AP 영어학 예상시험지 v4

Part A: Syntax (Q1~Q15)

Type A: 짧은 문제 (Q1~Q8)

Q1 [1.2점]

문제: Which of the following CORRECTLY identifies the underlined clause?

"Since Helen came home, her mother has been happy."

① Independent clause connected by a coordinating conjunction

② Noun clause functioning as the subject of the sentence

③ Dependent clause introduced by a subordinating conjunction

④ Relative clause modifying "her mother"

⑤ Adverb clause modifying "Helen"

Q2 [1.5점]

문제: Which sentence type BEST describes the following?

"Albert enlisted in the Army, and Robert, who was his older brother, joined him a day later."

① Simple sentence

② Compound sentence

③ Complex sentence

④ Compound-complex sentence

⑤ Two independent clauses joined by a semicolon

Q3 [1.5점]

문제: In the sentence below, what type of dependent clause is the underlined portion?

"It is essential that people research the cultures of those whom they propose to meet in the future."

① Adverb clause expressing cause

② Relative clause modifying "cultures"

③ Noun clause functioning as the subject complement

④ Noun clause functioning as the direct object

⑤ Adverb clause expressing condition

Q4 [1.5점]

문제: Which of the following is a periodic sentence?

① Sitting in her lounge chair, sunglasses shielding her eyes, head tilting to the side, her book lying open on her lap, Susan patiently waited.

② Susan patiently waited, sitting in her lounge chair, sunglasses shielding her eyes, head tilting to the side, her book lying open on her lap.

③ The lake looks beautiful in the moonlight.

④ He opened the door, and he found the missing paper.

⑤ I was very upset because my dog ran away.

Q5 [1.2점]

문제: Which rhetorical device is PRIMARY in the following passage?

"Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce."

① Inversion

② Anaphora

③ Parallel structure

④ Rhetorical question

⑤ Antithesis

Q6 [1.8점]

문제: Which of the following contains a dangling modifier?

① Constance, armed with only a backpack and a strong will, set out to conquer the wilds of Alaska.

② Carrying all of our supplies for miles, the campground was a welcome sight.

③ The wind gusting, Constance returned home.

④ A ruler of the Italian city-state Mantua, Isabella d'Este actively supported many great artists.

⑤ Isabella d'Este, an active supporter of many great artists, was a ruler of Mantua.

Q7 [1.5점]

문제: The "Known-New Contract" in syntax refers to the principle that:

① New information should always appear at the beginning of a sentence for emphasis.

② A sentence should contain only known information to maintain cohesion.

③ Known (given) information comes first in the subject, and new information appears in the predicate.

④ Every sentence must introduce at least two new pieces of information.

⑤ The predicate should repeat information from the previous sentence.

Q8 [1.8점]

문제: Which of the following is a compound sentence?

① Although it rained last night, we decided to take the path that led through the woods.

② The lake looks beautiful in the moonlight.

③ Because Mr. Roberts was a talented teacher, he was voted teacher of the year, and his students prospered.

④ He found the missing paper; therefore, he was satisfied.

⑤ I knew the actress who played that part in the 1980s.

Type D: 긴 지문 기반 (Q9~Q15)

Q9 [3.2점]

Cool was I and logical. Keen, calculating, perspicacious, acute and astute—I was all of these. My brain was as powerful as a dynamo, precise as a chemist's scales, as penetrating as a scalpel. And—think of it!—I only eighteen.

문제: Which of the following CORRECTLY identifies the syntactic features used in this passage?

① The passage uses only simple sentences to convey a sense of calm rationality.

② The dashes function as semicolons connecting compound sentences.

③ The passage opens with inversion ("Cool was I"), uses parallel structure in the series of adjectives and similes, and employs dashes for dramatic interjection.

④ The passage is a single periodic sentence that withholds its main clause until the end.

⑤ Anaphora is the dominant device, with "I was" repeated at the start of each clause.

Q10 [3.2점]

Beautiful she was. She was not yet of pin-up proportions, but I felt that time would supply the lack. She already had the makings. Gracious she was. By gracious I mean full of graces. She had an erectness of carriage, an ease of bearing, a poise that clearly indicated the best of breeding. ... Intelligent she was not. In fact, she veered in the opposite direction.

문제: The narrator's repeated use of inverted sentence structure ("Beautiful she was," "Gracious she was," "Intelligent she was not") BEST serves to:

① Create a tone of romantic admiration and emotional vulnerability.

② Demonstrate the narrator's poor command of standard English grammar.

③ Establish a systematic, list-like evaluation of Polly, reinforcing the narrator's calculating and clinical approach to choosing a wife.

④ Show that the narrator is imitating Polly's informal speech patterns.

⑤ Signal a shift from logical analysis to emotional confession.

Q11 [3.5점]

Version A: I was very upset. The Fourth of July fireworks were especially loud. My dog ran away. The animal control officer made his morning rounds. He found my dog in another part of town. I was relieved. Version B: I was very upset. Because the Fourth of July fireworks were especially loud, my dog ran away; but when the animal control officer made his morning rounds, he found my dog in another part of town. I was relieved.

문제: Which statement BEST describes the DIFFERENT rhetorical effects of Version A and Version B?

① Version A is more grammatically correct; Version B contains run-on sentences.

② Version A establishes cause-and-effect clearly; Version B obscures the logical connections.

③ Version A presents events as disconnected facts using simple sentences, while Version B uses subordination to show causal and temporal relationships between the events.

④ BOTH versions produce identical rhetorical effects since they contain the same information.

⑤ Version B weakens the emotional impact by making the sentences too long and complex.

Q12 [3.2점]

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair...

문제: Which combination of syntactic elements does Dickens employ in this passage?

