종합 과제 1: 이야기와 분석Unit I Assessment: Narrative and Analysis
Chapter Objectives
By the end of this chapter, you will be able to:
- Narrate a personal experience of change using extended background, -고 있다, and time clauses from Chapter 2.
- Explain the causes and results of that experience using -아서/어서, -(으)니까, and result language from Chapter 3.
- Summarize and report someone else's narrative using summary markers and -다고 하다 from Chapter 4.
- Produce one connected spoken and written performance that integrates narration, explanation, and reporting without introducing any new grammar system.
- Identify, in your own work and a partner's work, where each Unit I system appears and evaluate whether it is used accurately.
- Self-assess your Unit I performance against the rubric provided in this chapter.
This chapter introduces no new productive grammar, particle, vocabulary domain, honorific, or speech-level system. It consolidates Chapters 1 through 4: discourse review and cohesion (Ch. 1), extended narration and -고 있다 (Ch. 2), cause-and-result explanation (Ch. 3), and summarizing/reporting with -다고 하다 (Ch. 4). All tasks below draw only on material already active by Chapter 4.
Assessment Scenario
지영's discussion group has reached its first checkpoint. To mark the end of Unit I, 지영 asks every member to prepare one connected piece: tell your own story of a life experience or change, explain why it happened and what resulted, and then listen to a partner's story and report it back accurately and briefly. 라일라, 수아, and 민준 each take turns being the storyteller and the reporter, and the group uses this session to check how well everyone can combine the tools they built across Chapters 1 through 4.
- This chapter does not introduce new grammar. It asks you to combine narration, explanation, and reporting into a single connected performance.
- The chapter's task has two halves: telling your own narrative-plus-analysis, and reporting someone else's.
- Success is measured by how accurately and naturally you use Chapters 1–4 tools together, not by new material.
Unit I Systems Map
The table below maps which chapter introduced each system this assessment draws on. Nothing outside this map should appear productively in your Chapter 5 work.
Per the Volume III matrix package, Chapter 5 is an assessment/synthesis checkpoint (status A) and introduces no major new productive system.
Cumulative Vocabulary Review
No new productive vocabulary is introduced in this chapter. The table below recycles key items from Chapters 2–4 that you will need for the assessment tasks.
| Korean | Meaning | Introduced |
|---|---|---|
| 그러다 보니까 | as a result of doing that (over time) | Ch. 2 |
| 그 결과 | as a result | Ch. 3 |
| 결국 | in the end, eventually | Ch. 2/3 |
| 요약 | summary | Ch. 4 |
| 한마디로 | in a word, in short | Ch. 4 |
| 간단히 말하면 | simply put | Ch. 4 |
| 다시 말하면 | in other words | Ch. 4 |
| 듣자 하니 | from what I hear | Ch. 4 |
| -다고 하다 | reportedly, (someone) says that ~ | Ch. 4 |
| 자신감이 생기다 | to gain confidence | Ch. 2/3 |
Continue to draw on any other productive vocabulary from Chapters 1 through 4 as needed for your own story.
Cumulative Grammar Review
This section reviews how Unit I's three systems fit together. No new form is introduced; the goal is to practice combining what you already control.
1. Narration + Explanation: Telling Your Own Story
A well-formed narrative-plus-analysis moves from background (Chapter 2's -고 있다 and time clauses) into a clear cause (-아서/어서, -(으)니까) and a named result (그 결과, 결국). The narration supplies the story; the explanation supplies why it happened.
- 그때 저는 회사에서 새 프로젝트를 맡고 있었는데, 일이 너무 많아서 매일 늦게까지 남아 있었어요. At that time, I was in charge of a new project at work, and because I had so much to do, I stayed late every day. -고 있다 (background) + -아서 (cause)
- 그렇게 몇 달을 보내다 보니까 건강이 나빠졌고, 그 결과 결국 일하는 방식을 바꾸기로 했어요. After spending several months like that, my health declined, and as a result I ended up deciding to change how I worked. 그러다 보니까 (accumulation) + 그 결과/결국 (result)
2. Summary + Report: Presenting Someone Else's Story
When you report a partner's story, open with a summary marker (간단히 말하면, 한마디로), keep only the essential cause, decision, and result, attribute the content with -다고 하다 conjugated correctly for predicate type and tense, and close with a restatement (다시 말하면, 즉).
