230 CEFR · 11/27/2015 · Cambridge English: Advanced. is a rigorous and thorough test of English...

Handbook for teachersfor exams from 2016

Cambridge English

Advanced

C1

90

80

100

110

120

130

140

150

160

170

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210

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230

C2

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B2

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A1

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CEFR

Exam content and overview

Paper/timing Test content Test focus

READING AND USE OF ENGLISH1 hr 30 mins

Part 1 A modified cloze test containing eight gaps followed by eight multiple-choice questions.

Candidates are expected to be able to: demonstrate the ability to apply their knowledge and control of the language system by completing a number of tasks at text and sentence level; demonstrate a variety of reading skills including understanding of specific information, text organisation features, implication, tone and text structure.

Part 2 A modified cloze test containing eight gaps.

Part 3 A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.

Part 4 Six separate questions, each with a lead-in sentence and a gapped second sentence to be completed in three to six words, one of which is a given ‘key’ word.

Part 5 A text followed by six 4-option multiple-choice questions.

Part 6 Four short texts, followed by four cross-text multiple-matching questions.

Part 7 A text from which six paragraphs have been removed and placed in jumbled order, together with an additional paragraph, after the text.

Part 8 A text or several short texts, preceded by 10 multiple-matching questions.

WRITING1 hr 30 mins

Part 1 One compulsory question. Candidates are expected to write an essay in response to a proposition to discuss, and accompanying text.

Part 2 Candidates choose one task from a choice of three questions.

Candidates are expected to be able to write non-specialised text types such as a letter, a report, a review or a proposal.

LISTENINGApprox. 40 mins

Part 1 Three short extracts or exchanges between interacting speakers. There are two multiple-choice questions for each extract.

Candidates are expected to be able to show understanding of feeling, attitude, detail, opinion, purpose, agreement and gist.

Part 2 A monologue with a sentence-completion task which has eight items.

Part 3 A text involving interacting speakers, with six multiple-choice questions.

Part 4 Five short, themed monologues, with 10 multiple-matching questions.

SPEAKING15 mins (for pairs)

Part 1 A short conversation between the interlocutor and each candidate (spoken questions).

Candidates are expected to be able to respond to questions and to interact in conversational English.

Part 2 An individual ‘long turn’ for each candidate, followed by a response from the second candidate (visual and written stimuli, with spoken instructions).

Part 3 A two-way conversation between the candidates (written stimuli, with spoken instructions).

Part 4 A discussion on topics related to Part 3 (spoken questions).

1CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS

CONTENTS

Contents

Preface

This handbook is for teachers who are preparing candidates for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE). The introduction gives an overview of the exam and its place within Cambridge English Language Assessment. This is followed by a focus on each paper and includes content, advice on preparation and example papers.

If you need further copies of this handbook, please email [email protected]

About Cambridge English Language Assessment 2The world’s most valuable range of English qualifications 2Key features of Cambridge English exams 2Proven quality 3

Cambridge English: Advanced – an overview 3Exam formats 3Who is the exam for? 3Who recognises the exam? 3What level is the exam? 3

About the exam 4A thorough test of all areas of language ability 4Marks and results 5

Exam support 6Support for teachers 6Support for candidates 6

Reading and Use of English 7General description 7Structure and tasks 7The eight parts of the Reading and Use of English paper 8Preparation 9Sample paper 1 12Answer key to sample paper 1 19Sample paper 2 20Answer key to sample paper 2 27Candidate answer sheet 27

Writing 29General description 29Structure and tasks 29The two parts of the Writing paper 30Preparation 30Sample paper 1 33Assessment of Writing 34Sample scripts with examiner comments 38Sample paper 2 44Sample scripts with examiner comments 45Writing answer sheet 51

Listening 54General description 54Structure and tasks 54The four parts of the Listening paper 55Preparation 55Sample paper 1 58Answer key to sample paper 1 65Sample paper 2 66Answer key to sample paper 2 73Candidate answer sheet 74

Speaking 75General description 75Structure and tasks 75The four parts of the Speaking test 76Preparation 77Sample test 1 79Sample test 2 82Assessment of Speaking 85

Cambridge English: Advanced glossary 90

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2 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS

ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT

About Cambridge English Language Assessment

Cambridge English: Advanced is developed by Cambridge English Language Assessment, part of the University of Cambridge.

We are one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment). More than 8 million Cambridge Assessment exams are taken in over 170 countries around the world every year.

Cambridge International ExaminationsPrepares school students for life, helping them develop an informed curiosity and a lasting passion for learning

Cambridge Assessment: the trading name for the University of Cambridge Local Examinations Syndicate (UCLES)

Cambridge English Language Assessment Provider of the world’s most valuable range of qualifications for learners and teachers of English

OCR: Oxford Cambridge and RSA ExaminationsOne of the UK’s leading providers of qualifications

Departments of the University

Departments (exam boards)

One of the oldest universities in the world and one of the largest in the United Kingdom

Oxford Cambridge and RSA

The world’s most valuable range of English qualificationsCambridge English Language Assessment offers the world’s leading range of qualifications for learners and teachers of English. Over 5 million Cambridge English exams are taken each year in more than 130 countries.

We offer assessments across the full spectrum of language ability – for general communication, for professional and academic purposes, and also for specific business English qualifications. All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR).

