학술 글쓰기Academic Writing
Chapter Objectives
By the end of this chapter, you will be able to:
- Form and use nominalized expressions with -(으)ㅁ and -기, and recognize common Sino-Korean abstract-noun suffixes such as -성, -화, -론, and -주의.
- Write nominal-style sentences appropriate to academic prose, including thesis statements built on the pattern 이 글의 목적은 ~는 데 있다.
- Organize a short piece of writing into 서론, 본론, and 결론, using section-transition expressions such as 첫째, 둘째, and 마지막으로.
- State a claim, support it with evidence, and briefly acknowledge a counterargument using 반론 and 반박하다.
- Read a short academic-style paragraph and identify its thesis statement, supporting points, and organizational markers.
- Write a short structured argument paragraph that combines nominal style, section organization, and this chapter's vocabulary with the citation and paraphrase skills from Chapter 11.
This chapter continues Unit III, 연구와 고급 글쓰기 (Research and Advanced Writing). It builds directly on the citation, paraphrase, and reliability language introduced in Chapter 11, applying those skills inside a more formally organized piece of academic writing.
Opening Scenario
수아 has finished gathering and evaluating her sources from Chapter 11 and now must turn her source notes into a short organized paragraph for 박 교수님's class. 박 교수님 explains that academic Korean writing favors a more compact, noun-centered style than everyday writing, and that a well-organized short paper signals its structure clearly: a thesis stated early, points introduced in order, and at least one counterargument acknowledged before the writer's own position is restated. 수아 realizes she already has the content — her citations, her paraphrase, her reliability evaluation — but now needs the language to organize that content into a recognizably academic shape.
- You will learn vocabulary and sentence patterns for nominalization, nominal style, and argument-section organization.
- You will read a short academic-style paragraph and identify its structure.
- You will listen to a short writing consultation about organizing an argument.
- You will write and present a short structured argument paragraph using your Chapter 11 source material.
Core Vocabulary
This chapter's productive vocabulary centers on academic-essay structure, abstract nouns, and argumentation. Predicates are listed with dictionary form and chapter-appropriate usable form.
| Korean | Category | Meaning | Register / Collocation |
|---|---|---|---|
| 논문 | noun | essay; academic paper | 논문을 쓰다, 짧은 논문 |
| 서론 | noun | introduction (of a paper/essay) | 서론에서, 서론을 쓰다 |
| 본론 | noun | body (of a paper/essay) | 본론에서, 본론을 전개하다 |
| 결론 | noun | conclusion (of a paper/essay) | 결론에서, 결론을 내리다 |
| 주제문 | noun | thesis statement; topic sentence | 주제문을 제시하다 |
| 논지 | noun | the thrust/gist of an argument | 논지가 분명하다 |
| 전개하다 | action verb; usable form 전개해요/전개합니다 | to develop; to unfold (an argument) | formal, academic |
| 체계적 | noun/modifier | systematic | 체계적인 글, 체계적으로 |
| 일관성 | noun | consistency; coherence | 일관성이 있다/없다 |
| 일관되다 | descriptive verb | to be consistent | 일관된 주장 |
| 타당성 | noun | validity; soundness | 타당성이 있다, 타당성을 검토하다 |
| 타당하다 | descriptive verb | to be valid; reasonable | 타당한 근거 |
| 명사화 | noun | nominalization | grammatical term, analytical use |
| 추상 명사 | noun phrase | abstract noun | grammatical term, analytical use |
| 개념 | noun | concept | 개념을 정의하다 |
| 이론 | noun | theory | 이론에 따르면 |
| 관점 | noun | viewpoint; perspective | ~라는 관점에서 |
| 분석하다 | action verb; usable form 분석해요/분석합니다 | to analyze | 자료를 분석하다 |