① Inversion and rhetorical question

② Periodic sentence structure and loose modification

③ Anaphora ("it was"), parallel structure, and antithesis (best/worst, wisdom/foolishness, belief/incredulity)

④ Simple sentences connected only by semicolons

⑤ Known-New Contract with progressive information layering

Q13 [3.5점]

"May she wake in torment!" he cried, with frightful vehemence, stamping his foot, and groaning in a sudden paroxysm of ungovernable passion. "Why, she's a liar to the end! Where is she? Not there—not in heaven—not perished—where? Oh! You said you cared nothing for my sufferings! And I pray one prayer—I repeat it till my tongue stiffens—Catherine Earnshaw, may you not rest as long as I am living! You said I killed you—haunt me, then! ..."

문제: Which statement about the syntactic features of this passage is NOT CORRECT?

① The exclamation points convey Heathcliff's mounting emotional intensity and anguish.

② The dashes create fragmented, interrupted speech that mirrors psychological turmoil.

③ The rhetorical questions ("Where is she?") reflect desperate searching rather than expecting an answer.

④ The participial phrases ("stamping his foot," "groaning") add physical immediacy to the emotional outburst.

⑤ The passage is composed entirely of loose (cumulative) sentences that create a calm, reflective tone.

Q14 [3.2점]

Which of the following stories would be too biased for schools to allow on tests? (1) Overcoming daunting obstacles, a blind man climbs Mount McKinley; (2) Dinosaurs roam the Earth in prehistoric times; (3) An Asian-American girl, whose mother is a professor, plays checkers with her grandfather and brings him pizza. As you probably guessed, all three stories are deeply biased. (1) Emphasis on a "daunting" climb implies that blindness is some sort of disability, when it should be viewed as just another personal attribute, like hair color. Besides, mountain climbing stories are examples of "regional bias," unfair to readers who live in deserts, cities, and rural areas. (2) Dinosaurs are a no-no—they imply acceptance of evolutionary theory. (3) Making the girl's mother a professor perpetuates the "model minority" myth that stereotypes Asian-Americans.

문제: What is the PRIMARY syntactic strategy the author uses to structure the opening of this passage, and what is its rhetorical effect?

① Periodic sentence structure to build suspense before revealing the answer.

② Inversion of subject and predicate to create a formal, academic register.

③ A rhetorical question followed by numbered parallel examples, creating an ironic setup where seemingly innocent stories are revealed to be "biased" under absurd guidelines.

④ Anaphora with repeated "Emphasis on" to systematically dismantle each example.

⑤ Stream-of-consciousness narrative to convey the author's confusion about bias standards.

Q15 [3.5점]

No, no, no! Ravitch warns that these guidelines amount to a full-blown form of "censorship at the source" in schools and "something important and dangerous" that few people know about. She blames both the religious right and the multicultural feminist left. The right objects to evolution, magic and witchcraft, gambling, nudity, suicide, drug use, and stories about disobedient children. The left objects to "sexist" fairy tales, Huckleberry Finn, religion, smoking, junk food, guns and knives, and what some guidelines call "activities stereotyping" (blacks as athletes, men playing sports or working with tools, women cooking or caring for children).

문제: The syntactic structure of the two sentences beginning with "The right objects to..." and "The left objects to..." BEST achieves which rhetorical effect?

① It creates a periodic structure that delays the main point until the end of the paragraph.

② The parallel structure and lengthy enumeration on BOTH sides emphasize that censorship comes equally from opposing political camps, reinforcing Ravitch's "both sides" critique.

③ It uses anaphora to build emotional sympathy for the religious right's position.

④ The compound-complex sentences slow the reader down to create a meditative, reflective tone.

⑤ It employs antithesis to argue that the left's objections are more valid than the right's.

Part B: Logical Fallacies (Q16~Q35)

Type A: 짧은 문제 (Q16~Q20)

Q16 [1.2점]

문제: Which fallacy involves assuming that because event B follows event A, A must have caused B?

① Cum hoc

② Hasty Generalization

③ Post hoc

④ Slippery Slope

⑤ False Dichotomy

Q17 [1.5점]

문제: What is the key DIFFERENCE between Hasty Generalization and Sweeping Generalization (Dicto Simpliciter)?

① Hasty Generalization uses statistics; Dicto Simpliciter does not.

② Hasty Generalization moves from too few specific cases to a broad rule; Dicto Simpliciter applies a broad rule to a specific case without considering exceptions.

③ Hasty Generalization is always intentional; Dicto Simpliciter is always accidental.

④ They are identical fallacies with different Latin names.

⑤ Dicto Simpliciter involves emotional appeal; Hasty Generalization does not.

Q18 [1.5점]

문제: A fallacy in which the arguer goes off on a tangent, raising a side issue that distracts the audience from the original argument, is called:

① Straw Man

② Begging the Question

③ Equivocation

④ Red Herring

⑤ Stacking the Deck

Q19 [1.8점]

문제: What is the key DIFFERENCE between Appeal to Authority and Appeal to False Authority?

① Appeal to Authority uses expert testimony; Appeal to False Authority uses common sense.

② Appeal to Authority always involves politicians; Appeal to False Authority involves scientists.

③ Appeal to Authority cites a genuine expert but offers no other supporting evidence; Appeal to False Authority cites someone who is not an expert in the relevant field.

④ They are the same fallacy described from different perspectives.

⑤ Appeal to False Authority is always intentional deception; Appeal to Authority is never fallacious.

Q20 [1.5점]

문제: In the fallacy of Equivocation, the arguer:

① Presents only evidence that supports their conclusion while ignoring contrary evidence.

② Uses emotional language to distract from the logical weakness of the argument.

③ Slides between two or more different meanings of a single word or phrase that is important to the argument.

④ Attacks the opponent's character instead of addressing the argument.

⑤ Creates a false either/or scenario to force a predetermined conclusion.

Type D: 긴 지문 기반 (Q21~Q35)

Q21 [3.2점]

A city council member argues: "If we allow a skateboard park to be built downtown, soon teenagers will be loitering everywhere. Then graffiti and vandalism will increase. Crime rates will skyrocket, property values will plummet, and eventually the entire downtown area will become a dangerous slum that no one wants to visit. We must reject this proposal immediately."

