종합 과제 3: 근거 있는 주장Unit III Assessment: A Position Supported by Evidence
Chapter Objectives
This is an assessment chapter. By the end of this chapter, you will be able to:
- Explain and support a reason using -아서/어서, -(으)니까, and result language from Chapter 11.
- Compare options and justify a preference using 보다, 가장/제일, and preference reasoning from Chapter 12.
- Explain data and numbers using percentages, statistics, and source attribution such as 에 따르면 from Chapter 13.
- Take part in a moderated discussion, softening disagreement, requesting clarification, and conceding a partial point with -기는 하지만 and -더라도 from Chapter 14.
- Combine all four systems above into a single organized spoken and written argument: position, reason, comparison, supporting data, anticipated counterpoint, and conclusion.
- Demonstrate consistent register, accurate Hangeul, correct spacing, and appropriate speech-level control across an extended task.
This chapter introduces no major new productive grammar, particle, honorific, or vocabulary system. It consolidates and integrates the reason (Ch. 11), comparison (Ch. 12), data (Ch. 13), and discussion (Ch. 14) systems already active, in line with the Unit III Assessment status for Chapter 15.
Opening Scenario
The instructor has asked each student to prepare a short position paper and a two-minute spoken argument for the class's ongoing discussion about the semester project format — one shared presentation or four individual presentations. 지영, 민준, 라일라, and 수아 each revise their Chapter 14 remarks into a fuller, evidence-based argument: a clear position, at least one supporting reason, a comparison between the two options, one piece of data from Chapter 13's survey, an anticipated counterpoint with a response, and a conclusion. The instructor, still acting as 사회자, will moderate a final round of questions after each presentation.
- You will review and combine the reason, comparison, data, and discussion language from Chapters 11 through 14.
- You will build a complete evidence-based position in writing and prepare to defend it aloud.
- You will respond to at least one clarification question or counterpoint during a short moderated exchange.
Core Vocabulary Review
This chapter does not introduce new productive vocabulary. The table below reviews the highest-value items from Chapters 11 through 14 that this chapter's tasks require you to combine.
| Korean | Meaning | Source Chapter |
|---|---|---|
| 이유 | reason | Ch. 11 |
| 결과 | result | Ch. 11 |
| 비교하다 | to compare | Ch. 12 |
| 선택하다 | to choose | Ch. 12 |
| 퍼센트 | percent | Ch. 13 |
| 조사 | survey, research | Ch. 13 |
| 증가하다 / 감소하다 | to increase / to decrease | Ch. 13 |
| 차지하다 | to make up, to account for (a proportion) | Ch. 13 |
| 토론 | discussion, debate | Ch. 14 |
| 주장 | claim, position | Ch. 14 |
| 근거 | grounds, evidence | Ch. 11 / Ch. 13 / Ch. 14 |
| 반론 | counterargument | Ch. 14 |
| 양보하다 | to concede a point | Ch. 14 |
| 결론 | conclusion | Ch. 12 / Ch. 13 / Ch. 14 |
Assessment chapters recycle prior productive vocabulary; no new items are added to the productive count for Chapter 15.
Pronunciation Focus
A full spoken argument moves through several intonation patterns in sequence: a level, confident tone for stating a position (저는 ~다고 생각해요), a slightly rising tone when giving supporting reasons and data (~ 때문이에요, ~에 따르면), a softened rising-then-leveling tone for anticipated disagreement (-는데요, reviewed from Chapter 14), and a level, closing tone for the conclusion (~다고 결론지었어요).
Practice reading your own written argument aloud, shifting intonation deliberately at each of these four points, rather than using one flat tone throughout.
Synthesis: Chapters 11–14
This chapter introduces no new grammar system. It reviews and combines four systems already active so that they function together inside one extended argument.
1. Stating a Position and Giving a Reason (Ch. 11 Review)
A position statement pairs a claim with a supporting reason using 왜냐하면 ~ 때문이에요 or a clause ending in -아서/어서 or -(으)니까.
- 저는 발표를 하나로 합치는 게 더 낫다고 생각해요. 왜냐하면 준비 시간이 줄기 때문이에요. — "I think combining the presentations into one is better, because it reduces preparation time."
