2023년 1회 에듀윌 고졸 검정고시 시험 기출문제 해설｜국어 김지상 선생님｜에듀윌 고졸 검정고시

Main ideas and lessons from the lecture

1) Exam overview & structure

• The lecturer reviews the 2023 1st past exam (Korean subject) focusing on questions 1–25.
• Overall exam structure is similar to the previous one, including:
  • Same subject weighting
  • A new work appearing in the poetry (literature) section
• Throughout the exam, the emphasis is on solving by applying the exam’s expected logic and the given textual/condition rules in each part:
  • Rhetoric / grammar / literature / classics / reading

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2) Rhetoric (question types and key proverb meanings)

Question 1: Meaning/word usage by region

• The question asks you to choose the most appropriate explanation about regional vocabulary variation.
• Core lesson:
  • The same object may have different names depending on the region.
• Answer logic described:
  • The correct option is the one stating that vocabulary differs by region, even if the referent is the same.
• Correct answer stated: #3

Proverbs based on speech/discourse “habits”

The lecturer notes that proverbs about speech have appeared before and may reappear.

1. “Words without feet travel a thousand miles.”
   • Meaning: words spread quickly → be cautious.
2. “You can pick up an arrow once it’s shot, but you can’t take back words once they’re spoken.”
   • Meaning: once said, you can’t fix it → words have irreversible consequences.
3. “Powder becomes finer the more it is sifted, but words become rougher the more you speak them.”
   • Meaning: speaking too much can escalate into conflict → restrain speech.

• Combined lesson: “Speak carefully / be careful with your words.”
• Clarification added:
  • It’s not “don’t say what you want,” but “if you don’t hold back, words become rough.”
  • The emphasis is on measured speech and proper listening, not an immediate reaction.
• Correct answer stated: #1

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3) Grammar section guidance (starting from question 3)

• Grammar topics mentioned include:
  • Causative-passive verb elements
  • Standard pronunciation rules
  • Honorifics
  • Middle Korean content
• The lecturer notes the exam seems to balance these topics.

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4) Passive vs. causative (and why object presence matters)

Passive formation method (with examples)

• Passive is defined as: something is done to you.
• Passive construction methods described:
  • Add a passive prefix/suffix pattern to the verb stem
  • Passive suffix mentioned: “i-hi-ri-gi”
  • Alternative form: “eo-ji-da”
  • Post-noun attachment patterns using “(after a noun)” style structure (as described)
  • “doeda” (to become) is also referenced as part of the passive construction approach

What is a “verb stem”?

• Stem is defined as:
  • the part of the word that does not change at the ending segment.

Distinguishing passive (#4 vs others) using object logic

• Teaching key:
  • Passive and causative may share similar-looking affixes (e.g., “hi”), so you must check whether the sentence requires an object.
• Causative mnemonic:
  • Causatives are remembered as “moksam-dong” (making someone do something).
  • Causative verbs always take an object.
• Example interpretation logic in the lecture:
  • The correct option is the one where an object exists, leading to answer #4.
• Additional caution:
  • Some verbs may look like they fit causative/passive patterns but are actually active verbs, requiring re-checking.
  • Example discussed:
    • “balgida / to reveal” is treated as an active verb, not causative/passive.

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5) Standard pronunciation rules (double consonant + linking sounds)

Double consonants and formal morphemes

• Some pronunciation issues involve double consonants that appear under specific conditions.
• “Particles/endings/suffixes” are treated as formal morphemes (no substantive meaning).
• Core mechanism:
  • When formal morphemes attach, you link/move only part of the pronunciation, which can create tense/double consonants.

Linking sounds (“yeoreum”)

• Defined as:
  • pronouncing consecutively while moving only the sound of the latter element.
• The lecturer emphasizes:
  • “Yeoreum” does not fit neatly into substitution/contraction/addition/deletion categories, so students must apply it directly.
• Correct answer stated for the described pronunciation question: #3

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6) Honorifics (subject vs. object honorifics)

Types of honorifics

• Korean honorifics are described as having three categories:
  • Subject honorifics
  • Object honorifics
  • Addressee honorifics
• Addressee honorifics are easier to identify because the politeness level is obvious.

