예비고1 영어 · 새 독자에게 의미 전이 5문항

A museum asked students to rewrite labels for an exhibition on old navigation tools. The first labels were accurate but so dense that visitors often stopped reading halfway through. Students shortened repeated background details, but one group also removed the condition under which a compass reading could be trusted. The new label became easier to read and less accurate. The group restored the condition in a shorter sentence and moved one historical example to a separate panel. A week later, students tested the revised label with visitors who had not seen the earlier versions. They asked the visitors to explain the tool's limitation in their own words rather than choose an answer from the label. Most could now state both the basic use and the condition. The students kept the first drafts to compare which changes improved clarity and which damaged meaning. Finishing a shorter label was not the end of the task; the revision was complete only when a new reader could recover the necessary idea without additional explanation.

A museum asked students to rewrite labels for an exhibition on old navigation tools. The first labels were accurate but so dense that visitors often stopped reading halfway through. Students shortened repeated background details, but one group also removed the condition under which a compass reading could be trusted. The new label became easier to read and less accurate. The group restored the condition in a shorter sentence and moved one historical example to a separate panel. A week later, students tested the revised label with visitors who had not seen the earlier versions. They asked the visitors to explain the tool's limitation in their own words rather than choose an answer from the label. Most could now state both the basic use and the condition. The students kept the first drafts to compare which changes improved clarity and which damaged meaning. Finishing a shorter label was not the end of the task; the revision was complete only when a new reader could recover the necessary idea without additional explanation.

A museum asked students to rewrite labels for an exhibition on old navigation tools. The first labels were accurate but so dense that visitors often stopped reading halfway through. Students shortened repeated background details, but one group also removed the condition under which a compass reading could be trusted. The new label became easier to read and less accurate. The group restored the condition in a shorter sentence and moved one historical example to a separate panel. A week later, students tested the revised label with visitors who had not seen the earlier versions. They asked the visitors to explain the tool's limitation in their own words rather than choose an answer from the label. Most could now state both the basic use and the condition. The students kept the first drafts to compare which changes improved clarity and which damaged meaning. Finishing a shorter label was not the end of the task; the revision was complete only when a new reader could recover the necessary idea without additional explanation.

A museum asked students to rewrite labels for an exhibition on old navigation tools. The first labels were accurate but so dense that visitors often stopped reading halfway through. Students shortened repeated background details, but one group also removed the condition under which a compass reading could be trusted. The new label became easier to read and less accurate. The group restored the condition in a shorter sentence and moved one historical example to a separate panel. A week later, students tested the revised label with visitors who had not seen the earlier versions. They asked the visitors to explain the tool's limitation in their own words rather than choose an answer from the label. Most could now state both the basic use and the condition. The students kept the first drafts to compare which changes improved clarity and which damaged meaning. Finishing a shorter label was not the end of the task; the revision was complete only when a new reader could recover the necessary idea without additional explanation.

A museum asked students to rewrite labels for an exhibition on old navigation tools. The first labels were accurate but so dense that visitors often stopped reading halfway through. Students shortened repeated background details, but one group also removed the condition under which a compass reading could be trusted. The new label became easier to read and less accurate. The group restored the condition in a shorter sentence and moved one historical example to a separate panel. A week later, students tested the revised label with visitors who had not seen the earlier versions. They asked the visitors to explain the tool's limitation in their own words rather than choose an answer from the label. Most could now state both the basic use and the condition. The students kept the first drafts to compare which changes improved clarity and which damaged meaning. Finishing a shorter label was not the end of the task; the revision was complete only when a new reader could recover the necessary idea without additional explanation.