| 종합하다 | action verb | to synthesize; to bring together | 여러 자료를 종합하다 |
| 도출하다 | action verb | to derive; to draw out (a conclusion) | 결론을 도출하다 |
| 제기하다 | action verb | to raise (a question/issue) | 문제를 제기하다 |
| 반론 | noun | counterargument; objection | 반론을 제기하다 |
| 반박하다 | action verb; usable form 반박해요/반박합니다 | to rebut; to refute | 반론을 반박하다 |
| 재반박 | noun | counter-rebuttal | academic; register-marked |
| 첫째 | discourse marker | firstly | 서수 담화 표지 |
| 둘째 | discourse marker | secondly | 서수 담화 표지 |
| 마지막으로 | discourse marker | finally; lastly | 결론 도입 |
| 이러한 이유로 | discourse marker phrase | for these reasons | 결론 전환 |
| 이에 반해 | discourse marker phrase | in contrast to this | 반론 도입 |
| 한편 | discourse marker | meanwhile; on the other hand | 본론 내 전환 |
| 이상에서 | discourse marker phrase | from the above; as discussed above | 결론 도입, 격식체 |
| 요약문 | noun | summary; abstract | recycled/expanded from Ch. 11 (요약하다) |
| 초록 | noun | abstract (of a paper) | academic term |
| 목차 | noun | table of contents | academic term |
| 단락 | noun | paragraph | 한 단락, 단락을 나누다 |
| 문단을 나누다 | action verb phrase | to divide into paragraphs | writing-organization term |
| 정의하다 | action verb | to define | 개념을 정의하다 |
| 범위 | noun | scope; range | 논의의 범위 |
| 한정하다 | action verb | to limit; to restrict (scope) | 범위를 한정하다 |
| 지지하다 | action verb | to support (a position) | 주장을 지지하다 |
| 뒷받침하다 | action verb | to support/back up (recycled from Ch. 11) | 주장을 뒷받침하다 |
| 전제 | noun | premise | 전제로 하다 |
| 결과적으로 | discourse marker | as a result; consequently | 결론부, 격식체 |
| 따라서 | discourse marker | therefore | 결론부, 격식체 |
| 고려하다 | action verb | to consider; to take into account | 여러 요인을 고려하다 |
| 요인 | noun | factor | 여러 요인 |
| 타당성을 검토하다 | action verb phrase | to examine the validity (of a claim) | academic; evaluative |
| 주의 | noun suffix | -ism (e.g., 개인주의 individualism) | Sino-Korean abstract-noun suffix |
Approximately 46 productive items are introduced or newly activated in this chapter, within the 45–75 range for Volume IV. Items marked "recycled/expanded" build directly on vocabulary already made productive in Chapter 11.
Receptive / Specialized Vocabulary
The following items may appear receptively, glossed in context, but are not assessed productively in this chapter: 방법론, 선행 연구, 가설, 변인. These belong to a larger specialized academic-research register that later chapters and Volume V will develop further.
Pronunciation Focus
Nominalized forms with -(으)ㅁ attach a batchim directly to the stem, so pay attention to how that batchim behaves before the following particle: 있음이, 전개함으로써. Keep the nominalizing -ㅁ clearly released rather than blending it into the next syllable.
Abstract-noun suffixes such as -성, -화, and -론 are frequent in this chapter's vocabulary. Practice keeping their vowels clear and full-value even in fast academic speech, since reducing them can make 타당성 and similar words hard to distinguish from related but different forms.
Grammar and Sentence Patterns
This chapter introduces two major new productive systems: (1) nominalization and nominal academic style, and (2) argument-section organization with thesis, support, counterargument, and conclusion. Both build on the citation and paraphrase patterns already made productive in Chapter 11.
1. New — Nominalization and Nominal Style
Korean can turn a predicate into a noun with -(으)ㅁ or -기, letting a whole clause act as the subject or object of another sentence. Academic writing favors this nominal style because it lets a writer name an action, state, or claim as a single compact unit rather than repeating full verb phrases.