문제: Which fallacy is BEST illustrated in this argument?

① False Dichotomy

② Hasty Generalization

③ Slippery Slope

④ Post hoc

⑤ Straw Man

Q22 [3.2점]

During a school board debate on whether to extend recess by 15 minutes, a parent stands up and says: "People who oppose longer recess just want kids to be miserable and hate school. They think children should sit at desks like robots all day with no break whatsoever. Obviously, such an extreme position is wrong, and we should extend recess."

문제: This argument BEST exemplifies which fallacy?

① Ad Hominem

② Red Herring

③ Begging the Question

④ Straw Man

⑤ Appeal to Popularity

Q23 [3.5점]

A newspaper editorial states: "Studies show that communities with more ice cream trucks also have higher crime rates. Data consistently shows that wherever ice cream sales go up, so does violent crime. Clearly, ice cream trucks are contributing to the rise in criminal activity in our neighborhoods."

문제: This argument commits which fallacy?

① Post hoc (false cause)

② Cum hoc (correlation as causation)

③ Hasty Generalization

④ Sweeping Generalization (Dicto Simpliciter)

⑤ Weak Analogy

Q24 [3.2점]

"Polly," I said when next we sat beneath our oak, "tonight we will not discuss fallacies." "Aw, gee," she said, disappointed. "My dear," I said, favoring her with a smile, "we have now spent five evenings together. We have gotten along splendidly. It is clear that we are well matched." "Hasty Generalization," said Polly brightly. "I beg your pardon," said I. "Hasty Generalization," she repeated. "How can you say that we are well matched on the basis of only five dates?"

문제: Polly's identification of the narrator's fallacy is CORRECT because:

① The narrator applies a general rule about compatibility to a specific case without evidence.

② The narrator uses emotional language to win Polly's sympathy.

③ The narrator draws a broad conclusion ("we are well matched") from an inadequate sample (only five dates).

④ The narrator attacks Polly's character instead of presenting evidence.

⑤ The narrator creates a false choice between dating him and being alone.

Q25 [3.5점]

"Polly, I love you. You are the whole world to me, the moon and the stars and the constellations of outer space. Please, my darling, say that you will go steady with me, for if you will not, life will be meaningless. I will languish. I will refuse my meals. I will wander the face of the earth, a shambling, hollow-eyed hulk." There, I thought, folding my arms, that ought to do it. "Ad Misericordiam," said Polly.

문제: Polly correctly identifies this as Ad Misericordiam. Which of the following BEST explains why this is also an example of irony in the story?

① The narrator is genuinely heartbroken, making Polly's response cruel and unexpected.

② The narrator never actually taught Polly about Ad Misericordiam.

③ The narrator, who prides himself on being logical and taught Polly to identify fallacies, is now unknowingly committing the very fallacies he taught her to recognize.

④ Polly is using the fallacy incorrectly — the narrator's appeal is actually a valid emotional argument.

⑤ The irony lies in the fact that Ad Misericordiam is not a real fallacy.

Q26 [3.2점]

I chuckled with amusement. The dear child had learned her lessons well. "My dear," I said, patting her hand in a tolerant manner, "five dates is plenty. After all, you don't have to eat a whole cake to know that it's good." "False Analogy," said Polly promptly. "I'm not a cake. I'm a girl."

문제: Polly's identification of False Analogy is CORRECT because the narrator's argument:

① Uses an authority figure to validate the claim about dating.

② Appeals to popular opinion about how many dates are sufficient.

③ Compares tasting cake to evaluating human compatibility — two situations that are not relevantly alike.

④ Draws a general conclusion from a single example of cake-eating.

⑤ Sets up a false choice between eating cake and going on dates.

Q27 [3.2점]

"Well, Polly," I said, forcing a smile, "you certainly have learned your fallacies." "You're darn right," she said with a vigorous nod. "And who taught them to you, Polly?" "You did." "That's right. So you do owe me something, don't you, my dear? If I hadn't come along you never would have learned about fallacies." "Hypothesis Contrary to Fact," she said instantly.

문제: The narrator's argument ("If I hadn't come along you never would have learned about fallacies") commits Hypothesis Contrary to Fact because:

① He generalizes from a single instance of teaching to a broad conclusion.

② He attacks Polly's intelligence instead of presenting a logical argument.

③ He starts with a premise that is not true (a hypothetical past) and draws definitive conclusions from it — Polly might have learned about fallacies from someone else or through other means.

④ He appeals to pity by suggesting Polly would have been ignorant without him.

⑤ He creates a false choice between owing him a debt and being ungrateful.

Q28 [3.5점]

"You can't go with him, Polly. He's a liar. He's a cheat. He's a rat." "Poisoning the Well," said Polly, "and stop shouting. I think shouting must be a fallacy too."

문제: Polly correctly identifies Poisoning the Well. This fallacy is closely related to which other fallacy, and what feature distinguishes them?

① Red Herring — both change the subject, but Poisoning the Well does so before the opponent speaks.

② Ad Hominem — both attack the person rather than the argument, but Poisoning the Well specifically discredits an opponent before they have a chance to present their case.

③ Straw Man — both distort the opponent's position, but Poisoning the Well uses emotional language.

④ False Dichotomy — both limit options, but Poisoning the Well adds a personal attack.

⑤ Begging the Question — both assume what they need to prove, but Poisoning the Well does so publicly.

Q29 [3.2점]

A student argues in a debate: "Plagiarism is deceitful because it is dishonest."

문제: This argument commits which fallacy?

① Red Herring

② Ad Hominem

③ Equivocation

④ Begging the Question (Circular Reasoning)

⑤ Stacking the Deck

Q30 [3.2점]

In a town hall meeting, a resident argues: "Water fluoridation affects the brain. Citywide, students' test scores began to drop five months after fluoridation began."

