입장, 주장, 그리고 근거Position, Argument, and Evidence
Chapter Objectives
By the end of this chapter, you will be able to:
- State a clear position or thesis on a familiar issue using formal argumentative language.
- Support a position with evidence and reasoning, citing a source or basis with 근거 and 에 따르면.
- Acknowledge an opposing view before responding to it, using concessive connectors.
- Introduce and respond to a counterargument without abandoning your own position.
- Read and interpret a short argumentative passage that states a position, gives evidence, and addresses an opposing view.
- Write a short position paragraph that states a thesis, supports it, concedes a point, and responds to a counterargument, in consistent formal register.
This chapter introduces concessive connectors as a new productive system and expands the classification-and-comparison language of Chapter 3 into argumentation. It introduces no new particles, speech levels, or honorific systems.
Opening Scenario
박 교수님's seminar now moves from comparison to argument. Building on their housing report from Chapter 3, 수아 and 민준's class has been asked to take a position: should the university require all first-year students to live in on-campus dormitories? Some classmates support the policy for safety and community reasons; others oppose it, citing cost and independence. 박 교수님 explains that a strong argumentative text does more than list opinions — it states a clear thesis, supports it with evidence, and takes the opposing view seriously enough to acknowledge it before responding. This chapter introduces the language learners need to build that kind of position.
- You will learn how to state a position clearly using formal thesis language.
- You will practice supporting a position with evidence and reasoning.
- You will learn to concede a point and respond to a counterargument without losing your position.
Core Vocabulary
The following items are productive for this chapter. They support stating a position, giving evidence, and addressing an opposing view.
| Korean | Meaning | Category / Pattern |
|---|---|---|
| 입장 | position, stance | noun; often with 이다 or 이라는 |
| 주장하다 | to argue, to claim | action verb; -다고 주장하다 |
| 주장 | argument, claim | noun (Sino-Korean) |
| 근거 | basis, grounds, evidence | noun; already receptive in Ch. 3, productive here |
| 찬성하다 | to agree, to support (a proposal) | action verb; 에 찬성하다 |
| 반대하다 | to oppose, to disagree | action verb; 에 반대하다 |
| 관점 | viewpoint, perspective | noun (Sino-Korean) |
| 타당하다 | to be valid, reasonable | descriptive verb |
| 일리가 있다 | to have a point, to make sense | fixed expression; concessive use |
| 물론 | of course, certainly | adverb; concessive opener |
| 그렇다 하더라도 | even so, even granting that | fixed concessive expression |
| 뒷받침하다 | to support, to back up (a claim) | action verb; 을/를 뒷받침하다 |
| 설득력 | persuasive power, persuasiveness | noun |
| 우려 | concern, worry | noun (formal) |
| 지적하다 | to point out | action verb |
| 반박하다 | to rebut, to counter-argue | action verb |
| 결론적으로 | in conclusion | adverb |
| 따라서 | therefore, accordingly | connector adverb (formal) |
| -에 따르면 | according to ~ | construction; source citation |
| 안전 | safety | noun (Sino-Korean) |
Receptive Vocabulary — Argument and Policy Language
The following items are receptive. Learners recognize them in short argumentative or policy texts; they are not assessed as an independent productive set.
| Korean | Meaning | Status |
|---|---|---|
| 의무화하다 | to make mandatory | receptive, policy vocabulary |
| 정책 | policy | receptive, institutional vocabulary |
These terms support reading short policy-related passages accurately. They are not assessed productively in this chapter.
Pronunciation Focus
This chapter introduces no new sound-change rule. Sentences that open with 물론 should be spoken with a brief rise and a short pause before the concession, so that the listener registers the acknowledgment as a deliberate move rather than a simple statement of fact.
When a sentence pivots from a concession to the speaker's own position — often signaled by 그러나, 하지만, or 그렇다 하더라도 — a short pause before the pivot word helps the listener track that the speaker is returning to their own argument.
Grammar and Sentence Patterns
This chapter develops thesis statements, evidence-based support, and concession. It introduces concessive connectors as a new productive system and expands source citation with -에 따르면. It introduces no new particles or speech levels.
