심화영어독해 중간 — David 예상문제 + 해설

유형	문항 수	비율	규격 목표
추론 (BEST explains)	10	33%	35%
수사 효과·기능	6	20%	20%
인용 의도	5	17%	15%
불일치 (NOT)	3	10%	10%
상징·인물 해석	3	10%	10%
Shift·구조	3	10%	10%

예상문제 선택형 30 — 정답 단서 지표 (빌드 시 재집계)
지표	값	기준
정답이 가장 긴 선지(동률 포함) — 단어 수 기준	6/30 (20%)	≤ 35%
정답이 가장 긴 선지(동률 포함) — 글자 수 기준	9/30 (30%)	≤ 35%
정답이 가장 짧은 선지(동률 포함) — 단어 / 글자	7/30 · 7/30	참고
정답 평균 길이 / 전체 선지 평균 길이 — 단어	13.9 / 13.8 = 1.01	≤ 1.15
정답 평균 길이 / 전체 선지 평균 길이 — 글자	78.3 / 78.9 = 0.99	≤ 1.15
절대어(always·never·only·all·every·completely 등) — 참 진술 / 거짓 진술	6/39 / 24/111	차이 ≤ 15%p · 절대어만으로 정답이 정해지는 문항 0
정답이 원문 4-gram 을 단독 최다로 쓰는 문항	3/30 (10%)	≤ 30% (우연 20%)
정답만 수치·고유명사를 가진 문항	0	0

①

All Trains Are Going Local

고통을 피해 달리던 사람이 멈춰 서서 고통을 느끼고, 낯선 이의 손을 잡기까지 (시)

📒 이 편의 수업 질문 · Exit Ticket · Seminar Questions (수업요약 원문 그대로 — 펼치기/접기)

수업 질문 (원문)

수업요약 · 2차 요약L152“Is pain good or bad?”L160“Running to get to or away from?”L178Why are these lines different?

18. Exit Ticket (원문 그대로)

수업요약 · 2차 요약L378–39418. Exit Ticket / At the end of class, students had to complete an exit ticket. / Possible options included: / 1. Draw an image / Draw something that the poem made you imagine. / 2. Write a question / Write a question that the poem made you think about. / 3. Reflection / Use a structure such as: / “I used to think ___, but this poem made me think ___.” / 4. Love & Hate Response / Complete one of these ideas: / “It is about love because…” / “It is about hate because…” / “It is about both because…” / “It is about neither because…” / The teacher emphasized that the important thing was to show evidence of thought, not simply give a “correct” answer.

1Which BEST explains the symbolic meaning of the title "All Trains Are Going Local," as discussed in class?추론 (BEST explains)

① Like an express train, the speaker gets to the destination faster than everyone else.

② He must stop at every stage of his pain instead of skipping past it.

③ Slowing down shows that the speaker has failed and stopped making any progress.

④ The title mainly complains about the poor service of the New York subway system.

⑤ The speaker takes the local train on purpose because he wants to avoid meeting other people.

정답: ②
수업은 급행(express) = 어려운 경험을 건너뛰며 빨리 사는 삶, 완행(local) = 모든 정거장에 서며 전부 겪는 삶으로 풀었다. 그래서 화자는 고통을 더 이상 "skip" 할 수 없다.

수업요약 · 2차 요약“A local train represents being forced to stop at every stage and experience everything along the way.”문서 L117

수업요약 · 2차 요약“Therefore, the speaker can no longer “skip” his pain.”문서 L118

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 완행은 더 느리고 답답한 여정이다.수업요약 · 2차 요약“A local train stops at every station, so the journey is slower and often more frustrating.”문서 L111
② 정답 수업: 완행 = 모든 역에 서는 삶 → 화자는 고통을 "건너뛸" 수 없다.수업요약 · 2차 요약“Therefore, the speaker can no longer “skip” his pain.”문서 L118
③ 오답 반대 — 한 학생의 지적을 수업이 정리: 느려짐 ≠ 실패, 완행도 앞으로 간다.학생 발언 · 수업요약 속“This suggests that slowing down does not necessarily mean failure.”문서 L122
④ 오답 제목은 지하철 불평이 아니라 상징으로 작동한다는 것이 수업의 요점.수업요약 · 2차 요약“However, the title also works symbolically.”문서 L115
⑤ 오답 반대 — 결말에서 화자는 낯선 이의 손을 잡는다(사람을 피하지 않음).수업요약 · 2차 요약“The speaker eventually reaches for the stranger’s hand.”문서 L101

2The stranger asks, "Running to get to or away from?" (L7). According to the class, what deeper idea does this question raise?추론 (BEST explains)

① The question has a purely literal meaning about which train the speaker should catch.

② The stranger is accusing the speaker of missing the train on purpose.

③ The speaker is running toward a new job that he has long wanted.

④ Staying busy may be a way of escaping pain rather than reaching a goal.

⑤ The question proves that the stranger already knows the speaker’s whole medical history.

정답: ④
선생님은 이 질문을 시 전체에서 가장 중요한 질문 중 하나, "거의 철학적 질문"이라 했다. 겉으로 활동적·생산적이어도 의미 있는 곳을 향하지 않을 수 있고, 고통을 피하려고 바쁘게 지내기도 한다.

수업요약 · 2차 요약“The teacher called this one of the most important questions in the entire poem.”문서 L159

수업요약 · 2차 요약“Sometimes people stay busy because they are trying to avoid pain.”문서 L168

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 문자적 의미 위에 더 깊은 의미가 있다(거의 철학적 질문).수업요약 · 2차 요약“However, the question has a deeper meaning.”문서 L162
② 오답 원문 미언급 — 수업은 질문을 비난이 아닌 자기성찰을 부르는 질문으로 읽었다.
③ 오답 원문 미언급 — 시와 수업요약 어디에도 직장 이야기는 없다.
④ 정답 수업: 바쁘게 지내는 것이 고통을 피하려는 방법일 수 있다.수업요약 · 2차 요약“Sometimes people stay busy because they are trying to avoid pain.”문서 L168
⑤ 오답 원문 미언급 — 낯선 이가 화자의 병력을 안다는 근거는 없다.

3In "but you were only slowing down enough / to feel the pain" (L3–4), the sentence runs over the line break. What effect did the class find in such line breaks?수사 효과·기능

① They make the reader pause, so the form slows the reader down like the speaker.

② They speed up the rhythm in order to imitate an express train rushing past the smaller stations.

③ They mark the exact moment when the stranger begins to speak to the speaker.

④ They create a regular, predictable beat like that of the Seoul subway system.

⑤ They separate two different poems that the poet later joined into a single text.

정답: ①
문장이 행 끝에서 끝나지 않고 다음 행으로 이어져 "움직임–중단–움직임" 리듬이 생긴다. 수업 요점: 형식이 의미를 뒷받침한다(form and function).

수업요약 · 2차 요약“Students noticed that sentences do not always end where the lines end.”문서 L250

수업요약 · 2차 요약“It actually forces the reader to slow down while reading.”문서 L242

선지별 판정 (원문 · 수업요약 대조)

① 정답 수업: 시는 느려짐을 말할 뿐 아니라 독자를 실제로 느리게 읽게 한다(form and function).수업요약 · 2차 요약“It actually forces the reader to slow down while reading.”문서 L242
② 오답 반대 — 이런 장치는 독자를 느리게 만든다.수업요약 · 2차 요약“These features make the reader slow down.”문서 L240
③ 오답 낯선 이는 L8 에서야 등장한다 — L3–4 는 대화 표시가 아니다.원문“the stranger who helps you up”All Trains L8
④ 오답 반대 — 서울 지하철과 달리 뉴욕 지하철처럼 예측할 수 없이 멈춘다.수업요약 · 2차 요약“Unlike the very predictable Seoul subway system, New York trains may sometimes stop unexpectedly between stations.”문서 L258
⑤ 오답 원문 미언급 — 두 편을 합쳤다는 이야기는 없다.

4Why did the teacher call the phrase "anything scribbled on a prescription blank" (L10) a "skeleton key"?인용 의도

① It reveals that the speaker is a doctor who writes prescriptions for strangers on the train.

② It shows that the speaker has received careful and personal emotional care from doctors.

③ It proves that painkillers are the best way to remove the speaker’s deeper emotional pain.

④ It is the only line in the poem that rhymes, so it holds the whole structure together.

⑤ It unlocks the poem by hinting that the speaker may depend on prescription painkillers.

정답: ⑤
"skeleton key" = 시의 의미를 여는 열쇠. 처방전 용지 → 진통제 → 처방 진통제 의존 가능성(선생님 해석). 핵심 질문: 고통을 이해하는 대신 없애려 하면 어떻게 되나?

수업요약 · 2차 요약“that helps unlock the meaning of the poem.”문서 L192

수업요약 · 2차 요약“What happens when a person tries to remove pain instead of understanding it?”문서 L206

선지별 판정 (원문 · 수업요약 대조)

① 오답 원문 미언급 — 화자가 의사라는 근거는 없다.
② 오답 반대 — "scribbled" 는 진정한 돌봄 대신 빠른 의학적 해결을 시사.수업요약 · 2차 요약“This may suggest that the speaker is used to receiving quick medical solutions rather than genuine emotional care.”문서 L202
③ 오답 반대 — 약은 신체 고통을 잠시 없앨 뿐 깊은 정서 문제는 해결하지 못할 수 있다.수업요약 · 2차 요약“The medication can temporarily remove physical pain, but it may not solve deeper emotional problems.”문서 L207
④ 오답 원문 미언급 — 수업은 각운을 다루지 않았다.
⑤ 정답 수업: "skeleton key" = 시의 의미를 여는 열쇠 — 처방전 → 진통제 → 처방 진통제 의존 가능성(선생님 해석, "may").수업요약 · 2차 요약“The teacher suggested that the speaker may be someone who has become dependent on prescription pain medication.”문서 L195

5In the class reading, what does the final image "reaching for someone else’s hand" (L13) symbolize?상징·인물 해석

① The beginning of a romantic relationship between the speaker and the stranger.

② The speaker’s full recovery from both his injury and his deeper emotional pain.

