⏱ 30분 사용법: 0번 형식(3분) → 1번 편별 Thesis·Shift·함정(15분) → 4번 템플릿 소리 내어 1회(10분) → 체크 10줄.
🔴 2026 2학기 중간 David 파트의 실제 문항 형식은 미확인. 이 자료는 2025 실제 시험 David 파트(선택형 BEST explains·NOT·인용 의도·수사 효과 + FRQ 문학 비교)와 지난 학기 David "Five" 서술형 형식을 계승한다고 가정했다(단정 아님).
참고: 0번 규칙 원문은 1학기 기말 David 자료가 쓴 Golden Rules(이번 범위 문서 밖, 형식 참고용).
출처 층: B = 선생님 수업을 정리한 2차 요약(Class Summary — 작성자 미상, 학생 발언·요약자 평가 포함). 그 안의 학생 발언 줄은 "학생 발언", 요약 작성자의 평가문("one of the most important …" 류)은 "요약자 평가" 배지로 따로 표시했다 — 선생님 발언으로 단정하지 말 것.
원문수업요약 · 2차 요약학생 발언 · 수업요약 속요약자 평가 · 선생님 발언 단정 금지학생 수업필기보충 · 정답 근거 아님영상·강연 요약 · 출처 미확인범위 밖 · 서술형 활용정리본 분석 · 수업 미언급
① All Trains Are Going Local (시)
⭐ 한 줄 Thesis
고통을 피해 달리던 사람이 멈춰 서서 고통을 인식하고 낯선 이의 손을 잡는 것 = 치유의 시작.
수업요약 · 2차 요약L407“All Trains Are Going Local” uses the image and structure of a slow, frequently stopping subway train to show how a person who has been running away from pain is forced to slow down, confront it, and eventually begin healing by reaching out for human connection.
🔄 Shift — L11 → L12–13 (지점 지정 = 정리본 판단) 정리본 분석 · 수업 미언급
원문“Just want the pain to go away, you say, surprised to find yourself”All Trains L11–12
Must-Know 인용 (verbatim)
L1 — 느려짐(standstill 이 아님)
원문“Slowing down your body enough to feel.”All Trains L1
L7 — 이탤릭 질문(추정)
원문“Running to get to or away from?”All Trains L7
L10 — skeleton key
원문“anything scribbled on a prescription blank.”All Trains L10
L13 — 결말 이미지
원문“reaching for someone else's hand.”All Trains L13
🎯 정답이 되는 문장 / 오답이 되는 전형 함정
정답형The poem moves gradually from avoidance toward recognition.수업요약 · 2차 요약“The teacher suggested that the poem moves gradually from avoidance toward recognition.”문서 L227
정답형Slowing down in the poem does not necessarily mean failure.학생 발언 · 수업요약 속“This suggests that slowing down does not necessarily mean failure.”문서 L122
반대✗ The ending shows that all of the speaker's problems are solved.→ 수업: 문제가 다 해결됐다고 끝나지 않는다 — 더 건강한 대응의 "시작"으로 끝난다.
수업요약 · 2차 요약“The poem does not end by saying that all of his problems are solved.”문서 L324
과장·단정✗ The poem directly states that the speaker is addicted to opioids.→ 원문은 처방전 이미지만 준다. 의존은 선생님의 해석("may be").
수업요약 · 2차 요약“The teacher suggested that the speaker may be someone who has become dependent on prescription pain medication.”문서 L195
반대✗ The title suggests the speaker's journey has stopped completely.→ 완행도 여전히 앞으로 간다(학생 발언, 수업이 정리).
학생 발언 · 수업요약 속“Even though a local train is slower and stops often, it is still moving forward.”문서 L121
지문에 없음✗ The stranger ignores the fallen speaker.→ 원문: 낯선 이가 일으켜 준다.
원문“the stranger who helps you up”All Trains L8
② Piano (시) + Biden · Dolly · Imagination Library
⭐ 한 줄 Thesis
조율사가 아무리 애써도 피아노는 다시 음이 틀어지듯, 사랑은 돌볼 수 있지만 다른 사람을 완전히 통제·수리할 수 없다.
