Video summary

2027학년도 모의논술고사 강평영상ㅣ인문계열

Main summary

Key takeaways

Educational

Main ideas and lessons conveyed

  • Purpose of the video: To explain the question types, evaluation criteria, and sample mock essay questions for the 2027 academic year introductory essay exam (Humanities/Social Sciences) at Dankook University, and then summarize the exam’s overall characteristics.

  • Core principle behind the exam design:

    • Keeping predictable question types helps students prepare through school-based learning rather than uncertainty-driven private tutoring.
    • The exam emphasizes structuring thinking (logical frameworks) more than memorization.

Exam structure and question types (Dankook University “introductory essay”)

Overall format (Question system)

  • Total score: 100 points
  • Total length: 1,500 characters
  • Number of questions: 2 questions (two-question system)
    • Question 1: 55 points, about 900 characters
    • Question 2: 45 points, about 750 characters
  • Change over years (fairness rationale):
    • Until 2025: prose-based, about 1,800 characters
    • Starting 2026: simplified into two questions, and the point/length ratio was adjusted to improve fairness and the accuracy of evaluation.

Question 1 (55 points / ~900 characters): 3 sub-topics in one question

Question 1 consists of three tasks

  1. Topic 1 (Question 1-1): Key-point summary

    • 15 points / ~250 characters
    • Task type: Summarize the core arguments from provided passages A and B (may include multiple parts and text types such as literature, nonfiction, explanatory text, news).
    • Instruction examples:
      • “Summarize the key points of each …”
    • Evaluation emphasis: Concise accuracy in key points; no personal opinion/criticism.

  2. Topic 2 (Question 1-2): Thesis application via comparison/explanation

    • 15 points / ~250 characters
    • Task type: Using the summarized arguments, explain the common values pursued by Ga and Na, and compare methods Da and Ra that realize those values.
    • Common framing described:
      • First identify the shared value (example: human rights).
      • Then compare remedies/methods (example: legal civic participation vs. civil disobedience).
    • Instruction examples (described): explain, compare pros/cons, classify, etc.

  3. Topic 3 (Question 1-3): Critical evaluation/application (deeper case analysis)

    • 25 points / ~400 characters
    • Task type: From the perspectives of A and B, identify the problem situation revealed in two works (Ma and Ba) and evaluate how characters respond using C and D.
    • What “evaluation” means here (explicitly clarified):
      • Not just “good/bad.”
      • Must judge using objective criteria and a critical perspective, incorporating perspectives from both sides (A and B).
    • Instruction examples (described): evaluate, propose a plan, suggest an alternative, compare attitudes, etc.

Question 2 (45 points / ~750 characters): 2 arguments/tasks

Task breakdown

  1. Question 2-1 (Argument type 1): Identify problem using concept (with data in tables/figures)

    • 25 points / ~400 characters
    • Task type: Read passage(s) A and B containing texts + tables/graphs/pictures, identify the problem, and explain it using concept C.
    • Key requirement: accurate reading and rational judgment of data.

  2. Question 2-2 (Argument type 2): Explain roles of market participants using data examples

    • 20 points / ~350 characters
    • Task type: Using an imperfect competition problem (common to A and B), describe the roles of market participants (D) and use data in E to provide the case corresponding to one role.
    • Important instruction constraint (described):
      • Multiple roles are listed (3 or 4), and multiple cases are provided in E; you must choose/describe the corresponding one.

Methodology / instruction patterns

For Question 1-1 (Topic 1: summary of core arguments)

  • Read passages A and B (may be multiple parts).
  • Summarize each passage separately focusing on:
    • Core message / key claims
    • Major sentences
    • Remove repetition or less important details
    • Generalize shared themes
  • Write summary output targeting ~250 characters.
  • Do not include personal opinions/criticism; aim for concise accuracy.

For Question 1-2 (Topic 2: values in common + compare methods)

  • Step 1: Identify the common value pursued by A and B (example: human rights).
  • Step 2: State both passages aim toward a society where that value is realized.
  • Step 3: Compare remedies/methods:
    • Da (example: legal civic participation such as filing complaints, petitions, rallies—legal remedies)
    • Ra (example: civil disobedience—non-violent illegal act under strict justification conditions)
  • Step 4: Conclude by comparing legality and conditions:
    • Similar goal (remedying rights violations)
    • Differences in legality and justification conditions

For Question 1-3 (Topic 3: perspectives + evaluation of characters’ actions)

  • Step 1: From perspectives A and B, explain:
    • The problem situation in Ma
    • The problem situation in Ba
  • Step 2: Use C and D (civic participation and civil disobedience criteria) to evaluate:
    • How each character responds
    • Whether the response qualifies as:
      • legitimate civic participation (legal/non-violent civic action)
      • or civil disobedience (non-violent but illegal under strict conditions)
  • Step 3: Write evaluation with similarity/difference structure:
    • Common ground: resistance to unjust power/policy
    • Difference: one uses violence (not meeting civil disobedience conditions), the other uses non-violent resistance that meets conditions
  • Step 4: Ensure evaluation reflects both A and B perspectives and uses the defined objective criteria.

