男なら泣かないほうがいいよ。親の言うことが正しいと思う。(D)なるほど。泣くという行為は非合理的であるため、控えることが望ましい。

11. [Skill: 1B | Topic: 2.3] Read the group chat message: グループチャット：ボランティアの申し込み、フォーム作ったよ！リンク送るね。ただ、スマホだと途中で止まる人がいるみたい。パソコンからやったほうがスムーズかも。締め切りは日曜の夜10時！ Which detail is explicitly stated in the message?

(A)The application must be completed in person at school.(B)The form works better on a computer than on a smartphone.(C)The deadline is Saturday at 10 p.m.(D)Only students with the newest phones can access the link.

12. [Skill: 2C | Topic: 2.3] You receive this message from your club advisor (teacher): 顧問：明日の朝練ですが、開始時間を7時に変更します。参加できるか、今日中に返信してください。 Which reply is most appropriate in register, greeting/closing, and clarity for a teacher?

(A)了解です！明日7時ね。行ける行ける〜(B)先生、りょ。明日ムリっす。(C)顧問の先生ご連絡ありがとうございます。明日の朝練は7時開始ですね。参加可能です。よろしくお願いいたします。(D)うん。7時。

13. 1. [Skill: 1B | Topic: 2.4] You receive this email from your host mother in Japan: 「今度の日曜日、近所の神社でお祭りがあります。よかったら一緒に行きませんか。屋台も出るし、夜は花火もありますよ。」 Which reply best maintains the exchange by (1) using an appropriate polite register and (2) asking relevant follow-up question(s) to extend the conversation?

(A)ぜひ行きたいです！何時ごろ出発しますか。それと、何か持って行ったほうがいいものはありますか。(B)行く行く！で、屋台って絶対安いよね？花火、マジ楽しみ！(C)ありがとうございます。でも、日曜日は忙しいので、行けないと思います。(D)お誘いありがとうございます。楽しみです。

14. 2. [Skill: 1B | Topic: 2.4] During a guided conversation, a classmate asks you: 「最近、学校で女子は家庭科、男子は技術って分けるの、どう思う？」 Which response best answers the question by giving an opinion AND supporting it with a relevant detail/example, using natural Japanese?

(A)私は時代遅れだと思います。興味は人それぞれなので、例えば料理が好きな男子もいるし、機械に興味がある女子もいます。性別で決めるのは固定観念だと思います。(B)うーん、いいと思う。以上。(C)そういえば、昨日のテストは難しかったよね。先生も大変そうだった。(D)それ、変だよ。ありえない。先生、最低。

15. 3. [Skill: 1B | Topic: 2.4] A friend texts you: 「新しい推し、できた？」 You are not sure what 「推し」 means in this context. Which reply best uses an appropriate communication strategy to request clarification while keeping the conversation going?

(A)ごめん、推しってどういう意味？好きなアイドルとかのこと？(B)うん。じゃあね。(C)推しって、先生のことだよね？(D)それは答えられません。

16. 4. [Skill: 1B | Topic: 2.4] In a guided conversation about health and technology, you want to express BOTH ideas in ONE connected, more complex sentence: • 「健康のためにスマホの使用時間を減らしたい」 • 「でも、勉強のアプリは便利だ」 Which option best combines these ideas using appropriate grammar and cohesive devices?

(A)健康のためにスマホの使用時間を減らしたいです。でも、勉強のアプリは便利です。(B)健康のためにスマホの使用時間を減らしたいから、勉強のアプリは便利じゃないです。(C)健康のためにスマホの使用時間を減らしたいものの、勉強のアプリは便利なので悩んでいます。(D)勉強のアプリは便利だから、健康のためにスマホの使用時間を減らしたくありません。

17. [Skill: 3B | Topic: 2.5] Read the two brief notes a student collected for a compare-and-contrast essay. Note A (Japan): 「初対面では名刺交換をして、会社名・役職で自己紹介することが多い。敬語もよく使われ、仕事上の立場が強く表れる。」 Note B (U.S.): “In many workplaces, coworkers may introduce themselves using first names, and hierarchy can be less visible in everyday speech.” Which thesis statement best sets up a clear, arguable comparison/contrast focused on personal and public identities?