How to identify object honorifics

• Strict method emphasized:
  • Object honorifics use an adverbial particle such as “kkae”,
  • followed by one of the special respect-encoding words.
• “Four types of special words” referenced:
  • what / be / give / ask / serve / bring-in type words are used as the recognition set.

• Answer identification uses:

  • predicate scanning, and/or
  • a “cleaner” method using the object-honorific recognition set (serve/give/ask/etc.).

• Correct answers mentioned:

  • #2 for one honorific question
  • later reinforced by the memory structure around serve/offer/give/ask

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7) Writing / long passage questions (proposal + revision and coherence)

Question 6–7: Long passage scenario and draft usage

• A writing task based on a draft is described (including “Ga”, “Mu-reup” referenced in text).
• Warning:
  • Students shouldn’t skip “Ga” content even if it feels information-heavy.

Genre understanding: “proposal”

• Proposal definition:
  • Writing meant to persuade someone who can implement solutions for a problem.
• Audience/structure in the lecture:
  • Audience is the principal
  • Must include:
    • Problem scenario (experience)
    • Solution (suggested system)
    • Expected effects if accepted
    • Support with relevant legal basis

Example passage content breakdown (as described)

• Situation:
  • School store food causes students stomachaches.
• Concern:
  • Food safety negligence.
• Solution:
  • Introduce an in-school food safety guardian system (parents/students).
• Legal reference:
  • Special Act on the Safety Management of Children’s Dietary Life

Question 6 conclusion

• The lecturer checks which item is not reflected properly.
• Missing/unsupported part identified:
  • no specific “life investigation results.”
• Correct answer stated: #4

Question 7: Rewriting (“rewriting” constraints)

• Warning:
  • Rewriting is not creative reconstruction from scratch.
• Requirement:
  • Compare what each option changes so tone/logic remains consistent while changes are appropriate (e.g., tense placement and required contrast markers).
• Correct answer stated: #4
• Coherence rule emphasized:
  • If the text requires opposing content, use conjunctions like “however / but” rather than “so.”

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8) Middle Korean (historical grammar phonology)

• Core idea:
  • Middle Korean orthography involves connected/broken sound representation, with certain elements becoming “severed” depending on conditions.
• Phonology clusters and modern interpretation:
  • double consonant clusters in Middle Korean (e.g., confusion like “gyeop/ssang” types),
  • modern interpretation: treat them as one unit and handle tense consonant matching with following vowels.
• Correct answer concluded for the described question: #3

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9) Literature: Modern poetry and modern novel

Poetry: Yi Yuk-sa’s “Climax” (questions 9–11)

• The lecturer says the poet is recognizable, mentioning a background related to historical independence activism.
• The “new appearance” of the work in the exam is highlighted.
• Theme/explanation approach:
  • imagery representing:
    • horizontal vs. vertical limits,
    • extreme psychological desperation,
    • and hope/resilience turning
• Key metaphor explained:
  • “Winter must be a rainbow made of steel”
  • Steel = harsh/cold ordeal (colonial hardships)
  • Rainbow = hope/beauty/will to overcome
• For question 11:
  • the answer is described as an attitude/value compatible with nature/human coexistence and/or resilience.
• Correct answer stated: #4

Modern novel: Kim Yu-jeong’s “Bombom”

• The lecturer notes recurring familiarity but a long absence.
• Theme overview:
  • humorous conflict between:
    • a naive daughter-in-law and
    • a cunning father-in-law,
  • set in a 1930s rural village, not primarily focused on farmer hardship.

• Reading strategy:

  • Don’t skip the early plot summary.
  • In limited time, circle characters and track their actions quickly.

• Question conclusions (as described):

  • A persuasion-method question: correct answer #1
  • A rural village setting question: correct answer #2
  • (Includes narrative persuasion logic and scene-setting confirmation based on rural village markers.)