수업요약 · 2차 요약L1176“Piano” uses the metaphor of a piano that constantly falls out of tune to show the beauty, sacrifice, pain, and ultimate limits of trying to hold together someone you deeply love but cannot fully save.
🔄 Shift — L11 (두 번째 장면 시작)
원문“I met a woman once who worked on pianos.”Piano L11–12
Must-Know 인용 (verbatim)
L1 — 돌봄 = 노동
원문“I held him together”Piano L1
L5–6 — 직유
원문“He was like tissue paper coming apart in water.”Piano L5–6
L15–16 — 사랑과 고통의 공존
원문“I love it, she said, but it's brutal.”Piano L15–16
L17–18 — 끝없는 책임 · futility
원문“The second I step away it's already falling out of tune.”Piano L17–18
L9–10 ↔ "I Will Always Love You"
원문“You left when you had to.”Piano L9–10
🎯 정답이 되는 문장 / 오답이 되는 전형 함정
정답형The piano tuner represents the person who loves and cares for the struggling person.수업요약 · 2차 요약“The mother is like the piano tuner, and the troubled person is like the piano.”문서 L814
정답형Love can care for another person but cannot completely control another human being.수업요약 · 2차 요약“Love can care for another person, but it cannot completely control another human being.”문서 L1157
과장✗ The poem shows that enough love can permanently fix someone.→ 수업: 완전히 사랑하고도 고치지 못할 수 있다(그래도 사랑이 실패한 것은 아님).
수업요약 · 2차 요약“You can love someone completely and still be unable to repair them.”문서 L923
반대✗ Leaving someone always means that love has ended.→ 수업: 떠나는 것이 사랑의 소멸을 뜻하지는 않는다.
수업요약 · 2차 요약“Leaving does not necessarily mean that love has disappeared.”문서 L789
맥락 왜곡✗ Dolly Parton wrote "I Will Always Love You" simply as a romantic love song.→ 수업: 원래 단순한 낭만적 사랑 노래가 아니었다 — 직업적 작별의 맥락.
수업요약 · 2차 요약“A key point was that the song was not originally written simply as a romantic love song.”문서 L1059
초점 이탈✗ The teacher played the Biden voicemail mainly to make a political point.→ 수업: 목적은 정치가 아니라 부모의 사랑.
수업요약 · 2차 요약“The teacher's main reason for showing the example was not primarily political.”문서 L667
지문에 없음(C)✗ The class concluded that the poem's shape looks like piano keys.→ 이 주장은 AI 보강(C)에만 있다. 수업이 말한 구조는 "두 장면이 겉은 다르지만 구조가 같다".
수업요약 · 2차 요약“The two scenes are different on the surface but structurally similar.”문서 L803
③ My Secret Pepsi Plot (에세이)
⭐ 한 줄 Thesis
병 보증금은 원래 가족 돈이었지만, 가족을 돕고 싶은 아이의 의도가 사랑이기에 감정적 의미는 경제적 가치보다 크다.
수업요약 · 2차 요약L1505–1507His 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.
🔄 Shift — ¶9 첫 문장 (지점 지정 = 정리본 판단) 정리본 분석 · 수업 미언급
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
Must-Know 인용 (verbatim)
¶2 — ambassador
원문“becoming their ambassador in this new world.”Pepsi Plot ¶2
¶2 — thematic foreshadowing
원문“You wish you were old enough to earn real money instead.”Pepsi Plot ¶2
¶9 — 아이러니
원문“I was merely reimbursing my parents for something already due to them.”Pepsi Plot ¶9
¶9 — evocation (원문은 feel!)
