2024학년도 수능특강 영어 15강 원문 분석 (2023)

► Exercise 01  |  page 86

❶ What do we want to hear when asking the question why John slammed the door? (B) ❷ Probably not that John put more than average energy into his act, giving the door more speed (which resulted in a heavy collision of the door with the doorpost, a loud noise and the lamp rocking back and forth). ❸ We normally are not interested in a report of the chain of causes and effects leading up to the slamming. (C) ❹ Neither do we expect to hear a report about micro-processes in John’s body causing his movements. ❺ The why-question asks for reasons — ‘He felt offended’, for instance. (A) ❻ Even when we think in a materialistic frame of mind that the state of being offended can be traced in John’s brain, we usually will not be interested in an answer in neurological terms. ❼ So, normally, in our day-to-day why-questions about people’s actions we expect to hear about their reasons.

"Understanding the Why: Reasons Behind Human Actions" "Exploring the Importance of Reasons in Answering Why-Questions” "Beyond Cause and Effect: Seeking Reasons for Human Behavior"

[원문 출처]  Theoretical Issues in Psychology : An Introduction Sacha Bem, Huib Looren de Jong 2. Kinds of Explanations / Reasons and Causes

[한 줄 요약] When we ask why John slammed the door, we typically seek an explanation based on his reasons rather than a detailed account of the physical or neurological processes involved.

[주요 유의어] Slamming: forcefully closing, banging  / Doorpost: door frame, door jamb  / Collision: impact, crash Rocking: swaying, oscillating /  Chain of causes and effects: causal sequence, series of events Offended: hurt, insulted, affronted  / Traced: traced back, identified, attributed

► Exercise 02 |  page 87

❶ We can presume that the components of love proposed by Sternberg can be found in all cultures. ❷ Intimacy, passion, and commitment are most likely cultural universals. (B) ❸ Evidence of this comes from many sources, including cultural anthropology, psychological research, and love poetry from across the world. ❹ What does appear to vary across cultures, however, is the emphasis placed on the different components of love and on different types of relationships. (A) ❺ In collectivist cultures like those found in Asia and Africa, relationships with family may take priority over relationships with lovers and friends. ❻ In individualistic cultures, like those of Northern Europe and North America, friendships and romantic relationships compete with family for priority (and often win). (C) ❼ Likewise, the concept of duty (similar to Sternberg’s concept of commitment) is absolutely central to Chinese Confucianism. ❽ In contrast, judging by the mountains of romance novels, love songs, and beauty products found in North America, it is the passionate side of love that is prized in this culture.

"Cultural Universality and Variation in the Components of Love"  "Exploring Love Across Cultures: Commonalities and Differences" "The Influence of Culture on the Components of Love"

[원문 출처]  The Handy Psychology Answer Book Lisa J. Cohen Do views of love vary across cultures?

[한 줄 요약] The elements of love proposed by Sternberg, including intimacy, passion, and commitment, are likely to be present in all cultures, although their emphasis and prioritization may vary.

[주요 유의어] Presume: assume, believe, hypothesize   /  Components: elements, aspects, facets Proposed: suggested, put forward   / Vary: differ, fluctuate, diverge Emphasis: focus, importance, priority   /  Relationships: connections, bonds, interpersonal connections Compete: contend, vie, rival   / Duty: obligation, responsibility Prized: valued, cherished, treasured

Exercise 03  |  page 88

❶ It could be argued that the ‘processual’ nature of personhood means that one becomes a person as one ‘goes along' in society. ❷ Indeed, the African philosopher Ifeanyi Menkiti takes this position. ❸ He maintains that children are not fully human. (C) ❹ Following Kwarne Gyekye, a Ghanaian philosopher, however, I would argue that the fact that personhood must be earned is not a denial of personhood to children. ❺ It is an affirmation of the view that personhood is an ongoing process attained through interactions with others and one’s community. ❻ It requires one to affirm ideals and standards thought to be constitutive of the life of a community. (B) ❼ These are standards such as generosity, benevolence and respect. ❽ A number of sayings in some African societies refer to people who have failed to meet standards expected of a fully human person. ❾ These are sayings such as ga e se motho (Tswana) or a ku si muntu (Nguni), literally meaning ‘he or she is not a person’. (A) ❿ Because one can fall short of these standards at any stage in the life cycle, personhood could be regarded as a becoming. ⇫ It is an unpredictable, open-ended process during which personhood may be achieved, lost, and regained, depending on a person’s circumstances.

