영어 모의고사 (자동 편성)

John Rawls proposed an unusual thought experiment ①to determine what principles of justice a society ought to adopt. Imagine a group of rational people gathered to design the basic rules of their future society, but ②placed behind what he called a veil of ignorance, a condition under which none of them knows their own race, gender, wealth, talents, or social position in advance. Since no one can predict whether they will be born into privilege or poverty, each person ③has a strong incentive to choose rules that protect the worst-off members of society. Rawls argued that rational people placed in this position would not gamble on inequality; instead, they would favor arrangements that guarantee basic liberties for everyone and ④permitting unequal outcomes only when those outcomes actually benefit the least advantaged. Justice, on this view, is what impartial reasoning ⑤produces once self-interest is stripped away.

Every summer, lifeguards repeat the same warnings to swimmers, yet drowning remains one of the most common causes of accidental death among teenagers. Part of the problem is that danger in water rarely ①looks dramatic; a swimmer struggling to stay afloat often makes little noise and shows no obvious signs of panic, which means bystanders may not realize help ②needing until it is too late. Rip currents present a particularly deceptive threat, since the water's surface can appear calm even while a powerful current ③pulls a swimmer steadily away from shore. Experts advise that anyone caught in such a current should swim parallel to the beach rather than ④struggling directly against it, since fighting the current head-on quickly exhausts even a strong swimmer. Simple habits, such as swimming near a lifeguard station and never entering the water alone, dramatically lower the risk of a minor mistake ⑤turning into a fatal one.

When Minji was in ninth grade, she posted a joking comment ①praising a classmate's photo, never imagining anyone would remember it later. During the interview, however, one teacher mentioned having seen an old, ②unkind comment under Minji's name while reviewing applicants' profiles. ③Startled, Minji realized that everything she had ever posted online had quietly accumulated into what is called a digital footprint. Although she ④deleted the comment immediately, the damage to her reputation had already been done. She understood that digital footprints rarely disappear completely, because screenshots and memories often ⑤outlast the content itself.

Few ideas in policy debate provoke as much philosophical unease as the notion that a government might ①deliberately steer citizens toward better choices while leaving every option technically available. Defenders insist that freedom is ②preserved as long as no option is banned and no penalty is attached, arguing that a citizen who is merely steered, rather than coerced, remains free to choose otherwise. Critics counter that this defense rests on an ③impoverished notion of liberty, one that 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 be called ④autonomous, even though no law was broken? The dispute ultimately turns on what freedom actually requires: the mere absence of coercion, or a decision-making process that remains ⑤opaque and undistorted.

Last summer, our neighborhood association invited students to help paint a mural on the long wall beside the community center, and nearly forty volunteers with completely different painting abilities showed up on the first day. I worried that combining so many different skill levels would create an ugly, mismatched result, since some volunteers had painted for years while others, including me, had never held a large brush before. The project leader solved this by _______________. Beginners filled in wide open skies, while experienced painters added fine details like veins on leaves or shadows under birds. When the plastic sheets finally came down, the mural looked remarkably unified, not despite the many different hands involved, but because each hand had been given a task suited to what it could do well.

Students who read many books across many different subjects often develop a habit that quieter learners sometimes lack: the habit of comparing new information with what they already know. (A) A student who has read about ancient wars, ocean ecosystems, and modern economics can more easily notice when two different subjects share a similar pattern. (B) This kind of connection-making is closely related to what psychologists call critical thinking, since seeing a familiar pattern in an unfamiliar topic allows a person to ask sharper questions instead of accepting new information at face value. (C) Extensive reading also builds a large mental library of examples, and teachers often notice that widely read students argue more carefully, supporting their opinions with specific examples rather than vague generalizations.

When people look back on a multi-day journey, they rarely recall every hour with equal clarity; instead, memory tends to compress the entire experience into just a few representative moments. Psychologists have found that two points carry disproportionate weight in this process: the single moment when emotion reached its highest intensity, and whatever happened right before the experience concluded. (A) Even though both hikers faced comparable hardship overall, the second is far more likely to remember the journey fondly, simply because the trip ended pleasantly. This pattern reveals that overall satisfaction is not calculated as an average of every experienced moment, but is shaped disproportionately by whichever moments felt most intense and by however the experience happened to end. (B) The first finishes with a grueling, rain-soaked final climb, while the second enjoys a calm, scenic descent on the last afternoon despite having endured an equally difficult ascent earlier in the trip. (C) Consider two hikers who complete an identical five-day trek.

Modern consumer culture often assumes that expanding the range of available options will automatically make people freer and happier, yet a growing body of research suggests the opposite may sometimes be true. (A) Having considered so many possibilities, a person naturally imagines the specific advantages that a different, unchosen option might have offered, and this imagined comparison quietly erodes contentment with what was actually selected. (B) When individuals select from an enormous set of alternatives, satisfaction with the final choice frequently declines rather than rises, even when the chosen item is objectively excellent. (C) This decline stems not from the difficulty of deciding but from what happens afterward, once a decision has already been made.

Imagine standing at a crowded party where dozens of conversations blend into a wall of noise, yet you effortlessly track the words of the friend beside you. Curiously, if someone across the room utters your name, your attention snaps toward that voice almost instantly. This happens even though you had not consciously been listening to that conversation at all. (A) This phenomenon, known as the cocktail party effect, reveals that selective attention does not simply block out every unattended sound. (B) Anne Treisman later refined this account, suggesting that unattended channels are merely attenuated rather than eliminated altogether. Especially meaningful stimuli, including one's own name, can still surpass the threshold of conscious recognition. This refinement suggests that attention operates less like a gate and more like a dimmer switch, adjusting the salience of competing streams of information. (C) Early theorists such as Donald Broadbent proposed that unattended information is filtered out entirely before reaching awareness. Yet the fact that a person's own name can break through this filter contradicts such a rigid model.

주어진 문장: These two findings together suggested that the key to durable memory was not the sheer amount of repetition but the timing of that repetition. In the late nineteenth century, the psychologist Hermann Ebbinghaus undertook a rigorous investigation of forgetting by serving as his own experimental subject. He memorized thousands of meaningless three-letter syllables so that prior knowledge could not skew his results. ( ① ) After learning each list to perfection, he tested his retention at intervals ranging from twenty minutes to a month later. He recorded how many repetitions were required to relearn the material each time. ( ② ) The resulting curve revealed a consistent pattern. Forgetting proceeds rapidly during the initial hours following learning, then gradually decelerates until the rate of loss becomes almost imperceptible. ( ③ ) Roughly half of the acquired information vanished within the first hour alone. Yet whatever survived that initial plunge tended to persist for much longer periods. ( ④ ) Ebbinghaus further found that distributing study sessions across several days produced better retention than cramming the same repetition into one sitting. ( ⑤ ) This finding, now central to modern learning theory, implies that revisiting material shortly before it would otherwise be forgotten interrupts the decline of the forgetting curve.