종합 과제 3: 연구 기반 과제Unit III Assessment: A Research-Based Task
Chapter Objectives
By the end of this chapter, you will be able to:
- Read and listen to source-based content and identify citation language, argument structure, and register.
- Produce a short piece of research-based academic writing that uses attribution, nominal style, and argument sections as developed in Chapter 12.
- Deliver a short formal presentation and respond to questions, using presentation and Q&A language from Chapter 13.
- Adapt the same research content for a general audience and a specialized audience, and mediate a summary for someone who was not present, as practiced in Chapter 14.
- Recycle citation, attribution, and reliability language from Chapter 11 while completing all tasks in this chapter.
- Complete an integrated performance task that draws on reading, listening, writing, and speaking without introducing any new productive grammar system.
This chapter is the Unit III assessment. It introduces no major new productive system. It consolidates Chapters 11 (sources and documentation), 12 (academic writing), 13 (formal presentation and Q&A), and 14 (audience adaptation and mediation) into one research-based written and oral task.
Opening Scenario
박 교수님의 세미나가 마지막 주에 이르렀다. 수아와 마이클은 지난 네 챕터에서 다룬 야간 공사 소음 문제를 하나의 완결된 연구 과제로 정리해야 한다. 두 사람은 먼저 관련 자료를 다시 검토하고 출처를 정리한 뒤(11과), 짧은 학술적 글을 작성하고(12과), 그 내용을 발표하고 질문에 답하며(13과), 마지막으로 같은 내용을 일반 청중과 전문 청중에게 각각 맞게 전달해야 한다(14과). 박 교수님은 이번 과제가 새로운 문법이나 표현을 배우는 자리가 아니라, 지난 네 챕터에서 익힌 것을 하나로 모으는 자리라고 설명한다.
- You will review source material and citation language recycled from Chapter 11.
- You will listen to a short model presentation and answer comprehension questions.
- You will read a model academic paragraph and a model audience-adapted passage.
- You will write a short research-based text that cites sources and states a position.
- You will deliver a short oral presentation and respond to two audience-appropriate follow-up questions.
- You will complete an integrated rubric-based performance task drawing on all four skills.
Unit III Synthesis Map
This chapter does not introduce a new topic. It draws together the systems activated across Unit III. Use the table below to recall where each skill was developed before applying it in this chapter's task.
| Chapter | Focus | What this chapter recycles from it |
|---|---|---|
| 11 | 자료와 출처 관리 | Citation language, paraphrase, attribution, and reliability judgments applied to the same survey material. |
| 12 | 학술 글쓰기 | Abstract nouns, nominal style, and argument-section organization used to write the assessment's research text. |
| 13 | 공식 발표와 질의응답 | Presentation language and Q&A turn-management used in the assessment's oral task. |
| 14 | 청중에 맞게 전달하기 | Simplification, formalization, and mediation markers used to adapt the same content for two audiences. |
No new particles, endings, honorific systems, counters, or sound changes are introduced in this chapter. All language used in the performance task must already be active from Chapters 1–14.
Vocabulary Review
The following items are recycled from Chapters 11–14. No new productive vocabulary is introduced in this chapter; review each item before beginning the performance task.
| Korean | Source Chapter | Meaning | Function in this chapter |
|---|---|---|---|
| 출처 | Ch. 11 | source | identifying and citing material in the written task |
| 인용하다 | Ch. 11 | to cite; to quote | attribution in the written task |
| 신뢰할 만하다 | Ch. 11 | to be reliable | evaluating source reliability |
| 근거 자료 | Ch. 11 / 14 | supporting data/material | presenting evidence across all four tasks |
| 주장하다 | Ch. 12 | to argue; to assert | stating a position in the written task |
| 반론 | Ch. 12 / 14 | counterargument | addressing objections in writing and Q&A |
| 결론적으로 | Ch. 12 | in conclusion | closing the written task |
| 발표하다 | Ch. 13 | to present | the oral task |
| 질문을 받다 | Ch. 13 | to take a question | the Q&A portion of the oral task |
| 말씀하신 대로 | Ch. 13 | as you said | acknowledging a questioner before responding |
| 쉽게 말하면 | Ch. 14 | put simply | the general-audience portion of the oral task |
| 보다 구체적으로 말씀드리면 | Ch. 14 | to put it more specifically | the specialized-audience portion of the oral task |
| 요약해서 말씀드리면 | Ch. 14 | to summarize | the mediated-summary portion of the oral task |
This is a recycling table, not a new vocabulary list. All items above were made productive in an earlier chapter of this unit.