To find out more about Cambridge English exams and the CEFR, go to www.cambridgeenglish.org/cefr

Cambridge EnglishA range of exams to meet di�erent needs

C1

C2

B2

B1

A2

A1

C1

C2

B2

B1

A2

A1

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er

Com

mon

Eur

opea

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amew

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efer

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(CEF

R)

Basi

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8

7.5

7

6.5

6

5.55

4.5

4

90

75

60

40

20

Key (KET) for Schools

Starters(YLE Starters)

Movers (YLE Movers)

Flyers(YLE Flyers)

Preliminary(PET) for Schools

First (FCE) for Schools

Key(KET)

Preliminary(PET)

First(FCE)

Advanced(CAE)

BusinessVantage

(BEC)

BusinessPreliminary

(BEC)

BusinessHigher(BEC)

BULATS IELTS

Proficiency(CPE)

9

Key features of Cambridge English examsCambridge English exams:

• are based on realistic tasks and situations so that preparing for their exam gives learners real-life language skills

• accurately and consistently test all four language skills – reading, writing, listening and speaking

• encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible

• are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability.

http://www.cambridgeenglish.org/cefr


CAMBRIDGE ENGLISH: ADVANCED – AN OVERVIEW

Proven qualityOur commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation. Question papers are produced and pretested using rigorous procedures to ensure accuracy and fairness, and the marking and grading of our exams is continuously monitored for consistency. More details can be found in our publication Principles of Good Practice, which can be downloaded free from www.cambridgeenglish.org/principles

Cambridge English: Advanced – an overview

Cambridge English: Advanced was originally introduced in 1991 and is a high-level qualification that is officially recognised by universities, employers and governments around the world. It proves that a candidate has a high level of English for use in academic or professional settings.

Exam formatsCambridge English: Advanced can be taken as either a paper-based or a computer-based exam.

Who is the exam for?Cambridge English: Advanced is typically taken by high achievers who want to show they can:

• follow an academic course at university level• communicate effectively at managerial and professional level• participate with confidence in workplace meetings or academic

tutorials and seminars• carry out complex and challenging research • stand out and differentiate themselves.

Who recognises the exam?• Cambridge English: Advanced is accepted by more than 6,000

organisations, employers and governments around the world as being a reliable, accurate and fair test of English. This includes universities and colleges in the UK, USA, Canada, Australia, Europe and beyond.

• The Australian government’s Department of Immigration and Border Protection (DIBP) has approved Cambridge English: Advanced for a range of visa categories.

• The exam is regulated by Ofqual, the statutory regulatory authority for external qualifications in England and its counterpartsin Wales and Northern Ireland.

• The UK’s Universities and Colleges Admissions Service (UCAS) awards candidates with grade A in Cambridge English: Advanced 70 UCAS Tariff points towards their application to UK universities and higher education institutions. www.cambridgeenglish.org/ucas-points

For more information about recognition go to www.cambridgeenglish.org/recognition

What level is the exam?Cambridge English: Advanced is targeted at Level C1 on the CEFR.

Achieving a certificate at this level proves that a candidate has reached a very advanced level of English required in demanding academic and professional settings.

http://www.cambridgeenglish.org/principles

http://www.cambridgeenglish.org/ucas-points

http://www.cambridgeenglish.org/recognition


ABOUT THE EXAM

About the exam

Cambridge English: Advanced is a rigorous and thorough test of English at Level C1. It covers all four language skills – reading, writing, listening and speaking – and includes a fifth element focusing on the candidate’s understanding of the structure of the language.

A thorough test of all areas of language abilityThere are four papers: Reading and Use of English, Writing, Listening and Speaking. The overall performance is calculated by averaging the scores achieved in Reading, Writing, Listening, Speaking and Use of English. The weighting of each of the four skills and Use of English is equal.

Detailed information on each test paper is provided later in this handbook, but the overall focus of each test is as follows:

Reading and Use of English: 1 hour 30 minutes

Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines.

Writing: 1 hour 30 minutes

Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a choice of three tasks in Part 2.

Listening: 40 minutes (approximately)

Candidates need to show they can understand the meaning of a range of spoken material, including lectures, radio broadcasts, speeches and talks.

Speaking: 15 minutes

Candidates take the Speaking test with another candidate or in a group of three, and are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves.

Each of the four test components contributes to a profile which defines the candidates’ overall communicative language ability at this level.

What can candidates do at Level C1?

The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English Language Assessment, as one of the founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills.

Typical abilities

Reading and Writing Listening and Speaking

Overall general ability

CAN read quickly enough to cope with an academic course, and CAN take reasonably accurate notes in meetings or write a piece of work which shows an ability to communicate.

CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions.

Social & Tourist

CAN understand complex opinions/arguments as expressed in serious newspapers.

CAN write most letters they are likely to be asked to do; such errors as occur will not prevent understanding of the message.

CAN pick up nuances of meaning/opinion.

CAN keep up conversations of a casual nature for an extended period of time and discuss abstract/cultural topics with a good degree of fluency and range of expression.

Work CAN understand the general meaning of more complex articles without serious misunderstanding.

CAN, given enough time, write a report that communicates the desired message.

CAN follow discussion and argument with only occasional need for clarification, employing good compensation strategies to overcome inadequacies.

CAN deal with unpredictable questions.

Study CAN scan texts for relevant information, and grasp main topic of text.

CAN write a piece of work whose message can be followed throughout.

CAN follow up questions by probing for more detail.

CAN make critical remarks/express disagreement without causing offence.


ABOUT THE EXAM

Certificates

The certificate shows the candidate’s:

• score on the Cambridge English Scale for each of the four skills and Use of English

• overall score on the Cambridge English Scale• grade• level on the CEFR• level on the UK National Qualifications Framework (NQF).