1. Stating a Position with 입장 and 주장하다
A clear position statement names the issue and states the writer's stance directly, usually near the beginning of a paragraph or report. 입장 names the stance itself; 주장하다 with the quotative pattern -다고 주장하다 attributes a specific claim to the writer or to a cited source.
- 저는 신입생이 기숙사에 거주해야 한다는 입장입니다.My position is that first-year students should live in the dormitory.
- 일부 학생들은 기숙사 거주를 의무화하면 안 된다고 주장합니다.Some students argue that dormitory residence should not be made mandatory.
2. Supporting a Position — 근거, 뒷받침하다, and -에 따르면
근거 names the basis for a claim; 뒷받침하다 describes evidence that supports a claim. -에 따르면 ("according to ~") attributes information to a source, a structure already used receptively in Chapter 3's reading and now productive here.
- 이 주장은 두 가지 근거로 뒷받침됩니다.This claim is supported by two pieces of evidence.
- 학교 안전 보고서에 따르면 기숙사 거주 학생의 사고율이 더 낮습니다.According to the campus safety report, the accident rate is lower among students living in the dormitory.학교 안전 보고서 + 에 따르면 [source] + 사고율이 더 낮습니다 [claim]
3. Conceding a Point — 물론, -기는 하지만, and 그렇다 하더라도
A concession acknowledges that an opposing point has some validity before returning to the writer's own position. 물론 opens the concession; -기는 하지만 ("it is true that ~, but") attaches the concession directly to a predicate; 그렇다 하더라도 ("even granting that") signals a stronger pivot back to the writer's own claim.
- 물론 원룸이 더 자유롭다는 점은 일리가 있습니다.Of course, the point that one-room apartments are more free does have some validity.
- 비용이 들기는 하지만 기숙사의 안전성은 충분히 고려할 가치가 있습니다.It is true that it costs money, but the safety of dormitories is worth fully considering.
- 그렇다 하더라도 신입생 전체를 대상으로 의무화하는 것은 지나칠 수 있습니다.Even granting that, making it mandatory for all first-year students may be excessive.
4. Introducing and Responding to a Counterargument
A counterargument is introduced with a phrase such as 반대하는 사람들은 ~다고 지적합니다 ("those who oppose point out that ~"), then addressed directly, often returning to the writer's own 근거. 반박하다 names the act of rebutting a claim.
- 반대하는 사람들은 비용 부담이 크다고 지적합니다.Those who oppose point out that the cost burden is large.
- 그러나 안전이라는 근거를 고려하면 이 우려는 반박될 수 있습니다.However, when the evidence of safety is considered, this concern can be rebutted.
[입장] + [근거 1과 근거 2] + 물론, [상대방의 관점] + 그렇다 하더라도, [반박] + 결론적으로/따라서, [정리]
저는 신입생이 기숙사에 거주해야 한다는 입장입니다. 학교 안전 보고서에 따르면 기숙사 거주 학생의 사고율이 더 낮습니다. 물론 원룸이 더 자유롭다는 점은 일리가 있습니다. 그렇다 하더라도 신입생에게는 안전과 적응이 더 중요한 근거가 됩니다. 따라서 신입생 기숙사 거주는 타당한 정책이라고 생각합니다.
My position is that first-year students should live in the dormitory. According to the campus safety report, the accident rate is lower among dormitory residents. Of course, the point that one-room apartments are more free does have some validity. Even granting that, safety and adjustment are more important grounds for first-year students. Therefore, I believe that first-year dormitory residence is a reasonable policy.
| Function | Everyday polite | Formal analytical |
|---|---|---|
| stating a position | 저는 이렇게 생각해요 | 저는 ~라는 입장입니다 |
| citing a source | 이거 보니까 | ~에 따르면 |
| conceding a point | 그것도 맞는 말이긴 한데 | 물론 ~라는 점은 일리가 있습니다 |
| returning to one's position | 그래도 저는 이게 맞다고 봐요 | 그렇다 하더라도 ~ |
Practice — Position, evidence, and concession
- Using 입장, write one sentence stating your position on a familiar campus or community issue.
- Write one sentence citing an imagined source using -에 따르면.
- Write one concessive sentence using 물론 and 일리가 있다 that acknowledges an opposing view.
