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대광고 영어 · 지문 회상·근거·변형 5문항

한 지문에서 핵심 관계를 회상하고 근거·제한을 찾은 뒤 변형 선택지를 검산하는 세 단계 복습입니다.

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1. 글을 덮고 1차 회상할 핵심 관계로 가장 적절한 것은?

연습 배점 4점 · 난이도 중

1차 회상: 핵심 관계 · 공통 지문 · 1–3번

A city archive tested two ways of guiding visitors through a small exhibition. One route card listed every display in order. The other asked visitors to predict how a later document might change an earlier interpretation, then check the prediction against one piece of evidence. Visitors using the second card did not spend more total time in the exhibition, but they revised more of their initial interpretations. The archive treated this revision as evidence that the card had changed how visitors examined the displays, not as proof that they had memorized more facts. The result also had limits. Visitors chose their own time slots, so the two groups were not randomly assigned. The archive recorded revisions during one visit and did not test what visitors remembered a month later. The project therefore suggested a way to make changes in interpretation visible; it did not establish a lasting improvement in memory. * archive: 기록관 / randomly assigned: 무작위로 배정된

2. 관찰된 결과와 적용 한계를 각각 직접 받치는 근거의 짝은?

연습 배점 4점 · 난이도 중

2차 근거: 관찰과 제한 · 공통 지문 · 1–3번

A city archive tested two ways of guiding visitors through a small exhibition. One route card listed every display in order. The other asked visitors to predict how a later document might change an earlier interpretation, then check the prediction against one piece of evidence. Visitors using the second card did not spend more total time in the exhibition, but they revised more of their initial interpretations. The archive treated this revision as evidence that the card had changed how visitors examined the displays, not as proof that they had memorized more facts. The result also had limits. Visitors chose their own time slots, so the two groups were not randomly assigned. The archive recorded revisions during one visit and did not test what visitors remembered a month later. The project therefore suggested a way to make changes in interpretation visible; it did not establish a lasting improvement in memory.

3. 오답 선택지를 지문에 맞게 고친 문장으로 가장 적절한 것은?

연습 배점 4점 · 난이도 상

3차 변형: 선택지 최소 수정 · 공통 지문 · 1–3번

A city archive tested two ways of guiding visitors through a small exhibition. One route card listed every display in order. The other asked visitors to predict how a later document might change an earlier interpretation, then check the prediction against one piece of evidence. Visitors using the second card did not spend more total time in the exhibition, but they revised more of their initial interpretations. The archive treated this revision as evidence that the card had changed how visitors examined the displays, not as proof that they had memorized more facts. The result also had limits. Visitors chose their own time slots, so the two groups were not randomly assigned. The archive recorded revisions during one visit and did not test what visitors remembered a month later. The project therefore suggested a way to make changes in interpretation visible; it did not establish a lasting improvement in memory. [오답 선택지] The prediction card proved that randomly assigned visitors remembered more facts for at least a month.

4. 주어진 문장이 들어가기에 가장 적절한 곳은?

연습 배점 4점 · 난이도 상

근거 연결: 문장 삽입

[주어진 문장] This difference allowed the archive to observe a change in interpretation without assuming that the change would last. The first card simply gave visitors a fixed route. ① The second required a prediction and a later check against evidence. ② Visitors using it revised more initial interpretations during the visit. ③ No follow-up test measured what they remembered a month later. ④ The archive therefore reported a short-term difference in revision behavior, not a durable memory effect. ⑤ A longer study would be needed to examine retention.

5. 학생의 회상을 교정하는 데 필요한 판단을 가장 완전하게 설명한 것은?

연습 배점 4점 · 난이도 수능 이상

복합 변형: 증거 수준과 대안 설명

A school media club compared two feedback routines for draft captions. In one group, students received a corrected caption. In the other, they first marked which claim lacked evidence and then revised it themselves. The second group produced more evidence-linked revisions during that session. However, the groups met at different times and were led by different student editors. The club did not test whether the revised captions were remembered or reused in a later project. [학생의 회상] Self-revision permanently improved every student's writing because the only difference between the groups was the feedback routine.

콘텐츠·수업 설계: 최세진 영어 · 베라진(Verajin) · 베라딕트