문제: This argument BEST exemplifies which fallacy?

① Cum hoc

② Slippery Slope

③ Post hoc (false cause)

④ Hasty Generalization

⑤ Appeal to False Authority

Q31 [3.5점]

A political commentator states: "Senator Williams claims we should invest more in renewable energy. But Williams was caught cheating on his taxes three years ago. He also went through a messy divorce. Why should we listen to anything this man has to say about energy policy?"

문제: This argument commits which fallacy?

① Poisoning the Well

② Ad Hominem

③ Straw Man

④ Red Herring

⑤ Post hoc

Q32 [3.2점]

A television commercial announces: "Giving money to charity is the right thing to do. So charities have a right to our money."

문제: This argument commits which fallacy?

① Appeal to Pity (Ad Misericordiam)

② Begging the Question

③ Equivocation

④ Red Herring

⑤ Stacking the Deck

Q33 [3.5점]

A student pleads with her professor: "I know the exam is graded based on performance, but you should give me an A. My cat has been sick, my car broke down, and I've had a cold, so it was really hard for me to study! Also, it's wrong to tax corporations—think of all the money they give to charity, and of the costs they already pay to run their businesses!"

문제: This passage contains BOTH Appeal to Pity and one additional fallacy. Which additional fallacy is present in the second part of the passage?

① Hasty Generalization — generalizing from one corporation's charity to all corporations

② Appeal to Pity (Ad Misericordiam) — the second argument also appeals to sympathy, this time for corporations, to argue against taxation

③ Red Herring — the topic of corporate taxes is irrelevant to the student's exam grade

④ False Dichotomy — it presents only two options: tax corporations or let them give to charity

⑤ Straw Man — it distorts the argument for corporate taxation

Q34 [3.2점]

A parent argues to the school board: "Caldwell Hall is in bad shape. Either we tear it down and put up a new building, or we continue to risk students' safety. Obviously we shouldn't risk anyone's safety, so we must tear the building down."

문제: This argument commits which fallacy?

① Slippery Slope

② Begging the Question

③ Red Herring

④ False Dichotomy

⑤ Weak Analogy

Q35 [3.5점]

"Polly," I croaked, "you mustn't take all these things so literally. I mean this is just classroom stuff. You know that the things you learn in school don't have anything to do with life." "Dicto Simpliciter," she said, wagging her finger at me playfully. That did it. I leaped to my feet, bellowing like a bull. "Will you or will you not go steady with me?" "I will not," she replied. "Why not?" I demanded. "Because this afternoon I promised Petey Bellows that I would go steady with him." I reeled back, overcome with the infamy of it. After he promised, after he made a deal, after he shook my hand! "The rat!" I shrieked, kicking up great chunks of turf. "You can't go with him, Polly. He's a liar. He's a cheat. He's a rat." "Poisoning the Well," said Polly, "and stop shouting. I think shouting must be a fallacy too."

문제: In this climactic passage, Polly identifies two fallacies. Which statement CORRECTLY explains BOTH?

① "Dicto Simpliciter" is correct because the narrator applies a general rule about school to all of life; "Poisoning the Well" is incorrect because the narrator is simply expressing honest anger.

② "Dicto Simpliciter" is incorrect because the narrator is making a hasty generalization; "Poisoning the Well" is correct because the narrator tries to discredit Petey.

③ "Dicto Simpliciter" is correct because the narrator makes an unqualified generalization ("things you learn in school don't have anything to do with life"); "Poisoning the Well" is correct because the narrator tries to discredit Petey ("liar, cheat, rat") to prevent Polly from choosing him.

④ Both identifications are incorrect — the narrator is actually committing Ad Hominem and False Analogy.

⑤ "Dicto Simpliciter" is correct but "Poisoning the Well" should be "Ad Hominem" because Petey has already stated his case.

Part C: "Love is a Fallacy" (Q36~Q50)

♣ Questions 36~42: Opening & Character Setup

Q36 [3.2점]

"Cool was I and logical. Keen, calculating, perspicacious, acute and astute—I was all of these. My brain was as powerful as a dynamo, precise as a chemist's scales, as penetrating as a scalpel. And—think of it!—I only eighteen."

Which of the following can be MOST reasonably inferred about the narrator from the passage above?

① He is a modest person who understates his abilities.

② He is self-aware about the humor in his own arrogance.

③ He has an inflated sense of his own intellectual superiority.

④ He genuinely possesses extraordinary logical abilities.

⑤ He is attempting to impress a specific audience.

Q37 [3.2점]

"Cool was I and logical. Keen, calculating, perspicacious, acute and astute—I was all of these."

The syntactic pattern used in the sentences above is BEST described as:

① Periodic sentence with a delayed subject

② Inverted sentence with fronted predicate adjectives

③ Loose sentence with cumulative modifiers

④ Parallel structure with anaphora

⑤ Antithetical construction with balanced clauses

Q38 [3.2점]

"Take, for example, Petey Bellows, my roommate at the university. Same age, same background, but dumb as an ox. A nice enough fellow, you understand, but nothing upstairs. Emotional type. Unstable. Impressionable."

Which of the following is NOT a correct statement about the narrator's description of Petey?

① The sentence fragments ("Emotional type. Unstable. Impressionable.") create a dismissive, staccato rhythm.

② "Dumb as an ox" is a simile that compares Petey's intelligence to an animal.

③ The narrator establishes a binary opposition between reason and emotion.

④ The phrase "nothing upstairs" is a euphemism that softens the criticism of Petey.

⑤ The parenthetical "you understand" creates a confiding, first-person voice.

Q39 [3.2점]

"I had long coveted Polly Espy. Let me emphasize that my desire for this young woman was not emotional in nature. She was, to be sure, a girl who excited the emotions, but I was not one to let my heart rule my head. I wanted Polly for a shrewdly calculated, entirely cerebral reason."

Which of the following BEST describes the irony in the passage above?