- Write one sentence using 그렇다 하더라도 that returns to your own position after the concession.
Model Dialogue
수아 and 민준 debate the dormitory policy before writing their position paragraphs.
Context: two students preparing opposing position paragraphs for a class discussion. Formal deferential register is used because the discussion will be shared with the seminar, even though the planning conversation itself is between peers.
내용 이해 — Comprehension questions:
- What position does 수아 take, and what is her main piece of evidence?
- What concession does 민준 make before stating his concern?
- What counterargument do opponents raise about the safety statistic?
- Does the dialogue end in agreement or in each speaker keeping a distinct position?
Guided Practice
- Choose a familiar issue with two reasonable sides (a campus policy, a class rule, a community proposal) and write your position in English in one sentence.
- Translate your position into Korean using 입장 and formal deferential style.
- Add two sentences of supporting evidence, at least one using 근거 or -에 따르면.
- Add one concessive sentence using 물론 and one pivot sentence using 그렇다 하더라도.
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.
발표 자료: 캠퍼스 내 휴대전화 사용 제한
오늘은 강의실 내 휴대전화 사용을 제한해야 하는지에 대한 제 입장을 말씀드리겠습니다. 저는 강의실 내 휴대전화 사용을 제한해야 한다는 입장입니다. 여러 연구에 따르면 휴대전화 사용은 학습 집중도를 떨어뜨리는 것으로 나타났습니다. 물론 휴대전화가 학습 자료 검색에 도움이 된다는 점은 일리가 있습니다. 그렇다 하더라도 수업 중 집중이라는 근거를 고려하면 제한이 필요하다고 생각합니다. 반대하는 사람들은 학생의 자율성을 침해한다고 지적합니다. 그러나 자율성보다 학습권을 더 중요한 근거로 볼 수 있습니다. 결론적으로 강의실 내 휴대전화 사용 제한은 타당한 정책이라고 생각합니다.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What position does the speaker take? | ______ |
| What evidence does the speaker cite? | ______ |
| What concession does the speaker make? | ______ |
| What counterargument do opponents raise, and how does the speaker respond? | ______ |
Reading Practice
Read the following short position paragraph, then answer the questions that follow.
글: 신입생 기숙사 의무 거주에 대한 입장
저는 신입생이 첫 학기 동안 기숙사에 거주해야 한다는 입장입니다. 학교 안전 보고서에 따르면 기숙사 거주 학생의 사고율은 원룸 거주 학생보다 뚜렷하게 낮습니다. 또한 기숙사 생활은 신입생이 학교 생활에 적응하는 데 도움이 된다는 근거도 있습니다. 물론 원룸이 더 자유롭고 개인 공간이 넓다는 점은 일리가 있습니다. 반대하는 사람들은 비용 부담과 개인의 자율성 침해를 근거로 이 정책에 반대합니다. 그렇다 하더라도 신입생 시기의 안전과 적응이라는 근거는 이러한 우려보다 더 중요하다고 생각합니다. 따라서 신입생 기숙사 의무 거주는 충분히 타당한 정책이라고 결론지을 수 있습니다.
내용 이해 — Comprehension questions:
- What is the writer's position, and what two pieces of evidence support it?
- What opposing view does the writer concede has some validity?
- What counterargument do opponents raise, according to the passage?
- Summarize the passage's conclusion in one English sentence.
Writing Workshop
This chapter's writing task asks you to write a short position paragraph that states a thesis, supports it with evidence, concedes an opposing point, and responds to a counterargument, following the reading passage's structure and Chapters 1–3's register discipline.
여러 연구에 따르면 휴대전화 사용은 학습 집중도를 떨어뜨리는 것으로 나타났으며, 이는 이 입장을 뒷받침하는 중요한 근거입니다.
물론 휴대전화가 학습 자료 검색에 도움이 된다는 점은 일리가 있습니다. 그렇다 하더라도 수업 중 집중이라는 근거를 고려하면 제한이 필요합니다.
반대하는 사람들은 학생의 자율성을 침해한다고 지적하지만, 자율성보다 학습권을 더 중요한 근거로 볼 수 있습니다. 따라서 강의실 내 휴대전화 사용 제한은 타당한 정책이라고 생각합니다.
