예비고3 수능 영어 · 전체 번역과 세 줄 근거 5문항

A student translated every sentence in a passage about a shortened medical form. Her Korean notes were accurate, but when she returned to the English passage, she could not explain why the broadest option was wrong. The passage did not claim that short forms were always harmful. It explained that missing information increased after several guiding questions had been removed. Her teacher changed the task. Before writing a full translation, the student marked the main clause, the contrast introduced by yet, and the causal detail after because. She then reduced her note to three lines: the main result, the logical relationship, and the evidence needed to reject the last distractor. The next day, she covered the Korean notes and reconstructed those three lines from the English alone. The shorter record was useful not because translation had become unnecessary, but because it returned her attention to the relationships the question actually tested.

A student translated every sentence in a passage about a shortened medical form. Her Korean notes were accurate, but when she returned to the English passage, she could not explain why the broadest option was wrong. The passage did not claim that short forms were always harmful. It explained that missing information increased after several guiding questions had been removed. Her teacher changed the task. Before writing a full translation, the student marked the main clause, the contrast introduced by yet, and the causal detail after because. She then reduced her note to three lines: the main result, the logical relationship, and the evidence needed to reject the last distractor. The next day, she covered the Korean notes and reconstructed those three lines from the English alone. The shorter record was useful not because translation had become unnecessary, but because it returned her attention to the relationships the question actually tested.

A student translated every sentence in a passage about a shortened medical form. Her Korean notes were accurate, but when she returned to the English passage, she could not explain why the broadest option was wrong. The passage did not claim that short forms were always harmful. It explained that missing information increased after several guiding questions had been removed. Her teacher changed the task. Before writing a full translation, the student marked the main clause, the contrast introduced by yet, and the causal detail after because. She then reduced her note to three lines: the main result, the logical relationship, and the evidence needed to reject the last distractor. The next day, she covered the Korean notes and reconstructed those three lines from the English alone. The shorter record was useful not because translation had become unnecessary, but because it returned her attention to the relationships the question actually tested.

A student translated every sentence in a passage about a shortened medical form. Her Korean notes were accurate, but when she returned to the English passage, she could not explain why the broadest option was wrong. The passage did not claim that short forms were always harmful. It explained that missing information increased after several guiding questions had been removed. Her teacher changed the task. Before writing a full translation, the student marked the main clause, the contrast introduced by yet, and the causal detail after because. She then reduced her note to three lines: the main result, the logical relationship, and the evidence needed to reject the last distractor. The next day, she covered the Korean notes and reconstructed those three lines from the English alone. The shorter record was useful not because translation had become unnecessary, but because it returned her attention to the relationships the question actually tested.

A student translated every sentence in a passage about a shortened medical form. Her Korean notes were accurate, but when she returned to the English passage, she could not explain why the broadest option was wrong. The passage did not claim that short forms were always harmful. It explained that missing information increased after several guiding questions had been removed. Her teacher changed the task. Before writing a full translation, the student marked the main clause, the contrast introduced by yet, and the causal detail after because. She then reduced her note to three lines: the main result, the logical relationship, and the evidence needed to reject the last distractor. The next day, she covered the Korean notes and reconstructed those three lines from the English alone. The shorter record was useful not because translation had become unnecessary, but because it returned her attention to the relationships the question actually tested.