Two Tasks, One Source: Listening and Writing Combined
In a school-based assessment, a student hears a 90-second announcement twice about a changed excursion: departure moves from 7:30 to 6:50, the meeting point changes from the front gate to the gym, students must bring a signed consent form, and lunch is no longer provided. The student then writes a 120-word Korean message to a classmate who missed the announcement. The marking criteria reward accurate transmission of all four changes and appropriate informal register between peers. The student's draft says: "7시 30분에 정문에서 만나요. 도시락 가져오세요." It conveys none of the changes and uses 해요체, which is appropriate for a peer but conflicts with the factual errors.
1. List the four facts the message must transmit and explain why each is easy to lose in listening.
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The four facts: departure at 6:50 (not 7:30), meeting at the gym (not the front gate), a signed consent form required, and no lunch provided. Each is easy to lose for a different reason. The time change is a substitution, and the new time (6:50) is close in sound to the old (7:30) in fast speech, so listeners may retain the first-heard number. The venue change replaces a familiar default (정문) with an unexpected one (체육관), and the brain tends to fill in the familiar default. The consent form is an added item with no prior slot in the listener's expectations, so it is dropped unless written down. The lunch change is a negation (제공되지 않습니다), and negations are routinely missed. A systematic fix is to note changes as before/after pairs and to record any sentence containing a negative ending, since those carry the highest risk of being inverted.
2. The student kept 해요체. Is that a register error here? Justify with reference to the audience and genre.
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No - 해요체 is appropriate. The addressee is a classmate of equal status, and the genre is an informal peer message, so formal 합쇼체 would sound stiff or sarcastic. The marking issue in this draft is factual, not stylistic: the register is fine, but the content is wrong. Students sometimes over-generalise "formal writing is correct" and switch to 합쇼체 for a friend, which would itself be penalised as misjudged register. The correct principle is that register follows the relationship and the medium, not the assessment context. Within 해요체, the student can still be precise: "6시 50분까지 체육관으로 와 줘" or "도시락은 없으니까 챙겨 와." A strong answer distinguishes the two criteria explicitly - register passes, content fails - rather than treating the whole draft as wrong because one dimension failed.
3. Rewrite the message in under 120 words, transmitting all four facts in peer-appropriate Korean, and note one phrasing choice.
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Model message: "지난 공지 못 들었지? 소풍 내용이 바뀌었어. 출발이 7시 30분에서 6시 50분으로 당겨졌고, 만나는 곳도 정문이 아니라 체육관이야. 그리고 서명 받은 동의서 꼭 가져와야 해. 점심은 원래 제공됐는데 이번에는 안 나오니까 도시락 챙겨 와. 헷갈리지 않게 미리 알려 주는 거야." This is roughly 70 words, within the limit. It transmits all four facts and marks each change as a before/after contrast (에서 … 으로), which makes the substitutions explicit for a reader who never heard the announcement. One phrasing choice worth noting: 점심은 … 안 나오니까 uses a negative to convey the lunch change, matching the announcement's negation; the casual 안 나오니까 fits 해요체 peer register while staying clear. The closing line frames the message as helpful, softening the correction of the classmate's outdated plan.