"Personhood as a Process: Perspectives from African Philosophy" "The Dynamic Nature of Personhood: Insights from African Philosophers”  "Becoming a Person: The Processual Nature of Personhood"

[원문 출처]  Self, Community and Psychology Norman Duncan Personhood as a Process / Personhood as earned

[한 줄 요약] The concept of personhood is seen as a process that unfolds over time and is influenced by interactions with others and one's community, emphasizing the idea that children are not fully human but have the potential to become so through the acquisition of community ideals and standards.

[주요 유의어] Processual: dynamic, evolving, unfolding   /  Personhood: individuality, humanity, identity Earned: achieved, acquired, attained   /  Denial: exclusion, negation, refusal Ongoing: continuous, perpetual, ongoing   /  Interactions: engagements, relationships, exchanges Constitutive: defining, essential, integral   /  Benevolence: kindness, goodwill, compassion Affirmation: validation, endorsement, confirmation   /  Standards: principles, norms, criteria

Exercise 04 |  page 89

❶ Some countries grow cash crops. ❷ These are crops that are in high demand and can be grown in large quantities in specific areas of the world. (C) ❸ For example, sugar needs a hot, damp climate; coffee needs a hot climate, rainfall, and higher mountain elevations. ❹ Tea needs to grow on hillsides in rainy areas. ❺ Bananas grow well in tropical environments. (A) ❻ Because there is a worldwide demand for specific items such as these, the farmers in tropical countries grow as much of these commodities as they can. ❼ These cash crops are sold all around the world and bring in a lot of money, but there are risks to specializing in just one commodity for trade. (B) ❽ If these farmers grow too much of a particular cash crop, that creates more supply than demand, which drops the price of the commodity. ❾ If the climate is bad, and the cash crop does not grow well one year, that hurts the country selling it because that crop may be the only one the country provides in large enough quantities to make a living from.

"Cash Crops: High Demand, High Risks"  "Specialization in Cash Crops: Opportunities and Challenges" "The Global Trade of Lucrative Crops: Benefits and Pitfalls"

[원문 출처]  Undefined

[한 줄 요약] Some nations cultivate lucrative crops that are highly demanded and can be grown extensively in specific regions of the world, such as sugar, coffee, tea, and bananas, which generate significant revenue but entail risks associated with overproduction and climate variability.

[주요 유의어] Cash crops: profitable crops, lucrative commodities   /   Climate: weather conditions, climatic factors Commodities: goods, products, agricultural produce   /  Specializing: focusing, concentrating, devoting Supply: production, availability   /  Demand: market need, consumer demand Price: value, cost, market price   /  Overproduction: excess production, surplus supply Revenue: income, earnings, profits   /  Cultivate: grow, produce, cultivate Livelihood: sustenance, income, means of survival

 

Exercise 05 |  page 90

❶ Some might have had the impression that early scientists like Newton and Galileo belonged to a small sect that conjured science out of the blue as a result of mystical investigation. ❷ This wasn’t so. ❸ Their work did not take place in a cultural vacuum: it was the product of many ancient traditions. (C) ❹ One of these was Greek philosophy, which encouraged the belief that the world could be explained by logic, reasoning, and mathematics. ❺ Another was agriculture, from which people learned about order and chaos by observing the cycles and rhythms of nature, interrupted periodically by sudden and unpredictable disasters. (B) ❻ And then there were religions which encouraged belief in a created world order. ❼ The founding assumption of science is that the physical universe is neither random nor absurd; it is not just a meaningless jumble of objects and phenomena randomly placed side by side. (A) ❽ Rather, there is a coherent scheme of things. ❾ This is often expressed by the simple saying that there is order in nature. ❿ But scientists have gone beyond this vague notion to formulate a system of well-defined laws.