For Question 2-1 (problem identification from A/B using concept C)

  • Analyze data-rich materials (text + tables + graphs + pictures).
  • Identify the underlying problem shown in A and B.
  • Explain using concept C with required terminology, such as:
    • imperfect competition
    • monopoly/oligopoly formation
    • market dominance / price-setting power
    • necessity goods and inelastic demand
    • likelihood of excessive profits
  • Tie the explanation directly to evidence.

For Question 2-2 (describe market participant roles using D, then match cases E)

  • Determine the common problem across A and B (imperfect competition).
  • List/describe roles of market participants (D), such as:
    • government intervention
    • government failure
    • entrepreneurship/innovation
    • corporate social responsibility
  • Use data E to select the case corresponding to one role.
  • Explain the matching logic and connect it to the role concept (e.g., successful vs failed intervention).

Evaluation content & subject scope

  • The assessment includes two integrated subject-type questions related to introductory Social Studies.
  • Content scope is within high school Korean language, Social Studies, and Ethics curriculum (as stated).
  • Specific subjects referenced are to be taken from the provided table (not included here).

Concrete example walkthrough (2027 mock essay questions)

Question 1-1 example (Eleanor Roosevelt + Martin Luther King Jr.)

  • Task: Summarize key points of passages A and B.
  • Core ideas highlighted:
    • Roosevelt’s speech advocating adoption of the Universal Declaration of Human Rights, emphasizing universal standards for peace and welfare and freedom without discrimination.
    • King’s “I Have a Dream” criticizing continued racial discrimination despite foundational promises, and advocating equal recognition of human rights.

Question 1-2 example (human rights remedies: civic participation vs civil disobedience)

  • Common value: human rights
  • Da (civic participation): legal participation such as filing complaints and rallies.
  • Ra (civil disobedience): non-violent illegal resistance against unjust policies, justified only when conditions are met (purpose, non-violent method, last resort, willingness to accept punishment).

Question 1-3 example (characters’ responses evaluated)

  • Ma example situation: forced eviction / housing rights violation; character Jisub uses violent resistance, so it fails civil disobedience conditions.
  • Ba example situation: Malala’s education rights threatened; her non-violent resistance via media interview meets civil disobedience justification conditions.
  • Evaluation structure: Similarities (resistance to unjust power) and differences (violence vs non-violent method + conditions).

Question 2-1 example (market failure: collusion/hoarding and price elasticity)

  • A example: hoarding/monopolistic accumulation by Heo Saeng in a story-like passage (inelastic necessities, monopoly-like control).
  • B example: sugar companies colluding (oligopoly + market dominance) and harm through price increases.
  • C concepts used: imperfect competition → monopoly/oligopoly → price-setting power → inelastic demand for necessities → likely excessive profits.

Question 2-2 example (roles of market participants matched with real cases)

  • D roles (as described):
    1. government intervention (market correction)
    2. government failure (intervention worsens outcomes)
    3. entrepreneurship/innovation (creative destruction leading to monopolistic profits)
    4. corporate social responsibility (profit + social responsibility)
  • E matched cases described:
    • Data 3: mask-related government measures stabilizing prices (intervention success).
    • Data about large supermarket closure policy: fails to revitalize traditional markets → deregulation needed (government failure).
    • Data about an innovative company: creative destruction/innovation → market capture and monopolistic share (entrepreneurship).
    • Data about diaper company: high-share but low-profit/essential product supplied free to fulfill CSR (social responsibility).

Characteristics of the exam (as emphasized at the end)

  • Mostly based on high school textbook passages: students can prepare by following school instruction.
  • Designed to allow preparation without private tutoring: question setting is reviewed by current teachers.
  • Students can practice using:
    • mock essay exams
    • guide answers
    • critique videos
    • essay exam materials
  • CSAT minimum standards not applied (as stated).
  • The essay exam score is the key factor for pass/fail due to limited differences in student life record grades.
  • Strategy emphasized:
    • Identify question types
    • Practice writing repeatedly using consistent thinking structures

Speakers / sources featured

  • Speaker in video: Unnamed instructor/lecturer at Dankook University (spoken throughout; no name provided in subtitles).
  • Referenced historical figures / original text sources:
    • Eleanor Roosevelt
    • Martin Luther King Jr.
    • Malala (I Am Malala)
    • Park Ji-won (Heo Saeng-jeon)
    • “ball shot by those many dwarves” (exact title unclear in subtitles; treated as the source novel in the video)
  • Referenced institutional/policy source:
    • United Nations and the Universal Declaration of Human Rights
    • Korean Fair Trade Commission (as referenced in the economic example)

Original video