- 이 자료가 신뢰할 만함은 이미 확인되었다.That this material is trustworthy has already been confirmed.신뢰할 만하다 → 신뢰할 만함 (nominalized with -(으)ㅁ) + 은 = topic
- 근거를 명확히 밝히기가 이 글의 목표이다.Clearly stating the grounds is the goal of this piece of writing.밝히다 → 밝히기 (nominalized with -기) as sentence subject
- 이 글의 목적은 세 자료의 신뢰성을 비교하는 데 있다.The purpose of this piece of writing is to compare the reliability of three sources.이 글의 목적은 ~는 데 있다 = formal thesis-statement pattern
Use -(으)ㅁ for a completed fact or established state, and -기 for an activity, goal, or ongoing action. Do not overuse nominalization; ordinary sentence-ending predicates remain the default outside formal academic writing.
2. New — Argument-Section Structure
A short academic paragraph or essay states its thesis early, develops points in order using 첫째/둘째/마지막으로, briefly acknowledges a counterargument with 이에 반해 or 반론이 있을 수 있다, and closes with 따라서 or 이러한 이유로 before restating the position.
- 첫째, 이 자료는 공신력 있는 기관에서 발표되었다.First, this material was released by a credible institution.첫째 = introducing the first supporting point
- 이에 반해, 일부에서는 표본 수가 적다는 반론을 제기할 수 있다.In contrast, some may raise the objection that the sample size is small.이에 반해 + 반론을 제기하다 = introducing a counterargument
- 그러나 표본 수의 한계를 고려하더라도 전반적인 경향은 뒷받침된다.However, even taking the limitation of the sample size into account, the overall trend is supported.responding to the counterargument before returning to the writer's position
- 따라서 이 자료는 주장을 뒷받침하는 근거로 타당하다고 볼 수 있다.Therefore, this material can be considered valid grounds for supporting the claim.따라서 = concluding transition
Do not simply list points without transitions; the ordinal markers and contrastive/concluding connectors are what make the structure recognizable as organized academic writing rather than a loose collection of sentences.
3. Review — Combining with Citation and Paraphrase
Combine Chapter 11's N에 따르면 and paraphrase markers with this chapter's argument structure so that each supporting point is both organized and properly attributed.
- 둘째, 한 지역 연구소의 조사에 따르면 야간 공사에 대한 불만이 증가하고 있다. 다시 말해, 이 문제는 단순한 개인적 의견이 아니라 다수가 공유하는 우려이다.Second, according to a survey by a local research institute, dissatisfaction with nighttime construction is increasing. In other words, this issue is not merely one person's opinion but a concern shared by many.둘째 (organization) + N에 따르면 (Ch. 11 citation) + 다시 말해 (Ch. 11 paraphrase marker)
[주제문: 이 글의 목적은 ~는 데 있다] + [첫째/둘째 + 근거 제시] + [이에 반해 + 반론] + [그러나/그럼에도 불구하고 + 재반박] + [따라서/이러한 이유로 + 결론]
주제문 = thesis statement; 근거 제시 = presenting evidence; 반론 = counterargument; 재반박 = counter-rebuttal; 결론 = conclusion
이 글의 목적은 야간 공사 소음에 대한 주민들의 우려가 타당한지 검토하는 데 있다. 첫째, 공신력 있는 지역 연구소의 조사에 따르면 응답자의 60퍼센트가 우려를 표했다. 이에 반해, 표본 수가 제한적이라는 반론이 있을 수 있다. 그러나 이러한 한계를 고려하더라도 전반적인 경향은 분명하다. 따라서 이 자료는 주민들의 우려가 타당하다는 주장을 뒷받침한다고 볼 수 있다.
The purpose of this piece of writing is to examine whether residents' concerns about nighttime construction noise are valid. First, according to a survey by a credible local research institute, 60 percent of respondents expressed concern. In contrast, one might object that the sample size is limited. However, even taking this limitation into account, the overall trend is clear. Therefore, this material can be considered to support the claim that residents' concerns are valid.
Practice — Building an Argument Paragraph
- Write one thesis-statement sentence using 이 글의 목적은 ~는 데 있다.
- Write two supporting-point sentences introduced with 첫째 and 둘째, each citing a source as in Chapter 11.