(A)Japan and the United States are different countries with different languages and customs.(B)Public identity in Japan is often communicated through formal titles and speech level, whereas U.S. workplace identity is more likely to be expressed through first-name use and less explicit hierarchy.(C)Meishi (business cards) are used in Japan because Japanese people like paper products.(D)U.S. workplaces are better than Japanese workplaces because they are more casual.

18. [Skill: 3C | Topic: 2.5] A student plans a compare-and-contrast essay about gender roles in advertising in Japan and another culture. The student wants to use a point-by-point structure. Which outline best matches a point-by-point method?

(A)Paragraph 1: Japan (all points) Paragraph 2: Other culture (all points) Paragraph 3: Conclusion(B)Paragraph 1: Introduction and thesis Paragraph 2: Theme 1 (e.g., who appears in leadership roles) — Japan vs. other culture Paragraph 3: Theme 2 (e.g., language/register used) — Japan vs. other culture Paragraph 4: Theme 3 (e.g., expectations about family/career) — Japan vs. other culture Paragraph 5: Conclusion(C)Paragraph 1: History of advertising in Japan Paragraph 2: Famous Japanese commercials Paragraph 3: Conclusion(D)Paragraph 1: Introduction Paragraph 2: Student’s personal opinion about advertising Paragraph 3: Conclusion

19. [Skill: 3B | Topic: 2.5] A student is drafting a compare-and-contrast paragraph about beauty ideals. Choose the option that best completes the sentence with a culturally appropriate contrast connector and maintains clear written conventions. Draft: 「日本では『かわいい』美しさが重視されることがある。＿＿＿＿、他の文化では『かっこよさ』や個性を強調する傾向もある。」

(A)それから(B)たとえば(C)一方で(D)つまり

20. [Skill: 2A | Topic: 2.5] Read the excerpt from an online article. 「最近、日本では健康管理アプリを使って、睡眠時間や食事内容を記録する人が増えている。便利になる一方で、個人データの扱いについて不安の声もある。SNSで『自己管理できる人』として見られたい気持ちが、利用を後押しすることもある。」 Which option best explains how the information in the text connects to Japanese culture or an interdisciplinary phenomenon in a way that could support a compare-and-contrast essay about personal and public identities?

(A)It shows that all Japanese people distrust technology, so Japanese culture rejects apps.(B)It connects technology and health (data-tracking apps) with public identity (how one is perceived on SNS), suggesting a comparison of how digital self-presentation shapes ‘responsible’ identity across cultures.(C)It proves that SNS is only used in Japan for health purposes and not for entertainment.(D)It is only about nutrition, so it cannot be connected to identity or public perception.

21. [Skill: 3A | Topic: 2.6] You are planning a presentational cultural comparison essay. Read the two short source excerpts. Source A (Japanese blog post): > 「制服があると、毎朝服を選ばなくていいし、みんな同じだから安心する。でも、髪型やかばんで少しずつ『自分らしさ』を出すのが楽しい。」 Source B (U.S. student comment): > “At my school, we don’t have uniforms, so clothing is one of the main ways people show who they are. But it can also create pressure to keep up with trends.” Which thesis statement best sets up a culturally grounded comparison and clearly signals the kind of evidence the essay will use?

(A)Japanese students like uniforms, but American students do not like uniforms.(B)Although Japanese schools often use uniforms to promote a sense of security and group belonging, students still express individuality through small choices (e.g., bags and hairstyles), whereas U.S. students more openly signal identity through clothing choices—sometimes creating stronger pressure to follow trends.(C)Uniforms are common in Japan, and fashion is common in the United States, so the cultures are different.(D)In both Japan and the United States, students care about identity, and identity is important everywhere.