According to several studies, phone use has been shown to reduce learning concentration, and this is an important piece of evidence supporting this position.
Of course, the point that phones are helpful for looking up study materials does have some validity. Even granting that, restriction is necessary when the evidence of in-class concentration is considered.
Those who oppose point out that it infringes on student autonomy, but the right to learn can be seen as a more important basis than autonomy. Therefore, I believe that restricting phone use in the classroom is a reasonable policy.
- Choose your issue. Select a familiar issue with two reasonable sides (a policy, a class rule, a campus proposal).
- State your position first. Open with a sentence using 입장 in formal deferential style.
- Give evidence. Add at least one sentence of support, using 근거 or -에 따르면.
- Concede a point. Add a sentence beginning with 물론 that acknowledges a genuine strength of the opposing view.
- Pivot back and respond. Use 그렇다 하더라도 or 그러나 to return to your own position, addressing the opposing view directly.
- Close with a conclusion. End with a sentence using 따라서 or 결론적으로 that restates your position.
체크리스트 — Checklist:
- Every predicate ending is in consistent formal deferential register.
- The position is stated clearly near the beginning of the paragraph.
- At least one piece of evidence uses 근거 or -에 따르면.
- A genuine concession appears, introduced with 물론, and is followed by a clear pivot back to the writer's position.
- Spacing, particles, and Hangeul spelling are accurate throughout, with no romanization.
Speaking Practice
통제 연습 — Controlled practice: 입장 말하기
Say your position paragraph from the Guided Practice section aloud, using 입장, 물론, and 그렇다 하더라도 clearly and in consistent formal register.
의사소통 과제 — Communicative task: 찬반 토론
With a partner, take opposite positions on the same issue. Each speaker should state a position, offer one piece of evidence, and then respond to the other's position with a concession followed by a pivot, as in the Model Dialogue.
혼자 하는 연습 — Solo alternative
Record yourself stating a position and supporting it, then, in the same recording, voice a likely opposing view and respond to it using a concessive connector. Listen back and check that your register remains consistently formal.
Culture and Communication
In formal Korean argumentation, acknowledging an opposing view with 물론 before responding to it is generally seen as a sign of a careful, credible argument rather than a weakness. A position that ignores the opposing side entirely can come across as less persuasive in academic and institutional writing.
When classmates or colleagues hold opposing positions, formal Korean discussion commonly separates the disagreement over the issue from the relationship between the speakers, using phrases such as 그 우려는 이해하지만 ("I understand that concern, but") to acknowledge the other person before disagreeing with their claim.
Whether dormitory residence, phone use, or similar policies are mandatory, optional, or unregulated varies significantly by university and country. This chapter's scenarios are illustrative examples of the language pattern, not descriptions of any single institution's actual policy.
Common Mistakes to Avoid
Error: 기숙사도 좋고 원룸도 좋아요. — presents no clear thesis, which is unclear in formal argumentative writing.
Correction: 저는 신입생이 기숙사에 거주해야 한다는 입장입니다. — state a clear, specific position.
Error: 물론 원룸이 더 자유롭습니다. — the paragraph ends on the concession, leaving the writer's own position unclear.
Correction: Follow every concession with a pivot, such as 그렇다 하더라도 안전이라는 근거가 더 중요합니다.
Error: 보고서가 사고율이 낮다고 했어요. — informal and imprecise attribution for formal writing.
Correction: 학교 안전 보고서에 따르면 사고율이 더 낮습니다. — use the formal source-citation construction.
Chapter Review
Section A — 어휘 (Vocabulary)
1. Give the meaning of 입장, 근거, and 우려, and use each in an original sentence.
2. Explain the difference between 찬성하다 and 반대하다.
Section B — 문법 (Grammar)
1. Combine the following two ideas using 물론 ~ 그렇다 하더라도 ~: "One-room apartments are more free." / "Safety is a more important basis for first-year students."
2. Write a short position paragraph on a topic of your choice, using 입장, 근거, 물론, and 그렇다 하더라도.
Section C — 독해 이해 (Reading Comprehension)
1. Summarize the dormitory position paragraph in three or four English sentences, including its position, its evidence, and its response to the opposing view.