① The narrator's use of the word "coveted" contradicts his claim to be purely rational.

② The narrator admits that Polly excites emotions, then claims to feel none.

③ The narrator's description reveals that Polly is more intelligent than he thinks.

④ The narrator is aware that his feelings are irrational but proceeds anyway.

⑤ The narrator's "cerebral reason" for wanting Polly is itself a logical fallacy.

Q40 [3.2점]

"Beautiful she was. [...] Gracious she was. [...] Intelligent she was not."

The rhetorical effect of the repeated syntactic pattern "_____ she was" is BEST described as:

① Anaphora that builds suspense toward a climactic revelation

② Parallelism that creates an expectation, then subverts it with the final clause

③ Epistrophe that reinforces the narrator's admiration for Polly

④ Antithesis that directly contrasts beauty with intelligence

⑤ Chiasmus that reverses the order of ideas for emphasis

Q41 [3.2점]

"It is, after all, easier to make a beautiful dumb girl smart than to make an ugly smart girl beautiful."

The narrator's statement above BEST reveals which aspect of his character?

① His pragmatic approach to relationships, treating people as means to an end

② His genuine concern for Polly's intellectual development

③ His belief that beauty is more valuable than intelligence

④ His understanding that all human qualities can be improved

⑤ His recognition that his plan has significant limitations

Q42 [3.2점]

"My brain, that precision instrument, slipped into high gear. 'Anything?' I asked, looking at him narrowly."

The narrator's exchange with Petey about the raccoon coat BEST illustrates which of the following?

① The narrator's willingness to help his roommate acquire what he wants

② The narrator's manipulative nature, exploiting Petey's weakness

③ Petey's shrewd negotiating skills in a difficult situation

④ The equal power dynamic between the two roommates

⑤ The narrator's spontaneous and impulsive decision-making

♣ Questions 43~47: The Climax — Polly's Rebuttals

Q43 [3.5점]

Narrator: "We have now spent five evenings together. We have gotten along splendidly. It is clear that we are well matched."
Polly: "Hasty Generalization. How can you say that we are well matched on the basis of only five dates?"

Polly's identification of "Hasty Generalization" is correct because the narrator:

① draws a broad conclusion from insufficient evidence

② appeals to emotion rather than reason

③ attacks Polly's character instead of addressing her argument

④ assumes that what is true in general must be true in every specific case

⑤ presents two contradictory premises in a single argument

Q44 [3.5점]

Narrator: "You don't have to eat a whole cake to know that it's good."
Polly: "False Analogy. I'm not a cake. I'm a girl."

Polly's rebuttal is valid because the narrator's analogy fails in which specific way?

① A cake is a uniform substance where a small sample represents the whole, but a human relationship involves complex, changing variables that a brief experience cannot capture.

② The narrator is comparing two things of the same category, so the analogy is actually valid.

③ The analogy fails because cakes can also be misjudged from a single taste.

④ Polly's objection is based on a literal interpretation and misses the metaphorical point.

⑤ The analogy is an example of Dicto Simpliciter, not False Analogy.

Q45 [3.5점]

Narrator: "Polly, I love you. You are the whole world to me... if you will not [go steady with me], life will be meaningless. I will languish. I will refuse my meals. I will wander the face of the earth, a shambling, hollow-eyed hulk."
Polly: "Ad Misericordiam."

Polly correctly identifies this as Ad Misericordiam because the narrator:

① presents contradictory premises about his feelings

② uses an unqualified generalization about love

③ appeals to pity and emotional suffering instead of giving a logical reason to date him

④ makes a hypothesis contrary to fact about what would happen

⑤ poisons the well by describing himself in exaggerated terms

Q46 [3.5점]

Refer to the climactic scene in which Polly systematically rebuts the narrator's romantic arguments using the very fallacies he taught her. Which of the following BEST describes the central irony of this scene?

① The narrator's attempt to mold Polly into his ideal partner backfires when she uses his own teachings to reject him.

② Polly reveals that she knew the fallacies all along and was pretending to be ignorant.

③ The narrator realizes that logic is more important than emotion in relationships.

④ Polly's rebuttals are actually incorrect applications of the fallacies.

⑤ The narrator successfully teaches Polly logic but fails to teach her about love.

Q47 [3.5점]

Narrator: "You can't go with him, Polly. He's a liar. He's a cheat. He's a rat."
Polly: "Poisoning the Well, and stop shouting. I think shouting must be a fallacy too."

The narrator's outburst is INCONSISTENT with his self-image because:

① He resorts to name-calling and emotional attacks—the very behaviors he considers beneath a logical person.

② He accurately describes Petey's character but uses inappropriate language.

③ He commits Poisoning the Well intentionally as a rhetorical strategy.

④ He demonstrates that shouting is an effective persuasion technique.

⑤ He uses logic to systematically dismantle Polly's choice.

♣ Questions 48~50: Themes & Overall Structure

Q48 [3.5점]

The eight fallacies taught in "Love is a Fallacy" appear in a specific order. Which of the following lists them in the CORRECT sequence?

① Dicto Simpliciter → Hasty Generalization → Post Hoc → Contradictory Premises → Ad Misericordiam → False Analogy → Hypothesis Contrary to Fact → Poisoning the Well

② Hasty Generalization → Dicto Simpliciter → Post Hoc → Ad Misericordiam → Contradictory Premises → False Analogy → Hypothesis Contrary to Fact → Poisoning the Well

③ Dicto Simpliciter → Post Hoc → Hasty Generalization → Contradictory Premises → Ad Misericordiam → False Analogy → Hypothesis Contrary to Fact → Poisoning the Well

④ Dicto Simpliciter → Hasty Generalization → Post Hoc → Ad Misericordiam → Contradictory Premises → False Analogy → Hypothesis Contrary to Fact → Poisoning the Well

⑤ Dicto Simpliciter → Hasty Generalization → Post Hoc → Contradictory Premises → False Analogy → Ad Misericordiam → Hypothesis Contrary to Fact → Poisoning the Well

Q49 [3.5점]

Considering the story as a whole, the author Max Shulman's PRIMARY purpose is BEST described as:

① To provide a straightforward textbook lesson on logical fallacies

② To satirize intellectual arrogance by showing how a self-proclaimed logician is undone by his own teachings

③ To argue that women are naturally better at logic than men

④ To demonstrate that romantic relationships should be based purely on logic

⑤ To criticize the American university system's emphasis on logic courses

Q50 [3.5점]

"I was not Pygmalion; I was Frankenstein, and my monster had me by the throat."