원문“my feet didn't feel the pavement.”Pepsi Plot ¶9
🎯 정답이 되는 문장 / 오답이 되는 전형 함정
정답형The boy's act is economically small but emotionally meaningful because his intention is love.수업요약 · 2차 요약“The emotional meaning is more important than the actual economic value.”문서 L1507
정답형An earlier wish to earn real money foreshadows the bottle-deposit episode.수업요약 · 2차 요약“That desire prepares the reader for the later bottle-deposit episode.”문서 L1514
사실 오류✗ The boy earned new income for his family.→ 원문: 원래 부모 몫을 돌려받았을 뿐.
원문“I was merely reimbursing my parents for something already due to them.”Pepsi Plot ¶9
반대✗ The boy enjoyed every Pepsi he drank that week.→ 원문: Pepsi 가 싫어졌다.
원문“I came to hate Pepsi.”Pepsi Plot ¶5
지문에 없음✗ His parents asked him to return the cans for money.→ 원문: 비밀 · 깜짝 선물.
원문“My secret — a surprise.”Pepsi Plot ¶4
지문에 없음✗ The cashier carefully inspected and praised the cans.→ 원문: 계산원은 그를 한 번도 보지 않은 듯.
원문“I don't think she looked at me once.”Pepsi Plot ¶8
④ The Lottery (단편) · The Maldive Shark (시)
⭐ 한 줄 Thesis
Lottery = 평범한 공동체가 전통과 언어로 폭력을 정상화 / Shark = 직접 죽이지 않고 돕는 간접 참여자 → 악은 악처럼 보이지 않을 때 가장 위험하다.
수업요약 · 2차 요약L2678The class explored how language, conformity, tradition, and indirect participation can normalize harmful behavior, showing through “The Lottery,” “The Maldive Shark,” and the banality of evil that evil often grows quietly inside ordinary social systems rather than appearing as obvious hatred.
🔄 Shift — Lottery ¶70–77 결말 / Shark L13 (지점 지정 = 정리본 판단) 정리본 분석 · 수업 미언급
원문“The pile of stones the boys had made earlier was ready”The Lottery ¶73
Must-Know 인용 (verbatim)
Lottery ¶5 — 전통
원문“no one liked to upset even as much tradition as was represented by the black box”The Lottery ¶5
Lottery ¶32 — Old Man Warner
원문“There's always been a lottery,”The Lottery ¶32
Lottery ¶73 — 남은 것은 돌
원문“they still remembered to use stones.”The Lottery ¶73
Shark L13–14 — 돕지만 먹지 않는다
원문“They are friends; and friendly they guide him to prey, Yet never partake of the treat”Maldive Shark L13–14
Shark L11–12 — 턱 속의 피난처
원문“An asylum in jaws of the Fates!”Maldive Shark L12
🎯 정답이 되는 문장 / 오답이 되는 전형 함정
정답형The calm, ordinary tone makes the final violence more disturbing.수업요약 · 2차 요약“This contrast makes the violence even more disturbing.”문서 L2258
정답형The pilot fish can be read as a symbol of complicity.수업요약 · 2차 요약“The pilot fish can therefore be read as a symbol of complicity.”문서 L2321
정답형Evil can begin quietly through ordinary language.수업요약 · 2차 요약“It can begin quietly, through words and language that gradually normalize harmful ideas.”문서 L2038
반대✗ The villagers stone Tessie because they personally hate her.→ 수업: 악에 늘 미움이 필요하지는 않다(학생 필기도 "They didn't hate Tessie").
수업요약 · 2차 요약“Evil does not always require hatred.”문서 L2373
사실 오류✗ The pilot fish eat the prey the shark kills.→ 원문: 먹이에 손대지 않는다.
원문“Yet never partake of the treat”Maldive Shark L14
반대✗ The villagers preserve every detail of the original ritual.→ 원문: 의식의 많은 부분이 잊히거나 버려졌다.
원문“Because so much of the ritual had been forgotten or discarded”The Lottery ¶6
반대✗ According to the class, tradition excuses harmful behavior.→ 수업: 전통이 해로운 행동을 변명해 주지 않는다.
