영어 모의고사 (자동 편성)

Extended producer responsibility, a policy ①requiring manufacturers to bear responsibility for their products even after use, has been adopted by governments seeking to reduce landfill waste. Under such schemes, companies must finance the collection and recycling of goods once consumers ②discard them, rather than leaving municipalities to absorb the cost. Advocates maintain that shifting this burden onto producers creates a powerful incentive to design products that are more durable, easily ③disassembled, and readily recyclable from the outset. Critics counter that the policy, whatever its theoretical merits, often fails to reduce waste meaningfully unless ④paired with rigorous enforcement and transparent reporting requirements. For instance, some manufacturers merely pass the added cost of compliance on to consumers, without making substantive changes to how products are designed. In contrast, jurisdictions that combine producer responsibility with strict eco-design standards and independent audits tend to witness genuine improvements in recyclability. Therefore, policymakers hoping to harness this approach must resist treating it as self-executing and instead invest in oversight that ⑤determine whether producers actually change behavior.

Change blindness refers to a striking limitation of human perception in which observers fail to notice substantial alterations to a visual scene, provided the change occurs ① during a brief disruption such as an eye movement or a momentary obstruction. In a now-famous demonstration, researchers showed ② participants two versions of a photograph in alternation, separated by a short blank screen, and asked them to identify what had changed. Even when an entire building disappeared or a person's clothing shifted color, many viewers stared at the picture without detecting ③ anything unusual. This phenomenon occurs because visual attention, rather than passively recording every detail like a camera, actively selects only a narrow subset of information for processing at any given moment. Whatever falls outside that narrow spotlight represents ④ only sparsely, if at all, leaving it vulnerable to being overwritten without notice. Consequently, change blindness demonstrates that our impression of a rich, complete visual world is, to a surprising extent, an illusion constructed ⑤ by the mind, not a faithful record of external reality.

Few ideas in policy debate ① provoke as much philosophical unease as the notion that a government might deliberately steer citizens toward better choices while leaving every option technically available. Defenders insist that freedom is preserved as long as no option is banned and no penalty is attached, ② arguing that a citizen who is merely steered, rather than coerced, remains free to choose otherwise. Critics counter that this defense rests on an impoverished notion of liberty, one that ③ ignores how engineered defaults and calculated framing can shape decisions just as powerfully as an outright prohibition would. If a policy is designed because officials expect it to bypass conscious deliberation, these critics ask, can the resulting choice still ④ call autonomous, even though no law was broken? The dispute ultimately turns on what freedom actually ⑤ requires: the mere absence of coercion, or a decision-making process that remains transparent and undistorted.

A ① shrinking number of teenagers are joining book clubs that exist only on their phones. These apps let users track how many pages they read each day, write short reviews, and join group chats about a chosen book. Some students say the apps make reading feel less ② lonely, because they can share their honest reactions the moment they finish a chapter instead of waiting for a weekly meeting. The apps also use gentle reminders and reading streaks to keep members ③ motivated, turning a private habit into a small social game. However, a few teachers worry that constant notifications from a reading app can pull attention away from the book itself, since users may spend more time ④ chatting about the story than actually reading it. Despite this concern, many students report that the sense of community keeps them reading books they would have quit halfway through if they had been reading completely ⑤ alone.

For many years, comic books and graphic novels were seen as a ① lazy alternative to real reading. Parents and teachers often worried that pictures did the work that words should do, leaving young readers with ② weaker vocabulary and imagination. Recent research, however, tells a more ③ complicated story. Graphic novels actually require readers to combine written text with visual clues, inferring emotion from a character's expression or understanding time gaps between panels. This combination can build a ④ different but equally valuable set of reading skills. Teachers who once banned comics from their classrooms are now using them to reach students who struggled with traditional novels, finding that many reluctant readers finish an entire graphic novel and then move on to longer books with new confidence. Rather than replacing traditional reading, graphic novels appear to work best as an ⑤ obstacle that leads students toward it.

For our club's spring project, we were told to create a sculpture using only materials collected from the school's recycling bins, and my first reaction was ① disappointment at not being allowed to buy proper art supplies. Sorting through flattened cardboard, broken umbrella frames, and plastic bottle caps, I initially saw nothing but ② trash. My perspective shifted once a senior member showed me a piece she had built the previous year, a bird made entirely of bent bicycle spokes and bottle caps, each cap functioning as a single ③ feather. She explained that upcycling art forces a creator to notice a material's natural shape and texture rather than simply painting over it, which often produces more ④ original results than starting with a blank, expensive canvas. By the end of the project, our team had built a small forest of figures using nothing that anyone had paid for, and the exhibit visitors seemed ⑤ indifferent to our materials, focusing only on our technique instead.

Consider a village green shared freely by every herder in the community, where each individual may graze as many animals as they wish without paying any fee. From the perspective of any single herder, adding one more animal to the shared pasture brings a clear personal benefit, since the extra income belongs entirely to that herder alone. The cost of the additional grazing, however, is spread thinly across every herder who uses the green, so no single individual bears more than a tiny fraction of the damage. Because this calculation favors adding more animals for every rational herder, the shared pasture is gradually overgrazed until it can no longer support any animals at all, harming the very community whose rational members caused the collapse. Philosophers use this scenario to illustrate _______________.

Walking through the old industrial district downtown, I noticed that a gray concrete wall had been transformed overnight into a wild swirl of color, letters, and cartoon figures. Some residents complained to the city office, calling it vandalism and demanding that workers paint over it immediately. Others argued that the same wall had been an ugly, forgotten eyesore for years, and that the graffiti artist had simply given it a voice no one else bothered to give it. This disagreement reveals a tension at the heart of street art: _______________. The line between vandalism and art, it seems, often depends less on the paint itself than on who gave permission to use the wall.

Building a reading habit does not usually start with a big decision to read more. (A) It often starts with very small, easy steps, such as keeping a book in a bag or choosing a fixed time each day to read for just ten minutes. (B) These small routines work because they lower the effort needed to begin; once a student opens a book, continuing to read feels much easier than starting did. (C) Over weeks, these tiny actions add up, and reading slowly becomes something the student simply does, rather than something the student has to force.

Psychologists have long wondered whether reading fiction can change how people treat others in real life. (A) This kind of mental practice, researchers argue, can carry over into everyday situations, making readers more likely to notice a classmate's hidden sadness or understand a stranger's unusual behavior. (B) Not every book produces this effect equally. Stories that stay focused only on fast action, with little attention to characters' inner lives, appear to build empathy far less than stories that slow down to explore emotion. For this reason, some psychologists now recommend that young readers balance fast-paced adventure novels with quieter stories about ordinary people and their feelings. (C) Several studies suggest that novels which describe a character's inner thoughts in detail can train readers to imagine what other people are feeling, a skill closely related to empathy. When readers follow a character through difficult choices, they practice stepping into someone else's perspective without any real risk to themselves.