Cambridge English Level 2 Certificate in ESOL International*

This is to certify that

AN EXAMPLE

has been awarded

Grade B

in the

Certificate in Advanced English

Council of Europe Level C1

Date of Examination NOVEMBER (CAE1) 2015Place of Entry CAMBRIDGEReference Number 15BGB9615003Accreditation Number 500/2598/3

*This level refers to the UK National Qualifications Framework

Date of issue 27/11/15

Certificate number 0042349350

Saul NasséChief Executive

Overall Score 195Reading 203Use of English 186Writing 195Listening 194Speaking 196

Special circumstances

Cambridge English exams are designed to be fair to all test takers. For more information about special circumstances, go to www.cambridgeenglish.org/help

Marks and resultsCambridge English: Advanced gives detailed, meaningful results.

All candidates receive a Statement of Results. Candidates whose performance ranges between CEFR Levels B2 and C2 (Cambridge English Scale scores of 160–210) also receive a certificate.

Grade A: Cambridge English Scale scores of 200–210

Candidates sometimes show ability beyond Level C1. If a candidate achieves a grade A in their exam, they will receive the Certificate in Advanced English stating that they demonstrated ability at Level C2.

Grade B or C: Cambridge English Scale scores of 180–199

If a candidate achieves grade B or C in their exam, they will be awarded the Certificate in Advanced English at Level C1.

CEFR Level B2: Cambridge English Scale scores of 160–179

If a candidate’s performance is below Level C1, but falls within Level B2, they will receive a Cambridge English certificate stating that they demonstrated ability at Level B2.

Statements of Results

The Statement of Results shows the candidate’s:

• Score on the Cambridge English Scale for their performance in each of the four skills (reading, writing, listening and speaking) and Use of English.

• Score on the Cambridge English Scale for their overall performance in the exam. This overall score is the average of the separate scores given for each of the four skills and Use of English.

• Grade. This is based on the candidate’s overall score.

• Level on the CEFR. This is also based on the overall score.

http://www.cambridgeenglish.org/help


Exam support

Official Cambridge English exam preparation materials

To support teachers and help learners prepare for their exams, Cambridge English Language Assessment and Cambridge University Press have developed a range of official support materials including coursebooks and practice tests. These official materials are available in both print and digital formats.

www.cambridgeenglish.org/exam-preparation

Support for teachersThe Teaching English section of our website provides user-friendly, free resources for all teachers preparing students for our exams. It includes:

General information – handbooks for teachers, sample papers.

Detailed exam information – format, timing, number of questions, task types, mark scheme of each paper.

Advice for teachers – developing students’ skills and preparing them for the exam.

Downloadable lessons – a lesson for every part of every paper.

Teaching qualifications – a comprehensive range of qualifications for new teachers and career development for more experienced teachers.

Seminars and webinars – a wide range of exam-specific seminars and live and recorded webinars for both new and experienced teachers.

Teacher development – resources to support teachers in their Continuing Professional Development.

www.cambridgeenglish.org/teaching-english

Support for candidatesWe provide learners with a wealth of exam resources and preparation materials throughout our website, including exam advice, sample papers, candidate guides, games and online learning resources. www.cambridgeenglish.org/learning-english

Facebook

Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners. www.facebook.com/CambridgeCAE

Registering candidates for an exam

Exam entries must be made through an authorised Cambridge English examination centre.

Centre staff have all the latest information about our exams, and can provide you with:

• details of entry procedures• copies of the exam regulations• exam dates• current fees• more information about Cambridge English: Advanced and other

Cambridge English exams.

We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, integrity, security and customer service. Find your nearest centre at www.cambridgeenglish.org/centresearch

Further information

If your local authorised exam centre is unable to answer your question, please contact our helpdesk: www.cambridgeenglish.org/help

EXAM SUPPORT

http://www.cambridgeenglish.org/exam-preparation

http://www.cambridgeenglish.org/teaching-english

http://www.cambridgeenglish.org/learning-english

http://www.facebook.com/CambridgeCAE

http://www.cambridgeenglish.org/centresearch

http://www.cambridgeenglish.org/help


Structure and tasks (cont.)PART 4TASK TYPE Key word transformationFOCUS Grammar, vocabulary, collocationFORMAT Six separate items, each with a lead-in sentence

and a gapped second sentence to be completed in three to six words, one of which is a given ‘key’ word.

NO. OF QS 6

PART 5TASK TYPE Multiple choiceFOCUS Detail, opinion, attitude, tone, purpose, main

idea, implication, text organisation features (exemplification, comparison, reference).

FORMAT A text followed by 4-option multiple-choice questions.

NO. OF QS 6

PART 6TASK TYPE Cross-text multiple matchingFOCUS Understanding of opinion and attitude;

comparing and contrasting of opinions and attitudes across texts.

FORMAT Four short texts, followed by multiple-matching questions. Candidates must read across texts to match a prompt to elements in the texts.

NO. OF QS 4

PART 7TASK TYPE Gapped textFOCUS Cohesion, coherence, text structure, global

meaning.FORMAT A text from which paragraphs have been

removed and placed in jumbled order after the text. Candidates must decide from where in the text the paragraphs have been removed.

NO. OF QS 6

PART 8TASK TYPE Multiple matchingFOCUS Detail, opinion, attitude, specific information.FORMAT A text or several short texts, preceded by

multiple-matching questions. Candidates must match a prompt to elements in the text.

NO. OF QS 10

General descriptionPAPER FORMAT The paper contains eight parts. For

Parts 1 to 4, the test contains texts with accompanying grammar and vocabulary tasks, and separate items with a grammar and vocabulary focus. For Parts 5 to 8, the test contains a range of texts and accompanying reading comprehension tasks.