③ A willingness to accept help and admit vulnerability, which is new for the speaker.

④ A habit of asking others for help that the speaker has always had in his life.

⑤ The speaker’s anger toward the stranger for asking him such a personal question.

정답: ③
물리적으로는 일어서려고 손을 잡는 것이지만 상징적으로는 도움 수용·신뢰·취약함 인정·인간적 연결. 선생님은 이것을 "personal breakthrough" 라 했다.

수업요약 · 2차 요약“Symbolically, however, the gesture represents something much larger.”문서 L299

수업요약 · 2차 요약“The teacher described this as a kind of personal breakthrough.”문서 L309

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 수업: 낭만적 사랑이 아니라 연민·돌봄의 사랑.수업요약 · 2차 요약“This is not romantic love.”문서 L337
② 오답 반대 — 완전히 회복한 것이 아니라 첫걸음을 뗐을 뿐.수업요약 · 2차 요약“The speaker has not fully recovered, but he has taken the first step.”문서 L327
③ 정답 수업: 도움 받기·신뢰·취약함 인정·연결. "surprised" → 도움 청하기가 익숙하지 않음.수업요약 · 2차 요약“This suggests that asking for help is not something he normally does.”문서 L307
④ 오답 반대 — "surprised" 는 도움 청하기가 평소 습관이 아님을 보여 준다.수업요약 · 2차 요약“The speaker seems surprised that he is reaching for help.”문서 L306
⑤ 오답 원문 미언급 — 화자가 낯선 이에게 화를 낸다는 근거는 없다.

6Which BEST describes the overall movement (Shift) of the poem, according to the class?Shift·구조

① From hope toward despair, ending with the speaker giving up on any recovery.

② From reflection toward running, ending with the speaker still trying to catch a train.

③ From escaping pain toward facing it, ending with only a first step toward healing.

④ From human connection toward isolation, ending with the stranger walking away.

⑤ From healing toward avoidance, ending with the speaker asking a doctor for a new prescription.

정답: ③
처음: 빨리 움직이며 고통을 피하고 사라지길 바람 → 끝: 강제로 느려지고, 고통을 자각하고, 다른 사람에게 손을 뻗음(character growth). 문제가 다 풀린 결말이 아니라 첫걸음.

수업요약 · 2차 요약“The teacher suggested that the poem moves gradually from avoidance toward recognition.”문서 L227

수업요약 · 2차 요약“Instead, it ends with the beginning of a healthier response to his problems.”문서 L325

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 선생님은 결말이 다소 희망적이라고 했다.수업요약 · 2차 요약“This is why the teacher said the poem has a somewhat hopeful ending.”문서 L326
② 오답 반대 — 기차를 놓치고 다쳐서 멈추게 된다.수업요약 · 2차 요약“Missing the train and injuring his ankle forces him to stop.”문서 L400
③ 정답 수업: 시는 회피에서 인식으로 점차 이동, 더 건강한 대응의 시작으로 끝난다.수업요약 · 2차 요약“The teacher suggested that the poem moves gradually from avoidance toward recognition.”문서 L227
④ 오답 반대 — 결말은 낯선 이의 손을 잡는 장면.수업요약 · 2차 요약“The speaker eventually reaches for the stranger’s hand.”문서 L101
⑤ 오답 방향이 거꾸로다 — 회피에서 치유 쪽으로 움직인다.수업요약 · 2차 요약“Instead, it ends with the beginning of a healthier response to his problems.”문서 L325

②

Piano (+ Biden · Dolly Parton)

깊이 사랑해도 고칠 수 없는 사람 — 사랑의 힘과 한계 (시 + 수업 사례)

📒 이 편의 수업 질문 · Exit Ticket · Seminar Questions (수업요약 원문 그대로 — 펼치기/접기)

수업 질문 (원문)

수업요약 · 2차 요약L641“Is love good?”L643What can love actually do, and where are its limits?L780Can leaving someone sometimes be an act of love or self-preservation?L801Why does the poet put these two scenes together?L963What kind of love is this?L1002–1004Where should love stop? / When does helping become harmful? / Is leaving sometimes necessary?

Seminar Review 의 중심 질문

수업요약 · 2차 요약L1192–1193The central question was: / What image of love emerges when we place all three together?L1269What are the caregiver’s “tools”?

7Which BEST explains the central metaphor of "Piano," as the class concluded?추론 (BEST explains)

① A caregiver works like a tuner trying to keep an instrument in tune.

② The woman wants to become a professional musician after her family falls apart.

③ The piano stands for the family’s wealth, which slowly disappears because of addiction.

④ The piano tuner represents the addicted person, who keeps falling out of tune again and again.

⑤ Music is presented as a cure that can permanently heal a damaged person.

정답: ①
수업 비교: 피아노 = 손상되고 불안정한 사람, 조율사 = 그를 사랑하고 돌보려는 사람. 조율사는 계속 음을 맞추지만 어떤 과정도 영구적이지 않다.

수업요약 · 2차 요약“The mother is like the piano tuner, and the troubled person is like the piano.”문서 L814

수업요약 · 2차 요약“But neither process is permanent.”문서 L818

선지별 판정 (원문 · 수업요약 대조)

① 정답 한 학생의 요약에 선생님이 동의한 중심 관계.수업요약 · 2차 요약“The teacher agreed that this was the central relationship between the two sections.”문서 L815
② 오답 원문 미언급 — 음악가가 되려는 이야기는 없다.
③ 오답 원문 미언급 — 수업은 피아노를 재산이 아니라 불안정한 사람으로 읽었다.수업요약 · 2차 요약“The damaged or unstable person”문서 L810
④ 오답 역할이 뒤바뀜 — 중독으로 힘든 사람이 피아노, 돌보는 사람이 조율사.수업요약 · 2차 요약“The person struggling with addiction becomes the piano.”문서 L1262
⑤ 오답 반대 — 다른 사람을 영구히 "조율된" 상태로 둘 수 없다.수업요약 · 2차 요약“You cannot permanently keep another human being “in tune.””문서 L903

8What effect do the similes in "He was like tissue paper / coming apart in water. / Like smoke in my hands." (L5–7) create?수사 효과·기능

① They describe the woman’s house slowly burning down after an accident in the kitchen.

② They suggest that the man grows stronger the more the woman tries to hold him.

③ They present the man as calm and peaceful, like smoke rising on a quiet day.

④ They prove that the woman never truly cared about the man in the first place.

⑤ They show someone slipping away, revealing that love cannot fully control another person.

정답: ⑤
젖은 휴지 = 연약함·악화·무력감·통제 상실, 연기 = 손을 오므려도 빠져나감. Seminar Review: 선생님은 이를 intractable(통제하기 극히 어려운)로 설명.

수업요약 · 2차 요약“This creates a painful contradiction:”문서 L748

수업요약 · 2차 요약“The woman is trying to hold someone who cannot actually be held.”문서 L749

선지별 판정 (원문 · 수업요약 대조)

① 오답 원문 미언급 — smoke 는 실제 화재가 아니라 붙잡을 수 없음의 은유.
② 오답 반대 — 붙잡으려 할수록 더 쉽게 흩어진다.수업요약 · 2차 요약“The harder you try to hold it, the more easily it may break apart.”문서 L734
③ 오답 반대 — 상태가 감당할 수 없게 되어 가는 사람을 나타낸다.수업요약 · 2차 요약“The metaphor represents someone whose condition is becoming unmanageable.”문서 L1216
④ 오답 반대 — 그를 사랑하는 일은 수동적이지 않은 노동이었다.수업요약 · 2차 요약“Loving this person is not passive.”문서 L726
⑤ 정답 수업: 붙잡을 수 없는 사람을 붙잡으려는 모순 → 사랑과 통제의 한계.수업요약 · 2차 요약“The image represents the limits of love and control.”문서 L750

9Why does the speaker say, "It had nothing to do / with you, baby." (L8–9), according to one interpretation raised in the class discussion?인용 의도

① To blame the child for causing the man’s addiction and his slow deterioration.

② To assure a child that the man’s collapse was never the child’s fault.

③ To explain that the man’s troubles had nothing at all to do with his addiction.

④ To tell the piano tuner that her brutal job has nothing to do with the family.

⑤ To show that the child was a stranger with no real connection to the family.

정답: ②
수업 토론에서 나온 한 해석(수업요약은 "One interpretation was…" 이라고만 썼다 — 근거 배지 "학생 발언"): 어머니가 아이에게 "네 탓이 아니야"라고 안심시킨다 → 중독은 가족 전체에 영향(아이는 죄책감·혼란·책임감을 느낄 수 있음). 정확한 가족 관계는 발췌에 다 나오지 않아 더 보편적으로 느껴진다.

학생 발언 · 수업요약 속“Addiction affects the entire family.”문서 L765

학생 발언 · 수업요약 속“The speaker tries to remove that burden by saying that the child was not responsible.”문서 L772

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 아이 탓이 아니라고 안심시키는 말.학생 발언 · 수업요약 속“The speaker tries to remove that burden by saying that the child was not responsible.”문서 L772
② 정답 수업: 아이에게서 죄책감의 짐을 덜어 주려는 말.학생 발언 · 수업요약 속“The speaker tries to remove that burden by saying that the child was not responsible.”문서 L772
③ 오답 반대 — 수업은 이 줄을 "중독은 가족 전체에 영향을 준다"로 연결.학생 발언 · 수업요약 속“Addiction affects the entire family.”문서 L765
④ 오답 원문 미언급 — 이 줄은 조율사 장면(L11 이후)이 아니라 첫 장면에 있다.
⑤ 오답 원문 미언급 — 아이를 낯선 사람으로 볼 근거는 없다.

10The class connected "You left / when you had to." (L9–10) to Dolly Parton’s song "I Will Always Love You." What idea links them?추론 (BEST explains)

① Real love always means staying, so anyone who leaves has already stopped loving the other person.

② The song was first written as a romantic farewell between two young lovers.

③ The person who left is the one who caused the man’s addiction to begin.

④ A person may walk away from someone and still care about that person deeply.

