대광고 고1 · 신유형 규칙 전환 5문항

Mina faced three unfamiliar question formats at the beginning of a school English test. On the first, she had to judge whether each sentence was grammatically complete. On the second, she had to decide whether a familiar word fit its surrounding nouns and logic. On the third, she had to compare an original sentence with a rewrite and preserve both the actor and the scope. At first, Mina read every item as if it were another grammar question. She spent too long checking verb endings and carried the wrong rule into the vocabulary item. In practice, she changed her routine. During the first thirty seconds, she wrote a short task label beside the prompt: sentence structure, contextual use, or meaning preservation. If seventy-five seconds passed and two options still remained without a new piece of evidence, she marked the exact difference she could not resolve and moved on. After the first pass, she returned with the task label still visible. The time limit did not tell her to guess; it prevented one uncertain item from consuming the evidence-checking time needed elsewhere.

Mina faced three unfamiliar question formats at the beginning of a school English test. On the first, she had to judge whether each sentence was grammatically complete. On the second, she had to decide whether a familiar word fit its surrounding nouns and logic. On the third, she had to compare an original sentence with a rewrite and preserve both the actor and the scope. At first, Mina read every item as if it were another grammar question. She spent too long checking verb endings and carried the wrong rule into the vocabulary item. In practice, she changed her routine. During the first thirty seconds, she wrote a short task label beside the prompt: sentence structure, contextual use, or meaning preservation. If seventy-five seconds passed and two options still remained without a new piece of evidence, she marked the exact difference she could not resolve and moved on. After the first pass, she returned with the task label still visible. The time limit did not tell her to guess; it prevented one uncertain item from consuming the evidence-checking time needed elsewhere.

Mina faced three unfamiliar question formats at the beginning of a school English test. On the first, she had to judge whether each sentence was grammatically complete. On the second, she had to decide whether a familiar word fit its surrounding nouns and logic. On the third, she had to compare an original sentence with a rewrite and preserve both the actor and the scope. At first, Mina read every item as if it were another grammar question. She spent too long checking verb endings and carried the wrong rule into the vocabulary item. In practice, she changed her routine. During the first thirty seconds, she wrote a short task label beside the prompt: sentence structure, contextual use, or meaning preservation. If seventy-five seconds passed and two options still remained without a new piece of evidence, she marked the exact difference she could not resolve and moved on. After the first pass, she returned with the task label still visible. The time limit did not tell her to guess; it prevented one uncertain item from consuming the evidence-checking time needed elsewhere.

Mina faced three unfamiliar question formats at the beginning of a school English test. On the first, she had to judge whether each sentence was grammatically complete. On the second, she had to decide whether a familiar word fit its surrounding nouns and logic. On the third, she had to compare an original sentence with a rewrite and preserve both the actor and the scope. At first, Mina read every item as if it were another grammar question. She spent too long checking verb endings and carried the wrong rule into the vocabulary item. In practice, she changed her routine. During the first thirty seconds, she wrote a short task label beside the prompt: sentence structure, contextual use, or meaning preservation. If seventy-five seconds passed and two options still remained without a new piece of evidence, she marked the exact difference she could not resolve and moved on. After the first pass, she returned with the task label still visible. The time limit did not tell her to guess; it prevented one uncertain item from consuming the evidence-checking time needed elsewhere.

Mina faced three unfamiliar question formats at the beginning of a school English test. On the first, she had to judge whether each sentence was grammatically complete. On the second, she had to decide whether a familiar word fit its surrounding nouns and logic. On the third, she had to compare an original sentence with a rewrite and preserve both the actor and the scope. At first, Mina read every item as if it were another grammar question. She spent too long checking verb endings and carried the wrong rule into the vocabulary item. In practice, she changed her routine. During the first thirty seconds, she wrote a short task label beside the prompt: sentence structure, contextual use, or meaning preservation. If seventy-five seconds passed and two options still remained without a new piece of evidence, she marked the exact difference she could not resolve and moved on. After the first pass, she returned with the task label still visible. The time limit did not tell her to guess; it prevented one uncertain item from consuming the evidence-checking time needed elsewhere.