TIMING 1 hour 30 minutesNO. OF PARTS 8NO. OF QUESTIONS 56TASK TYPES Multiple-choice cloze, open

cloze, word formation, key word transformation, multiple choice, cross-text multiple matching, gapped text, multiple matching.

WORD COUNT 3,000–3,500MARKS For Parts 1–3, each correct answer

receives 1 mark. For Part 4, each correct answer receives up to 2 marks. For Parts 5–7, each correct answer receives 2 marks. For Part 8, each correct answer receives 1 mark.

Structure and tasksPART 1TASK TYPE Multiple-choice clozeFOCUS Vocabulary, e.g. idioms, collocations, fixed

phrases, complementation, phrasal verbs, semantic precision.

FORMAT A modified cloze containing eight gaps followed by eight 4-option multiple-choice items.

NO. OF QS 8

PART 2TASK TYPE Open clozeFOCUS Awareness and control of grammar with some

focus on vocabulary.FORMAT A modified cloze containing eight gaps.NO. OF QS 8

PART 3TASK TYPE Word formationFOCUS Vocabulary, in particular the use of affixation,

internal changes and compounding in word formation.

FORMAT A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.

NO. OF QS 8

Reading and Use of English


READING AND USE OF ENGLISH

The eight parts of the Reading and Use of English paper

PART 1 Multiple-choice clozeIn this part, there is an emphasis on vocabulary and grammar.

�� Sample task and answer key: pages 12 and 19.

� Each correct answer in Part 1 receives 1 mark.

Part 1 consists of a text in which there are eight gaps (plus one gap as an example). Each gap represents a missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding to a gap. Candidates have to choose which one of the four words or phrases in the set fills the gap correctly.

Candidates are required to draw on their lexical knowledge and understanding of the text in order to fill the gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test meaning at sentence level or beyond, with more processing of the text required. A lexico-grammatical element may be involved, such as when candidates have to choose the option which fits correctly with a following preposition or verb form.

PART 2 Open clozeIn this part, there is an emphasis on grammar and vocabulary.



Part 2 consists of a text in which there are eight gaps (plus one gap as an example). Candidates are required to draw on their knowledge of the structure of the language and understanding of the text in order to fill the gaps. In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly.

The focus of the gapped words is either grammatical, such as articles, auxiliaries, prepositions, pronouns, verb tenses and forms; or lexico-grammatical, such as phrasal verbs, linkers and words within fixed phrases. The answer will always be a single word. In some cases, there may be more than one possible answer and this is allowed for in the mark scheme.

The absence or misuse of punctuation is ignored, although spelling, as in all parts of the Use of English component, must be correct.

PART 3 Word formationIn this part, there is an emphasis on vocabulary.



Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap.

The focus of this task is primarily lexical, though an understanding of structure is also required. It tests the candidates’ knowledge of

how prefixes, suffixes, internal changes and compounds are used in forming words. Candidates may be required to demonstrate understanding of the text beyond sentence level.

PART 4 Key word transformationIn this part, there is an emphasis on grammar and vocabulary.


� Each answer in Part 4 receives 0, 1 or 2 marks.

Part 4 consists of six questions (plus an example). Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be filled with between three and six words, one of which must be the key word. They key word must not be changed in any way.

In this part of the paper the focus is both lexical and grammatical and a range of structures is tested. The ability to express a message in a different way shows flexibility and resource in the use of language.

The mark scheme splits the answers into two parts and candidates gain one mark for each part which is correct.

PART 5 Multiple choiceIn this part, there is an emphasis on the understanding of a long text, including detail, opinion, tone, purpose, main idea, implication, attitude, and also text organisation features such as exemplification, comparison and reference.


� Each correct answer in Part 5 receives 2 marks.

Part 5 consists of one long text, drawn from a variety of sources which include fiction. The text is followed by six 4-option multiple-choice questions which are presented in the same order as the information in the text so that candidates can follow the development of the text.

This task tests detailed understanding, including opinions and attitudes expressed; the ability to distinguish between, for example, apparently similar viewpoints, outcomes or reasons. Candidates should be able to deduce meaning from context and interpret the text for inference and style. They should also be able to understand text organisation features such as exemplification, comparison and reference, including lexical reference. The final question may depend on interpretation of the text as a whole, e.g. the writer’s purpose, attitude or opinion.

PART 6 Cross-text multiple matchingIn this part, there is an emphasis on identifying opinions and attitudes expressed across texts.



Part 6 consists of four short texts, on a related theme, followed by multiple-matching prompts. In total, there are four questions.



Candidates must read across texts to match a prompt to elements in the texts. The prompts require candidates to read across the four texts to understand the opinions and attitudes expressed in order to identify agreement and disagreement between the writers. The items only provide information on the subject of the opinion, not the opinion itself: this is for the candidate to identify. Candidates may need to identify an opinion expressed in one of the texts and then identify which other text shares or contradicts this opinion, or they may need to identify which text differs from the other three in terms of an expressed opinion.

PART 7 Gapped textIn this part, there is an emphasis on understanding how texts are structured and the ability to follow text development.



Part 7 consists of one long gapped text from which six paragraphs of equal length have been removed and placed in jumbled order after the text, together with a seventh paragraph which does not fit in any of the gaps. The text is usually from a non-fiction source (including journalism). This part tests comprehension of text structure, cohesion, coherence, and global meaning.

Candidates are required to decide from where in the text each paragraph has been removed. Each paragraph may be used only once, and there is one paragraph that candidates do not need to use.

Candidates need to read the gapped text first in order to gain an overall idea of the structure and the meaning of the text, and to notice carefully the information and ideas before and after each gap as well as throughout the whole of the gapped text. They should then decide which paragraphs fit the gaps, remembering that each letter may only be used once and that there is one paragraph which they will not need to use.

