최종 과제: C1 포트폴리오Final C1 Portfolio
Chapter Objectives
By the end of this chapter, you will be able to:
- Assemble a portfolio of reading, writing, listening, and speaking evidence that draws on formal, academic, media, institutional, rhetorical, cultural, historical, and negotiation Korean developed across Volume IV.
- Analyze a short multi-genre source set, identifying stance, register, and evidence across texts.
- Respond in writing to a formal or academic prompt using source-based paraphrase and attribution without new grammar.
- Deliver a short formal oral presentation that states a position, supports it with evidence, and responds to a follow-up question.
- Self-assess a completed portfolio against the Volume IV performance rubric.
- Identify which Korean systems are now consolidated for C1-oriented use and which remain areas for continued growth in Volume V.
This is the Unit IV and Volume IV capstone assessment chapter. It introduces no new particles, endings, honorific forms, connectors, counters, or sound changes. Its purpose is to consolidate and demonstrate productive control of systems already active from Chapters 1–19, applied together in an integrated, multi-genre task.
Opening Scenario
수아와 마이클은 인턴 과정을 마무리하며 그동안 배운 것을 정리한 최종 포트폴리오를 준비하게 된다. 박 과장님은 이렇게 말한다: "포트폴리오는 단순히 과제를 모으는 것이 아니에요. 그동안 여러분이 공식적인 글을 쓰고, 미디어를 분석하고, 발표하고, 협상한 경험을 하나로 연결해서 보여 주는 거예요." 두 사람은 지난 열아홉 챕터에서 다룬 자료, 문서, 발표, 대화를 되돌아보며 최종 포트폴리오를 완성한다.
- You will review the range of genres and functions covered across Volume IV.
- You will analyze a short multi-genre source set drawing on media, institutional, and academic language.
- You will write a source-based response that synthesizes information from more than one text.
- You will prepare and deliver a short formal presentation with a follow-up question and answer.
- You will assemble and self-assess your completed C1 portfolio.
Unit IV and Volume IV Recap
This chapter does not introduce new material. It draws together the four units of Volume IV. The table below maps where each portfolio component comes from, so that no single chapter is asked to carry more than its share of the final task.
| Unit | Chapters | Core Development | Portfolio Connection |
|---|---|---|---|
| I. 공식 담화와 분석 | 1–5 | Register control, institutional procedure, comparison, argument | Formal stance and paragraph discipline in the written response |
| II. 미디어와 공공 쟁점 | 6–10 | Media literacy, interviews, civic issues, legal/administrative language | Source analysis of the multi-genre reading set |
| III. 연구와 고급 글쓰기 | 11–15 | Source documentation, academic writing, formal presentation, audience mediation | Citation, paraphrase, and the oral presentation format |
| IV. 문체, 리더십, 그리고 프로젝트 | 16–19 | Style and rhetoric, cultural texts, history and public narrative, negotiation | Stylistic control, cultural interpretation, and the negotiation-style Q&A follow-up |
Every task in this chapter reuses grammar and discourse systems already active: connective and concessive endings from Unit I, source attribution language from Chapter 11, nominal academic style from Chapter 12, presentation and Q&A language from Chapter 13, audience-adaptation strategies from Chapter 14, rhetorical style from Chapter 16, and the proposal and condition patterns from Chapter 19. The chapter's task is combining these fluently, not learning something new.
Portfolio Overview
The Chapter 20 portfolio has four required components. Each component reuses vocabulary and grammar already activated in Chapters 1–19; no new productive vocabulary list is introduced in this chapter.
Source Analysis
A short written analysis of the multi-genre reading set below, identifying stance, register, and evidence in each text.
Source-Based Written Response
A paragraph-length written response to a formal or academic prompt, synthesizing information from at least two of the portfolio's source texts with attribution.
Formal Oral Presentation
A short prepared presentation stating a position and supporting it with evidence, followed by one spoken response to a follow-up question.
Self-Assessment
A short self-assessment identifying which Volume IV systems the learner now controls with confidence and which remain a goal for Volume V.
All four components must remain within the productive systems activated across Volume IV, Chapters 1–19, and must not introduce structures scheduled only for Volume V.
Synthesis: Systems in Use
This section reviews, without introducing anything new, the core patterns the portfolio expects learners to combine: source attribution, concession and contrast, conditional proposal, and formal presentation stance.
| Function | Pattern | Source Chapter |
|---|---|---|
| attributing a claim to a source | -에 따르면, -다고 하다 | Ch. 11 |
| stating a thesis with evidence | -(으)ㄴ/는 것으로 보인다 | Ch. 4, Ch. 12 |
| acknowledging a counterpoint | -지만, -는데 | Ch. 3, Ch. 4 |
| softened proposal or recommendation | -이/가 어떨까 합니다 | Ch. 19 |
| stating a condition | -(으)면 | Ch. 3, Ch. 19 |
| formal presentation closing | -겠습니다, -도록 하겠습니다 | Ch. 13 |
Portfolio Model: Multi-Genre Source Set
Read the following two short texts, written for this course as general-purpose instructional material rather than authentic published sources. They represent two genres reviewed in Volume IV: a short news-style report and a workplace notice.