- Write one counterargument sentence introduced with 이에 반해.
- Write one concluding sentence using 따라서 or 이러한 이유로.
Model Dialogue
박 교수님의 글쓰기 상담 시간, 수아가 논문 구조에 대해 질문하는 장면 (교육용 예시)
Guided Practice
- Read the model dialogue again and underline every expression used to describe the parts of an organized paragraph.
- Using your Chapter 11 source note as raw material, write a one-sentence thesis statement with 이 글의 목적은 ~는 데 있다.
- Write two supporting sentences with 첫째 and 둘째, each citing your source as in Chapter 11.
- Write one counterargument sentence with 이에 반해 and one response sentence.
- Exchange with a partner and identify each other's thesis statement, supporting points, counterargument, and conclusion.
Listening Practice
Ask your instructor, a language partner, or a text-to-speech tool to read the following short writing consultation aloud at a measured, formal pace, using two voices if possible. Listen twice without reading, then complete the tasks below.
마이클이 박 교수님과 글의 구조에 대해 상담하는 장면 (교육용 예시)
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What feedback did 마이클 receive about his writing? | ______ |
| What question does 박 교수님 ask about his introduction? | ______ |
| What was missing from 마이클's draft? | ______ |
| What three-part structure does 박 교수님 recommend? | ______ |
Reading Practice
Read the following short academic-style paragraph, then answer the questions that follow. This is a general-purpose instructional text, not an authentic published source.
야간 공사 소음과 주민 우려에 대한 소고 (교육용 예시)
이 글의 목적은 야간 공사 소음에 대한 주민들의 우려가 타당한지 검토하는 데 있다. 첫째, 한 지역 연구소의 최신 조사에 따르면 응답자의 약 60퍼센트가 소음에 대해 우려를 표한 것으로 나타났다. 둘째, 이 조사는 공신력 있는 기관에서 실시되었으며 조사 방법과 출처가 명확히 밝혀져 있어 신뢰할 만하다. 이에 반해, 표본 수가 제한적이어서 전체 주민의 의견을 대표하지 못한다는 반론이 있을 수 있다. 그러나 조사 대상이 무작위로 선정되었다는 점을 고려하면 이러한 한계가 결론을 크게 약화시키지는 않는다. 따라서 이러한 이유로, 이 자료는 주민들의 우려가 근거 없는 것이 아니라 타당한 근거를 가진다는 주장을 뒷받침한다고 볼 수 있다.
내용 이해 — Comprehension questions:
- Identify the thesis-statement sentence and restate its purpose in English.
- What two supporting points does the writer present, and in what order?
- Identify the counterargument sentence and the sentence that responds to it.
- Identify the concluding sentence and the discourse marker that introduces it.
- Underline every instance of nominalization with -(으)ㅁ or -기 in the passage.
- If you had to shorten this paragraph to four sentences while keeping its argument structure, which sentences would you keep, and why?
Writing Workshop
Write a short argument paragraph (7–11 sentences) using your Chapter 11 source material, or a source connected to your own guided-practice topic. Your paragraph must include a thesis statement, at least two ordered supporting points with citation, a counterargument, and a conclusion.
[첫째, + 근거 1 (N에 따르면 포함)]
[둘째, + 근거 2 (N에 따르면 포함)]
[이에 반해, + 반론]
[그러나/그럼에도 불구하고 + 재반박]
[따라서/이러한 이유로 + 결론]
[First, + evidence 1 (including "according to N")]
[Second, + evidence 2 (including "according to N")]
[In contrast, + counterargument]
[However/Even so + counter-rebuttal]
[Therefore/For these reasons + conclusion]
- 주제문. State the purpose of your paragraph in one sentence using 이 글의 목적은 ~는 데 있다.
- 근거 제시. Present at least two supporting points in order with 첫째 and 둘째, each citing a source as in Chapter 11.
- 반론과 재반박. Acknowledge one counterargument with 이에 반해, then respond to it.
