수정과 편집Revision and Editing
Chapter Objectives
By the end of this chapter, you will be able to:
- Identify weaknesses in your own earlier Korean writing, including gaps in cohesion, spacing errors, particle misuse, and register inconsistency.
- Revise a paragraph so that topic continuity and cross-sentence cohesion are clearer, using topic marking, omission, and connectors already active in this volume.
- Correct common spacing errors around nouns, particles, predicates, endings, and bound nouns.
- Distinguish appropriate particle choices in context, especially 은/는 versus 이/가 and 에 versus 에서, and correct misuse.
- Recognize and correct unintended register shifts within a single piece of writing.
- Use a structured self-editing checklist to revise a full piece of writing before presenting it as a finished text.
This chapter introduces no new grammar system. It reviews cohesion, spacing, particle function, and register control from across Volume III and applies them to a new task: revising and editing a learner's own prior work. This chapter is a preparation chapter for Chapter 20, the final B2 portfolio.
Opening Scenario
지영, 민준, 라일라, and 수아 are preparing their portfolios for the end of Volume III. Their instructor asks each of them to choose one piece of earlier writing — an opinion paragraph, a formal email, or a presentation script — and revise it before including it in the final portfolio. 라일라 decides to revise the presentation script she wrote for Chapter 18, on part-time work among university students. Reading it again, she notices that one paragraph jumps between ideas without a clear connector, that she has occasionally dropped a required space before a particle, and that one sentence slips into a more casual tone than the rest of the script. The instructor reminds the class that revision is not about starting over — it is about reading carefully, identifying specific problems, and fixing them one at a time.
- You will learn how to read your own Korean writing critically for cohesion, spacing, particles, and register.
- You will practice correcting common errors in each of these areas using a structured checklist.
- You will revise a full piece of your own earlier writing in preparation for your Chapter 20 portfolio.
Core Vocabulary
The following items are productive for this chapter. They support describing the process of reviewing, correcting, and improving a piece of writing.
| Korean | Meaning | Category / Pattern |
|---|---|---|
| 수정하다 | to revise, to correct | action verb |
| 편집하다 | to edit | action verb |
| 고치다 | to fix, to correct | action verb |
| 문맥 | context, flow of meaning | noun |
| 연결이 어색하다 | the connection is awkward | descriptive verb phrase |
| 띄어쓰기 | spacing (in writing) | noun; review, Ch. 1–18 |
| 조사를 잘못 쓰다 | to use a particle incorrectly | verb phrase |
| 말투 | tone, manner of speaking | noun |
| 일관성 | consistency | noun |
| 전체적으로 | overall, as a whole | adverb |
| 다시 읽어 보다 | to read over again | verb phrase |
| 초안 | draft | noun |
| 최종본 | final version | noun |
| 피드백을 반영하다 | to incorporate feedback | verb phrase |
Receptive Vocabulary — Editing and Proofreading Terms
The following items are receptive. Learners recognize them when discussing editing marks and proofreading conventions; they are not assessed as an independent productive set.
| Korean | Meaning | Status |
|---|---|---|
| 교정 | proofreading, correction | receptive, formal/academic term |
| 퇴고 | final revision (of a manuscript) | receptive, formal/literary term |
These terms support recognition of formal editing conventions. They are not assessed productively in this chapter.
Pronunciation Focus
Reading a written draft aloud, at a natural but unhurried pace, often reveals problems that silent reading misses: a missing particle, an awkward run of clauses, or a sentence that no longer sounds like the rest of the register. This is not a new sound-change rule; it is a proofreading strategy that draws on the syllable timing, phrase intonation, and rhythm control built throughout this course.
Practice reading the revision examples below aloud twice: once as originally written, and once in the corrected form. Notice how the corrected version reads more smoothly and predictably.
Grammar and Sentence Patterns
This chapter introduces no new grammar system. It reviews cohesion, spacing, particle function, and register control from across Volume III, and applies them to the task of revising a learner's own writing.
1. Cohesion — Connecting Sentences Clearly
A paragraph feels disconnected when sentences sit side by side with no signal of how they relate. Review the connectors already active in this volume — 그래서, 하지만, 그런데, -아서/어서, -지만, -(으)니까, -는데 — and check that each sentence boundary in your draft uses one when a relationship needs to be signaled.
Also check topic continuity: once a topic is established with 은/는, later sentences about the same topic can often omit the subject rather than repeating it, as reviewed since Chapter 1.
2. Spacing — Checking High-Frequency Spacing Points
When editing, check spacing at four points that account for most beginner-through-intermediate spacing errors: between a noun and its particle (no space), between a predicate stem and its ending (no space), around bound nouns such as 것 and 수 (a space before the bound noun), and around quotation and attribution phrases such as -다고 하다.