PART 8 Multiple matchingIn this part, there is an emphasis on locating specific information, detail, opinion and attitude in a text or a group of short texts.



Part 8 consists of one or two sets of questions followed by a single page of text: the text may be continuous, or divided into sections, or consist of a group of short texts. In total, there are 10 questions and four to six options.

Candidates are required to match the questions with the relevant information from the text. To do this, they need to understand detail, attitude or opinion in the question, and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar, but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question.

In addition to the use of letters, e.g. A–F, the range of possible answers may be presented in the form of a list of, for example, names or people or places, titles of books or films or types of occupation.

Preparation

General• The texts in Parts 1, 2, 3, 5, 6, 7 and 8 all have titles. Encourage

your students to pay attention to each title as it will indicate the main theme of the text.

• Encourage your students to read through each text (Parts 1, 2 and 3) carefully before beginning to answer the questions so that they have a clear idea of what it is about.

• In Parts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark. If they want to change an answer, they should rub it out.

• All parts of the paper have detailed instructions and the Use of English component also has completed examples. These should be studied carefully so that your students know what kind of answers they are expected to give and how they should show them on the answer sheet.

• Your students should be encouraged to read extensively so that they build up a wide vocabulary and become familiar with the many uses of different structures. This should enable them to deal with a range of lexical items and grammatical structures in a variety of text types.

• Your students should read as widely as possible both in class and at home. This will enable them to become familiar with a wide range of language. In class encourage your students to interact fully with each text by focusing on pre-reading questions. This will help train them in prediction techniques.

• It is helpful to introduce a programme of reading at home. As part of the weekly homework assignments, an idea might be to introduce a reading scheme which involves the students in providing verbal or written reviews on the texts they have read. These could include: unabridged short stories or novels, newspaper and magazine articles, non-fiction, etc. Where possible, your students should be encouraged to follow up on their hobbies and interests by reading magazines or looking on the internet for articles in English about sport, computers, fashion, etc. Research in these areas could also lead to a series of short class talks or articles for a class project. A class or school magazine may also encourage interest in reading.

• It is important to make sure your students are familiar with the format of the Reading component. It will be helpful to spend time going through sample papers. The Reading component has a standard structure and format so that students will know what to expect in each part of the paper.

• When studying for the paper, it will be useful for your students to refer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books (by, for example, guessing the meaning of unknown words from the context) as they are not permitted to take dictionaries into the exam with them. They should be encouraged to read a text without thinking that they need to understand every word. Students often spend time worrying about the text at word level rather than trying to get a more global view of what it is about.



tempting, but only one will be semantically and grammatically correct in that particular context.

PART 2

• Any preparation task which promotes grammatical accuracy is useful, especially those which focus on verb forms and the use of auxiliary and modal verbs, pronouns, prepositions, conjunctions, modifiers and determiners.

• Remind your students that only one word is required for each answer. Answers of more than one word will not earn the mark.

• Some gaps in this part can be filled by referring just to the immediate phrase or sentence, but others will require understanding of the paragraph or whole text.

PART 3

• Preparation tasks which promote familiarity with the principles of word formation (use of prefixes, suffixes, internal changes, compounding) will be helpful.

• Remind your students that they need to understand the context of each gap in the text to decide which class of word (noun, verb, adjective or adverb) is required.

• Sometimes a plural form or a specific part of a verb will be required.

• Sometimes a negative prefix will be required. There is usually at least one word requiring a negative prefix in each Part 3 task, so advise your students to look out for these.

PART 4

• Transformation tasks which increase awareness of expressions with parallel or synonymous meanings, and develop flexibility in the use of language, are good preparation for this part.

• Remind your students that the key word MUST be used in each answer and that the key word may NOT be changed in any way.

• Also remind your students that their answer must NOT exceed six words. Contractions count as two words.

PART 5

• Your students should familiarise themselves with a wide range of sources, registers, topics and lexical fields. Preparation should include practice in reading a text quickly for a first overall impression, followed by close reading of the text in order to prevent any misunderstanding.

• Your students should read each question and underline the part of the text which answers the question. They should then look at the options and decide which one is the closest in answering the question. Students often make the mistake of only briefly referring to the text when answering a question, and just choose an answer which sounds plausible or reflects their own ideas. It is often useful to ask each student to justify their answer to the rest of the class.

• Ask your students to check the questions which take the form of incomplete sentences very carefully; the whole sentence has to match what is written in the text and not just the phrase in option A, B, C or D.

Focus your students’ attention on understanding the overall function and message of texts or sections of texts.

• Your students need to read the instructions, title and sub-title of each reading text carefully. This is meant to give them an idea of what to expect from the text; it will tell them where the pieces come from and/or what the text is about. If there is a visual, it is usually included to help with a reference in the text that the students may not be familiar with, for example, a photo of a certain animal or place.

• Students should develop an efficient personal system for recording the new vocabulary they learn. They should record as much detail as possible, including information about complementation and collocations of the words learned.

• Encourage your students to plan their time carefully and not to spend too long on any one part of the test. They should try to make sure that they have a few minutes at the end of the test to check through their answers. They can do the various parts of the test in any order, but it may be better to do them in the order of the question paper so as to avoid the possibility of putting answers in the wrong sections of the answer sheet.