수업요약 · 2차 요약“The answer suggested by the discussion is no.”문서 L2239
지문에 없음✗ Mrs. Adams's doubt leads her family to refuse the stoning.→ 원문: 결말에서 Steve Adams 가 무리 맨 앞에 있다(의심 ≠ 저항).
원문“Steve Adams was in the front of the crowd of villagers”The Lottery ¶76
⑤ Far from the Tree (논픽션) · Love After Love (시 구절)
⭐ 한 줄 Thesis
사랑은 도덕적 공포·차이·자기혐오와 공존할 수 있다 — 질병/정체성 이분법을 넘어, 상상한 것보다 실제로 존재하는 것을 귀하게 여기는 radical love.
수업요약 · 2차 요약L3720The class examined how parental love survives extreme difference, crime, grief, and moral conflict, while using “Far From the Tree” to ask how families negotiate identity, acceptance, autonomy, and disagreement when a child becomes someone the parents did not expect.L4562The class explored radical love as the ability to hold contradiction—loving imperfect people, seeing identity and illness at the same time, choosing one’s flawed self, and valuing the real lives that exist rather than only the ideal lives we imagine.
🔄 Shift — ¶K Sue Klebold "But over time…" (지점 지정 = 정리본 판단) / LAL 소외 → 통합 (수업요약) 정리본 분석 · 수업 미언급
원문“But over time, I've come to feel that, for myself, I am glad I had kids”Far from the Tree ¶K
Must-Know 인용 (verbatim)
¶K — Sue 의 역설
원문“it would not have been better for me.”Far from the Tree ¶K
¶1/¶2 — 수직 · 수평
원문“These are vertical identities.”Far from the Tree ¶1
¶8 — Copenhagen
원문“Many conditions are both illness and identity, but we can see one only when we obscure the other.”Far from the Tree ¶8
¶32 — 선생님이 외우라고 한 구절
원문“the startling evolutionary imperative of affection for the fact of ourselves”Far from the Tree ¶32
¶33 — 있는 것 > 상상한 것
원문“privileging what exists over what we have merely imagined.”Far from the Tree ¶33
LAL (수업요약 인용)
수업요약 · 2차 요약““Give wine. Give bread.””문서 L4146
🎯 정답이 되는 문장 / 오답이 되는 전형 함정
정답형Sue Klebold separates moral judgment of her son's act from her personal love for him.수업요약 · 2차 요약“Love does not necessarily require moral approval.”문서 L3580
정답형Solomon argues that illness and identity can be compatible aspects of one condition.원문“We need a vocabulary in which the two concepts are not opposites, but compatible aspects of a condition.”Far from the Tree ¶9
정답형Radical love does not mean approving everything a person does.수업요약 · 2차 요약“approving everything a person does.”문서 L4045
일반화✗ Solomon claims that mothers always forgive and fathers always judge.→ 수업: 관찰적 해석일 뿐 보편 규칙이 아니다.
수업요약 · 2차 요약“This was Solomon's observational interpretation, not a universal rule about mothers and fathers.”문서 L3237
단정✗ Peter Lanza's wish shows that he simply failed to love his son.→ 수업: "사랑에 실패했다"로 단순 해석하지 말 것 — 사랑의 한계에 대한 정직한 인정.
수업요약 · 2차 요약“Both reactions must be taken seriously.”문서 L3811
과장✗ Solomon says suffering automatically makes people stronger.→ 원문: 혼란은 성장의 "기회"를 줄 뿐 성장 자체가 아니다.
원문“the disruption provides the opportunity for growth, not the growth itself.”Far from the Tree ¶23
반대✗ Families usually treat vertical identities as flaws.→ 원문: 수직은 정체성으로 존중, 수평이 흔히 결함 취급.
원문“Vertical identities are usually respected as identities; horizontal ones are often treated as flaws.”Far from the Tree ¶6
반대✗ Understanding Adam Lanza's suffering excuses his crime.→ 수업: Explanation ≠ Excuse.
수업요약 · 2차 요약“His suffering does not excuse what he did.”문서 L3136
반대✗ In "Love After Love," the stranger is a new romantic partner.→ 수업: stranger = 방치된 나 자신.