⑤ The speaker regrets that she herself did not leave the man much earlier.

정답: ④
"You left when you had to" → 떠나는 것이 사랑·자기보존의 행위일 수 있나? 수업은 Parton 이 직업적 파트너십을 떠나 독립하는 맥락으로 노래를 설명하며 "사랑과 이별은 반드시 반대가 아니다"로 연결했다.

수업요약 · 2차 요약“Leaving does not necessarily mean that love has disappeared.”문서 L789

수업요약 · 2차 요약“Love and separation are not necessarily opposites.”문서 L1079

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 두 텍스트 모두 "정말 사랑하면 절대 떠나지 않는다"는 생각을 복잡하게 만든다.수업요약 · 2차 요약“Love and separation are not necessarily opposites.”문서 L1079
② 오답 반대 — 원래 단순한 낭만적 사랑 노래로 쓰인 것이 아니다.수업요약 · 2차 요약“A key point was that the song was not originally written simply as a romantic love song.”문서 L1059
③ 오답 원문 미언급 — 떠난 사람이 중독의 원인이라는 근거는 없다.
④ 정답 수업: 떠난다고 더 이상 사랑하지 않는 것은 아니다.수업요약 · 2차 요약“You can separate from someone while still caring deeply about them.”문서 L1063
⑤ 오답 원문 미언급 — 화자의 후회는 시에 나오지 않는다.

11The tuner says, "I love it, / she said, but it’s brutal." (L15–16). What is the main effect of this line?수사 효과·기능

① It shows that the tuner secretly hates her job and is planning to quit it soon.

② It suggests that love makes even the hardest work feel pleasant and easy.

③ It contrasts the tuner’s cheerful life with the tragic life of the first woman.

④ It sets love and suffering side by side, showing that they can exist together.

⑤ It shows that the tuner cares more about the money than about the music itself.

정답: ④
"I love it … but it’s brutal" — 사랑하는 일이 동시에 고통을 준다. 수업: 이 줄이 시를 학기 주제 Love & Hate 와 가장 강하게 연결한다.

수업요약 · 2차 요약“This line strongly connects the poem to the semester theme Love & Hate.”문서 L859

수업요약 · 2차 요약“Therefore, love and suffering are not always opposites.”문서 L872

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 그녀는 그 일을 사랑한다.수업요약 · 2차 요약“She loves the work.”문서 L863
② 오답 반대 — 사랑이 경험을 저절로 즐겁게 만들지는 않는다.수업요약 · 2차 요약“Love does not automatically make the experience pleasant.”문서 L1328
③ 오답 원문 미언급 — 수업은 두 장면을 대조가 아니라 같은 구조(은유)로 읽었다.수업요약 · 2차 요약“The two scenes are different on the surface but structurally similar.”문서 L803
④ 정답 수업: 두 감정이 함께 존재 → 사랑과 고통은 늘 반대가 아니다.수업요약 · 2차 요약“These two feelings exist together.”문서 L862
⑤ 오답 원문 미언급 — 돈 이야기는 시에 없다.

12Which of the following is NOT consistent with the class’s reading of "The tools, the leverage. / The required ear." (L14–15)?불일치 (NOT)

① The tools can stand for all the practical resources, such as money, treatment, and doctors.

② The required ear means that the tuner must be born with perfect musical pitch.

③ Leverage can mean the effort or influence that a caregiver uses to persuade someone.

④ Even enormous leverage does not guarantee that the struggling person will recover.

⑤ The teacher linked the required ear to the idea that love can be a form of attention.

정답: ②
tools = 돈·약·치료·의사·재활센터 등 실용적 수단, leverage = 노력·설득·영향력(그래도 성공 보장 없음), ear = 경청·공감·정서적 감수성 → love as attention. "타고난 절대음감"은 수업 어디에도 없다.

수업요약 · 2차 요약“The class connected this to emotional sensitivity.”문서 L847

수업요약 · 2차 요약“The teacher connected this to the idea of love as attention.”문서 L1310

선지별 판정 (원문 · 수업요약 대조)

① 오답 — 원문·수업과 일치 수업: tools = 누군가를 도우려고 쓸 수 있는 모든 실용적 수단.수업요약 · 2차 요약“The tools represent all the practical things someone can use to try to help another person.”문서 L1281
② 정답 — 원문·수업과 다름 원문 미언급 — 수업은 ear 를 타고난 음감이 아니라 정서적 감수성·경청으로 연결했다.수업요약 · 2차 요약“The class connected this to emotional sensitivity.”문서 L847
③ 오답 — 원문·수업과 일치 수업 원문 그대로의 해석.수업요약 · 2차 요약“The word leverage was interpreted as the effort or influence a caregiver can apply.”문서 L1286
④ 오답 — 원문·수업과 일치 수업: 엄청난 영향력도 성공을 보장하지 않는다.수업요약 · 2차 요약“However, even enormous leverage does not guarantee success.”문서 L1295
⑤ 오답 — 원문·수업과 일치 수업: love as attention 과 연결.수업요약 · 2차 요약“The teacher connected this to the idea of love as attention.”문서 L1310

③

My Secret Pepsi Plot

가족의 불안을 덜어 주고 싶었던 이민자 아이 — 경제적으로는 0, 감정적으로는 전부 (에세이)

📒 이 편의 수업 질문 · Exit Ticket · Seminar Questions (수업요약 원문 그대로 — 펼치기/접기)

수업요약의 문답 (원문)

수업요약 · 2차 요약L1503–1507Why? / Because: / His intention is an act of love. / For a child, even a very small amount of money feels enormous. / The emotional meaning is more important than the actual economic value.

13Which BEST explains the irony the class found in the bottle-deposit episode?추론 (BEST explains)

① The cashier gave the boy far more than a dollar and four nickels for his cans.

② The parents had already returned the very same cans to the store a week before.

③ The boy’s "earnings" were money already included in the price his family had paid.

④ The boy spent the deposit money on more soda instead of giving it to his family.

⑤ The supermarket refused the cans because they smelled strongly of perfume.

정답: ③
아이러니: 아이는 돈을 "벌었다"고 믿지만 보증금은 원래 가족이 낸 값에 들어 있던 돈 → 원래 가족 돈을 돌려받은 것. 원문 ¶9: "I was merely reimbursing my parents for something already due to them."

수업요약 · 2차 요약“However, the irony is that the money is not really new income.”문서 L1499

원문“I was merely reimbursing my parents for something already due to them.”Pepsi Plot ¶9

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 받은 돈은 정확히 1달러와 5센트 동전 4개.원문“handed me a dollar and four nickels.”Pepsi Plot ¶8
② 오답 원문 미언급 — 부모가 캔을 먼저 반납했다는 내용은 없다.
③ 정답 수업: 보증금은 원래 구입가에 포함 → 새 수입이 아님.수업요약 · 2차 요약“The bottle deposit was already included in the original purchase price.”문서 L1500
④ 오답 반대 — 돈을 주머니에 넣고 가족을 향해 달려간다.원문“and I was running toward them with their ransom burning a fire in my pocket.”Pepsi Plot ¶9
⑤ 오답 반대 — 계산원은 평범한 병 반납처럼 캔을 받아 처리했다.원문“She rang up my cans with all the ceremony of, well, a bottle return”Pepsi Plot ¶8

14According to the class, why is the boy’s act still important even though the money was not new income?추론 (BEST explains)

① His intention was an act of love, and its emotional meaning outweighs its economic value.

② The 24 cans earned the family enough money to pay its bills that month.

③ The boy managed to earn real money by working after school at Super Duper.

④ His parents praised him in public, which made the act famous in the neighborhood.

⑤ It taught him on that same day exactly how bottle deposits work in America.

정답: ①
수업요약의 문답(Why? Because: …): 의도가 사랑의 행위이고, 아이에게는 아주 작은 돈도 크게 느껴지며, 감정적 의미가 실제 경제적 가치보다 중요하다.

수업요약 · 2차 요약“His intention is an act of love.”문서 L1505

수업요약 · 2차 요약“For a child, even a very small amount of money feels enormous.”문서 L1506

선지별 판정 (원문 · 수업요약 대조)

① 정답 수업 문답 그대로: 의도가 사랑의 행위, 감정적 의미 > 경제적 가치.수업요약 · 2차 요약“The emotional meaning is more important than the actual economic value.”문서 L1507
② 오답 반대 — 받은 돈은 1달러 20센트(1달러 + 5센트 4개)뿐.원문“handed me a dollar and four nickels.”Pepsi Plot ¶8
③ 오답 반대 — 진짜 돈을 벌 나이가 되기를 바랐을 뿐이다.원문“You wish you were old enough to earn real money instead.”Pepsi Plot ¶2
④ 오답 원문 미언급 — 부모의 칭찬 장면은 없다.
⑤ 오답 반대 — 보증금의 원리는 한참 뒤에야 알았다.원문“It would be some time before I learned that the bottle deposit is factored into the original cost of the bottle.”Pepsi Plot ¶9

15The writer says that "my feet didn’t feel the pavement" (¶9). How did the class analyze this expression?수사 효과·기능

① It literally means that the boy rode a bus home instead of walking on the street.

② It shows that the boy was so exhausted and numb that he could not feel his legs.

③ It is a plain, literal statement, like "I was very happy and ran home quickly."

④ It foreshadows that the boy will later fall and hurt himself on the street.

⑤ It makes the reader feel the boy’s joy through an image instead of stating it directly.

정답: ⑤
⚠️ 수업요약 표제는 "My Feet Didn’t Touch the Pavement" 라고 적었지만 원문(¶9)은 "didn’t feel the pavement". 인용은 원문대로 쓸 것. 선생님은 float·fly·levitate·glow 같은 연상을 evocations 라 불렀다.