3. Particle Review — Common Confusions in Editing
When editing, check whether 은/는 is marking an established topic and 이/가 is marking new or focused information, rather than treating the two as interchangeable. Also check whether 에 (location of existence, destination, or time) has been used where 에서 (location of an action) is required, or the reverse.
- 도서관에서 공부해요.I study at the library. (action location — 에서)
- 도서관에 책이 많아요.There are many books at the library. (existence location — 에)
4. Register Consistency — Catching Unintended Shifts
A formal email, presentation script, or academic paragraph should maintain one consistent speech level throughout, usually -습니다 style or careful -아요/어요 style, not a mixture of the two. When editing, scan every sentence-final ending in a formal text and confirm that none has drifted into a casual or plain form.
[Pass 1: cohesion — check connectors and topic continuity] → [Pass 2: spacing — check particles, endings, bound nouns] → [Pass 3: particles — check 은/는 vs. 이/가 and 에 vs. 에서] → [Pass 4: register — confirm one consistent speech level throughout]
Work through your draft four separate times, once per pass, rather than trying to catch every error at once. This mirrors the structured checklist you will use in the Writing Workshop below.
| Marker / Focus | Function | Status |
|---|---|---|
| 그래서 / 하지만 / 그런데 | signals relationships between sentences | review, Ch. 1–4 |
| -아서/어서, -지만, -(으)니까, -는데 | connects clauses within a sentence | review, Ch. 3, 11, 14 |
| 은/는 vs. 이/가 | distinguishes topic from new/focused information | review, Ch. 1, 11 |
| 에 vs. 에서 | distinguishes existence/destination from action location | review, Ch. 6–13 |
| spacing around particles, endings, bound nouns | orthographic accuracy | review, Ch. 1–18 |
| register consistency | maintains one speech level throughout a text | review, Ch. 6, 9, 17, 18 |
Practice — Finding and fixing errors
- Add a connector to join these two sentences naturally: 아르바이트 시간이 너무 많다. 성적이 나빠질 수 있다.
- Correct the spacing: 저는 발표 를 준비 하고 있어요.
- Choose the correct particle: 도서관(에/에서) 자전거 도로에 대한 자료가 많다.
- Identify and correct the register slip: 이상으로 발표를 마치겠습니다. 질문 있으면 물어봐.
Model Dialogue
라일라 and 지영 review 라일라's Chapter 18 presentation script together before she revises it.
Context: two classmates reviewing a written draft together outside class. Everyday polite register, supportive peer-feedback tone.
내용 이해 — Comprehension questions:
- What three problems does 지영 identify in 라일라's draft?
- What connector does 라일라 decide to add, and why?
- What spacing error does 지영 point out?
- Where does the register shift occur, and what does 지영 recommend?
Guided Practice
- Choose one piece of your own earlier writing from this volume (an opinion paragraph, email, or presentation script).
- Read it once silently and once aloud, noting any place that sounds disconnected, awkwardly spaced, or inconsistent in register.
- Mark at least three specific problems, one from each of three different categories: cohesion, spacing/particles, and register.
- Write a corrected version of each marked sentence, following the models in the Grammar section above.
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 글쓰기 센터: 좋은 수정의 원칙
글을 잘 고치려면 한 번에 모든 것을 고치려고 하지 않는 것이 좋습니다. 먼저 문장들이 자연스럽게 연결되는지 확인하고, 다음으로 띄어쓰기를 점검하고, 그다음에 조사가 정확한지 확인하고, 마지막으로 말투가 처음부터 끝까지 일관되는지 살펴보는 것이 효과적입니다. 많은 학생들이 문법만 신경 쓰고 전체적인 흐름은 놓치는 경우가 많습니다. 하지만 좋은 글은 문법이 정확할 뿐만 아니라 읽는 사람이 자연스럽게 따라갈 수 있어야 합니다. 초안을 쓴 후에는 시간을 두고 다시 읽어 보는 것이 좋습니다. 그렇게 하면 처음에는 보이지 않던 문제를 더 쉽게 발견할 수 있습니다.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What order of four checks does the segment recommend when revising? | ______ |
| What mistake does the segment say many students make when revising? | ______ |
| According to the segment, what should good writing do besides being grammatically correct? | ______ |
| What does the segment recommend doing after finishing a draft, before revising it? | ______ |
Reading Practice
Read 민준's revision notes on his own Chapter 18 presentation script, then answer the questions that follow.