2. Comparing Options (Ch. 12 Review)
보다 compares two options directly; -는 게 더 낫다/좋다 states a preference with a reason attached.
- 개인 발표가 그룹 발표보다 참여도가 더 높아요. — "Individual presentations have higher participation than group presentations."
3. Supporting a Position with Data (Ch. 13 Review)
에 따르면 attributes a claim to a source; percentages and verbs such as 증가하다, 감소하다, and 차지하다 describe quantitative change or proportion.
- 13과의 조사에 따르면, 개인 발표를 한 학생의 참여도가 65퍼센트를 차지했어요. — "According to the Chapter 13 survey, the participation rate of students who did individual presentations accounted for 65 percent."
4. Anticipating and Responding to a Counterpoint (Ch. 14 Review)
A strong argument anticipates disagreement rather than ignoring it. Use -기는 하지만 to concede a known fact before restating a position, and -더라도 to concede an extreme or hypothetical case. Use 저는 좀 다르게 생각하는데요 to respond respectfully to a classmate's counterpoint, and 다시 한번 설명해 주시겠어요? to request clarification when needed.
- 시간이 부족하기는 하지만, 발표 하나로 준비하는 게 더 효율적이에요. — "It's true that time is limited, but preparing one presentation is more efficient."
[position: 저는 ~다고 생각해요] + [reason: 왜냐하면 ~ 때문이에요] + [comparison: A가 B보다 더 ~해요] + [data: ~에 따르면, ~퍼센트가 ~을/를 차지했어요] + [anticipated counterpoint + concession: -기는 하지만 / -더라도] + [restated position] + [conclusion: 그래서 저는 ~다고 결론지었어요]
This is the same frame practiced across Chapters 11 through 14. Chapter 15 does not add a new piece to the frame; it asks you to produce the whole frame together, in both writing and speech, with a real counterpoint and a real response.
| Marker | Function | Source Chapter |
|---|---|---|
| 왜냐하면 ~ 때문이에요 | gives a reason | Ch. 11 |
| 보다 / -는 게 더 낫다 | compares and states a preference | Ch. 12 |
| 에 따르면 / 퍼센트 / 차지하다 | cites data and proportion | Ch. 13 |
| 저는 좀 다르게 생각하는데요 | responds to a counterpoint | Ch. 14 |
| -기는 하지만 / -더라도 | concedes a point before restating a position | Ch. 14 |
This chapter's tasks require you to produce all five rows above together, inside one coherent position, in both writing and speech. No system beyond Chapters 1 through 14 may be used productively.
Practice — Recognizing the four combined systems
- Read the Model Dialogue and label each turn with the system it draws from: reason (Ch. 11), comparison (Ch. 12), data (Ch. 13), or discussion (Ch. 14).
- Find one sentence that combines two systems in a single clause, and explain how they work together.
- Identify the concession connector used and state which counterpoint it responds to.
Model Dialogue
지영 presents her final position to the class, and the instructor moderates a short round of questions.
Context: classroom, final position presentations followed by moderated Q&A. Everyday polite style throughout.
내용 이해 — Comprehension questions:
- What is 지영's position, and what reason does she give first?
- What data from Chapter 13 does she cite, and what does it show?
- What does she concede, and what does she still argue?
- What clarification does 민준 request, and how does 지영 respond?
- How does 지영 propose to address the participation problem in her conclusion?
Guided Practice
- Write one position statement with a supporting reason (Ch. 11 pattern).
- Write one comparison sentence supporting the same position (Ch. 12 pattern).
- Write one sentence citing data or a percentage in support of the position (Ch. 13 pattern).
- Write one sentence anticipating a counterpoint and conceding part of it using -기는 하지만 or -더라도 (Ch. 14 pattern).
- Write a one-sentence conclusion that restates the position after the concession.
- Combine sentences 1 through 5 into a single connected paragraph.
Listening Practice
Ask your instructor, a language partner, or a text-to-speech tool to read the following passage aloud at a measured pace. Listen twice without reading, then complete the tasks below.