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10) Classics section (Gasa/Sijo and Pansori Chunhyangjeon)

“Sangchueun Gong” (spring appreciation; questions 15–16)

• Described as a gasa work with lyrical characteristics.
• Key interpretation:
  • speaker pride/satisfaction living close to nature vs. the “secular world”
• Rhetorical/nature imagery:
  • spring blossoms, willows, drizzle, birdsong
• Devices:
  • rhetorical questions and lyrical structure patterns

• Structural/format teaching:

  • differences in gasa vs sijo meter
  • refrain segmentation (as summarized), linked to goryeo song/hyangga characteristics

• Answers:

  • For the question focused on lyric characteristics: #1
  • For the speaker description question: the correct option is justified using the “verifiability in the excerpt” rule (described as framed around selecting the “perfect theme,” without a re-numbered explicit label in that portion).

“Chunhyangjeon” (questions 17–19)

• Lecture emphasis:
  • frequent reappearance across editions,
  • recommend reading the question first to locate the needed passage efficiently.
• Pansori-novel characteristics explained:
  • strong rhythm
  • repeated sentence structures
  • word-order play and figurative comparisons
  • origin logic:
    • entertaining old tales → pansori singing → later written form
• For question 18:
  • repetition/structure and figurative comparisons are treated as key.

• For question 19:

  • Chunhyang’s integrity/fidelity interpreted via symbolism:
    • rocks/trees = integrity
    • wind and snow = trials/hardships
    • includes the scene of the secret inspector meeting and identity recognition

• Correct answers stated:

  • #1 for the final described one (fine-officials irony and Chunhyang’s tears of joy/acknowledgment)

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11) Reading section (questions 20–25): method + contextual vocabulary + “right to forget”

General reading strategy

• Warning:
  • Don’t treat reading as separate preparation—read thoroughly.
• Method:
  • Question-first, passage-later
  • For each question:
    1. Read the question
    2. Scan the relevant part of the passage
    3. Check each option in order

Handling unfamiliar vocabulary in context

• Identify nearby sentence components first.
• Then match the target word to the closest real-world category/meaning implied by the context.

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Questions 20–22: Urban parks & accessibility (Lee Yun-gil, “Walking Through the City”)

• Key ideas:
  • definitions and functions of urban parks
  • “socially vulnerable” groups and why access is limited
• Context vocabulary example:
  • “finding a park” inferred as “go to that place”
  • correct option chosen as “place/location” rather than objects/abstract states
• Question 22 solution logic:
  • find the mismatch between measures and reasons
  • choose the option that addresses earlier accessibility problems (e.g., public transportation access and circulation paths)
• Correct answer stated: #3

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Questions 23–25: “right to forget” vs “right to know” (Nietzsche + legal rights)

• Passage framing:
  • forgetting is described as an active force enabling acceptance of new things,
  • but internet traces/photos can harm people.
• Main concepts:
  • Right to request deletion (“right to forget”)
  • legal guarantee is needed because personal deletion alone is limited

• Conflict mentioned:

  • some argue legal recognition may violate the right to know.

• Answer outcomes (as described):

  • Question 23: #1
    • rationale: the lecture chooses the option that does not fit “expansion” (others are summarizing/interviewing/debating).
  • Question 24: correct answer #3 (selected by grounds logic)
  • Question 25: insertion/revision mechanics are described, but the final number is not clearly restated in this excerpt.

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Speaker(s) / sources featured (as stated in the subtitles)

Speaker

• Kim Ji-sang (국어 김지상 선생님) — the lecturer throughout.

Works/authors mentioned (sources referenced)

• Yi Yuk-sa — Climax (modern poetry)
• Kim Yu-jeong — Bombom (modern novel)

Classics / classical works and authors referenced

• Sangchueongguk (mentioned)
• Sangchueun Gong (gasa/lyrics)
• Chunhyangjeon (classic novel / pansori novel)
• Gwandongbyeolgok, Songmiingok (examples for gasa/sijo characteristics)
• Cheongsanbyeolgok (listed with gasa-type correspondence)
• Hyangga examples and references (e.g., “Ah-uh / Nablap”, Jemakmae mentioned)

Literature-related setup mentioned

• “The Glass Window in the Middle” (requested/mentioned as study material)
• “While Waiting for You” (mentioned)
• “Conflict” (mentioned)

Legal reference

• Special Act on the Safety Management of Children’s Dietary Life (school store food safety)

Philosophy reference

• Nietzsche (for forgetting/right discussion)