자료 1 — 보도 요약 (교육용 예시)
최근 한 조사에 따르면 많은 직장인들이 유연 근무제를 선호하는 것으로 나타났다. 전문가들은 이러한 변화가 생산성에 긍정적인 영향을 줄 수 있다고 설명했다. 다만 일부 기업은 협업과 의사소통이 어려워질 수 있다는 우려를 나타냈다.
자료 2 — 사내 공지 (교육용 예시)
저희 회사는 다음 달부터 시범적으로 유연 근무제를 도입하기로 했습니다. 직원 여러분의 의견을 반영하여 일정을 조정하였으며, 문제가 발생하면 언제든지 인사팀에 문의해 주시기 바랍니다.
분석 과제 — Analysis task (Portfolio Component 1):
- What is the stance or purpose of each text, and how does the register differ between them?
- What evidence or attribution does Source 1 use to support its claim?
- What tone and speech level does Source 2 use, and why is it appropriate for that genre?
- Identify one concern raised in Source 1 that Source 2 does not directly address.
Portfolio Model: Listening Response
Ask your instructor, a language partner, or a text-to-speech tool to read the following short exchange aloud. Listen twice, then complete the response task.
두 동료가 유연 근무제 도입에 대해 짧게 의견을 나누는 장면 (교육용 예시)
듣기 과제 — Listening task: Listen and answer in English, then use your answers as source material for the written response.
| 질문 | 답 |
|---|---|
| What concern does Colleague A raise, and what expression signals it as a mild concern rather than an objection? | ______ |
| What compromise does Colleague B propose, and what condition does it depend on? | ______ |
Writing Workshop: Portfolio Pieces
Complete Portfolio Component 2: write a paragraph-length response (7–10 sentences) to the following prompt, synthesizing information from at least two of the sources above (the two reading texts and/or the listening dialogue) with clear attribution.
과제 — Prompt
유연 근무제 도입에 대한 여러분의 의견을 말하고, 위 자료들을 근거로 활용하여 설명하십시오.
State your opinion on the introduction of flexible work arrangements, and support it using the sources above as evidence.
체크리스트 — Checklist:
- The response states one clear position in the opening sentence.
- At least one claim is attributed to a source using scheduled attribution language.
- At least one counterpoint or concern from the sources is acknowledged.
- At least one condition or recommendation is stated clearly.
- Vocabulary and predicate forms are limited to what has been activated in Chapters 1–20.
- Spacing, particles, and Hangeul spelling are accurate, with no romanization.
- The register remains formal and academic throughout.
Speaking: Final Presentation
Complete Portfolio Component 3: prepare and deliver a short formal presentation (approximately one minute) based on your written response, then answer one follow-up question.
1단계 — 준비 — Preparing the presentation
Turn your written response into spoken presentation language, using formal presentation openings and closings reviewed from Chapter 13, such as 오늘은 -에 대해 말씀드리겠습니다 and 이상으로 발표를 마치겠습니다.
2단계 — 발표와 질의응답 — Delivery and Q&A
Deliver your presentation to a partner, instructor, or recording. Have your partner or instructor ask one follow-up question (for example, about a concern you did not fully address), and respond using acknowledgment and condition language from this chapter and Chapter 19.
혼자 하는 연습 — Solo alternative
Record your presentation, then draft a plausible follow-up question yourself and record your spoken response to it.
Culture and Communication
In South Korean academic and professional settings, being able to bring together information from a news report, an official notice, and a colleague's spoken opinion into one coherent, attributed statement is often valued as a marker of maturity in formal Korean, whether in a report, a meeting summary, or a presentation.
This chapter's portfolio demonstrates language proficiency at the end of Volume IV. It is not a professional certification, a workplace deliverable, or a claim to native-level command of Korean in every specialized field. Volume V continues to refine precision, rhetoric, and specialized expression beyond what this portfolio can demonstrate alone.
Common Mistakes to Avoid
Error: Restating information from a source as though it were the learner's own claim, without any attribution language.
Correction: Use attribution patterns such as -에 따르면 or -다고 하다, reviewed from Chapter 11, whenever a claim comes from one of the source texts.
Error: Stating a position without acknowledging any counterpoint, which can sound one-sided in a formal academic or professional response.