수업요약 · 2차 요약“The teacher spent significant time analyzing this figurative expression.”문서 L1522

수업요약 · 2차 요약“The teacher called these kinds of associations evocations.”문서 L1545

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 문자 그대로는 당연히 걸어서(뛰어서) 왔다.수업요약 · 2차 요약“Literally, the child obviously walks or runs on the pavement.”문서 L1523
② 오답 반대 — 너무 기뻐 날아가는 듯한 느낌.수업요약 · 2차 요약“that he felt as if he were flying.”문서 L1530
③ 오답 반대 — 선생님은 바로 그 문자적 문장과 대비해 비유가 더 강력하다고 했다.수업요약 · 2차 요약“The figurative version is much more powerful because it creates an image.”문서 L1533
④ 오답 원문 미언급 — 넘어지는 장면은 없다(넘어지는 것은 All Trains 의 화자).
⑤ 정답 수업: "I was extremely happy." 라고 직접 말하지 않고 이미지로 느끼게 한다.수업요약 · 2차 요약“Instead, it makes the reader feel the happiness through an image.”문서 L1548

16What is the purpose of the sentence "You wish you were old enough to earn real money instead." (¶2), according to the class?인용 의도

① It shows that the boy wanted money mainly to buy luxuries such as soda for himself.

② It reveals that the boy’s parents demanded that he go out and find a paying job.

③ It introduces a quarrel between the boy and his grandmother over the family’s money.

④ It criticizes immigrant children for growing up too slowly in their new country.

⑤ It hints at the later deposit episode by revealing the boy’s wish to help first.

정답: ⑤
수업이 직접 이름 붙인 장치 = thematic foreshadowing. 앞 문단의 바람(어른들 얼굴의 불안을 덜어 주고 싶다)이 뒤의 병 보증금 에피소드를 예고한다.

수업요약 · 2차 요약“The teacher pointed out that an earlier paragraph already foreshadows the ending.”문서 L1512

수업요약 · 2차 요약“The story introduces the child’s desire to help before showing his attempt to do so.”문서 L1517

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 아이는 돈을 가져서가 아니라 사랑하는 사람을 도울 수 있어서 기쁘다.수업요약 · 2차 요약“He is not excited simply because he possesses money.”문서 L1555
② 오답 원문 미언급 — 부모가 일을 요구했다는 내용은 없다.
③ 오답 원문 미언급 — 할머니와의 다툼은 없다(할머니는 자고 있다).
④ 오답 반대 — 이민 가정의 아이는 오히려 일찍 철들어야 한다.수업요약 · 2차 요약“Because the child understands the language and culture better than his parents, he has to grow up quickly and take on responsibilities.”문서 L1489
⑤ 정답 수업: thematic foreshadowing — 돕고 싶은 마음을 먼저, 시도를 나중에.수업요약 · 2차 요약“That desire prepares the reader for the later bottle-deposit episode.”문서 L1514

17Which of the following is NOT supported by the essay or the class discussion of "My Secret Pepsi Plot"?불일치 (NOT)

① Because he learned English faster than the adults, he became a kind of family ambassador.

② He sprayed his mother’s perfume into the cans after noticing that they smelled of soap.

③ The adults helped him drink the Pepsi so the empties would pile up faster.

④ The teacher described taking on adult tasks as a common pattern in immigrant families.

⑤ The class listed the story as its example of a child’s love for his parents.

정답: ③
원문 ¶4: "No one else in the family would touch them. The indulgence remained for the child." — 그래서 그 주에 혼자 Pepsi 를 마시다가 "I came to hate Pepsi." 가 된다.

원문“No one else in the family would touch them.”Pepsi Plot ¶4

원문“I came to hate Pepsi.”Pepsi Plot ¶5

선지별 판정 (원문 · 수업요약 대조)

① 오답 — 원문·수업과 일치 원문 ¶2 그대로.원문“You learn English faster than the adults, becoming their ambassador in this new world.”Pepsi Plot ¶2
② 오답 — 원문·수업과 일치 원문 ¶6–7: Ivory 비누 냄새 → Climat 향수를 24번 뿌림.원문“Then I sprayed the Climat 24 times into 24 washed-and-blow-dried Pepsi cans.”Pepsi Plot ¶7
③ 정답 — 원문·수업과 다름 반대 — 가족 중 아무도 캔에 손대지 않아 아이 혼자 다 마셨다.원문“No one else in the family would touch them.”Pepsi Plot ¶4
④ 오답 — 원문·수업과 일치 수업요약 원문 그대로.수업요약 · 2차 요약“The teacher described this as a common pattern in immigrant families:”문서 L1490
⑤ 오답 — 원문·수업과 일치 사랑의 5형태 중 5번 Child-to-Parent Love 의 예.수업요약 · 2차 요약“A child wanting to reduce the suffering of his family.”문서 L1594

18In ¶9, "It would be some time before I learned that the bottle deposit is factored into the original cost of the bottle." is followed by "But that afternoon…". What does this structure do?Shift·구조

① It reveals that the boy understood how deposits worked before he returned the cans.

② It sets the adult narrator’s later knowledge against the child’s joy in that moment.

③ It moves from the boy’s happiness toward his shame at taking his parents’ money.

④ It shows that the adult narrator now regrets the plan as a foolish mistake.

⑤ It shifts the setting of the story from Brooklyn back to the Soviet Union.

정답: ②
¶9 는 어른이 된 화자의 나중 지식(보증금은 원래 값에 포함 → "merely reimbursing")을 먼저 밝히고, 곧바로 "But that afternoon…" 으로 그날 아이의 기쁨으로 돌아간다. 수업은 이 대목을 irony 로 읽고, 그래도 감정적 중요성은 줄지 않는다고 했다.

원문“I was merely reimbursing my parents for something already due to them.”Pepsi Plot ¶9

수업요약 · 2차 요약“But that does not reduce the emotional importance of what he does.”문서 L1502

정리본 분석 · 수업 미언급¶9 를 Shift(구조 전환) 지점으로 본 것은 정리본 판단 — 수업요약은 이 대목을 irony 로 설명했을 뿐 구조 전환 지점으로 지정하지 않았다. 정답 근거는 원문 ¶9 의 문장 순서(A)와 수업의 irony 설명(B).

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 보증금 원리는 "한참 뒤"에야 알았다.원문“It would be some time before I learned”Pepsi Plot ¶9
② 정답 원문 ¶9 의 순서(나중의 앎 → "But that afternoon" 아이의 기쁨) + 수업: 아이러니가 감정적 중요성을 줄이지 않는다.수업요약 · 2차 요약“But that does not reduce the emotional importance of what he does.”문서 L1502
③ 오답 순서·감정 모두 반대 — 앎(나중) 다음에 그날의 기쁨이 온다; 수치심은 원문에 없다.원문“But that afternoon, returning from the store, my feet didn’t feel the pavement.”Pepsi Plot ¶9
④ 오답 반대 — 수업: 아이러니가 이 행동의 감정적 의미를 줄이지 않는다.수업요약 · 2차 요약“The emotional meaning is more important than the actual economic value.”문서 L1507
⑤ 오답 원문 미언급 — ¶9 는 여전히 동네(가게에서 집으로)다.

④

The Lottery · The Maldive Shark

악은 미움이 아니라 평범한 말·전통·동조·간접 참여 속에서 자란다 (단편 + 시 + banality of evil)

📒 이 편의 수업 질문 · Exit Ticket · Seminar Questions (수업요약 원문 그대로 — 펼치기/접기)

선생님이 직접 던진 질문 (원문)

수업요약 · 2차 요약L2106The teacher asked why Shirley Jackson would choose such a normal beginning.L2214Why is it so difficult to resist a harmful tradition once everyone around you accepts it?L2282Are the pilot fish evil?L2289If you help a harmful system function, how responsible are you for the harm it causes?L2328What do the pilot fish reveal about human behavior?

42. Main Seminar Questions (원문 그대로)

수업요약 · 2차 요약L2621–263842. Main Seminar Questions / The class raised several important questions that could be used in discussion. / Question 1 / Can a person be evil without personally feeling hatred? / Question 2 / Are the pilot fish morally responsible for helping the shark? / Question 3 / Why do ordinary villagers continue the lottery? / Question 4 / Does tradition reduce individual responsibility? / Question 5 / How can language make harmful ideas seem normal? / Question 6 / When does passive participation become complicity? / Question 7 / Why is resisting a social system so difficult? / Question 8 / Can silence itself contribute to evil?

43. Key Vocabulary (원문 그대로)

수업요약 · 2차 요약L2642–265843. Key Vocabulary / Banality of Evil / The idea that terrible harm can be carried out by ordinary people through routine, obedience, or participation in systems. / Conformity / Changing or controlling behavior in order to match the group. / Complicity / Being involved in or helping wrongdoing, even indirectly. / Tradition / A practice repeated over time and passed down through a community. / Structural Evil / Harm that is produced or maintained by systems, institutions, or social structures. / Bystander / A person who witnesses harm but does not directly intervene. / Overton Window / The range of ideas considered acceptable in public discussion at a particular time. / Normalization / The process through which something unusual or harmful begins to seem ordinary.

19According to the class’s deeper reading, why does "The Lottery" begin with such a calm, ordinary atmosphere?추론 (BEST explains)

① To reveal that the villagers had secretly hated Tessie and planned her death.

② To suggest that the lottery has a prize that the whole village will share.

③ To make readers distance themselves from the villagers right from the start.

④ To show that a deadly custom now feels completely ordinary to the villagers.

⑤ To show that the villagers no longer care about any traditions from the past.

정답: ④
한 가지 답은 "마지막 폭력의 충격을 키우려고". 그러나 수업은 더 깊은 효과를 강조: 평범한 분위기가 폭력적 전통이 완전히 정상화되었음을 보여 준다. 마을 사람들은 전형적인 "악인"처럼 굴지 않는다.

