The
lecturer argues that a new form of the polygraph through a brain scan is not accurate to distinguish a
lie. This contradicts the reading passage’s claim that a brain scan lie
detector is an effective method to determine who is lying.
The
lecturer talks insists that the brain scan active same as lying. 밑줄 친 부분 내용이 잘 이해되지 않습니다. 주술호응에 맞게 품사 점검해서 다시 서술해주세요. As a result, subjects can avoid false
statements when they are embarrassed. The subjects can hold information and
choose the details to tell even they are it is lies. This casts doubt on the reading
passage’s claim that the true statements are not affected by a subject’s anxiety. 현재 문단에 정리된 내용은 서론에서 이야기한 brain scan과 관련성이 잘 드러나지 않습니다. brain scan을 통한 거짓말탐지기가 어떤 점에서 효과적이라고 주장하는지와, 왜 그것이 옳지 않다고 보는지 반박하는 내용이 명확하게 드러나야 합니다. 다시 한 번 지문 내용을 점검해보시면 좋을 것 같습니다.
The
lecturer describes that the statement that the brain scan is objective is false.
Because eEach brain can function differently. So, it needs a subjective
analysis. 각 뇌가 다르게 기능할 수 있다는 표현이 조금 모호한 것 같아요. 사람마다 다르게 기능한다는 것인지, 뇌의 부분마다 다르게 기능한다는 것인지 정확히 표현되어야 할 것 같습니다. This refutes the reading passage’s claim that the results are
specific parts of the subjects so it could be clear results.
The
lecturer argues that the brain scan is easier to make different results. So,
the subjects can mask their lies and if they have rehearsal for the lies, they
could be honest. 어떤 점에서 속이기가 쉬운지 detail이 더 필요할 것 같아요. This contradicts the reading passage’s claim that the brain
scans are difficult to use tricks. This is because the countermeasures are
ineffective during the test.
Comment :
기본적인 요약문의 틀은 잘 잡아주셨지만, 아직 내용 정리 면에서 두 지문의 입장이나 설명이 충분히 정리되지 않은 것으로 보이는 부분들이 조금 있습니다. 실제 지문을 확인하셔서 reading이 어떤 점을 brain scan lie detector의 이점이라고 주장하는지와, lecture가 그 주장을 어떤 근거로 반박하는지를 한 번 더 체크해보시면 좋을 것 같습니다. 각 지문의 주장과 그를 부연설명하기 위한 핵심 detail들에 초점을 두고 확인해주세요~ 수고 많으셨습니다~!
Integrated Writing Rubrics Score 3/5
A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following :
- Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.
- The response may omit one major key point made in the lecture.
- Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise.
- Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.