Reading Task
Read the following short model academic paragraph, which synthesizes citation language (Ch. 11) with argument structure (Ch. 12). This is a general-purpose instructional text, not an authentic published source.
모범 학술 단락 (교육용 예시)
본 설문 조사에 따르면, 응답자의 60퍼센트가 야간 공사 소음에 대한 우려를 표명하였다. 다만 조사 대상 수가 제한적이라는 반론이 제기될 수 있다. 그러나 표본이 무작위로 선정되었다는 점에서 이러한 한계가 결론의 타당성을 크게 약화시키지는 않는다고 판단된다. 결론적으로, 주민들의 우려는 근거가 있는 것으로 볼 수 있으며, 담당 부서는 이 문제를 진지하게 검토할 필요가 있다.
내용 이해 — Comprehension questions:
- Identify the sentence that cites the survey finding and the sentence that states the counterargument.
- Identify the expression that signals the writer is drawing a conclusion.
- Which chapter's citation language does the opening sentence recycle, and which chapter's argument structure does the paragraph as a whole follow?
- If you were simplifying this paragraph for a general audience, which sentence would you shorten or restate first, and why?
Listening Task
Ask your instructor, a language partner, or a text-to-speech tool to read the following short model presentation opening aloud, using the flat, even formal rhythm introduced in Chapter 13. Listen twice without reading, then complete the tasks below.
수아가 세미나에서 발표를 시작하는 장면 (교육용 예시)
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What order does 수아 say she will present her content in? | ______ |
| What expression does she use to acknowledge the audience question before answering? | ______ |
| What is the sample size she reports? | ______ |
Written Task
Write a short research-based academic text (6–8 sentences) on a topic of your choice, following the same structure as the model paragraph above. You may reuse the nighttime-construction-noise material from Chapters 11–14 or select a comparable topic of your own with instructor approval.
[반론] 다만 ~라는 반론이 제기될 수 있다.
[반박 또는 인정] 그러나/다만 ~라고 판단된다.
[결론] 결론적으로, ~
[Counterargument] However, a counterargument that ~ may be raised.
[Response or concession] However/still, it is judged that ~
[Conclusion] In conclusion, ~
- 출처 확인. State the source of your information clearly, using attribution language recycled from Chapter 11.
- 주장 제시. State your position using argument language recycled from Chapter 12.
- 반론 다루기. Include at least one counterargument and respond to it.
- 결론. Close with a clear conclusion using 결론적으로 or an equivalent expression.
체크리스트 — Checklist:
- The source of the information is clearly attributed.
- A position is stated and supported with evidence.
- At least one counterargument is included and addressed.
- The paragraph closes with a clear conclusion.
- Formal written register from Chapter 12 is used consistently.
- Spacing, particles, and Hangeul spelling are accurate, with no romanization.
- No structure is used beyond what has been activated in Chapters 1–14.
Oral Task
1단계 — 발표 — Formal presentation
Deliver a short oral presentation (60–90 seconds) of your written task, using presentation-opening language recycled from Chapter 13 (for example, 오늘 발표에서는 ~을/를 말씀드리겠습니다).
2단계 — 질의응답 — Q&A
Take at least two questions from a partner or instructor. Acknowledge each question before answering, using 말씀하신 대로 or an equivalent expression recycled from Chapter 13.
3단계 — 청중별 전달 — Audience adaptation
Deliver a one-sentence simplified version of your conclusion for a general-audience partner (using 쉽게 말하면), then a one-sentence formalized version for a specialized-audience partner (using 보다 구체적으로 말씀드리면), and finally a one-sentence mediated summary for a partner who did not hear the presentation (using 요약해서 말씀드리면).
혼자 하는 연습 — Solo alternative
Record all three stages back to back, naming the audience aloud before each ("발표," "질의응답," "청중별 전달") so the transitions are clearly marked.
Culture and Communication
In Korean academic and institutional settings, a formal presentation followed by a question period is a routine part of research culture, and the presenter's ability to acknowledge a question respectfully before answering — as with 말씀하신 대로 — is often viewed as evidence of preparation and composure, not merely politeness.
This chapter's task is a consolidation of Chapters 11–14. It does not require or reward the use of grammar, vocabulary, or honorific forms beyond what those chapters activated. Learners who introduce unscheduled advanced structures should be redirected to the systems already available to them.
Common Mistakes to Avoid
Error: Stating a survey finding or claim without indicating where it comes from.