Correction: Acknowledge at least one counterpoint or concern using -지만 or -는데 before offering a condition or recommendation.
Error: Writing a formal academic response but delivering the presentation in an overly casual speech level, or the reverse.
Correction: Keep the same formal or deferential register consistent across the written response and the spoken presentation, adjusting only the sentence-final endings to suit each medium.
Chapter Review
Section A — 분석 (Source Analysis)
1. Complete the four analysis questions from the reading section above.
Section B — 듣기 (Listening Response)
1. Complete the listening task questions above.
Section C — 종합 글쓰기 (Source-Based Writing)
1. Complete the written response paragraph and checklist.
Section D — 발표 (Presentation)
1. Complete both stages of the speaking practice, either with a partner or using the solo alternative.
Section E — 자기 평가 (Self-Assessment)
1. Identify two Volume IV systems (for example, source attribution, formal presentation endings, negotiation proposal language, or rhetorical style from Chapter 16) that you now use with confidence.
2. Identify one system from Volume IV that you would like to continue developing in Volume V.
누적 복습 — Cumulative review
This chapter recycles source attribution from Chapter 11, academic nominal style from Chapter 12, presentation and Q&A language from Chapter 13, audience adaptation from Chapter 14, rhetorical style from Chapter 16, cultural interpretation from Chapter 17, source caution from Chapter 18, and proposal-and-condition negotiation language from Chapter 19, combining them for the first time in a single integrated portfolio task.
Practical Performance Task
수행 과제 — Chapter 20 Performance Task
최종 C1 포트폴리오 — The Final C1 Portfolio
Assemble and submit the four required portfolio components: the source analysis, the source-based written response, the formal oral presentation with follow-up question, and the self-assessment, drawing on the reading and listening materials in this chapter.
- Reading: Submit the completed source-analysis answers for both texts.
- Listening: Submit the completed listening-response answers.
- Writing: Submit the final synthesized written response with attribution, concession, and condition.
- Speaking: Deliver the presentation and follow-up response aloud, either to a partner or recorded.
- Self-assessment: Submit the two-question self-assessment from Section E.
| Criterion | What is evaluated |
|---|---|
| Source analysis accuracy | Stance, register, and evidence in each source text are correctly identified |
| Attribution | At least one claim in the written response is clearly attributed to a source |
| Balanced argument | At least one counterpoint or concern is acknowledged before a condition or recommendation |
| Written cohesion | The written response opens with a clear position and closes with a restated conclusion |
| Oral delivery | The presentation uses formal presentation openings and closings and responds appropriately to the follow-up question |
| Register consistency | Formal or deferential register is maintained consistently across writing and speaking |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume IV, Chapters 1–20 |
| Self-assessment quality | The self-assessment identifies specific, accurate systems rather than vague general statements |
Answer Key
Source analysis (reading)
- Sample response: Source 1 reports and interprets survey findings in a neutral, informative stance using media register; Source 2 announces a company decision in a more formal, directive-but-polite institutional register aimed at employees.
- Sample response: Source 1 attributes its claim to a survey, signaled by 한 조사에 따르면 ("according to one survey") and cites experts' explanations.
- Sample response: Source 2 uses deferential -습니다 style throughout, appropriate for an official notice addressed to all employees.
- Sample response: Source 1 raises the concern that collaboration and communication may become more difficult; Source 2 does not directly address this concern, only noting that employees may contact HR with problems.
Listening comprehension
- Sample response: Colleague A raises the concern that setting meeting times may become difficult, signaled by the softened phrase 좀 어려울 것 같아요 ("it seems like it might be a bit difficult"), which presents it as a mild concern rather than a firm objection.
- Sample response: Colleague B proposes fixing a core time window for meetings; this depends on the team agreeing to treat that window as the shared availability period.
Section C — Sample synthesized response
한 조사에 따르면 많은 직장인들이 유연 근무제를 선호하는 것으로 나타났다. 저도 이러한 변화가 회사와 직원 모두에게 도움이 될 수 있다고 생각한다. 물론 협업과 의사소통이 어려워질 수 있다는 우려가 있지만, 회의를 위한 핵심 시간만 정해 두면 그러한 문제를 상당히 줄일 수 있을 것이다. 따라서 저는 유연 근무제 도입에 찬성한다.
Section E — Sample self-assessment
Sample response: I feel confident using source attribution and conditional proposal language together, and I feel confident maintaining a consistent formal register in both writing and speaking. I would like to continue developing more nuanced concessive and rhetorical structures for longer academic arguments in Volume V.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can analyze a short multi-genre source set, synthesize information from more than one source with clear attribution, acknowledge counterpoints before offering a condition or recommendation, and deliver a short formal presentation with an appropriate follow-up response, in a consistent formal or deferential register across writing and speaking.