The shift from the Pygmalion allusion to the Frankenstein allusion serves to:

① Show that the narrator has successfully transformed Polly into an ideal partner

② Illustrate the narrator's realization that his creation has turned against him

③ Suggest that Polly has become physically threatening to the narrator

④ Compare the narrator's skill to that of a great artist

⑤ Indicate that the narrator regrets teaching Polly anything at all

Part D: "Now Cut That Out!" (Q51~Q60)

♣ Questions 51~55: Opening & Examples

Q51 [3.2점]

"Which of the following stories would be too biased for schools to allow on tests? (1) Overcoming daunting obstacles, a blind man climbs Mount McKinley; (2) Dinosaurs roam the Earth in prehistoric times; (3) An Asian-American girl, whose mother is a professor, plays checkers with her grandfather and brings him pizza."

The rhetorical purpose of opening the essay with this quiz format is BEST described as:

① To provide a balanced overview of the textbook industry's practices

② To engage the reader through an interactive format and then surprise them with the absurdity of the "correct" answer

③ To demonstrate the author's expertise in educational testing

④ To present a fair and neutral description of bias guidelines

⑤ To argue that all three scenarios are genuinely biased

Q52 [3.2점]

"(1) Emphasis on a 'daunting' climb implies that blindness is some sort of disability, when it should be viewed as just another personal attribute, like hair color. Besides, mountain climbing stories are examples of 'regional bias,' unfair to readers who live in deserts, cities, and rural areas."

Which of the following is NOT a reason given in the passage for why the blind climber story would be considered biased?

① Calling the climb "daunting" suggests blindness is a disability.

② Mountain climbing represents "regional bias."

③ The story promotes dangerous outdoor activities for disabled people.

④ Blindness should be seen as a personal attribute, not a limitation.

⑤ The story is unfair to readers who do not live near mountains.

Q53 [3.2점]

"Older people must not be shown playing checkers. They should be up on the roof fixing shingles or doing something vigorous. And pizza is a junk food. Kids may eat it—but not in a school story."

The author's tone in this passage is BEST described as:

① Objective and informational

② Sympathetic and understanding

③ Sardonic and mocking

④ Angry and confrontational

⑤ Cautious and diplomatic

Q54 [3.2점]

"Diane Ravitch's new book, The Language Police, documents 'an intricate set of rules' applied to test questions as well as textbooks."

Leo relies on Ravitch's book as his primary source. This choice MOST likely serves to:

① Demonstrate that Leo conducted original research on textbook censorship

② Lend credibility to his claims by citing an education historian and former government official

③ Show that Ravitch and Leo disagree on the severity of the problem

④ Appeal to readers who are already familiar with Ravitch's other publications

⑤ Suggest that Leo's column is a formal academic review of the book

Q55 [3.2점]

"Back in the 1980s and 1990s, lots of us chuckled at the spread of the 'sensitivity' industry in schools. [...] Most of us assumed that this was a fad that would soon disappear as grown-ups in education exerted the rule of reason."

The word "fad" in the passage above BEST serves to:

① Suggest that sensitivity guidelines were once a temporary trend that was expected to fade

② Indicate that sensitivity guidelines were always taken seriously by educators

③ Compare the sensitivity movement to other educational reforms

④ Criticize educators for being too progressive in the 1980s

⑤ Show that Leo initially supported the sensitivity guidelines

♣ Questions 56~60: Ravitch's Analysis & Solutions

Q56 [3.2점]

"She blames both the religious right and the multicultural feminist left. The right objects to evolution, magic and witchcraft, gambling, nudity, suicide, drug use, and stories about disobedient children. The left objects to 'sexist' fairy tales, Huckleberry Finn, religion, smoking, junk food, guns and knives..."

Ravitch's strategy of blaming BOTH the right and the left serves to:

① Show that she is indecisive about who is responsible

② Establish bipartisan credibility by avoiding the appearance of political favoritism

③ Argue that the right is more responsible than the left

④ Suggest that censorship is only a problem in politically divided communities

⑤ Demonstrate that neither political side cares about education

Q57 [3.2점]

"What started out as a sensible suggestion—don't always show women as homemakers or minorities in low-level jobs—developed into hard reverse stereotypes (women must not be shown in the home, maids can't be black)."

According to the passage, the sensitivity guidelines evolved from:

① Harmful stereotypes to accurate representations

② Reasonable intentions to rigid, equally distorted rules

③ Conservative censorship to liberal censorship

④ Individual teacher decisions to government mandates

⑤ Textbook-specific rules to test-specific rules

Q58 [3.2점]

"Textbook publishers, with millions of dollars at stake, learned to insulate themselves from criticism by caving in [to] all objections and writing craven 'guidelines' to make sure authors would cave, too."

In context, the word "craven" MOST nearly means:

① Innovative and forward-thinking

② Carefully researched and thorough

③ Cowardly and lacking principle

④ Strict and authoritarian

⑤ Complex and difficult to interpret

Q59 [3.2점]

According to the essay, Ravitch proposes all of the following solutions EXCEPT:

① Eliminating the state textbook adoption system used by 22 states

② Including subject-area teachers on review panels, not just diversity specialists

③ Making bias and sensitivity reviews publicly available on the Internet

④ Training better-educated teachers

⑤ Creating a federal agency to oversee textbook content nationwide

Q60 [3.2점]

"Ravitch speaks for parents more concerned about something else: substituting censorship and propaganda for actual learning."