민준의 수정 메모: 자전거 이용 발표 원고
제 발표 원고를 다시 읽어 보니 몇 가지 문제가 보였습니다. 먼저, 두 번째 문단에서 "다음으로"를 빼먹어서 문장들이 갑자기 연결되지 않았습니다. 그래서 "다음으로"를 추가했습니다. 또한 "자전거 도로 가 부족하다"라고 띄어 썼는데, "도로가"로 붙여 써야 한다는 것을 발견했습니다. 그리고 "에서"와 "에"를 헷갈려서 "학교 근처에서 자전거 도로가 있다"라고 썼는데, 존재를 나타낼 때는 "에"를 써야 하니까 "학교 근처에 자전거 도로가 있다"로 고쳤습니다. 마지막으로, 결론 부분에서 격식체 대신 반말처럼 들리는 문장이 하나 있어서 그것도 격식체로 바꿨습니다. 이렇게 네 가지를 고치고 나니 원고가 훨씬 자연스러워졌습니다.
내용 이해 — Comprehension questions:
- What cohesion problem does 민준 find, and how does he fix it?
- What spacing error does he identify?
- What particle confusion does he correct, and what rule does he apply?
- What does he do about the register problem in his conclusion?
Writing Workshop
This chapter's writing task asks you to revise a complete piece of your own earlier writing from this volume, following the four-pass routine practiced above.
- Choose your text. Select one full piece of writing from Chapters 1–18: an opinion paragraph, a formal email, or a presentation script.
- Pass 1 — cohesion. Read through and add or correct connectors so that sentence relationships are clear. Check topic continuity and omission.
- Pass 2 — spacing. Check spacing around every particle, ending, and bound noun in the text.
- Pass 3 — particles. Check every instance of 은/는 vs. 이/가 and 에 vs. 에서 for accuracy.
- Pass 4 — register. Confirm that every sentence-final ending matches the same speech level throughout.
- Produce a final version. Write out the fully revised text as your final version, ready for the Chapter 20 portfolio.
체크리스트 — Editing checklist:
- Every sentence connects clearly to the one before it, using a connector or appropriate omission.
- Spacing around particles, predicate endings, and bound nouns is accurate throughout.
- 은/는 and 이/가 are each used correctly for topic or new/focused information.
- 에 and 에서 are each used correctly for existence/destination or action location.
- One speech level is maintained consistently from beginning to end.
- Only Hangeul is used; no romanization appears.
- No grammar or vocabulary beyond Volume III, Chapters 1–19, appears productively.
Speaking Practice
통제 연습 — Controlled practice: 소리 내어 읽으며 확인하기
Read your original draft aloud, then read your revised version aloud. Notice aloud, in English or Korean, at least two places where the revised version sounds smoother.
의사소통 과제 — Communicative task: 짝과 피드백 주고받기
Exchange drafts with a partner or small group. Following the model dialogue above, give and receive spoken feedback on cohesion, spacing, particles, and register, then discuss how you each plan to revise.
혼자 하는 연습 — Solo alternative
Record yourself reading your original draft, then your revised version, and compare the two recordings. Note in English one specific change that most improved the flow.
Culture and Communication
In many Korean academic and workplace settings, drafts are commonly reviewed by peers, colleagues, or supervisors before a final version is submitted, and constructive feedback is generally offered directly but respectfully, often softened with expressions like 좋은 피드백이에요 or 이 부분은 이렇게 하면 더 좋을 것 같아요.
Maintaining a single, consistent register throughout a formal document or presentation is often read as a sign of careful preparation. An unintended shift into casual language partway through a formal text can be noticed by readers or listeners as a lapse in attention, even when the content itself is accurate.
The exact conventions for marking up a draft, the strictness applied to spacing rules, and the directness of peer feedback can vary by school, workplace, and generation. The routine in this chapter reflects a common, broadly usable approach to self-editing formal Korean writing.
Common Mistakes to Avoid
Error: Reading a draft once and attempting to catch cohesion problems, spacing errors, particle mistakes, and register shifts all at the same time, which causes many errors to be missed.
Correction: Use the four-pass routine from this chapter — one focused read-through per category — rather than one unfocused read-through.
Error: 아르바이트가 좋은 경험이 돼요. used as the opening statement of a paragraph introducing a new topic, without first establishing it as a topic.
Correction: 아르바이트는 좋은 경험이 될 수 있습니다. ("Part-time work can be a good experience.") — 은/는 introduces the topic clearly at the start of a paragraph.
Error: Beginning a formal email with -습니다 style and drifting into -아요/어요 or casual endings by the final paragraph.
Correction: Check the sentence-final ending of every sentence in a formal text against the register established in the opening line, and correct any that do not match.