22. [Skill: 2A | Topic: 2.6] A student wants to incorporate culturally authentic language while comparing beauty ideals in Japan and their own community. Read the Japanese excerpt from a skincare advertisement. Advertisement excerpt: > 「大切なのは、派手さよりも清潔感。内側からにじむ透明感で、毎日を自分らしく。」 Which option best captures the key cultural perspective in the excerpt in a way the student could use as an interpretive takeaway for a comparison?

(A)The ad argues that expensive makeup is necessary to be beautiful.(B)The ad suggests that a modest, “clean” look and a natural glow are valued, implying beauty is linked to restraint and everyday presentation rather than flashy display.(C)The ad claims that beauty is only genetic and cannot be influenced by daily habits.(D)The ad focuses mainly on athletic performance and sports nutrition.

Refer to the figure below.

23. [Skill: 4A | Topic: 2.6] You are selecting evidence for a cultural comparison about technology and daily life. Use the chart described below. A student’s claim: “In Japan, smartphone use is widespread across age groups, but usage patterns vary by generation; this shapes how people participate in public life and maintain relationships.” Which additional sentence best uses the chart as specific evidence to support the claim (without overgeneralizing)?

(A)Because 100% of people in Japan use smartphones, public life is completely digital now.(B)The chart shows that smartphone ownership is high overall, but the percentage is higher among people in their 20s than among people in their 60s, suggesting generational differences in how technology is integrated into everyday communication.(C)The chart proves that Japanese people prefer technology more than people in every other country.(D)The chart shows that older adults in Japan never use smartphones, so they cannot keep in touch with others.

24. [Skill: 5A | Topic: 2.6] A student is revising the conclusion of a presentational cultural comparison essay about pop-culture icons and national figures (e.g., celebrities, athletes, historical leaders) and how they shape identity. Draft conclusion: > “Japan and my community both have famous people. In Japan there are idols and also historical figures. In conclusion, culture is different. Also, next I want to talk about Japanese history in the Meiji period.” Which revised conclusion best provides effective closure by synthesizing the comparison, reflecting on perspectives, and avoiding irrelevant new topics?

(A)In conclusion, Japan is interesting, and I learned many things. That is all.(B)To conclude, while both Japan and my community use well-known figures to represent shared values, Japan’s idol culture often highlights group-supported images and carefully managed public personas, whereas my community tends to celebrate more openly individual “authenticity.” This comparison shows how public figures can shape what people consider admirable—and how those ideals influence everyday identity choices.(C)In conclusion, Japanese idols are better than celebrities in my community because they work harder and are more polite.(D)In conclusion, the main point is that Japan has idols. Meiji history is also important and should be included with more details and dates.

25. **1. [Skill: 8.C.1 | Topic: 2.7]** **Stimulus (student blog excerpt in Japanese):** > 私は子どものころから「男の子らしく」とよく言われて育ちました。高校に入ってからは、自分の好きな服や髪型を自由に選ぶようになりました。＿＿＿＿、家族にはまだ理解してもらえないこともあります。 Which transition best completes the blank to create the intended logical relationship between the ideas?

(A)しかし(B)だから(C)さらに(D)それにしても

26. **2. [Skill: 8.D.2 | Topic: 2.7]** **Stimulus (draft paragraph for a cultural comparison):** > 日本ではアイドルがテレビやSNSで大きな影響力を持っています。アメリカの有名人文化と比べると、ファンが応援する形や距離感が少し違うと思います。 The writer wants to add a third sentence that (i) compares cultural perspectives appropriately and (ii) uses a stance marker/hedging expression that fits formal presentational writing. Which sentence best meets both goals?