교내 방송: 학생회 최종 결정 안내
지난주 토론에서 나온 의견을 바탕으로, 학생회는 도서관 운영 시간 연장 문제에 대한 최종 결정을 발표했습니다. 찬성 측은 시험 기간에 이용자가 평소보다 40퍼센트 증가한다는 조사 자료를 근거로 들었습니다. 반대 측은 예산이 부족하기는 하지만, 야간 근무자를 시간제로 고용하면 비용을 줄일 수 있다고 반박했습니다. 학생회는 두 의견을 비교한 끝에, 시험 기간에만 운영 시간을 두 시간 연장하고 야간 근무자는 시간제로 고용하기로 결론을 내렸습니다. 사회자는 이번 결정이 찬성 측과 반대 측의 근거를 모두 반영한 균형 잡힌 결정이라고 설명했습니다.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What data does the side in favor cite, and what does it show? | ______ |
| What does the opposing side concede, and what solution do they propose? | ______ |
| What is the student council's final decision? | ______ |
| How does the moderator characterize the decision? | ______ |
Reading Practice
Read 수아's final position paper below, written after the class discussion, then answer the questions that follow.
수아의 글: 발표 형식에 대한 최종 주장
저는 발표를 개인별로 나눠서 하는 게 더 낫다고 생각합니다. 왜냐하면 각자 준비한 내용을 더 깊이 이해할 수 있기 때문입니다. 그룹 발표보다 개인 발표가 책임감을 더 크게 만든다는 점도 중요한 이유입니다. 13과의 조사에 따르면, 개인 발표를 한 학생의 참여도가 65퍼센트를 차지했고, 이는 그룹 발표의 두 배에 가까운 수치입니다. 물론 준비 시간이 그룹 발표보다 더 오래 걸리기는 하지만, 발표 날짜를 조금 조정하면 이 문제는 충분히 해결될 수 있습니다. 지영 씨는 시간 문제가 더 중요하다고 반박했지만, 저는 시간보다 학습 효과가 더 중요하다고 생각합니다. 그래서 저는 준비 시간이 조금 더 걸리더라도, 개인 발표가 장기적으로 더 나은 선택이라고 결론지었습니다.
내용 이해 — Comprehension questions:
- What is 수아's position, and what two reasons does she give?
- What data does she cite, and how does she interpret it?
- What does she concede, and how does she propose to resolve it?
- How does her conclusion respond to 지영's counterpoint from the Model Dialogue?
Writing Workshop
This chapter's writing task asks you to produce your own complete, evidence-based position paper, combining reason, comparison, data, and a conceded counterpoint, exactly as 지영 and 수아 did above.
- Choose your position. You may argue either side of the class project debate, or a different topic your instructor assigns.
- State your position and reason. Use 주장하다 or -다고 생각해요 with a reason from Chapter 11.
- Add a comparison. Use 보다 or -는 게 더 낫다 from Chapter 12 to strengthen the position.
- Cite supporting data. Use a percentage, statistic, or 에 따르면 frame from Chapter 13.
- Anticipate a counterpoint. State the strongest objection to your position and concede part of it using -기는 하지만 or -더라도.
- Restate your position and conclude. Use 그래서 저는 ~다고 결론지었어요 or similar.
- Revise. Check your draft against the checklist below.
체크리스트 — Editing checklist:
- The paragraph follows the position–reason–comparison–data–concession–conclusion structure.
- At least one reason frame from Chapter 11 is used correctly.
- At least one comparison frame from Chapter 12 is used correctly.
- At least one data or percentage frame from Chapter 13 is used correctly.
- -기는 하지만 or -더라도 is used correctly to concede a counterpoint.
- The conclusion clearly restates the position after the concession.
- Speech level is consistent throughout (everyday polite, unless your instructor assigns formal style).
- Only Hangeul is used; no romanization appears.
- Spacing and particles are accurate throughout.
- No grammar or vocabulary beyond Volume III, Chapters 1–15, appears productively.
Speaking Practice
통제 연습 — Controlled practice: 논거 연결하기
Practice reading your written position paper aloud, pausing briefly between the position, reason, comparison, data, concession, and conclusion so a listener can follow each part clearly.
의사소통 과제 — Communicative task: 최종 발표와 질의응답
Present your two-minute position to a partner, small group, or your instructor. After your presentation, the listener(s) must ask at least one clarification question or raise one counterpoint, and you must respond using a softened disagreement, a concession connector, or both, following the Model Dialogue.