Chapter Review
Section A — 어휘 (Vocabulary)
1. Give the meaning of 수정하다, 일관성, and 문맥, and use each in an original sentence.
2. Explain the difference between 초안 and 최종본.
Section B — 문법 (Grammar)
1. Correct the spacing in: 저 는 발표 원고 를 다시 확인 했어요.
2. Choose the correct particle and explain why: 도서관(에/에서) 책을 읽어요.
Section C — 독해 이해 (Reading Comprehension)
1. Summarize 민준's four revisions in three or four English sentences.
Section D — 쓰기 (Writing)
1. Complete the full four-pass revision of your chosen text, following the Writing Workshop steps and checklist.
Section E — 말하기 (Speaking)
1. Exchange drafts with a partner or group and give and receive spoken feedback, following the Speaking Practice guidance above.
누적 복습 — Cumulative review
This chapter recycles connectors and topic continuity from across the volume, spacing rules from Chapters 1–18, the 은/는 vs. 이/가 and 에 vs. 에서 particle contrasts, and register control from Chapters 6, 9, 17, and 18, applying them to the new task of self-revision. It introduces no new grammatical system and directly prepares the writing you will include in the Chapter 20 final B2 portfolio.
Practical Performance Task
수행 과제 — Chapter Performance Task
내 글 수정하기 — Revising Your Own Writing
You will revise one complete piece of your own earlier writing from this volume using the four-pass routine, and produce a final version ready for your portfolio.
- Reading: Read 민준's revision notes and identify each of his four corrections.
- Self-editing: Apply the four-pass routine to your chosen text, marking at least one specific correction per pass.
- Written final version: Produce a fully revised final version of your text.
- Spoken review: Discuss your revisions with a partner, group, or recording, explaining at least two changes you made and why.
- Reflection: Write one to two English sentences on which type of error — cohesion, spacing, particles, or register — was most common in your own writing.
| Criterion | What is evaluated |
|---|---|
| Reading comprehension | 민준's four revisions are correctly identified |
| Cohesion revision | Sentence connections are clearer in the revised text than in the original |
| Spacing accuracy | Spacing around particles, endings, and bound nouns is corrected |
| Particle accuracy | 은/는 vs. 이/가 and 에 vs. 에서 are used correctly in the final version |
| Register consistency | One speech level is maintained throughout the revised text |
| Spoken explanation | At least two revisions are explained clearly in spoken Korean or English reflection |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume III, Chapters 1–19 |
Answer Key
Model Dialogue — Comprehension
- 지영 identifies: (1) a missing connector between two sentences, (2) a spacing error in "학생 들이," and (3) a register shift in the conclusion.
- 라일라 decides to add 먼저 and rewrite the second sentence so it explains a reason, connecting it clearly to the first.
- 지영 points out that 학생 들이 should be written together as 학생들이.
- The register shift occurs in the conclusion, where the tone becomes noticeably more casual; 지영 recommends maintaining formal style through the end of the presentation.
Listening comprehension
- The segment recommends checking cohesion first, then spacing, then particles, then register consistency, in that order.
- It says many students focus only on grammar and miss the overall flow of the writing.
- It says good writing should be grammatically correct and also allow the reader to follow it naturally.
- It recommends letting some time pass before rereading and revising a draft.
Reading comprehension
- 민준 finds that "다음으로" was missing in his second paragraph, causing an abrupt jump between sentences; he adds it back in.
- He finds a spacing error in "자전거 도로 가," which should be written together as "도로가."
- He corrects a confusion between 에서 and 에, changing "학교 근처에서 자전거 도로가 있다" to "학교 근처에 자전거 도로가 있다," since existence requires 에.
- He finds a sentence in his conclusion that sounded casual instead of formal, and rewrites it in formal register.
Chapter Review — Section B
1. Corrected: 저는 발표 원고를 다시 확인했어요.
2. 도서관에서 책을 읽어요. — 에서 is correct because reading is an action taking place at the library, not simply existence at that location.
Section D — Sample response
Sample self-editing note: 제 이메일 초안을 다시 읽어 보니, 첫 문단과 마지막 문단 사이에 연결이 부족해서 "그래서"를 추가했습니다. 그리고 "회의 시간 을"이라고 띄어 쓴 부분을 "회의 시간을"로 고쳤습니다. "회사에서 회의가 있다"를 "회사에 회의가 있다"로 고쳐서 존재를 나타내는 에를 정확히 썼습니다. 마지막으로 마지막 문장이 반말처럼 들려서 격식체로 바꿨습니다.
Check that: the response identifies at least one correction from each of the four passes — cohesion, spacing, particles, and register — and that the final version maintains one consistent speech level throughout.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can read your own Korean writing critically, identify problems in cohesion, spacing, particles, and register, and revise a full piece of writing using a structured four-pass routine. This completes Unit IV, 고급 표현과 프로젝트 (Advanced Expression and Projects), and prepares you directly for Chapter 20, where you will assemble and present your final B2 portfolio.