(A)日本のファンはアイドルを家族みたいに思って、いつも近くにいると感じます。(B)日本では、ファンがアイドルを「育てる」ように応援する文化があると言われており、そこがアメリカの有名人との関わり方と異なる場合があります。(C)日本のほうが絶対に正しいし、アメリカのやり方はよくないと思います。(D)日本のアイドル文化はすごいので、アメリカも同じようにするべきです。

27. **3. [Skill: 8.C.4 | Topic: 2.7]** **Stimulus (student message for a school website announcement):** A student is typing an announcement inviting classmates to a wellness-and-technology seminar. The student wants to follow standard written conventions and use appropriate writing systems (kana/kanji) for a formal school message. Which option is the best final version?

(A)らいしゅうのげつようび、ほけんとテクノロジーについてはなすセミナーをしますみなさんきてください(B)来週の月曜日、保健とテクノロジーについて話すセミナーをします。みなさん、来てください。(C)来週の月ようび、ほけんとテクノロジーについて話すせみなーをします。皆さん来て下さい(D)来週の月曜日、保健とテクノロジーについて話すセミナーをします、みなさん来てください。

28. 1. [Skill: 1.A | Topic: 2.8] Read the excerpt from a Japanese high school student’s blog about food culture. --- 先週から、家でお弁当を作るようになった。最初はめんどうだと思ったけど、栄養バランスを考えて野菜を増やしたり、塩分を控えたりすると、体調がよくなった気がする。それに、友だちに「そのおかず、おいしそう！」と言われて、少し誇らしかった。コンビニのごはんも便利だけど、自分で作ると「自分らしさ」が出ると思う。うちの家では昔から和食が多いので、自然とそれが私の当たり前になっている。 --- Which of the following best describes what the student is suggesting about identity?

(A)Identity can be expressed through everyday choices like making a bento, reflecting personal values and family habits.(B)Identity is determined mainly by what friends approve of, rather than by personal or family influences.(C)Identity is unrelated to health and nutrition because food choices are based only on convenience.(D)Identity is fixed and does not change, so learning to cook has little effect on how one sees oneself.

29. 2. [Skill: 1.B | Topic: 2.8] You hear part of a radio interview about a smartphone health app. A transcript is provided. --- インタビュアー：最近、健康管理アプリを使う人が増えていますね。専門家：はい。歩数や睡眠時間が見える化されるので、生活習慣を改善しやすいです。ただ、便利な一方で、個人データがどこまで共有されるのかを確認しないまま使う人も多いんです。インタビュアー：データが共有されると、どんな問題が起こりえますか。専門家：例えば、保険や就職の場面で「健康そうに見える人」が有利になる可能性があります。すると、アプリの数字が“自分の評価”みたいになってしまう。健康のための道具が、社会的なレッテルになりかねません。 --- What is the expert’s main concern?

(A)Health apps are inaccurate, so users cannot trust step counts or sleep data.(B)If personal data is shared, health metrics may affect social evaluation in areas like insurance or employment.(C)Only older people use health apps, so younger people should stop using them altogether.(D)Using health apps always improves people’s lives, so there are no ethical issues to consider.

Refer to the figure below.

30. 3. [Skill: 1.C | Topic: 2.8] Study the infographic about students’ club participation and self-confidence. [Image Cue]: Bar chart infographic, "運動部への参加と自己評価". X-axis: Club participation category (運動部, 文化部, 無所属). Y-axis: Percent of students who answered "自分に自信がある". Data points: 運動部 62%, 文化部 48%, 無所属 35%. Note on the side: "調査対象：高校生500人（全国）". Which of the following statements is best supported by the infographic?

(A)Students in cultural clubs report the highest self-confidence among all groups.(B)Students who do not belong to any club report the highest self-confidence.(C)Sports club participation is associated with higher reported self-confidence than the other categories shown.(D)Club participation has no relationship to how students evaluate their self-confidence.

B. Short Answer Questions (4 Questions)

Answer all parts of each question. Answers must be in essay form. Outlines or lists alone are not acceptable.

Question 31:

Question 32:

Question 33:

Question 34:

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