The concluding sentence of the essay BEST serves to:

① Introduce a new argument that was not discussed earlier

② Restate the essay's central claim—that sensitivity guidelines have replaced genuine education with censorship

③ Concede that the education establishment has valid concerns about diversity

④ Suggest that parents should remove their children from public schools

⑤ Acknowledge that Ravitch's proposals are unlikely to succeed

Part E: Cross-Text Integration (Q61~Q70)

Q61 [3.5점]

Text 1 (Shulman): "Fads, I submit, are the very negation of reason."
Text 2 (Leo): "Most of us assumed that this was a fad that would soon disappear as grown-ups in education exerted the rule of reason."

Both authors use the word "fad" in connection with "reason." Which of the following BEST describes the SHARED implication?

① Both authors argue that fads are harmless and temporary.

② Both authors suggest that fads and rational thinking are fundamentally opposed.

③ Both authors believe that fads eventually lead to positive change.

④ Both authors use "fad" to describe phenomena they personally participate in.

⑤ Both authors define "fad" in identical technical terms.

Q62 [3.2점]

"Love is a Fallacy" is a short story and "Now Cut That Out!" is a journalistic op-ed. Despite the difference in genre, both texts share which of the following rhetorical strategies?

① Extended fictional narrative with character development

② Use of humor and irony to expose flawed thinking

③ Formal academic citation of peer-reviewed sources

④ Direct address to a political audience

⑤ Statistical data to support their claims

Q63 [3.5점]

Text 2 (Leo): "Dinosaurs are a no-no—they imply acceptance of evolutionary theory."

If the narrator from "Love is a Fallacy" were to analyze the reasoning behind banning dinosaur stories, he would MOST likely identify it as:

① Hasty Generalization — concluding that all dinosaur references promote evolution based on limited reasoning

② Post Hoc — assuming that reading about dinosaurs causes students to accept evolution

③ Dicto Simpliciter — applying the unqualified generalization that anything related to evolution must be banned

④ False Analogy — comparing dinosaur stories to religious instruction

⑤ Poisoning the Well — discrediting dinosaur content before it can be evaluated on its merits

Q64 [3.5점]

Text 1 (Shulman): "I was not Pygmalion; I was Frankenstein, and my monster had me by the throat."
Text 2 (Leo): "What started out as a sensible suggestion... developed into hard reverse stereotypes."

Both passages describe situations in which a well-intentioned effort produces unintended negative consequences. This pattern is BEST described as:

① Situational irony — the outcome is the opposite of what was expected

② Dramatic irony — the audience knows something the characters do not

③ Verbal irony — the speakers say the opposite of what they mean

④ Cosmic irony — fate intervenes to undermine human plans

⑤ Socratic irony — the speaker feigns ignorance to expose flaws

Q65 [3.5점]

Which of the following BEST identifies a theme SHARED by both texts?

① Rigid application of rules—whether logical or institutional—can produce absurd outcomes.

② Education systems are inherently flawed and cannot be reformed.

③ Women are better at logical reasoning than men.

④ Censorship is always motivated by political ideology.

⑤ Intellectual arrogance is limited to academic settings.

Q66 [3.5점]

Text 2 (Leo): "In the ideal world of education-think, women would be breadwinners, African-Americans would be academics, Asian-Americans would be athletes and no one would be a wife or a mother."

The reasoning described in Leo's passage (Ravitch's summary of guideline logic) MOST closely mirrors which fallacy from Shulman's story?

① Contradictory Premises — the guidelines simultaneously require representation and forbid traditional roles, creating impossible standards

② Hypothesis Contrary to Fact — the guidelines create an imaginary world that does not reflect reality

③ Ad Misericordiam — the guidelines appeal to sympathy for underrepresented groups

④ Post Hoc — the guidelines assume that showing traditional roles causes stereotyping

⑤ Hasty Generalization — the guidelines draw conclusions from too few examples

Q67 [3.2점]

The intended audiences of the two texts differ significantly. Which of the following BEST describes this difference?

① Shulman writes for logic professors; Leo writes for politicians.

② Shulman writes for a general audience seeking entertainment; Leo writes for a general audience seeking information about education policy.

③ Both texts are written exclusively for university students.

④ Shulman writes for children; Leo writes for parents.

⑤ Both texts target only readers who are already knowledgeable about logical fallacies.

Q68 [3.5점]

Text 2 (Leo): One set of guidelines (McGraw-Hill) "express[es] barely concealed rage against people of European ancestry" as "uniquely responsible for bigotry and exploitation."

The McGraw-Hill guideline's claim that people of European ancestry are "uniquely responsible for bigotry and exploitation" is BEST identified as which fallacy from Shulman's story?

① Post Hoc — assuming European ancestry causes bigotry

② Dicto Simpliciter — making an unqualified generalization about an entire ethnic group

③ False Analogy — comparing European ancestry to other forms of identity

④ Poisoning the Well — discrediting European-descended people before they can respond

⑤ Ad Misericordiam — appealing to sympathy for non-European groups

Q69 [3.5점]

Text 1 (Shulman): "I went about it, as in all things, systematically. I gave her a course in logic."
Text 2 (Leo): "[Ravitch] documents 'an intricate set of rules' applied to test questions as well as textbooks."

Both passages describe a systematic approach. The KEY difference in outcome is that:

① The narrator's system succeeds; Ravitch's documented system also succeeds.

② The narrator's system backfires on him personally; the textbook system backfires on students and education broadly.

③ The narrator's system is praised; the textbook system is also praised.

④ Both systems fail because they lack sufficient rules.

⑤ Both systems fail because they rely too heavily on emotional reasoning.