혼자 하는 연습 — Solo alternative
Record your two-minute position paper aloud. Then record a second short segment in which you imagine and respond to one likely counterpoint, using at least one concession connector from Chapter 14.
Culture and Communication
Across the Unit III chapters, acknowledging the strength of an opposing view — rather than dismissing it — has appeared consistently as a marker of a credible, well-reasoned position in Korean academic, institutional, and public discussion. A speaker who says 그 점은 인정하기는 하지만 before restating their position is not weakening their argument; they are demonstrating that they have considered the evidence fairly.
Notice that both 지영 and 수아 refer to the same Chapter 13 survey data but draw different conclusions from it. This reflects a common pattern in Korean public and academic discussion, where shared data is expected to ground a disagreement, rather than each side relying on unsupported personal claims.
Common Mistakes to Avoid
Error: Writing three separate, disconnected sentences — a reason, a comparison, and a data statement — that do not clearly support the same position.
Correction: Make sure each supporting sentence explicitly strengthens the same claim: 저는 A가 더 낫다고 생각해요. 왜냐하면 ~ 때문이고, 자료에 따르면 ~이기 때문이에요. ("I think A is better, because of ~, and because according to the data, ~.")
Error: Using -기는 하지만 or -더라도 and then trailing off, leaving the listener unsure whether the speaker still holds their original position.
Correction: Always follow a concession with a clear restatement: 참여도 문제가 있기는 하지만, 저는 여전히 발표를 하나로 합치는 게 낫다고 생각해요. ("It's true there's a participation issue, but I still think combining the presentations is better.")
Error: Stating a percentage or statistic and moving on immediately, without explaining why it supports the position.
Correction: Always interpret the data explicitly: 참여도가 65퍼센트를 차지했는데, 이는 개인 발표가 더 효과적이라는 것을 보여 줘요. ("Participation accounted for 65 percent, which shows that individual presentations are more effective.")
Chapter Review
Section A — 어휘 (Vocabulary Review)
1. Give the meaning of 근거, 차지하다, and 양보하다, and use each in an original sentence tied to the class project debate.
Section B — 문법 종합 (Grammar Synthesis)
1. Write one sentence combining a reason (Ch. 11) and a comparison (Ch. 12) in support of the same position.
2. Write one sentence citing data (Ch. 13) that supports the same position.
3. Write one sentence conceding a counterpoint with -기는 하지만 or -더라도 (Ch. 14), followed by a restated conclusion.
Section C — 독해 이해 (Reading Comprehension)
1. Summarize 수아's position paper in three to four English sentences, naming her position, her reasons, her data, her concession, and her conclusion.
Section D — 쓰기 (Writing)
1. Write your own complete position paper following the Writing Workshop steps and checklist.
Section E — 말하기 (Speaking)
1. Present your position paper aloud and respond to at least one clarification question or counterpoint, following the Speaking Practice guidance above.
누적 복습 — Cumulative review
This chapter recycles the reason-marking expressions from Chapter 11, the comparison and preference frames from Chapter 12, the percentage, source-attribution, and proportion language from Chapter 13, and the turn-taking, softened disagreement, clarification, and concession language from Chapter 14. It introduces no new productive systems and instead requires all four to function together inside one extended argument.
Unit III Assessment
수행 과제 — Unit Assessment
근거 있는 주장 발표하기 — Presenting a Position Supported by Evidence
You will write a complete, evidence-based position paper and deliver it as a two-minute spoken presentation, followed by a short moderated question-and-answer exchange, combining every system activated in Unit III.
- Reading: Read 수아's position paper and identify her position, reasons, data, concession, and conclusion.
- Written position paper: Write a complete argument following the position–reason–comparison–data–concession–conclusion frame, at a length appropriate to Volume III.
- Spoken presentation: Present your position paper aloud in about two minutes, using clear intonation shifts between its parts.
- Moderated Q&A: Respond to at least one clarification question or counterpoint from a partner, group, or instructor, using a softened disagreement or concession connector.