수업요약 · 2차 요약“The “stranger” is not literally another person.”문서 L4125
오답 함정 4유형 (2025 David 선지 패턴 참고): ① 과장·단정(may → definitely, 해석 → 사실) ② 일반화(관찰 → always/universal) ③ 반대(원문·수업 결론을 뒤집음) ④ 지문에 없음(그럴듯하지만 원문·수업요약에 없는 내용, 특히 C 보충에만 있는 주장). 2025 기출의 정답은 원문의 구체적 장면·수업 해석과 정확히 맞물린 선지였다.
⚠️ 출제 가능성 경고: 영상·강연 요약(C) 3건은 출처 미확인이라 이 자료는 정답 근거로 쓰지 않았지만, 수업에서 보여 준 자료의 요약일 수 있다(수업요약 3259줄 "Examples mentioned in the lecture…" 의 목록이 TED 요약과 겹침). 특히 TED "Love, no matter what" 요약의 사실 — 1966년 Time 지 기사, Clinton Brown(30회 수술), BMN-111, 세 단계 수용(self · family · social) — 과 Arendt 영상 요약(Eichmann 재판·"banality of evil")이 시험에 나올 가능성은 배제할 수 없다. 한 번 읽어 두되, 답안 근거는 원문(A)·수업요약(B)으로.
① 수사 분석형 (한 작품) — Five: 수사 분석 / Shift
구조: Thesis(작품·장치·효과) → Cite the Line ×3–4 → Shift → So what(주제)
- In "[title]," [author] uses [device] to [effect], which supports the idea that [theme].
- On line X, the poet uses [device] ("[quote]") to suggest that ...
- The shift comes on line X, when ...; this turns ... into ...
- This choice matters because it forces the reader to ...
- Therefore, the poem suggests that ...
모범 단락 (8문장 · 인용 전부 원문/수업요약 대조)
In "Piano," Edgar Kunz uses an extended metaphor to explore the painful limits of sacrificial love. On line 1, the speaker's words "I held him together" present care as labor, as if a person could be kept from falling apart by constant effort. On lines 5–7, the similes "like tissue paper / coming apart in water" and "Like smoke in my hands" show that the man cannot actually be held, no matter how hard she tries. The shift comes on line 11, when the poem suddenly turns to "a woman once / who worked on pianos," and this second scene becomes a metaphor for the first. Her list of "The tools, the leverage" and "The required ear" suggests everything a caregiver gives: resources, effort, and careful listening. Yet she admits, "I love it, she said, but it's brutal," a juxtaposition that shows love and suffering existing at the same time. The final lines, "The second I step away / it's already falling out of tune," create a feeling of endless responsibility and futility. Therefore, the poem suggests that love can care for another person but cannot completely control or repair another human being.
② Synthesis (두 작품 이상) — Five: Synthesis
구조: 공통 질문 → 작품 A 근거 2 → 작품 B 근거 2 → 수업이 한 연결 → 차이/긴장(nuanced) → 결론
- Read together, "[A]" and "[B]" show two sides of ...
- In "[A]," ... ("[quote]"). In "[B]," by contrast, ... ("[quote]").
- As our class put it, "...".
- This juxtaposition creates a nuanced view of love: ...
- (범위 밖 연결 시 · 에세이 이름은 부제 일치에 의한 추정, 526줄) An essay outside the unit, "Backsliding," adds that ...
모범 단락 (8문장 · 인용 전부 원문/수업요약 대조)
Read together, "All Trains Are Going Local" and "Piano" show two sides of one relationship between a suffering person and the person who loves him. In "All Trains Are Going Local," the stranger's question, "Running to get to or away from?," turns a run for a train into a question about avoiding pain. The speaker first admits his wish in his own words, "Just want the pain to go away," yet the last lines show him "reaching for someone else's hand," and the word "surprised" marks this as the beginning of healing. In "Piano," by contrast, the focus moves to the caregiver, who "held him together" for as long as she could. The tuner's admission that "The second I step away / it's already falling out of tune" reveals that no amount of care can keep another person permanently "in tune." As our class put it, 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." This juxtaposition creates a nuanced definition of love: love is not control but an offer that the other person must accept. Therefore, both poems suggest that recovery requires two actions, a hand that is offered and a hand that reaches back.