- 결론. Close with 따라서 or 이러한 이유로, restating your position.
체크리스트 — Checklist:
- The paragraph opens with a clear thesis statement using the target pattern.
- At least two supporting points are introduced in order with ordinal markers.
- Each supporting point cites a source, recycling Chapter 11's attribution language.
- A counterargument is acknowledged and briefly answered, not ignored.
- The conclusion uses a concluding discourse marker and restates the thesis.
- At least one nominalized expression (-(으)ㅁ or -기) appears naturally in the paragraph.
- Formal register is maintained throughout, without casual endings.
- Spacing, particles, and Hangeul spelling are accurate, with no romanization.
Speaking Practice
통제 연습 — Controlled practice: 핵심 문장 말하기
Practice saying your thesis-statement sentence, your two supporting-point sentences, your counterargument sentence, and your conclusion sentence aloud in order, keeping the ordinal markers and connectors clear.
의사소통 과제 — Communicative task: 글 구조 상담하기
With a partner, role-play the model dialogue's situation using your own written paragraph: one partner plays a student presenting a draft, the other plays 박 교수님 asking whether the thesis, support, counterargument, and conclusion are clearly organized.
혼자 하는 연습 — Solo alternative
Record yourself presenting your written argument paragraph aloud, pausing after each part (thesis, support, counterargument, conclusion) to name which part you have just spoken.
Culture and Communication
South Korean secondary and university writing instruction commonly teaches 서론-본론-결론 as the basic macro-structure for expository and argumentative writing, broadly similar in function to introduction-body-conclusion structures taught elsewhere, though specific expectations for thesis placement, evidence density, and counterargument use vary by discipline and instructor.
Nominalized, noun-centered sentences are strongly associated with formal written registers in Korean, including academic writing, official reports, and news writing. Using this style in casual conversation would sound stiff and out of place, just as an overly nominalized style would sound unusual in casual speech in many languages.
This chapter teaches the Korean language needed to organize a short argument paragraph at a general level. It does not replace formal instruction in a specific academic discipline's writing conventions, thesis standards, or citation style, and learners preparing an actual academic submission should consult their institution's or discipline's official guidelines.
Common Mistakes to Avoid
Error: Beginning directly with 첫째, ... without first stating what the paragraph is trying to show.
Correction: Open with a thesis statement such as 이 글의 목적은 ~는 데 있다 before listing supporting points, so the reader knows what the evidence is meant to support.
Error: Presenting only supporting evidence with no acknowledgment that another view is possible, which can make an argument seem one-sided rather than carefully reasoned.
Correction: Include at least one sentence introduced with 이에 반해 or 반론이 있을 수 있다, followed by a brief response, before moving to the conclusion.
Error: Stacking multiple nominalized clauses inside one sentence until the subject and main predicate become difficult to identify.
Correction: Use one nominalized expression per sentence where it genuinely improves concision, such as in a thesis statement, and keep other sentences in ordinary predicate-final form: 이 글의 목적은 ~는 데 있다. 첫째, ...
Chapter Review
Section A — 어휘 복습 (Vocabulary Review)
1. Sort the following items into "structure," "argument," and "abstract noun" groups: 서론, 반론, 타당성, 첫째, 명사화, 결론.
Section B — 문법 복습 (Grammar Review)
1. Write one thesis-statement sentence using 이 글의 목적은 ~는 데 있다.
2. Write two supporting-point sentences using 첫째 and 둘째, each citing a source.
3. Write one counterargument sentence and one sentence responding to it.
Section C — 독해 이해 (Reading Comprehension)
1. Summarize the reading passage in four or five English sentences, identifying its thesis, supporting points, counterargument, and conclusion.
Section D — 쓰기 (Writing)
1. Complete the argument paragraph, following the steps and checklist in the Writing Workshop above.
Section E — 말하기 (Speaking)
1. Role-play the writing consultation with a partner, as described in the Speaking Practice above.
누적 복습 — Cumulative review
This chapter recycles citation, paraphrase, and reliability language from Chapter 11 and formal register control from throughout Unit II and Chapter 11, while introducing nominalization/nominal style and argument-section organization as new productive systems.