수업요약 · 2차 요약“But the deeper effect is even more important.”문서 L2109

수업요약 · 2차 요약“The ordinary atmosphere shows that the violent tradition has become completely normalized.”문서 L2110

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 마을 사람들은 증오로 날뛰는 모습으로 그려지지 않는다.수업요약 · 2차 요약“The villagers are not shown as raging with hatred.”문서 L2547
② 오답 반대 — 이 이야기에서 당첨 = 죽음.수업요약 · 2차 요약“But in the story, winning means death.”문서 L2563
③ 오답 반대 — 처음부터 공포였다면 독자가 거리를 두었을 것; 평범함이 그것을 막는다.수업요약 · 2차 요약“If the story began with obvious horror, the reader would immediately distance themselves from the villagers.”문서 L2259
④ 정답 수업: 더 깊은 효과 — 폭력적 전통이 완전히 정상화되었음을 보여 줌.수업요약 · 2차 요약“The ordinary atmosphere shows that the violent tradition has become completely normalized.”문서 L2110
⑤ 오답 반대 — 검은 상자만큼의 전통도 건드리기 싫어한다.원문“no one liked to upset even as much tradition as was represented by the black box”The Lottery ¶5

20Old Man Warner says, "There’s always been a lottery," (¶32). What does this line reveal, according to the class?인용 의도

① The custom is defended by its age rather than by any reason it is right.

② He wants the village to replace the lottery with a safer kind of summer ceremony instead.

③ He admires the north village for listening to the young folks and quitting.

④ He is the one villager who openly doubts whether the ritual is fair.

⑤ He believes the lottery should be held less often than once each year.

정답: ①
수업 논리: "We should continue because we have always done it." 전통은 좋다고 분명히 설명할 수 있어서가 아니라 오래되었기 때문에 살아남는다.

수업요약 · 2차 요약““We should continue because we have always done it.””문서 L2188

수업요약 · 2차 요약“The tradition survives not because people can clearly explain why it is good, but because it is old.”문서 L2189

선지별 판정 (원문 · 수업요약 대조)

① 정답 수업: 전통이 스스로를 정당화 — 좋다고 설명할 수 있어서가 아니라 오래되어서 살아남는다.수업요약 · 2차 요약“This shows how tradition can become self-justifying.”문서 L2186
② 오답 반대 — 그만두는 것을 어리석다고 비난한다.수업요약 · 2차 요약“He treats abandoning the tradition as foolish.”문서 L2185
③ 오답 반대 — 그들을 "Pack of crazy fools" 라 부른다.원문“Old Man Warner snorted. "Pack of crazy fools," he said.”The Lottery ¶32
④ 오답 반대 — 의심을 꺼내는 것은 Adams 부부; Warner 는 전통을 강하게 옹호한다.수업요약 · 2차 요약“The class discussed Old Man Warner as an example of someone who strongly defends tradition.”문서 L2182
⑤ 오답 원문 미언급/반대 — Warner 는 바꾸자는 이야기 자체를 "Nothing but trouble" 이라 한다.원문“"Nothing but trouble in that," Old Man Warner said stoutly.”The Lottery ¶34

21Why is the word "lottery" itself an important rhetorical choice, according to the class?수사 효과·기능

① A word suggesting luck and prizes disguises a ritual in which winning means death.

② The word was chosen because the winner receives the village’s best harvest.

③ The villagers openly call it "The Annual Stoning," so the violence is obvious.

④ The word shows that the villagers describe the ritual in dramatic, violent terms.

⑤ The word is a symbol of the children’s school, their teacher, and their books.

정답: ①
"lottery" 는 보통 winning·luck·prizes 를 떠올리게 하지만 여기서 당첨 = 죽음 → 아이러니. "The Annual Stoning" 이라 불렀다면 폭력이 뻔했을 것 — 해롭지 않은 단어가 끔찍한 의식을 정상처럼 들리게 한다(언어가 폭력을 가린다).

수업요약 · 2차 요약“This creates irony.”문서 L2564

수업요약 · 2차 요약“A harmless word helps make a horrifying ritual sound normal.”문서 L2567

선지별 판정 (원문 · 수업요약 대조)

① 정답 수업: 익숙한 단어 "lottery" 가 폭력을 가린다 → 아이러니.수업요약 · 2차 요약“The familiar word “lottery” disguises violence.”문서 L2565
② 오답 반대 — 이야기에서 당첨은 죽음.수업요약 · 2차 요약“But in the story, winning means death.”문서 L2563
③ 오답 반대 — 그렇게 불렀다면 폭력이 뻔했을 것이라는 가정일 뿐; 실제로는 "lottery" 라 부른다.수업요약 · 2차 요약“If the villagers called the event: “The Annual Stoning” the violence would be obvious.”문서 L2573–2575
④ 오답 반대 — 극적인 말을 쓰지 않고 그냥 또 하나의 공동체 행사처럼 말한다.수업요약 · 2차 요약“The villagers do not use dramatic language to describe their ritual.”문서 L2400
⑤ 오답 원문 미언급 — 수업은 단어를 학교의 상징으로 읽지 않았다.

22In "The Maldive Shark," what do the pilot fish symbolize in the class’s reading?상징·인물 해석

① Innocence — creatures with no connection at all to the shark’s killing.

② Revenge — small victims waiting for the right chance to destroy the shark.

③ Hatred — enemies who attack the shark because of its terrible cruelty.

④ Hunger — fish that eat a share of every meal that the shark catches.

⑤ Complicity — helping a harmful actor without directly doing the harm.

정답: ⑤
pilot fish 는 먹이를 직접 죽이지 않는다(상어가 죽인다). 그러나 상어를 돕는다 → 도덕적 회색지대. 수업 질문: 해로운 체계가 돌아가게 도우면 그 해악에 얼마나 책임이 있나?

수업요약 · 2차 요약“The pilot fish do not directly kill the prey.”문서 L2284

수업요약 · 2차 요약“If you help a harmful system function, how responsible are you for the harm it causes?”문서 L2289

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 직접 죽이지는 않지만 상어를 돕는다.수업요약 · 2차 요약“But the pilot fish assist the shark.”문서 L2286
② 오답 원문 미언급/반대 — 시는 그들을 상어의 "friends" 라 부른다.원문“They are friends;”Maldive Shark L13
③ 오답 반대 — 적이 아니라 friends.원문“They are friends; and friendly they guide him to prey,”Maldive Shark L13
④ 오답 반대 — 먹이를 함께 먹지 않는다.원문“Yet never partake of the treat”Maldive Shark L14
⑤ 정답 수업: pilot fish = complicity 의 상징(직접 죽이지 않지만 돕는다).수업요약 · 2차 요약“The pilot fish can therefore be read as a symbol of complicity.”문서 L2321

23A student pointed out in class how the ending of "The Lottery" changes the way a reader sees the earlier dialogue. According to that student, what does the ending do?Shift·구조

① The earlier dialogue turns out to have been a dream that never really happened.

② It shows that the villagers had been openly threatening Tessie from the beginning.

③ It makes the earlier jokes seem funnier because the danger is now over.

④ Talk that seemed normal on a first reading reveals disturbing meanings on a second.

⑤ It shows that the earlier dialogue is unrelated to the ending and can be skipped.

정답: ④
한 학생의 관찰을 수업요약이 정리한 것(근거 배지 "학생 발언"; 이어지는 "one of the strongest examples" 는 요약자 평가). 결말(돌팔매)을 알고 나면 ¶21–23 의 잡담("Time sure goes fast") 같은 평범한 말이 전혀 다르게 읽힌다 → "evil can hide inside ordinary language." 이것이 Brodsky 인용("It begins in language")과의 연결.

학생 발언 · 수업요약 속“On the first reading, the language seems normal.”문서 L2090

수업요약 · 2차 요약“evil can hide inside ordinary language.”문서 L2093

선지별 판정 (원문 · 수업요약 대조)

① 오답 원문 미언급 — 꿈이라는 반전은 없다.
② 오답 반대 — 처음의 말에는 노골적으로 악한 것이 전혀 없다.학생 발언 · 수업요약 속“Nothing in the language initially sounds obviously evil.”문서 L2087
③ 오답 반대 — 대비가 폭력을 더 섬뜩하게 만든다.수업요약 · 2차 요약“This contrast makes the violence even more disturbing.”문서 L2258
④ 정답 학생 관찰(수업요약 "One student pointed out… The student explained that:"): 첫 읽기엔 평범, 다시 읽으면 섬뜩.학생 발언 · 수업요약 속“On the second reading, the same language reveals disturbing meanings.”문서 L2091
⑤ 오답 반대 — 결말을 알면 앞의 언어가 아주 다르게 보인다.학생 발언 · 수업요약 속“However, once the reader reaches the ending and understands what the lottery actually is, the earlier language looks very different.”문서 L2088

24A student compared the pilot fish in "The Maldive Shark" to the villagers in "The Lottery." Which BEST describes that student’s comparison?추론 (BEST explains)

① Both texts show that evil always requires strong personal hatred to exist.

② The shark stands for Tessie, the innocent victim chosen by the village.

③ Like the pilot fish, the villagers did not create the system but still join in.

④ The pilot fish stand for Old Man Warner, who refuses to throw any stones.

⑤ Both texts describe violence that the reader is told about openly from the very first line.

정답: ③
학생 비교(수업요약 소제목 "One Student’s Important Comparison" — 근거 배지 "학생 발언"): 마을 사람들은 체계를 개인적으로 만들지 않았지만 참여한다; pilot fish 도 상어의 폭력적 본성을 만들지 않았지만 상어가 더 잘 작동하게 돕는다 → 주된 가해자가 아니어도 해로운 체계에 참여하면 도덕적 책임이 생길 수 있다.

학생 발언 · 수업요약 속“But they still participate.”문서 L2363

학생 발언 · 수업요약 속“participating in a harmful system can create moral responsibility even if you are not the main aggressor.”문서 L2367

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 악에 늘 미움이 필요하지는 않다.수업요약 · 2차 요약“Evil does not always require hatred.”문서 L2373
② 오답 원문 미언급 — 수업은 상어를 직접 행위자(해치는 쪽)로 읽었다.수업요약 · 2차 요약“The shark kills.”문서 L2296
③ 정답 학생 비교(수업요약 "A student compared…"): 체계를 만들진 않았지만 참여한다 → 공통 주제.학생 발언 · 수업요약 속“The villagers may not individually invent the system.”문서 L2362
④ 오답 반대 — Warner 는 끝에서 "Come on, come on, everyone." 이라며 재촉한다.원문“Old Man Warner was saying, "Come on, come on, everyone."”The Lottery ¶76
⑤ 오답 반대 — The Lottery 는 복권의 진짜 성격을 끝까지 숨긴다.수업요약 · 2차 요약“The ending is shocking because the story carefully hides the real nature of the lottery.”문서 L2557

⑤

Far from the Tree · Love After Love

사랑은 도덕적 공포·차이·자기혐오를 견딜 수 있나 — 부모의 사랑, 수직/수평 정체성, Radical Love (논픽션 + 시 구절)

📒 이 편의 수업 질문 · Exit Ticket · Seminar Questions (수업요약 원문 그대로 — 펼치기/접기)

선생님이 던진 질문 (원문)

수업요약 · 2차 요약L3025Can a parent continue loving a child while fully condemning what that child did?L3970If you could switch lives with another person, who would you choose?L3984Would you press it?L4318The teacher asked what that means.