Q70 [3.5점]

A student argues: "Both 'Love is a Fallacy' and 'Now Cut That Out!' ultimately show that trying to control how people think always fails." Which of the following BEST evaluates this claim?

① The claim is fully supported: both texts show that thought control is always futile.

② The claim is partially supported: Shulman shows the narrator's attempt to control Polly's thinking backfires, and Leo shows censorship fails to eliminate bias—but neither text claims thought control "always" fails.

③ The claim is unsupported: neither text addresses thought control.

④ The claim is only supported by Shulman's text, not Leo's.

⑤ The claim is only supported by Leo's text, not Shulman's.

파트	문항	배점	소계
Part A Type A (Syntax 짧은 문제)	Q1~Q8 (8문항)	1.2~1.8점	12.0점
Part A Type D (Syntax 지문 기반)	Q9~Q15 (7문항)	3.2~3.5점	23.3점
Part B Type A (Fallacy 짧은 문제)	Q16~Q20 (5문항)	1.2~1.8점	7.5점
Part B Type D (Fallacy 지문 기반)	Q21~Q35 (15문항)	3.2~3.5점	49.8점
Part C (Love is a Fallacy)	Q36~Q50 (15문항)	3.2~3.5점	50.4점
Part D (Now Cut That Out)	Q51~Q60 (10문항)	3.2점	32.0점
Part E (Cross-Text Integration)	Q61~Q70 (10문항)	3.2~3.5점	34.4점
합계			209.4점

2026학년도 1학기 1차 지필평가 (예상)

2학년 AP 영어학 Updated 2026-04-21

문항	배점	문항	배점	문항	배점	문항	배점	문항	배점
Q1	1.2	Q15	3.5	Q29	3.2	Q43	3.5	Q57	3.2
Q2	1.5	Q16	1.2	Q30	3.2	Q44	3.5	Q58	3.2
Q3	1.5	Q17	1.5	Q31	3.5	Q45	3.5	Q59	3.2
Q4	1.5	Q18	1.5	Q32	3.2	Q46	3.5	Q60	3.2
Q5	1.2	Q19	1.8	Q33	3.5	Q47	3.5	Q61	3.5
Q6	1.8	Q20	1.5	Q34	3.2	Q48	3.5	Q62	3.2
Q7	1.5	Q21	3.2	Q35	3.5	Q49	3.5	Q63	3.5
Q8	1.8	Q22	3.2	Q36	3.2	Q50	3.5	Q64	3.5
Q9	3.2	Q23	3.5	Q37	3.2	Q51	3.2	Q65	3.5
Q10	3.2	Q24	3.2	Q38	3.2	Q52	3.2	Q66	3.5
Q11	3.5	Q25	3.5	Q39	3.2	Q53	3.2	Q67	3.2
Q12	3.2	Q26	3.2	Q40	3.2	Q54	3.2	Q68	3.5
Q13	3.5	Q27	3.2	Q41	3.2	Q55	3.2	Q69	3.5
Q14	3.2	Q28	3.5	Q42	3.2	Q56	3.2	Q70	3.5

문항	배점	문항	배점	문항	배점	문항	배점	문항	배점
Q1	1.2	Q15	3.5	Q29	3.2	Q43	3.5	Q57	3.2
Q2	1.5	Q16	1.2	Q30	3.2	Q44	3.5	Q58	3.2
Q3	1.5	Q17	1.5	Q31	3.5	Q45	3.5	Q59	3.2
Q4	1.5	Q18	1.5	Q32	3.2	Q46	3.5	Q60	3.2
Q5	1.2	Q19	1.8	Q33	3.5	Q47	3.5	Q61	3.5
Q6	1.8	Q20	1.5	Q34	3.2	Q48	3.5	Q62	3.2
Q7	1.5	Q21	3.2	Q35	3.5	Q49	3.5	Q63	3.5
Q8	1.8	Q22	3.2	Q36	3.2	Q50	3.5	Q64	3.5
Q9	3.2	Q23	3.5	Q37	3.2	Q51	3.2	Q65	3.5
Q10	3.2	Q24	3.2	Q38	3.2	Q52	3.2	Q66	3.5
Q11	3.5	Q25	3.5	Q39	3.2	Q53	3.2	Q67	3.2
Q12	3.2	Q26	3.2	Q40	3.2	Q54	3.2	Q68	3.5
Q13	3.5	Q27	3.2	Q41	3.2	Q55	3.2	Q69	3.5
Q14	3.2	Q28	3.5	Q42	3.2	Q56	3.2	Q70	3.5

문항	배점	문항	배점	문항	배점	문항	배점	문항	배점
Q1	1.2	Q15	3.5	Q29	3.2	Q43	3.5	Q57	3.2
Q2	1.5	Q16	1.2	Q30	3.2	Q44	3.5	Q58	3.2
Q3	1.5	Q17	1.5	Q31	3.5	Q45	3.5	Q59	3.2
Q4	1.5	Q18	1.5	Q32	3.2	Q46	3.5	Q60	3.2
Q5	1.2	Q19	1.8	Q33	3.5	Q47	3.5	Q61	3.5
Q6	1.8	Q20	1.5	Q34	3.2	Q48	3.5	Q62	3.2
Q7	1.5	Q21	3.2	Q35	3.5	Q49	3.5	Q63	3.5
Q8	1.8	Q22	3.2	Q36	3.2	Q50	3.5	Q64	3.5
Q9	3.2	Q23	3.5	Q37	3.2	Q51	3.2	Q65	3.5
Q10	3.2	Q24	3.2	Q38	3.2	Q52	3.2	Q66	3.5
Q11	3.5	Q25	3.5	Q39	3.2	Q53	3.2	Q67	3.2
Q12	3.2	Q26	3.2	Q40	3.2	Q54	3.2	Q68	3.5
Q13	3.5	Q27	3.2	Q41	3.2	Q55	3.2	Q69	3.5
Q14	3.2	Q28	3.5	Q42	3.2	Q56	3.2	Q70	3.5