- Reflection: Write one to two English sentences identifying which part of your argument — the reason, the comparison, or the data — you found hardest to support, and why.
| Criterion | What is evaluated |
|---|---|
| Reading comprehension | Position, reasons, data, concession, and conclusion in the model text are correctly identified |
| Position and reason | A clear position is stated and supported with at least one reason frame from Chapter 11 |
| Comparison | The position is strengthened with a comparison frame from Chapter 12 |
| Data support | The position is supported with a data, percentage, or source-attribution frame from Chapter 13, correctly interpreted |
| Counterpoint and concession | A counterpoint is anticipated and conceded appropriately using -기는 하지만 or -더라도 from Chapter 14 |
| Conclusion | The position is clearly restated after the concession |
| Paragraph organization | The paper follows the position–reason–comparison–data–concession–conclusion frame |
| Spoken delivery | The two-minute presentation is clear, with intonation that distinguishes the argument's parts |
| Q&A responsiveness | At least one clarification question or counterpoint is answered appropriately during the moderated exchange |
| Register discipline | Consistent, respectful speech level maintained throughout 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 1–15 |
Answer Key
Model Dialogue — Comprehension
- 지영's position is that combining the presentations into one is better, because it reduces preparation time; individual presentations need four times more preparation time.
- She cites the Chapter 13 survey showing that individual-presentation participation reached 65 percent versus 35 percent for group presentations.
- She concedes that the participation gap is real, but argues that the time problem is more important, since it cannot be fully solved by adjusting the date.
- 민준 asks her to explain why the time problem outweighs the large participation gap; she responds that the participation issue can be addressed by adjusting the date, but the time shortage cannot.
- She proposes including small-group activities within the combined presentation to address the participation concern.
Listening comprehension
- The side in favor cited data showing library usage increases by 40 percent during exam periods.
- The opposing side conceded that the budget is limited, but proposed hiring night-shift staff part-time to reduce cost.
- The student council decided to extend library hours by two hours only during exam periods and to hire night staff part-time.
- The moderator described the decision as a balanced one that reflected both sides' evidence.
Reading comprehension
- 수아's position is that individual presentations are better, because they lead to deeper understanding and greater individual responsibility.
- She cites the Chapter 13 survey showing 65 percent participation for individual presentations, nearly double that of group presentations, interpreting this as evidence of greater effectiveness.
- She concedes that individual presentations take more preparation time, but proposes adjusting the presentation date to resolve this.
- Her conclusion directly answers 지영's counterpoint by arguing that learning effectiveness matters more than time, even though she acknowledges the added time cost.
Chapter Review — Section B
1. Sample answer: 개인 발표가 그�2룹 발표보다 참여도가 더 높기 때문에, 저는 개인 발표가 더 낫다고 생각해요.
2. Sample answer: 조사에 따르면, 개인 발표를 한 학생의 참여도가 65퍼센트를 차지했어요.
3. Sample answer: 준비 시간이 더 걸리기는 하지만, 저는 여전히 개인 발표가 더 낫다고 결론지었어요.
Section D — Sample response
저는 온라인 수업이 더 편리하다고 생각합니다. 왜냐하면 이동 시간이 줄어들기 때문입니다. 온라인 수업은 대면 수업보다 준비물이 더 간단하다는 점도 장점입니다. 최근 조사에 따르면, 온라인 수업을 선택한 학생의 만족도가 70퍼센트를 차지했습니다. 물론 집중도가 조금 낮아지기는 하지만, 짧은 휴식 시간을 넣으면 이 문제는 어느 정도 해결될 수 있습니다. 그래서 저는 집중도 문제가 있더라도, 온라인 수업의 편리함이 더 중요하다고 결론지었습니다.
Check that: the paper follows the position–reason–comparison–data–concession–conclusion frame, uses at least one reason, comparison, and data frame correctly, uses -기는 하지만 or -더라도 to concede a counterpoint, and restates the position clearly in the conclusion.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can build a complete evidence-based argument that states a position, supports it with reasons, comparisons, and data, anticipates and concedes a counterpoint, and restates the position in a clear conclusion — in both writing and live spoken presentation with question-and-answer. This closes Unit III, 의견, 근거, 그리고 자료 (Opinion, Evidence, and Data), and prepares you for Unit IV, where you will turn from argument and evidence toward culture, mediation, research, and the B2 portfolio.