49. Best Seminar Questions — Far From the Tree 수업 (원문 그대로)

수업요약 · 2차 요약L3673–369349. Best Seminar Questions from This Class / 1. / Can parents continue loving a child after the child commits an unforgivable act? / 2. / Is loving someone different from forgiving them? / 3. / How well can parents truly know their children? / 4. / Does understanding someone’s suffering risk excusing their behavior? / 5. / Why did Sue Klebold and Peter Lanza respond so differently to their sons? / 6. / Can acceptance exist without approval? / 7. / Are horizontal identities more difficult for families to accept than vertical identities? / 8. / How much authority should parents have over irreversible decisions involving children? / 9. / When challenging an author, what kind of evidence and reasoning are necessary? / 10. / How much of identity is personal, and how much is shaped by family and society?

59. Best Seminar Questions — Radical Love 수업 (원문 그대로)

수업요약 · 2차 요약L4515–453959. Best Seminar Questions from This Class / 1. / Can love survive complete moral disappointment in another person? / 2. / Does continuing to love someone imply forgiving or approving of them? / 3. / Does Peter Lanza’s wish that his son had never existed represent a failure of love? / 4. / Can a condition be both an illness and an identity? / 5. / How does the question we ask affect the answer we see? / 6. / Why would most people refuse to permanently exchange their life for someone else’s? / 7. / What does “the affection for the fact of ourselves” mean? / 8. / What is the difference between self-love and narcissism? / 9. / What does the “stranger who was yourself” represent in “Love After Love”? / 10. / Why does Walcott use food and hospitality as images of self-love? / 11. / Should reducing suffering always be considered morally good if it also reduces human difference? / 12. / Where is the boundary between medical treatment, selection, and eugenics?

25Sue Klebold says that the world would have been better without Dylan but that her own life would not. Which BEST explains this, as discussed in class?추론 (BEST explains)

① She denies that her son’s actions caused any real suffering to other people.

② She separates her moral judgment of his act from her personal love for him.

③ She says that she still wishes she had never had any children at all.

④ She argues that a loving family guarantees a good outcome for every child.

⑤ She claims that her own pain is greater than the pain of the victims.

정답: ②
"The world may have been better if Dylan had never been born, but her own life would not have been better without him." — 도덕적 판단(그가 한 일은 엄청난 고통을 낳음)과 개인적 사랑(그래도 내 아들)을 분리. 수업 결론: Love does not necessarily require moral approval.

수업요약 · 2차 요약“The world may have been better if Dylan had never been born, but her own life would not have been better without him.”문서 L3082

수업요약 · 2차 요약“Love does not necessarily require moral approval.”문서 L3580

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 피해자들의 고통을 부정하지 않는다.수업요약 · 2차 요약“She does not deny the suffering of the victims.”문서 L3099
② 정답 수업: 도덕적 판단과 개인적 사랑을 분리(She clearly separates: Moral judgment … from Personal love). "one of the most important lines" 는 요약자 평가라 근거로 쓰지 않음.수업요약 · 2차 요약“She clearly separates:”문서 L3084
③ 오답 반대 — 처음엔 그렇게 바랐지만 시간이 지나 생각이 바뀌었다.수업요약 · 2차 요약“But over time, her view changed.”문서 L3075
④ 오답 반대 — 부모의 사랑이 특정한 결과를 보장하지 않는다.수업요약 · 2차 요약“Parental love does not guarantee a particular outcome.”문서 L3307
⑤ 오답 반대 — 자기 고통을 말할 뿐 다른 사람의 고통과 비교하지 않는다.원문“When I say that, I am speaking of my own pain, and not of the pain of other people.”Far from the Tree ¶K

26Which of the following is NOT consistent with how the teacher presented Peter Lanza’s response?불일치 (NOT)

① He reached a different conclusion from Sue Klebold about his son’s existence.

② His wish that his son had not been born proves he failed to love him.

③ The teacher presented his reaction as an honest recognition that love has limits.

④ He agreed to speak publicly after reading Andrew Solomon’s work on other families.

⑤ The teacher said that both his reaction and Sue’s must be taken seriously.

정답: ②
Peter Lanza: 일이 이렇게 된 이상 아들이 태어나지 않았기를 바란다. 선생님: 이것을 "He failed to love his son." 으로 단순화하지 말 것 → 사랑에도 한계가 있다는 정직한 인정. Sue 와 Peter 의 반응 둘 다 진지하게 받아들여야 한다.

수업요약 · 2차 요약“love also has limits.”문서 L3808

수업요약 · 2차 요약“Both reactions must be taken seriously.”문서 L3811

선지별 판정 (원문 · 수업요약 대조)

① 오답 — 원문·수업과 일치 수업요약 원문.수업요약 · 2차 요약“Peter Lanza reached a different conclusion.”문서 L3803
② 정답 — 원문·수업과 다름 반대 — 선생님은 "사랑에 실패했다"로 해석하지 말라고 강조했다.수업요약 · 2차 요약“The teacher emphasized that this should not simply be interpreted as: “He failed to love his son.””문서 L3805–3806
③ 오답 — 원문·수업과 일치 수업요약 원문.수업요약 · 2차 요약“Instead, the teacher presented it as an honest recognition that: love also has limits.”문서 L3807–3808
④ 오답 — 원문·수업과 일치 수업요약 원문.수업요약 · 2차 요약“The teacher explained that Peter later agreed to speak publicly after reading Andrew Solomon’s work on other families.”문서 L3113
⑤ 오답 — 원문·수업과 일치 수업요약 원문.수업요약 · 2차 요약“Both reactions must be taken seriously.”문서 L3811

27Solomon uses the Copenhagen interpretation of light as an analogy for illness and identity (¶8). What is the purpose of this analogy, according to the teacher?수사 효과·기능

① To prove that deafness is a purely medical problem that modern science will soon be able to cure.

② To argue that people must choose one lens and firmly reject the other one.

③ To show that identity is real but that illness is only a social invention.

④ To show that our question shapes the answer, so both lenses may hold truth.

⑤ To explain why Solomon studied physics before he began writing about families.

정답: ④
"Ask a wave question, and you get a wave answer." 요점은 물리학이 아니라 관점(perspective). 청각장애 = 의학적 렌즈(치료가 필요한 상태) + 정체성 렌즈(문화·공동체·언어). 두 관점은 서로를 지우지 않는다.

수업요약 · 2차 요약“Ask a wave question, and you get a wave answer.”문서 L3836

수업요약 · 2차 요약“The teacher emphasized that these two perspectives do not necessarily cancel each other out.”문서 L3851

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 요점은 물리학이 아니라 관점; 의학적 렌즈 하나로 줄이는 것이 실수.수업요약 · 2차 요약“The point of the analogy is not really physics.”문서 L3842
② 오답 반대 — 복잡한 현실을 한 범주로 줄이는 것이 실수.수업요약 · 2차 요약“The mistake is reducing a complicated reality to only one category.”문서 L3864
③ 오답 반대 — 많은 조건은 질병이자 정체성이다.원문“Many conditions are both illness and identity”Far from the Tree ¶8
④ 정답 수업: 파동 질문 → 파동 답, 입자 질문 → 입자 답. 두 관점 모두 진실을 담을 수 있다.수업요약 · 2차 요약“both perspectives may contain important truth.”문서 L3863
⑤ 오답 원문 미언급 — 저자의 학력 이야기는 없다.

28The teacher told students to remember "the startling evolutionary imperative of affection for the fact of ourselves" (¶32). What does it mean?인용 의도

① Even with flaws and envy, most people stay deeply attached to simply being who they are.

② People should simply repeat to themselves the cheerful slogan "Just love yourself!"

③ Humans feel attached to themselves only when they feel perfect and successful.

④ Evolution makes most people eager to exchange their own lives for the lives of more successful people.

⑤ People feel no self-hatred at all, because evolution removes their insecurity.

정답: ①
결점·불안·부러움이 있어도 사람은 "자기 자신으로 존재하는 것"에 깊이 애착한다. 선생님: 이것을 "Just love yourself!" 같은 자기계발 상투어로 줄이지 말 것 — 불완전함을 알면서도 우리는 자신을 택한다.

수업요약 · 2차 요약“He told students to remember this line.”문서 L3925

수업요약 · 2차 요약“we often choose ourselves despite knowing we are imperfect.”문서 L3956

선지별 판정 (원문 · 수업요약 대조)

① 정답 수업: 자기 존재에 대한 깊은 애착 — 단순한 자신감보다 깊다.수업요약 · 2차 요약“The phrase means that humans seem to possess a deep attachment to their own existence.”문서 L3930
② 오답 반대 — 선생님은 바로 이런 상투어로 줄이지 말라고 경고했다.수업요약 · 2차 요약“The teacher specifically warned against reducing this idea to a cliché such as: “Just love yourself!””문서 L3944–3945
③ 오답 반대 — 자기애는 "나는 완벽하다"는 생각을 필요로 하지 않는다.수업요약 · 2차 요약“Self-love does not require thinking: “I am perfect.””문서 L3953–3954
④ 오답 반대 — 버튼 사고실험에서 대부분은 "No".수업요약 · 2차 요약“According to the teacher, when the thought experiment becomes truly irreversible, most people would choose: No.”문서 L3990–3991
⑤ 오답 반대 — 원문: 우리는 하루에도 수백 번 절망한다.원문“We despair a hundred times a day.”Far from the Tree ¶32

29In Walcott’s "Love After Love," as discussed in class, who is "the stranger who was yourself"?상징·인물 해석

① A new romantic partner who arrives after an old relationship has ended.