- 한마디로, 민준 씨는 일이 너무 많아서 건강이 나빠졌지만 결국 운동을 시작해서 훨씬 좋아졌다고 해요. In a word, Minjun says his health declined from overwork, but he ended up starting exercise and feeling much better. summary marker + condensed cause/result + -다고 하다
[background with -고 있다 / time clause] + [cause with -아서/어서 or -(으)니까] + [result with 그 결과 / 결국] + [if reporting: summary marker + -다고 하다 + closing restatement]
Your own narrative uses the first three slots directly. When reporting a partner's narrative, wrap their content in the summary-and-report frame from Chapter 4 instead of retelling it directly.
Practice — Combining the three systems
- Write two sentences narrating background using -고 있다 or a time clause.
- Write two sentences explaining a cause and a result using tools from Chapter 3.
- Write two sentences summarizing and reporting a partner's version of a similar story using -다고 하다.
Model Integrated Passage
Setting: 지영's discussion group, fifth session, the Unit I checkpoint. 수아 tells her own narrative-plus-analysis, and 라일라 reports it back.
내용 이해 — Comprehension questions:
- Identify one sentence in 수아's narrative that uses background with a time clause, and one that uses a cause-and-result connector.
- Identify 라일라's summary marker, her use of -다고 하다, and her closing restatement.
- Explain how 라일라's report differs from simply repeating 수아's words.
Guided Practice
- Choose a real or plausible personal experience of change (a move, a job change, a new habit, a new interest).
- Draft two to three sentences of background using -고 있다 or a time clause from Chapter 2.
- Draft two to three sentences explaining the cause and result using tools from Chapter 3.
- Exchange your draft with a partner (or reread it yourself after a break) and write a summary-and-report version using Chapter 4's frame.
- Compare: does the report keep only the essential content, or does it copy sentence by sentence?
Listening Assessment
Ask your instructor, a language partner, or a text-to-speech tool to read the following passage aloud. Listen twice without reading, then complete the tasks below.
민준 씨의 이야기
민준 씨는 재작년까지 작은 회사에서 일하고 있었는데, 회사가 갑자기 문을 닫아서 몇 달 동안 다른 일자리를 찾아야 했다고 해요. 처음에는 막막했지만, 그동안 배워 온 기술이 있어서 결국 비슷한 분야의 더 큰 회사에 들어가게 됐다고 해요. 그 결과, 지금은 예전보다 훨씬 안정된 생활을 하고 있다고 하네요. 민준 씨는 그때 힘들었던 몇 달이 오히려 자신을 더 단단하게 만들어 준 것 같다고 말했어요.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What background situation does the passage establish before the change? | ______ |
| What caused 민준's job search, and what was the eventual result? | ______ |
| Find one sentence using -다고 하다 and identify what statement it reports. | ______ |
Reading Assessment
Read the passage below, which integrates narration, cause-and-result explanation, and reported speech from Chapters 2 through 4.
할머니께 들은 이야기
얼마 전에 할머니한테서 들은 이야기인데요, 할머니는 젊었을 때 낯선 도시로 혼자 이사를 가서 일을 시작했다고 해요. 처음 몇 달 동안은 아는 사람이 없어서 많이 외로웠지만, 같은 회사에 다니는 동료들과 점점 친해지다 보니까 그 도시가 편해졌다고 하셨어요. 그러다가 그중 한 분과 아주 친한 친구가 됐고, 그 결과 지금까지도 오십 년 가까이 연락하고 지내신대요.
한마디로, 낯선 곳에서의 외로움이 오히려 평생 가는 우정으로 이어진 셈이에요. 할머니는 그때 혼자라고 느꼈던 시간이 없었다면 그런 친구를 만나지 못했을 거라고 말씀하셨어요.
내용 이해 — Comprehension questions:
- According to the passage, why was the grandmother lonely at first, and how did that change?
- Find one sentence using -다고 하다 or a related reported form, and explain what statement it attributes.
- Write a one-sentence summary of this passage in Korean, beginning with 간단히 말하면 or 한마디로.
Writing Assessment
This chapter's writing task is the Unit I capstone: 이야기와 분석 ("Narrative and Analysis"), combining your own story with a report of a partner's story.
- Part A — Your own narrative and analysis. Write four to six sentences narrating a personal experience of change, using background (-고 있다, time clauses) and a clear cause and result (-아서/어서, -(으)니까, 그 결과).
- Part B — Reporting a partner's account. Using a partner's story (or one of the model passages above), write three to four sentences summarizing and reporting it with a summary marker, at least two uses of -다고 하다, and a closing restatement.