③ 처방 비교 + 평가 — Five: 처방 비교
구조: 두 텍스트가 진단한 문제 → 처방 A(근거) → 처방 B(근거) → 비교 → 나의 평가(어느 쪽이 더 완전한가 + 한계)
- Both "[A]" and "[B]" diagnose ..., but they prescribe different responses.
- In "[A]," the danger is ...; the prescription is ...
- In "[B]," on the other hand, ...
- I find ... more complete, because ...; however, ...
모범 단락 (9문장 · 인용 전부 원문/수업요약 대조)
"The Lottery" and Far from the Tree both diagnose a danger in how communities treat difference, but they prescribe different responses. In "The Lottery," the danger is a tradition that no one questions, since "no one liked to upset even as much tradition as was represented by the black box." Even after Mrs. Adams notes that "Some places have already quit lotteries," the villagers still take up stones, so our class concluded that people "have a responsibility to question traditions." Solomon, on the other hand, warns against a single lens that sees difference only as illness, because "Many conditions are both illness and identity, but we can see one only when we obscure the other." His prescription is to value "what exists over what we have merely imagined," which our class connected to radical love. The first prescription is mainly critical, since it asks individuals to resist a harmful system. The second is mainly accepting, since it asks families to love a real child rather than an imagined one. I find Solomon's prescription more complete, because questioning a tradition only stops harm, while radical love also builds a relationship afterward. However, Jackson reminds us that acceptance without questioning can turn into conformity, so the two prescriptions work best together.
🚫 쓰지 말 표현
| 쓰지 말 것 | 이유 | 근거 |
|---|
| ✗ The speaker is definitely an opioid addict. | 원문은 처방전 이미지뿐 — "may suggest a possible dependence" 처럼 쓴다. | 수업요약 · 2차 요약“The teacher suggested that the speaker may be someone who has become dependent on prescription pain medication.”문서 L195 |
| ✗ my feet didn't touch the pavement | 원문 동사는 feel. 수업요약 표제의 표기를 원문 인용으로 쓰지 말 것. | 원문“my feet didn't feel the pavement”Pepsi Plot ¶9 |
| ✗ Love can fix anyone if it is strong enough. | 수업의 결론과 반대. | 수업요약 · 2차 요약“You can love someone completely and still be unable to repair them.”문서 L923 |
| ✗ The villagers hate Tessie. | 수업: 악에 늘 미움이 필요하지 않다. | 수업요약 · 2차 요약“Evil does not always require hatred.”문서 L2373 |
| ✗ Mothers always forgive; fathers always judge. | Solomon 의 관찰적 해석을 보편 규칙으로 일반화. | 수업요약 · 2차 요약“not a universal rule about mothers and fathers.”문서 L3237 |
| ✗ Peter Lanza failed to love his son. | 선생님이 명시적으로 경계한 해석. | 수업요약 · 2차 요약“The teacher emphasized that this should not simply be interpreted as:”문서 L3805 |
| ✗ Just love yourself! | 선생님이 상투어로 줄이지 말라고 경고. | 수업요약 · 2차 요약“The teacher specifically warned against reducing this idea to a cliché such as:”문서 L3944 |
| ✗ Arendt says that ... (수업요약 근거로) | Arendt 이름은 비출제 부분과 C 요약에만 있다 — 수업요약은 "banality of evil" 개념만 설명. | |
| ✗ Generally, people think ... / In general, ... (일반론) | Golden Rules: "Generalizations don't count." — 줄을 인용해 논증. | |
심화영어독해 중간 · David(Mr. B) 쌤 · 족집게노트 · 외대부고 2학년 2학기 · 한정연