② A dangerous outsider whom the speaker must keep out of the house.

③ The speaker’s parent, who finally accepts the speaker’s horizontal identity.

④ A future version of the speaker who has turned into someone else entirely.

⑤ The neglected version of the self, which the person must return to.

정답: ⑤
⚠️ "Love After Love" 시 전문은 범위 문서에 없다 — 수업요약(B)이 인용한 구절로만 출제. 수업: 다른 사람·관계·인정·기대에 몰두하느라 방치한 자신에게 돌아가는 것 → 자기와의 화해(reconciliation).

수업요약 · 2차 요약“It is: the neglected version of yourself.”문서 L4126–4127

수업요약 · 2차 요약“Eventually, they must return to the self they abandoned.”문서 L4124

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — stranger 는 문자 그대로 다른 사람이 아니다.수업요약 · 2차 요약“The “stranger” is not literally another person.”문서 L4125
② 오답 반대 — 문 앞에서 맞이해 반갑게 대접하는 대상이다.수업요약 · 2차 요약“The poem asks you to treat yourself like a valued guest.”문서 L4165
③ 오답 원문 미언급 — 수업은 stranger 를 부모로 읽지 않았다.
④ 오답 반대 — 다른 누군가가 된 것이 아니라 자기 자신을 다시 만난다.수업요약 · 2차 요약“you meet yourself again.”문서 L4101
⑤ 정답 수업: stranger 는 다른 사람이 아니라 방치된 나.수업요약 · 2차 요약“It is: the neglected version of yourself.”문서 L4126–4127

30According to the class, how are Solomon’s ideas and Walcott’s "Love After Love" connected?추론 (BEST explains)

① Both writers argue that self-love means believing that one is already perfect.

② Walcott’s poem praises narcissism, which Solomon then warns readers against.

③ Solomon explains our attachment to ourselves philosophically; Walcott shows it poetically.

④ Solomon writes poems, while Walcott studies families of children with disabilities.

⑤ Both texts focus mainly on how to love a romantic partner more completely.

정답: ③
Solomon: 인간은 "the fact of themselves" 에 깊이 애착한다(철학적 설명). Walcott: 그 애착을 의식적으로 되찾는 모습을 극화(시적 표현). 수업 진행: 결점 인식 → 그래도 나를 택함 → 남도 자신을 택함을 이해 → 완벽 대신 복잡함을 수용.

수업요약 · 2차 요약“Explains the idea philosophically.”문서 L4297

수업요약 · 2차 요약“Shows the idea poetically.”문서 L4299

선지별 판정 (원문 · 수업요약 대조)

① 오답 반대 — 자기애는 "나는 완벽하다"를 요구하지 않는다.수업요약 · 2차 요약“we often choose ourselves despite knowing we are imperfect.”문서 L3956
② 오답 반대 — 시는 나르시시즘에 관한 것이 아니다.수업요약 · 2차 요약“The poem is not about narcissism.”문서 L4458
③ 정답 수업요약 PART VII 그대로.수업요약 · 2차 요약“Walcott dramatizes what it looks like to consciously recover that attachment.”문서 L4294
④ 오답 역할이 뒤바뀜/원문 미언급 — Solomon 은 철학적 설명, Walcott 은 시.수업요약 · 2차 요약“Explains the idea philosophically.”문서 L4297
⑤ 오답 반대 — 시는 자신과의 관계를 회복하는 것에 관한 것.수업요약 · 2차 요약“It is about recovering a relationship with yourself.”문서 L4459

✍️

서술형 8문항

Five 유형 가정 · 영어 모범답안 7–10문장 · Cite the Line

채점 포인트 4개는 이 자료가 만든 가정(교사 채점기준 아님) — 지난 학기 David Five 형식(Cite the Line · Power of Three) 계승 가정. 모범답안의 따옴표 인용은 전부 원문(A)·수업요약(B)과 기계 대조했고(Backsliding 문항만 범위 밖 OUT 허용), 줄·문단 번호는 정리본 번호다 — 시험에서는 시험지 번호로 바꿔 쓸 것.

📝 서술형 1 수사 분석

Analyze how Shirley Jackson uses the calm opening of "The Lottery" and the word "lottery" itself to show how violence can become normal. Write 7–10 sentences in formal academic English and use the Cite the Line formula (paragraph numbers = this material’s ¶ numbers).

Model Answer (8 sentences). In paragraph 1, Jackson describes a morning that "was clear and sunny" while "the flowers were blossoming profusely," so the story opens with a peaceful tone. This tone creates a disturbing mismatch with the action, because the villagers will soon commit what the class called "Collective murder." As the class noted, "The ordinary atmosphere shows that the violent tradition has become completely normalized." The title word is also a rhetorical choice, because "lottery" suggests luck, yet "in the story, winning means death." In paragraph 71, Tessie’s slip simply "had a black spot on it," so a death sentence is delivered through the plain diction of a game. If the villagers called the ritual "The Annual Stoning," the violence would be obvious, but the gentle word lets them treat it as "simply another community event." Together, the setting and the diction prove the class’s claim that "evil can hide inside ordinary language." Therefore, the story warns that a community does not need hatred to kill; it only needs a tradition that no one questions.

모범답안 속 인용 출처: 원문4개 · 수업요약 · 2차 요약6개

채점 포인트 (가정 · 교사 채점기준 아님)

어조·배경 장치 식별 + ¶1 인용 + 어조(평화) vs 행동(집단 살인) 불일치 설명
단어 "lottery" 의 아이러니(행운·상품 ↔ 당첨 = 죽음) + ¶71 인용
수업 개념 연결 — normalization / "evil can hide inside ordinary language"
Cite the Line 형식(paragraph 번호) · Power Word 2개 이상 · 7–10문장

핵심 근거:

원문“The morning of June 27th was clear and sunny”The Lottery ¶1

수업요약 · 2차 요약“It creates a disturbing mismatch between:”문서 L2252

수업요약 · 2차 요약“A harmless word helps make a horrifying ritual sound normal.”문서 L2567

📝 서술형 2 수사 분석

Analyze how Timothy Liu uses diction in line 10 ("anything scribbled on a prescription blank") and the final image in lines 12–13 to show the speaker’s change. Write 7–10 sentences using the Cite the Line formula.

Model Answer (8 sentences). On line 10, the poet uses the diction "anything scribbled on a prescription blank" to suggest that the speaker is used to quick medical fixes. The teacher called this phrase a "skeleton key" because it hints that the speaker "may be someone who has become dependent on prescription pain medication." The verb "scribbled" sounds rushed and impersonal, so it points to "quick medical solutions rather than genuine emotional care." On line 11, the speaker’s own words, "Just want the pain to go away," show the same habit of avoidance. However, on lines 12–13 the poet ends with the speaker "surprised to find yourself / reaching for someone else’s hand." The word "surprised" shows that "asking for help is not something he normally does." This contrast between a scribbled prescription and a human hand moves the poem "from avoidance toward recognition." In this way, the poet suggests that pain cannot be removed by medicine alone, and that healing begins when a person accepts human connection.

모범답안 속 인용 출처: 원문5개 · 수업요약 · 2차 요약5개

채점 포인트 (가정 · 교사 채점기준 아님)

L10 diction("scribbled", "prescription blank") 식별 + "skeleton key" 해석
L11 회피의 말 인용 + 회피(avoidance) 설명
L12–13 결말 이미지 + "surprised" 의 효과
avoidance → recognition 이동(thesis) · Cite the Line · 7–10문장

핵심 근거:

수업요약 · 2차 요약“What happens when a person tries to remove pain instead of understanding it?”문서 L206

수업요약 · 2차 요약“Therefore, this small physical action becomes a major emotional change.”문서 L308

📝 서술형 3 Shift 찾기

Identify the Shift in Edgar Kunz’s "Piano." Quote one line from BEFORE and one from AFTER the Shift, and explain how the second scene becomes a metaphor for the first. Write 7–10 sentences.

Model Answer (8 sentences). The Shift in "Piano" happens on lines 11–12, when the speaker suddenly says, "I met a woman once / who worked on pianos." Before the Shift, a woman says, "I held him together / as long as I could," and compares the man to "tissue paper / coming apart in water." After the Shift, the poem tells a seemingly unrelated story about a tuner who needs "The tools, the leverage. / The required ear." In class, students first noticed that "the poem suddenly changes direction." The teacher explained that "the second scene becomes a metaphor for the first scene." In other words, the two scenes are "different on the surface but structurally similar." The caregiver becomes the tuner and the struggling man becomes the piano, so the ending, "The second I step away / it’s already falling out of tune," reveals that her care can never be finished. Because of this juxtaposition, the Shift turns a private family story into a larger claim: "Love can care for another person, but it cannot completely control another human being."

모범답안 속 인용 출처: 원문5개 · 수업요약 · 2차 요약5개

채점 포인트 (가정 · 교사 채점기준 아님)

Shift 위치(L11–12) 정확히 지목 + 인용
BEFORE(가족 장면 · L1–2 또는 L5–6) 인용
AFTER(조율사 장면 · L14–15 또는 L17–18) 인용
두 번째 장면 = 첫 장면의 은유(구조적 유사) 설명 + thesis(사랑의 한계)

핵심 근거:

수업요약 · 2차 요약“The answer is that the second scene becomes a metaphor for the first scene.”문서 L802

수업요약 · 2차 요약“The teacher agreed that this was the central relationship between the two sections.”문서 L815

📝 서술형 4 어휘 + 인용 해석

Explain the meaning of "the startling evolutionary imperative of affection for the fact of ourselves" and "We choose our own lives" in paragraph 32 of Far from the Tree. Connect your answer to the button thought experiment discussed in class. Write 7–10 sentences.