- Connect the two parts. Add one linking sentence that compares your experience to the one you reported.
- Revise. Check your draft against the checklist below.
체크리스트 — Editing checklist:
- Part A includes background using -고 있다 or a time clause.
- Part A includes a clear cause and a named result.
- Part B opens with a summary marker and closes with a restatement.
- Part B reports at least two statements using -다고 하다, correctly conjugated for predicate type and tense.
- No sentence in Part B simply repeats the source word for word.
- Speech level is consistent everyday polite -아요/어요 throughout.
- Only Hangeul is used; no romanization appears in the final draft.
- Spacing and particles are accurate throughout.
- No grammar or vocabulary beyond Volume III, Chapters 1–4, appears productively.
Speaking Assessment
통제 연습 — Controlled practice: 이야기 다시 말하기
Read the Reading Assessment passage aloud, then restate three of its sentences using -다고 하다 without looking at the text.
의사소통 과제 — Communicative task: 이야기하고 보고하기
With a partner, take turns: one person narrates their own experience of change (background, cause, result, six or more sentences), and the other listens, then reports it back to a third person or the class in three to four sentences using a summary marker and -다고 하다.
혼자 하는 연습 — Solo alternative
Record yourself narrating your own experience of change (Part A) and then, separately, summarizing and reporting one of this chapter's model passages (Part B), using the same standards as the Writing Assessment checklist.
Culture and Communication
In Korean conversation, personal narratives of hardship or change are often shared with a clear arc from difficulty to result, and listeners typically respond by acknowledging the effort involved before commenting further. When reporting someone else's story to a third party, attributing it clearly with -다고 하다 and a phrase like 듣자 하니 continues to show respect for the original speaker's ownership of their experience.
Marking the end of a study unit with a shared task, as 지영's group does here, is a common way for language study groups and classrooms to build accountability and camaraderie. Treating an assessment as a group milestone rather than only an individual test is a useful frame to carry into later, more formal assessments in the volume.
Common Mistakes to Avoid
Error: Writing your own narrative (Part A) with reported forms like -다고 해요, or writing your report of a partner's story (Part B) as if it were your own direct experience.
Correction: Keep Part A in your own direct voice (-아요/어요 without -다고 하다) and Part B clearly attributed to the original speaker with -다고 하다 throughout.
Error: Narrating background and a cause but stopping before naming a clear result, leaving the story incomplete.
Correction: Always close your narrative with an explicit result using 그 결과, 결국, or an equivalent expression from Chapter 3.
Error: Producing a "report" of a partner's story that restates every sentence in order rather than condensing to the essential cause, decision, and result.
Correction: Apply Chapter 4's summarizing technique: keep only the essential content, and use a summary marker and closing restatement to frame it.
Chapter Review
Section A — 어휘 (Vocabulary)
1. Give the meaning of 그러다 보니까, 그 결과, and 한마디로, and explain how each contributes to a narrative-plus-analysis performance.
Section B — 문법 (Grammar)
1. Write two sentences narrating background for a personal experience of change, using -고 있다 or a time clause.
2. Write two sentences explaining a cause and a result for that same experience.
3. Report one of your own sentences from question 1 or 2 as if a partner were telling it, using -다고 하다.
Section C — 독해 이해 (Reading Comprehension)
1. Summarize the Reading Assessment passage in three to four English sentences, naming at least two Unit I systems the writer uses.
Section D — 쓰기 (Writing)
1. Write your own "이야기와 분석" performance following the Writing Assessment steps and checklist.
Section E — 말하기 (Speaking)
1. Present your narrative-and-report performance aloud to a partner, instructor, or recording, following the Speaking Assessment guidance above.
누적 복습 — Cumulative review
This chapter integrates the discourse and cohesion review from Chapter 1, the extended narration and background of Chapter 2, the cause-and-result explanation of Chapter 3, and the summarizing and reporting technique of Chapter 4. It introduces no new productive grammar, particle, honorific, or speech-level system, and prepares learners to carry all four chapters' tools forward into Unit II.
Unit I Performance Task
수행 과제 — 단원 1 종합 평가
이야기와 분석 — Narrative and Analysis
You will produce one connected written performance and a corresponding spoken performance combining your own narrative-plus-analysis with a summarized report of a partner's (or a model passage's) account.
- Written — Part A: Four to six sentences narrating your own experience of change, with background, cause, and result.
- Written — Part B: Three to four sentences summarizing and reporting a partner's or a model passage's account, using a summary marker, at least two instances of -다고 하다, and a closing restatement.