• It is important that your students are familiar with the instructions on the front page of the question paper, and for each part of the test. Your students should also be familiar with the technique of indicating their answers on the separate answer sheet so that they can do this quickly and accurately. Students need to be shown how to do this and have practice doing this in a timed exercise. They must record their answers on the answer sheet. When writing their answers on the answer sheet, they must be careful to make sure that they put the answer by the appropriate question number. This is especially important if they leave some questions unanswered. They must also be sure to write in capital letters in Parts 2, 3 and 4.

• When your students are familiar with the different task types, it is a good idea to discuss which part(s) take them longer to complete. Following this discussion you can suggest possible timings for each task. Your students need to be reminded that Parts 4, 5, 6 and 7 are allocated 2 marks per question, while Parts 1, 2, 3 and 8 are allocated 1 mark per question. Students at Cambridge English: Advanced level need to process large quantities of text in a defined time-scale and therefore need practice in planning their time carefully.

• Remind your students to check the spelling of their answers as incorrect spelling will lose them marks.

• Remind your students that handwriting should be clear so that it can be read easily by the markers.

By part

PART 1

• When studying vocabulary in preparation for the paper, your students should pay attention to collocation, the different shades of meaning within sets of similar words, and complementation (e.g. whether words are followed by a certain preposition, or by a gerund or an infinitive, etc.).

• Advise your students to consider all the options carefully before deciding on an answer. Some of the options may be very



• You should alert your students to the dangers of approaching the gapped-text task as an exercise requiring them merely to identify extracts from the text and sections in the text containing the same words, including names and dates. The task is designed to test understanding of the development of ideas, opinion and events rather than the recognition of individual words.

PART 8

• Your students will need practice in skimming and scanning texts in order to prepare for the multiple-matching task. They should practise scanning texts for the particular information required and not feel that they must read every word in the text. It is also important that they have enough practice in timing their reading.

• Remind your students that the questions for the multiple-matching task are printed before the text so that the candidates know what to look for in the text.

• Draw your students’ attention to the particular wording of questions, since these are intended to lead the reader to specific information, and to disregard irrelevant information. It can be helpful for students to underline key words in the questions as this helps when trying to find the information in the text which provides the answers.

• Sometimes a question may consist of two parts, for example: a writer’s surprise at being confronted by a difficult situation. Students may find evidence of a difficult situation in a section of the text but fail to realise that it may be the wrong section as no surprise is expressed in that part. It is important that your students understand that they need to find a paraphrase of the whole question, not just one part.

• Discourage your students from selecting an answer solely on the basis of matching a word in the question with a word in the text, since careful reading of a particular part of the text is required to ensure an accurate match in terms of meaning.

• Give your students plenty of opportunity to read articles and reviews where different people discuss work, books, hobbies, etc. Ask your students to prepare their own questions, perhaps as a homework exercise to be used later in class. This will help them gain a better understanding of how the test is constructed and will also give them some insight into what clues they need to look for when doing this part.

• Make sure that your students read texts in which opinion, attitudes and feelings are expressed, e.g. interviews with famous people talking about how they began their careers and what made them successful, or short stories about how characters feel about the situation they find themselves in. Activities which focus on recognising and evaluating attitude and opinion and which enhance your students’ abilities to infer underlying meaning will also be helpful.

• Your students should be given practice in text organisation features. For example, there may be a question which tests the ability to differentiate between a main idea and an example, or one which asks the students to connect an abstract argument with a concrete illustration. Items may test comparison and contrast, both literal and metaphorical or the understanding of cohesive devices and structures.

• It is important that your students avoid just matching words in the text with words in the question or option.

PART 6

• Your students should familiarise themselves with texts which give different views on a related theme – such as different reviews of the same book or four experts giving their opinion on a subject.

• The texts will have an academic flavour without presuming in-depth subject-specific knowledge, so practice in dealing with both the complexity of vocabulary and the structures, such as noun phrases, commonly found in academic texts, will be useful.

• Students should be encouraged to read the texts first of all to determine the general attitude of each writer to the subject under discussion. Underlining the part or parts of a text which give an opinion or attitude and then identifying whether this is negative or positive is helpful.

• Your students should then look at each question and underline the key words. If a question is asking for ‘a similar or different opinion to’ for example, writer C, on a subject, they should underline what aspect of C’s opinion is being tested and then identify and underline that opinion in C. The task will then involve looking at all the other writers and identifying the similar or different opinion.

PART 7

• Your students should be encouraged to read the text as a whole, and not to focus on each gap separately. They need to understand that getting an idea of the structure and understanding that development of the theme of the text are both important prerequisites to doing the task. Students frequently make the wrong choices by selecting an option which fits the text before the gap, and neglecting to check that the text after the gap follows on smoothly.

• Sometimes your students will need to choose carefully between two paragraphs as possible answers and will need practice in making decisions about which is the most logical paragraph to fill the particular gap. Give your students plenty of practice in recognising a wide range of linguistic devices which mark the logical and cohesive development of a text, e.g. words and phrases indicating time, cause and effect, contrasting arguments, paraphrasing of vocabulary, use of pronouns, repetition and the use of verb tenses.


EXAM | LEVEL | PAPER SAMPLE PAPERREADING AND USE OF ENGLISH | SAMPLE PAPER 1

READING AND USE OF ENGLISH | SAMPLE PAPER 1

1 A

ca

tch

B

win

C

ac

hiev

e D

re

ceiv

e

2 A

pe

rcep

tion

B

awar

enes

s C

in

sigh

t D

vi

sion

3 A

O

ppos

ite

B

Opp

osed

C

C

ontra

ry

D

Con

tradi

ctor

y

4 A

ca

re

B

both

er

C

desi

re

D

hope

5 A

co

nclu

des

B

disp

utes

C

re

ason

s D

ar

gues

6 A

m

isgu

ided

B

m

isle

d C

m

isdi

rect

ed

D

mis

info

rmed

7 A

er

ror

B

doub

t C

ill

usio

n D

im

pres

sion

8 A

ex

pand

B

sp

read

C

w

iden

D

ex

tend

Part

1

For q

uest

ions

1 –

8, r

ead

the

text

bel

ow a

nd d

ecid

e w

hich

ans

wer

(A, B

, C o

r D) b

est f

its e

ach

gap.

