영어 모의고사 (자동 편성)

Many students imagine a librarian simply ①sit behind a desk and stamping books. Ms. Han, who has worked at a school library for over ten years, says that image is far from accurate. A large part of her job ②involves choosing which new books to buy, based on both student requests and current trends in youth literature. She also spends hours training students to search databases and judge whether an online source ③is trustworthy, a skill she considers just as important as reading itself. According to Ms. Han, the most rewarding moment is not organizing shelves but watching a student who once avoided reading finally ask for a second book in the same series. She admits that budgets are often tight and that new technology keeps ④changing how libraries operate. Still, she insists that the core purpose of her job has never ⑤changed.

When an image-generating program produced a strikingly detailed painting in the exact style of a well-known illustrator within seconds, my art club spent an entire meeting ①ignoring what it actually meant for artists. Some members felt excited, imagining the software as a helpful tool that could speed up brainstorming or generate quick backgrounds for their comics. Others worried that the program had been trained on thousands of real illustrations scraped from the internet without the original artists' ②permission, meaning the tool's impressive results were quietly built on other people's ③uncredited labor. A few pointed out that the final image, however skillful it looked, reflected no personal memory, struggle, or ④intention, only patterns learned from existing pictures. The debate never reached a clear conclusion, but it made me realize that questions about creativity now involve not just how a picture looks, but where it actually came from and who deserves ⑤credit for it.

Eyewitness testimony has long carried weight in courtrooms, yet decades of research reveal that memories of witnessed events are more ①malleable than most people assume. When individuals who observe an event are later exposed to ②misleading information about what they saw, whether through a leading question or a conversation with another witness, their recollections frequently incorporate details that never occurred, a phenomenon known as the misinformation effect. In one classic paradigm, participants who watched a video of a traffic accident and were then asked how fast the cars were going when they smashed into each other reported ③higher speed estimates and were more likely to falsely recall broken glass than participants asked the identical question using the milder verb hit. Crucially, these distorted memories often feel ④genuine to the person experiencing them, since the original memory trace becomes blended with the newly introduced information rather than existing as a separate, contradictory record. Such findings have prompted legal systems to adopt ⑤careless interviewing protocols designed to minimize suggestive questioning during investigations.

A shocking headline can spread across social media within minutes, long before anyone checks whether it is actually true. Studies show that false stories often travel ①slower than accurate ones, partly because surprising or emotional claims get shared more quickly than careful, balanced reporting. To handle this flood of information, students today need a skill that previous generations rarely had to practice: checking a source before believing it. Simple habits can make a ②real difference, such as looking for the original source of a claim, checking the date an article was published, and searching to see whether other trustworthy outlets are reporting the same story. Media literacy classes now teach students to ③pause before they share anything, asking who wrote it and why. This small pause, teachers say, is often the only thing standing between a curious reader and a piece of ④convincing misinformation, protecting not only the reader but everyone in their online ⑤network.

Travelers who cross several time zones in a single flight often arrive feeling exhausted, foggy, and strangely out of sync with the local clock, a condition widely known as jet lag. (A) The discomfort arises because the body's internal clock, which governs sleep, hunger, and alertness, continues to run on the schedule of the departure city even after landing, and realigning it typically takes about one day for every time zone crossed. (B) Flying eastward tends to produce more severe symptoms than flying westward, because advancing the internal clock forward is generally harder for the body than delaying it. (C) Exposure to natural light at the right moments after arrival can help speed up the adjustment, since light is the strongest external cue the internal clock uses to reset itself.

Traditional industrial systems have relied on a linear model of production, in which raw materials are extracted, transformed into goods, and eventually discarded as waste. This approach treats natural resources as if unlimited and disposal as if costless. (A) Because such practices lessen dependence on finite raw materials, they reduce the environmental damage caused by mining. Consequently, the circular economy is increasingly regarded as a viable economic strategy that conserves resources for future generations. (B) A circular economy proposes an alternative framework in which materials are kept in continuous use through reuse, repair, and recycling, thereby reducing the extraction of virgin resources. Central to this model is the notion that waste, rather than being an inevitable byproduct, can be redesigned as a resource for another process, much as fallen leaves nourish the trees that shed them. (C) For example, manufacturers design products so that components can be disassembled and reused in new items once their original function ends. Some companies also lease equipment instead of selling it outright, retaining responsibility for refurbishment.

Whenever someone learns that I spend hours drawing comics that almost nobody else ever sees, they usually ask why I bother, since the work will never be published or praised by a large audience. (A) Creating something, I now believe, often serves the creator first, giving shape to a feeling or idea that would otherwise stay vague and unexpressed. (B) For a long time, I struggled to answer that question honestly, assuming that art only counted as worthwhile once other people recognized it. (C) Watching my younger brother build enormous, pointless block towers purely for the joy of knocking them down, though, helped me understand something I had been missing.

주어진 문장: Traditional economic models, in fact, offer no straightforward account of why unpaid, amateur labor should raise an object's perceived worth in the eyes of its very creator. Why do people often overvalue objects they have partly built themselves, even when the finished product is objectively inferior to something they could have simply purchased? ( ① ) This puzzle, which researchers named after a furniture retailer famous for selling items that require home assembly, challenges the standard economic assumption that value is determined solely by an object's inherent qualities. ( ② ) In a series of experiments, participants who assembled a plain storage box were willing to pay nearly as much for their own imperfect creation as they were for a professionally built version, despite being fully aware of its flaws. ( ③ ) Labor, it seems, functions as a kind of psychological investment: once effort has been poured into a task, individuals become reluctant to judge the outcome objectively, because doing so would require admitting that their effort was partly wasted. ( ④ ) This tendency helps explain why consumers often prefer products that demand some degree of personal assembly, even when a comparable finished item is available at a lower price and requires no time investment whatsoever. ( ⑤ )

주어진 문장: A well-designed multimedia lesson, for instance, presents narration and matching diagrams simultaneously rather than forcing students to consult them separately. Cognitive load theory begins from the premise that working memory, the mental workspace in which incoming information is temporarily held and manipulated, can accommodate only a limited number of novel elements at any given moment, in stark contrast to the comparatively vast capacity of long-term memory. ( ① ) When instructional materials introduce more interacting elements than this narrow workspace can simultaneously process, learners experience what theorists call cognitive overload, a condition under which comprehension deteriorates and errors multiply regardless of how motivated the learner might be. ( ② ) Because much of this burden arises not from the intrinsic difficulty of the subject matter itself but from the manner in which information is presented, instructional designers can substantially reduce unnecessary strain by eliminating redundant explanations, aligning visual and verbal elements so that learners need not mentally integrate scattered sources, and gradually withdrawing guidance as competence develops. ( ③ ) Ignoring these principles, by contrast, ( ④ ) risks overwhelming novices with demands that exceed their processing capacity, however well-organized the underlying content may be. ( ⑤ )

주어진 문장: The comparison, notably, is not with reality but with an imagined alternative that may never have been as good as it seems in retrospect. 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. ( ① ) 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. ( ② ) This decline stems not from the difficulty of deciding but from what happens afterward, once a decision has already been made. ( ③ ) 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. ( ④ ) By contrast, someone who chose from only two or three alternatives rarely constructs such an elaborate fantasy of missed advantages. ( ⑤ ) The paradox, therefore, is that abundance can free people from external constraint while simultaneously trapping them in a private cycle of comparison and regret.