Section D — 쓰기 (Writing)
1. Complete the Writing Workshop position paragraph, following the steps and checklist above.
Section E — 말하기 (Speaking)
1. Present your position with a partner or recording, followed by a concession and a response, as described in Speaking Practice above.
누적 복습 — Cumulative review
This chapter recycles the classification-and-comparison language of Chapter 3, the register-consistency discipline from Chapters 1 and 2, and the formal deferential style established since Volume II and III. It introduces concessive connectors as a new productive system and prepares learners for the unit assessment in Chapter 5.
Practical Performance Task
수행 과제 — Chapter Performance Task
입장문 작성 — Composing a Position Paragraph
You will read a position paragraph, present a position aloud with evidence and a concession, and write a short position paragraph suitable for a real audience.
- Reading: Read the dormitory position paragraph and answer the comprehension questions above.
- Speaking: Present a position aloud on a familiar issue, including evidence, a concession, and a pivot, in consistent formal register.
- Writing: Write a position paragraph or email following the Writing Workshop model and checklist.
- Spoken check: Read your paragraph aloud to a partner, group, or recording, and identify any remaining register drift or an unclear position.
| Criterion | What is evaluated |
|---|---|
| Reading comprehension | Position, evidence, and response to opposing view are correctly identified |
| Thesis clarity | A clear position is stated using 입장 near the beginning of the paragraph |
| Evidence and support | 근거 and/or -에 따르면 are used accurately to support the position |
| Concession and response | 물론 and 그렇다 하더라도 are used to acknowledge and respond to an opposing view |
| Register consistency | Every predicate ending matches formal deferential register |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume III, Chapters 1–20, or Chapters 1–4's new vocabulary and connectors |
Answer Key
Model Dialogue — Comprehension
- 수아 supports mandatory dormitory residence for first-year students, citing the campus safety report's lower accident rate as her main evidence.
- 민준 concedes that the basis of safety does have some validity before raising his concern about cost.
- Opponents point out that the safety statistic could be due to other factors, not dormitory residence itself.
- The dialogue ends with each speaker maintaining a distinct position rather than reaching agreement.
Listening comprehension
- The speaker takes the position that phone use in the classroom should be restricted.
- The speaker cites studies showing that phone use reduces learning concentration.
- The speaker concedes that phones can help with looking up study materials.
- Opponents point out that restriction infringes on student autonomy; the speaker responds that the right to learn is a more important basis than autonomy.
Reading comprehension
- The writer's position is that first-year students should be required to live in the dormitory, supported by a lower accident rate and easier adjustment to school life.
- The writer concedes that one-room apartments offer more freedom and personal space.
- Opponents cite cost burden and infringement on personal autonomy.
- Overall, the writer concludes that safety and adjustment outweigh these concerns, making mandatory dormitory residence a reasonable policy.
Chapter Review — Section B
1. Sample combination: 물론 원룸이 더 자유롭다는 점은 일리가 있습니다. 그렇다 하더라도 신입생에게는 안전이 더 중요한 근거가 됩니다.
2. Sample response: 저는 강의실 내 휴대전화 사용을 제한해야 한다는 입장입니다. 여러 연구에 따르면 휴대전화 사용은 집중도를 떨어뜨립니다. 물론 휴대전화가 자료 검색에 도움이 된다는 점은 일리가 있습니다. 그렇다 하더라도 학습권이라는 근거가 더 중요하다고 생각합니다.
Section D — Sample response
Sample concluding sentence: 따라서 강의실 내 휴대전화 사용 제한은 타당한 정책이라고 생각합니다.
Check that: every ending in the paragraph matches formal register, the position is stated clearly at the start, a genuine concession appears and is followed by a pivot, and the paragraph closes with a restated conclusion.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can state a clear position, support it with evidence and cited sources, concede an opposing view genuinely, and respond to a counterargument without abandoning your own stance, all in consistent formal register. This completes the instructional arc of Unit I, 공식 담화와 분석 (Formal Discourse and Analysis), in Speak and Write Korean Volume IV: Professional, Academic, Media, and Institutional Korean.