Practical Performance Task
수행 과제 — Chapter 12 Performance Task
논증 단락 작성 및 발표 — Preparing and Presenting an Argument Paragraph
You will read a short academic-style passage, listen to a short writing consultation, write a complete argument paragraph using your Chapter 11 source material, and present it aloud, naming each structural part as you go.
- Reading: Read the passage and answer the comprehension questions.
- Listening: Listen to the writing consultation and answer the listening task questions.
- Writing: Write a complete argument paragraph following the Writing Workshop model and checklist.
- Speaking: Present the paragraph aloud, naming the thesis, support, counterargument, and conclusion as you present them.
| Criterion | What is evaluated |
|---|---|
| Reading and listening comprehension | Thesis, support, counterargument, and conclusion are correctly identified in both source materials |
| Nominalization and nominal style (new) | At least one nominalized expression is used naturally and does not obscure the sentence's meaning |
| Argument-section organization (new) | Thesis, ordered support, counterargument, and conclusion are all present and clearly signaled with discourse markers |
| Citation integration | Chapter 11 citation and paraphrase language is correctly recycled within the argument structure |
| Register consistency | Formal register is maintained throughout writing and speaking |
| Cumulative integration | Chapter 11 attribution, paraphrase, and reliability language is correctly recycled alongside the new systems |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume IV, Chapters 1–12 |
Answer Key
Reading comprehension
- The thesis-statement sentence is 이 글의 목적은 야간 공사 소음에 대한 주민들의 우려가 타당한지 검토하는 데 있다, stating that the purpose is to examine whether residents' concerns about nighttime construction noise are valid.
- The two supporting points, introduced with 첫째 and 둘째, are: (1) about 60 percent of respondents in a local institute's survey expressed concern about the noise, and (2) the survey was conducted by a credible institution with a clearly stated method and source.
- The counterargument sentence begins with 이에 반해 and raises the objection that the sample size is limited; the response sentence begins with 그러나 and notes that random sampling limits the impact of this weakness.
- The concluding sentence begins with 따라서 이러한 이유로, restating that the material supports the claim that residents' concerns are valid.
- Nominalized forms include -(으)ㅁ and -기 instances such as any occurrence of 검토하는 데 constructions and similar nominal patterns used across the paragraph.
- Sample response: a shortened version could keep the thesis statement, one supporting-point sentence, the counterargument-and-response pair, and the concluding sentence, since these four elements carry the full argument structure.
Listening comprehension
- 마이클 was told that although his writing has a lot of evidence, the thrust of his argument is not clear.
- 박 교수님 asks whether there is a clear thesis statement in the introduction and asks him to state the purpose in one sentence.
- 마이클's draft was missing a thesis statement; he went straight into listing evidence.
- 박 교수님 recommends: state the purpose in the first sentence, organize evidence with 첫째/둘째, and reaffirm the thesis in the conclusion with 따라서.
Chapter Review — Section B
1. Sample response: 이 글의 목적은 최신 자료를 통해 이 문제를 검토하는 데 있다.
2. Sample response: 첫째, 한 조사에 따르면 관련 우려가 증가하고 있다. 둘째, 이 조사는 공신력 있는 기관에서 실시되었다.
3. Sample response: 이에 반해, 표본 수가 적다는 반론이 있을 수 있다. 그러나 조사 대상이 무작위로 선정되었다는 점에서 이 한계는 크지 않다.
Section D — Sample response
Check that: the paragraph opens with a thesis statement using the target pattern, at least two supporting points are ordered and cited, a counterargument is acknowledged and answered, the conclusion restates the thesis with an appropriate discourse marker, and formal register is consistent throughout.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can state a thesis using formal nominal style, organize supporting points in order with citation, acknowledge and respond to a counterargument, and close with an appropriate concluding marker — combining these skills into a short structured academic paragraph.