Correction: Use attribution language recycled from Chapter 11, such as 본 조사에 따르면, before presenting any cited finding.
Error: Answering a question during the Q&A portion without first acknowledging what was asked.
Correction: Acknowledge the question first, using 말씀하신 대로 or a similar expression, before giving the answer.
Error: Delivering the same sentence, only changing the sentence ending, for the general-audience, specialized-audience, and mediated-summary portions of the oral task.
Correction: Each audience portion should genuinely simplify, formalize, or compress the content, as practiced in Chapter 14, not merely change the ending.
Chapter Review
Section A — 어휘 복습 (Vocabulary Review)
1. For each item in the Vocabulary Review table above, identify which chapter (11, 12, 13, or 14) it was first made productive in.
Section B — 읽기와 듣기 (Reading and Listening)
1. Complete the reading comprehension questions above.
2. Complete the listening task questions above.
Section C — 쓰기 (Writing)
1. Complete the written task following the steps and checklist above.
Section D — 말하기 (Speaking)
1. Complete all three stages of the oral task, either with a partner or using the solo alternative.
누적 복습 — Cumulative review
This chapter recycles citation and attribution language from Chapter 11, argument structure from Chapter 12, presentation and Q&A language from Chapter 13, and audience-adaptation and mediation language from Chapter 14. It introduces no new productive system.
Unit III Performance Task
수행 과제 — Chapter 15 Unit Assessment
연구 기반 통합 과제 — An Integrated Research-Based Task
You will read a model academic paragraph, listen to a model presentation opening, write a short research-based academic text with citation, argument, and conclusion, and deliver that text orally as a presentation, a Q&A exchange, and a three-audience adaptation.
- Reading: Read the model paragraph and answer the comprehension questions.
- Listening: Listen to the model presentation opening and answer the listening task questions.
- Writing: Write the short research-based text following the Written Task model and checklist.
- Speaking: Deliver the presentation, take two questions, and complete the three-audience adaptation.
| Criterion | What is evaluated |
|---|---|
| Reading and listening comprehension | Citation language, argument structure, and presentation language are correctly identified in the source materials |
| Source attribution (Ch. 11) | Sources are attributed clearly and reliability is addressed where relevant |
| Academic argument structure (Ch. 12) | Position, evidence, counterargument, and conclusion are present and organized |
| Formal presentation and Q&A (Ch. 13) | Presentation opening, ordering language, and question acknowledgment are used appropriately |
| Audience adaptation and mediation (Ch. 14) | The same content is genuinely simplified, formalized, and mediated for three distinct audiences |
| Content accuracy across tasks | The underlying claim remains accurate and consistent across the written and all oral versions |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume IV, Chapters 1–15 |
Answer Key
Reading comprehension
- The citation sentence is 본 설문 조사에 따르면, 응답자의 60퍼센트가 야간 공사 소음에 대한 우려를 표명하였다. The counterargument sentence is 다만 조사 대상 수가 제한적이라는 반론이 제기될 수 있다.
- The conclusion is signaled by 결론적으로.
- The opening sentence recycles citation language from Chapter 11; the paragraph as a whole follows the argument structure (position, evidence, counterargument, response, conclusion) from Chapter 12.
- Sample response: the counterargument and response sentences would likely need the most simplification for a general audience, since they contain the most abstract methodological reasoning; a simplified version might restate the idea as "some people worried the study did not ask enough people, but since it was picked fairly, the result still seems trustworthy."
Listening comprehension
- 수아 says she will present in this order: research method, then results and counterargument, then conclusion.
- She acknowledges the question with 말씀하신 대로 중요한 질문입니다.
- The sample size she reports is 100 people, randomly selected.
Section A — Sample response
출처 and 인용하다 and 신뢰할 만하다: Chapter 11. 주장하다 and 반론 and 결론적으로: Chapter 12. 발표하다 and 질문을 받다 and 말씀하신 대로: Chapter 13. 쉽게 말하면 and 보다 구체적으로 말씀드리면 and 요약해서 말씀드리면: Chapter 14.
Section C — Sample response
Check that: a source is clearly attributed near the beginning of the text, a position is stated and supported, at least one counterargument is raised and addressed, and the text closes with a clear conclusion using 결론적으로 or an equivalent expression.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can cite and attribute sources, construct a short academic argument with a counterargument and conclusion, deliver a formal presentation and handle follow-up questions, and adapt the same research content for a general audience, a specialized audience, and an absent listener.