- Spoken: Present both parts aloud as one connected performance, without reading word for word.
- Reflection: Write one to two English sentences identifying which part of Unit I you feel most confident about — narrating, explaining cause and result, or summarizing and reporting — and why.
| Criterion | What is evaluated |
|---|---|
| Narrative background (Ch. 2) | Background is established using -고 있다 or a time clause |
| Cause and result (Ch. 3) | A clear cause and a named result appear, using accurate connectors |
| Summary and report (Ch. 4) | A summary marker, at least two accurate uses of -다고 하다, and a closing restatement appear |
| Voice separation | Part A stays in the learner's own direct voice; Part B is clearly attributed |
| Conciseness in reporting | Part B condenses rather than repeats the source content |
| Speech-level consistency | Everyday polite -아요/어요 maintained throughout, in writing and speech |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume III, Chapters 1–4 |
Answer Key
Grammar Review — Practice
1. Sample answer: 그때 저는 대학교를 졸업한 지 얼마 안 됐을 때였는데, 아직 일을 구하지 못하고 있었어요.
2. Sample answer: 시간이 많아서 여러 가지 새로운 것을 시도하다 보니까 결국 지금의 일을 찾게 됐어요.
3. Sample answer: 간단히 말하면, 그 사람은 졸업 후에 일자리를 못 구해서 여러 가지를 시도하다가 결국 지금의 일을 찾았다고 해요.
Model Integrated Passage — Comprehension
- Background/time clause: 이사한 지 얼마 안 됐을 때; cause-and-result: 답답해서 ... 모임에 나가기 시작했어요 and 그 결과, 지금은 이 동네가 훨씬 편해졌어요.
- Summary marker: 간단히 말하면; -다고 하다 use: 친구가 생겼다고 해요; closing restatement: 다시 말하면.
- 라일라's report condenses 수아's several sentences into a shorter version, keeps only the essential cause and result, and marks the content as reported rather than her own experience.
Listening comprehension
- Background: 민준 worked at a small company until it suddenly closed.
- Cause: the company's closure forced a months-long job search; result: he found a position at a larger company in a similar field and now has a more stable life.
- Sample sentence with -다고 하다: 몇 달 동안 다른 일자리를 찾아야 했다고 해요 — reporting 민준's own account of his job search.
Reading comprehension
- The grandmother was lonely because she knew no one after moving alone to an unfamiliar city; this changed as she grew close to coworkers.
- Sample sentence: 할머니는 젊었을 때 낯선 도시로 혼자 이사를 가서 일을 시작했다고 해요 — reporting the grandmother's own account of her move.
- Sample summary: 한마디로, 할머니는 낯선 도시에서 외로웠지만 동료들과 친해지다 보니까 평생 가는 우정을 얻었다고 해요.
Chapter Review — Section B
1. Sample answer: 그때 저는 새 일을 시작한 지 얼마 안 됐을 때였는데, 아직 익숙하지 않아서 실수를 많이 했어요.
2. Sample answer: 실수가 많아서 스트레스를 받았지만, 계속 배우다 보니까 결국 일이 훨씬 편해졌어요.
3. Sample answer: 그 사람은 새 일을 시작한 후에 실수가 많아서 스트레스를 받았지만 결국 일이 편해졌다고 해요.
Section D — Sample "이야기와 분석" excerpt
저는 몇 년 전에 처음으로 혼자 살기 시작했을 때였는데, 요리를 전혀 할 줄 몰라서 매일 배달 음식만 먹고 있었어요. 그러다가 건강이 걱정돼서 요리책을 보면서 조금씩 연습하다 보니까 결국 간단한 음식 정도는 만들 수 있게 됐어요. 한마디로, 제 친구도 비슷한 경험이 있다고 하는데요, 친구는 자취를 시작한 후에 처음에는 라면만 먹었지만 요리 영상을 보면서 연습하다 보니까 결국 자신감이 생겼다고 해요. 다시 말하면, 저와 제 친구 둘 다 작은 필요가 새로운 실력으로 이어진 셈이에요.
Check that: Part A stays in the learner's own voice with background, cause, and result; Part B is clearly attributed with a summary marker, at least two uses of -다고 하다, and a closing restatement.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can narrate a personal experience of change with clear background, cause, and result, and you can summarize and report someone else's account accurately and concisely using -다고 하다. These combined skills close Unit I and prepare you for Unit II, where you will apply similar tools to news, public information, technology, institutions, and formal correspondence.