Th

ere

is a

n ex

ampl

e at

the

begi

nnin

g (0

).

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

.

Exam

ple:

0 A

st

raig

ht

B

com

mon

C

ev

eryd

ay

D

conv

entio

nal

0 A

B

C

D

Stud

ying

bla

ck b

ears

Afte

r ye

ars

stud

ying

Nor

th A

mer

ica’

s bl

ack

bear

s in

the

(0)

……

.. w

ay,

wild

life

biol

ogis

t Lu

ke

Rob

erts

on f

elt

no c

lose

r to

und

erst

andi

ng t

he c

reat

ures

. H

e re

alis

ed t

hat

he h

ad t

o (1

) ……

.. th

eir

trust

. A

band

onin

g sc

ient

ific

deta

chm

ent,

he t

ook

the

darin

g st

ep o

f fo

rmin

g re

latio

nshi

ps w

ith t

he

anim

als,

brin

ging

them

food

to g

ain

thei

r acc

epta

nce.

The

(2) …

…..

this

has

giv

en h

im in

to t

heir

beha

viou

r ha

s al

low

ed h

im t

o di

spel

cer

tain

myt

hs a

bout

bear

s.

(3) …

…..

to p

opul

ar b

elie

f, he

con

tend

s th

at b

ears

do

not

(4) …

…..

as m

uch

for

fruit

as

prev

ious

ly s

uppo

sed.

H

e al

so (

5) …

…..

clai

ms

that

they

are

fero

ciou

s.

He

says

that

peo

ple

shou

ld

not b

e (6

) ……

.. by

beh

avio

ur s

uch

as s

wat

ting

paw

s on

the

grou

nd, a

s th

is is

a d

efen

sive

, rat

her t

han

an a

ggre

ssiv

e, a

ct.

How

ever

, Rob

erts

on is

no

sent

imen

talis

t. A

fter

devo

ting

year

s of

his

life

to th

e be

ars,

he

is u

nder

no

(7) …

…..

abou

t the

ir fe

elin

gs fo

r him

. It

is c

lear

that

thei

r int

eres

t in

him

doe

s no

t (8)

……

.. be

yond

the

food

he

brin

gs.


EXAM | LEVEL | PAPER SAMPLE PAPER



Part

3

For q

uest

ions

17

– 24

, rea

d th

e te

xt b

elow

. U

se th

e w

ord

give

n in

cap

itals

at t

he e

nd o

f som

e of

the

lines

to fo

rm a

wor

d th

at fi

ts in

the

gap

in th

e sa

me

line.

The

re is

an

exam

ple

at th

e be

ginn

ing

(0).

Writ

e yo

ur a

nsw

ers

IN C

API

TAL

LETT

ERS

on th

e se

para

te a

nsw

er s

heet

.

Exam

ple:

0

P R

OF

E S

SI

ON

AL

Trai

ning

spo

rts

cham

pion

s

Wha

t ar

e th

e ab

ilitie

s th

at a

(0)

……

.. sp

orts

per

son

need

s? T

o

guar

ante

e th

at o

ppon

ents

can

be

(17)

……

.. ,

spee

d, s

tam

ina

and

agili

ty a

re e

ssen

tial,

not t

o m

entio

n ou

tsta

ndin

g na

tura

l tal

ent.

Bot

h a

rigor

ous

and

com

preh

ensi

ve (

18) …

…..

regi

me

and

a hi

ghly

nut

ritio

us

diet

are

vita

l for

top-

leve

l per

form

ance

. It

is c

arbo

hydr

ates

, rat

her t

han

prot

eins

and

fat,

that

pro

vide

ath

lete

s w

ith th

e (1

9) …

…..

they

nee

d to

com

pete

. T

his

mea

ns t

hat

past

a is

mor

e (2

0) …

…..

than

egg

s or

mea

t. S

uch

a di

et e

nabl

es t

hem

to

mov

e ve

ry e

nerg

etic

ally

whe

n

requ

ired.

Fa

ilure

to fo

llow

a s

ensi

ble

diet

can

res

ult i

n th

e (2

1) …

…..

to m

aint

ain

stam

ina.

Reg

ular

trai

ning

to in

crea

se m

uscu

lar (

22) …

…..

is a

lso

a vi

tal p

art o

f a

prof

essi

onal

’s r

egim

e, a

nd t

his

is (

23) …

…..

done

by

exer

cisi

ng w

ith

wei

ghts

. S

ports

peo

ple

are

pron

e to

inju

ry b

ut a

qua

lity

train

ing

regi

me

can

ensu

re th

at th

e (2

4) …

…..

of th

ese

can

be m

inim

ised

.

PR

OFE

SSIO

N

CO

ME

FIT

END

UR

E

BEN

EFIT

AB

LE

STR

ON

G

TYPE

SEVE

RE

Part

2

For

ques

tions

9 –

16,

rea

d th

e te

xt b

elow

and

thin

k of

the

wor

d w

hich

bes

t fits

eac

h ga

p.

Use

onl

y on

e w

ord

in e

ach

gap.

The

re is

an

exam

ple

at th

e be

ginn

ing

(0).