"The Influences on Early Science: From Ancient Traditions to Coherent Laws" "Science's Roots in Ancient Traditions and Beliefs" "The Context of Early Scientific Inquiry: From Philosophy to Religion"

[원문 출처]  The Goldilocks Enigma : Why Is the Universe Just Right for Life? Paul Davies 4. the Goldilocks Enigma / The Cosmic Code

[한 줄 요약] Early scientists like Newton and Galileo were not isolated individuals who developed science through mystical means; their work was influenced by various ancient traditions such as Greek philosophy, agricultural observations, and religious beliefs, all contributing to the understanding of a coherent and ordered universe that forms the basis of scientific exploration.

[주요 유의어] Sect: group, faction, community    /   Conjured: created, formed, devised Mystical: supernatural, otherworldly, metaphysical    /   Encouraged: fostered, promoted, supported Explained: elucidated, clarified, rationalized    /   Logic: reasoning, rationality, logical thinking Observing: studying, examining, witnessing    /   Disasters: calamities, catastrophes, misfortunes Order: organization, structure, arrangement    /   Random: arbitrary, chance, haphazard Absurd: nonsensical, irrational, illogical    /   Well-defined: clear, precise, specific

Exercise 06 |  page 91

❶ In English, many spelling errors could be avoided if we systematically transcribed each sound with a fixed letter. ❷ For instance, if we were to avoid writing the sound with both the letter “f” and with “ph,” life would be much simpler. (C) ❸ There is little doubt that we could easily get rid of this and many other useless redundancies whose acquisition eats up many years of childhood. ❹ In fact, this is the timid direction that American spelling reform took when it simplified the irregular British spellings of “behaviour” or “analyse” into “behavior” and “analyze.” (A) ❺ Many more steps could have been taken along the same lines. ❻ As expert readers, we cease to be aware of the absurdity of our spelling. ❼ Even a letter as simple as “x” is unnecessary, as it stands for two phonemes ks that already have their own spelling. (B) ❽ In Ttirkiye, one takes a “taksi.” ❾ That country, which in the space of one year adopted the Roman alphabet, drastically simplified its spelling, and taught three million people how to read, sets a beautiful example of the feasibility of spelling reform.

"The Potential for Spelling Reform: Simplifying English Orthography" "Addressing Spelling Errors: A Case for Systematic Transcription" "Exploring the Feasibility of English Spelling Reform"

[원문 출처]  Reading in the Brain : The New Science of How We Read Stanislas Dehaene The Hidden logic of our Spelling System

[한 줄 요약] By implementing a systematic transcription of sounds with consistent letter representation, English spelling errors could be minimized, as seen in the example of simplifying the irregularities in American spelling reforms, demonstrating the potential for further steps towards spelling reform.

[주요 유의어] Spelling errors: orthographic mistakes, misspellings, writing inaccuracies Transcribed: represented, rendered, converted    /   Fixed: consistent, standardized, predetermined Avoided: prevented, averted, sidestepped    /   Systematically: methodically, consistently, thoroughly Sound: phoneme, pronunciation, speech    /   Simple: easier, less complex, straightforward Timid: cautious, hesitant, tentative    /   Reform: improvement, alteration, revision Irregular: inconsistent, nonstandard, deviant    /   Behaveior: conduct, demeanor, actions Analyze: examine, study, scrutinize    /   Phonemes: speech sounds, linguistic units Feasibility: practicality, viability, achievability    /   Drastically: significantly, considerably, substantially