Model Answer (9 sentences). In paragraph 32, Solomon writes that "We despair a hundred times a day," admitting that people often feel low self-esteem or even self-hatred. Yet he adds that "we retain the startling evolutionary imperative of affection for the fact of ourselves," and the teacher told the class to remember this line. Here, "imperative" suggests a need we cannot easily ignore, while "the fact of ourselves" refers simply to our own existence. As the class explained, the phrase describes "a deep attachment to their own existence," not simple confidence. The teacher warned against reducing it to a cliché such as "Just love yourself!" Solomon’s sentence "We choose our own lives" makes the same point, because "when given our druthers, we elect to be ourselves." The teacher tested this with a button that would turn you into another person forever, and most people would refuse to press it. We may want someone else’s face or money "without actually wanting to erase yourself." Therefore, the phrase shows that self-love does not require perfection, because we choose ourselves "despite knowing we are imperfect."

모범답안 속 인용 출처: 원문6개 · 수업요약 · 2차 요약4개

채점 포인트 (가정 · 교사 채점기준 아님)

핵심 어휘 뜻 — imperative / the fact of ourselves (문맥 의미)
같은 문단 인용 2개("We despair…", "We choose our own lives")
수업 연결 — 버튼 사고실험 · "Just love yourself!" 상투어 경고
결론: 자기애 ≠ 완벽함, 결점에도 나를 택함 · 7–10문장

핵심 근거:

수업요약 · 2차 요약“He told students to remember this line.”문서 L3925

수업요약 · 2차 요약“Would you press it?”문서 L3984

📝 서술형 5 Synthesis

The class said that "All Trains Are Going Local" and "Piano" show two sides of the same relationship. Using at least one quotation from each poem and the class’s connection, explain what the two poems teach together about love and help. Write 7–10 sentences.

Model Answer (8 sentences). "All Trains Are Going Local" and "Piano" show two sides of the same relationship between a suffering person and the person who loves him. On line 11 of the first poem, the speaker says, "Just want the pain to go away," which reveals how he has been avoiding his pain. The class described his movement as "avoiding pain → slowing down → recognizing pain → reaching for help." On lines 1–2 of "Piano," by contrast, a caregiver says, "I held him together / as long as I could," which shows the other side of the relationship. The class noted that "Piano" focuses on "the person who loves someone who is suffering." Together, the poems teach that the person in pain "must eventually choose to reach out," while the person who loves them "can offer a hand, but cannot force them to take it." In my view, this pairing is persuasive because it refuses the romantic idea that "If I love someone enough, I can save them." Instead, both poems suggest that "Help can be offered, but the person suffering must also participate in their own recovery."

모범답안 속 인용 출처: 원문2개 · 수업요약 · 2차 요약10개

채점 포인트 (가정 · 교사 채점기준 아님)

두 시의 관점 구분(고통받는 사람 ↔ 사랑하는 사람)
시마다 인용 1개 이상 + 줄 번호
수업의 연결 문장 활용(손을 내밀 수는 있지만 잡게 할 수는 없다)
평가(낭만적 구원 신화 비판) + thesis · 7–10문장

핵심 근거:

수업요약 · 2차 요약“Together, the poems show both sides of the relationship.”문서 L1112

요약자 평가 · 선생님 발언 단정 금지“This is probably one of the strongest connections between the two lessons.”문서 L1117

📝 서술형 6 Synthesis

Compare Sue Klebold (Far from the Tree) and the caregiver in "Piano." What do they show about the power and the limits of love? Use at least one quotation from each text. Write 7–10 sentences.

Model Answer (9 sentences). Both Sue Klebold and the caregiver in "Piano" love someone whom they cannot save. In the Klebold passage, Sue admits, "I know it would have been better for the world if Dylan had never been born." She then adds, "But I believe it would not have been better for me," which separates moral judgment from personal love. The class concluded from her case that "Love does not necessarily require moral approval." Similarly, the woman in "Piano" says, "I held him together / as long as I could," yet her love cannot stop his collapse. Her image "Like smoke in my hands" shows, as the class said, "the limits of love and control." However, the texts differ, because Sue’s love "survives the test" of moral horror, while the caregiver faces a problem that keeps "falling out of tune." Peter Lanza’s response adds a third view, since the teacher called it "an honest recognition" that "love also has limits." Taken together, these texts suggest that love can survive horror and failure, but it cannot erase what a person does or control what a person becomes.

모범답안 속 인용 출처: 원문5개 · 수업요약 · 2차 요약7개

채점 포인트 (가정 · 교사 채점기준 아님)

Sue Klebold 인용 + 도덕적 판단 vs 개인적 사랑 분리
Piano 인용(L1–2 / L7) + 사랑과 통제의 한계
차이점(stress test 를 견딤 ↔ 끝없는 조율) — 비교의 축 명시
종합 thesis(사랑의 힘과 한계) · Peter Lanza 등 추가 근거 · 7–10문장

핵심 근거:

수업요약 · 2차 요약“Love does not necessarily require moral approval.”문서 L3580

수업요약 · 2차 요약“The image represents the limits of love and control.”문서 L750

📝 서술형 7 처방 비교 + 평가

"All Trains Are Going Local" and the class reading of "The Lottery" each suggest how people should respond to pain or harm. Compare the two "prescriptions" and evaluate which is more demanding or more realistic. Write 7–10 sentences.

Model Answer (9 sentences). "All Trains Are Going Local" and "The Lottery" offer two different prescriptions for how people should respond to pain and harm. The poem prescribes an inward change, since the class concluded that "slowing down, recognizing pain, and allowing others to help us can be the beginning of healing." Its final image, "reaching for someone else’s hand," shows that this cure begins with one small act of trust. The class reading of the story, by contrast, prescribes an outward duty: "people have a responsibility to question traditions." This is difficult, because it is much easier to doubt a ritual privately than to "publicly refuse to participate." In paragraph 33, Mrs. Adams notes that "Some places have already quit lotteries," yet in paragraph 76 "Steve Adams was in the front of the crowd of villagers." Both prescriptions require attention, but the second is more demanding because "Awareness creates the possibility of resistance," while "awareness without action may not be enough." In my evaluation, the poem’s prescription is more realistic for one person, while the story’s prescription is more necessary for a community. A strong response to harm may need both: the humility to accept help and the courage to question what everyone accepts.

모범답안 속 인용 출처: 원문3개 · 수업요약 · 2차 요약7개

채점 포인트 (가정 · 교사 채점기준 아님)

처방 ① All Trains(느려지기·고통 인식·도움 수용) 인용
처방 ② The Lottery 수업 해석(전통을 질문할 책임) + ¶33·¶76 인용
비교 축 명시(내면 ↔ 공동체 · 인식 ↔ 행동)
평가(어느 쪽이 더 현실적/어려운가) + 근거 · 7–10문장

핵심 근거:

수업요약 · 2차 요약“Therefore, people have a responsibility to question traditions.”문서 L2246

수업요약 · 2차 요약“Awareness creates the possibility of resistance.”문서 L2499

📝 서술형 8 Synthesis (Backsliding 활용) 범위 밖 · 서술형 활용범위 밖 자료를 "활용 근거"로 쓰는 문항

[범위 밖 자료 활용] The teacher briefly linked "Piano" to an essay about the "paradox of willpower." Using "Piano" and Backsliding, the essay this most likely refers to (out of range, usable as support), explain why some problems cannot be solved by trying harder. Write 7–10 sentences.

Model Answer (9 sentences). In "Piano," the caregiver’s images "tissue paper / coming apart in water" and "Like smoke in my hands" show a problem that cannot be held by force. The teacher connected these images to an essay about the "paradox of willpower," in which "the harder someone tries to control the problem through pure force of will, the more trapped they can sometimes feel." That essay is probably Backsliding, whose subtitle matches this phrase, and although it is outside the test range, it can support a written argument. The essay argues that "What is called weakness of will is not a deficit but a surplus." It also warns that "to fight will with will is to end up even more entangled." Instead, it quotes Simone Weil: "We have to try to cure our faults by attention and not by will." This connects to the tuner’s "required ear," which the teacher linked to "love as attention." Read together, the texts suggest that "Some problems cannot be solved simply by trying harder." Love may therefore work less like force and more like patient attention, even though attention alone cannot guarantee recovery.

모범답안 속 인용 출처: 원문3개 · 수업요약 · 2차 요약5개 · 범위 밖 · 서술형 활용3개

정리본 분석 · 수업 미언급수업요약은 에세이 제목을 말하지 않았다(1238줄 "an essay about addiction and the paradox of willpower"). 그 에세이 = Backsliding 은 추정(부제 "On the paradox of willpower" 일치, 526줄) — 답안에서도 "probably" 처럼 추정으로 쓸 것.

채점 포인트 (가정 · 교사 채점기준 아님)

Piano 이미지 인용(L5–7) + 통제할 수 없음 설명
선생님의 연결("paradox of willpower" — 수업요약 B) 명시
Backsliding 문장 2개 이상(범위 밖 · 활용 근거라고 표기)
attention ↔ will 대비로 종합 thesis · 7–10문장

핵심 근거:

수업요약 · 2차 요약“The teacher briefly mentioned an essay about addiction and the “paradox of willpower.””문서 L1238

수업요약 · 2차 요약“Some problems cannot be solved simply by trying harder.”문서 L1244

심화영어독해 중간 — David 예상문제 + 해설

David · 2학년 2학기 중간 · Love & Hate

📊 유형 분포 (규격 목표 대비)

📑 목차

All Trains Are Going Local

수업 질문 (원문)

18. Exit Ticket (원문 그대로)

Piano (+ Biden · Dolly Parton)

수업 질문 (원문)

Seminar Review 의 중심 질문

My Secret Pepsi Plot

수업요약의 문답 (원문)

The Lottery · The Maldive Shark

선생님이 직접 던진 질문 (원문)

42. Main Seminar Questions (원문 그대로)

43. Key Vocabulary (원문 그대로)

Far from the Tree · Love After Love

선생님이 던진 질문 (원문)

49. Best Seminar Questions — Far From the Tree 수업 (원문 그대로)

59. Best Seminar Questions — Radical Love 수업 (원문 그대로)

서술형 8문항