Writ

e yo

ur a

nsw

ers

IN C

API

TAL

LETT

ERS

on th

e se

para

te a

nsw

er s

heet

.

Exam

ple:

0

I S

The

orig

in o

f lan

guag

e

The

truth

(0) …

…..

nobo

dy r

eally

kno

ws

how

lang

uage

firs

t beg

an.

Did

we

all s

tart

talk

ing

at a

roun

d

the

sam

e tim

e (9

) ……

.. of

the

man

ner i

n w

hich

our

bra

ins

had

begu

n to

dev

elop

?

Alth

ough

the

re i

s a

lack

of

clea

r ev

iden

ce,

peop

le h

ave

com

e up

with

var

ious

the

orie

s ab

out

the

orig

ins

of la

ngua

ge.

One

rec

ent t

heor

y is

that

hum

an b

eing

s ha

ve e

volv

ed in

(10

) ……

.. a

way

that

we

are

prog

ram

med

for

lang

uage

fro

m t

he m

omen

t of

birt

h.

In (

11) …

…..

wor

ds,

lang

uage

cam

e

abou

t as

a re

sult

of a

n ev

olut

iona

ry c

hang

e in

our

bra

ins

at s

ome

stag

e.

Lang

uage

(12

) ……

.. w

ell

be p

rogr

amm

ed i

nto

the

brai

n bu

t, (1

3) …

…..

this

, pe

ople

stil

l ne

ed

stim

ulus

from

oth

ers

arou

nd th

em.

From

stu

dies

, we

know

that

(14)

……

.. ch

ildre

n ar

e is

olat

ed fr

om

hum

an c

onta

ct a

nd h

ave

not l

earn

t to

cons

truct

sen

tenc

es b

efor

e th

ey a

re te

n, it

is d

oubt

ful t

hey

will

ever

do

so.

This

res

earc

h sh

ows,

if (1

5) …

…..

else

, tha

t lan

guag

e is

a s

ocia

l act

ivity

, not

som

ethi

ng

inve

nted

(16)

……

.. is

olat

ion.




28

I’m d

isap

poin

ted

with

the

Fish

ers’

new

alb

um w

hen

I com

pare

it to

thei

r pre

viou

s on

e.

C

OM

PAR

ISO

N

I thi

nk th

e Fi

sher

s’ n

ew a

lbum

is …

……

……

……

……

……

…...

. the

ir pr

evio

us o

ne.

29

Ann

a go

t the

job

even

thou

gh s

he d

idn’

t hav

e m

uch

expe

rienc

e in

pub

lic re

latio

ns.

SP

ITE

Ann

a go

t the

job

……

……

……

……

……

……

.... o

f exp

erie

nce

in p

ublic

rela

tions

.

30

‘I m

ust w

arn

you

how

dan

gero

us it

is to

cyc

le a

t nig

ht w

ithou

t any

ligh

ts,’

said

the

polic

e of

fice r

to M

ax.

D

AN

GER

S

Max

rece

ived

a …

……

……

……

……

……

…...

. at n

ight

with

out a

ny li

ghts

from

the

polic

e of

ficer

.

Part

4

For

ques

tions

25

– 30

, co

mpl

ete

the

seco

nd s

ente

nce

so t

hat

it ha

s a

sim

ilar

mea

ning

to

the

first

se

nten

ce, u

sing

the

wor

d gi

ven.

Do

not c

hang

e th

e w

ord

give

n. Y

ou m

ust u

se b

etw

een

thre

e an

d si

x w

ords

, inc

ludi

ng th

e w

ord

give

n. H

ere

is a

n ex

ampl

e (0

).

Exam

ple:

0 Ja

mes

wou

ld o

nly

spea

k to

the

head

of d

epar

tmen

t alo

ne.

O

N

Jam

es …

……

……

……

……

……

……

to th

e he

ad o

f dep

artm

ent a

lone

.

The

gap

can

be fi

lled

with

the

wor

ds ‘i

nsis

ted

on s

peak

ing’

, so

you

writ

e:

Exam

ple:

0

INS

ISTE

D ON

SPE

AKI

NG

Writ

e on

ly th

e m

issi

ng w

ords

IN C

API

TAL

LETT

ERS

on th

e se

para

te a

nsw

er s

heet

.

25

My

brot

her n

ow e

arns

far l

ess

than

he

did

whe

n he

was

you

nger

.

N

EAR

LY

My

brot

her …

……

……

……

……

……

……

. muc

h no

w a

s he

did

whe

n he

was

you

nger

.

26

They

are

dem

olis

hing

the

old

bus

stat

ion

and

repl

acin

g it

with

a n

ew o

ne.

PU

LLED

The

old

bus

stat

ion

is …

……

……

……

……

……

……

. with

a n

ew o

ne.

27

The

num

ber o

f stu

dent

s no

w a

t uni

vers

ity h

as re

ache

d an

all-

time

high

, app

aren

tly.

TH

E

The

num

ber o

f stu

dent

s no

w a

t uni

vers

ity is

……

……

……

……

……

……

…. b

een,

app

aren

tly.





31

Wha

t pro

blem

rega

rdin

g co

lour

doe

s th

e w

riter

exp

lain

in th

e fir

st p

arag

raph

?

A

O

ur v

iew

of c

olou

r is

stro

ngly

affe

cted

by

chan

ging

fash

ion.

B

A

naly

sis

is c

ompl

icat

ed b

y th

e be

wild

erin

g nu

mbe

r of n

atur

al c

olou

rs.

C

Col

ours

can

hav

e di

ffere

nt a

ssoc

iatio

ns in

diff

eren

t par

ts o

f the

wor

ld.

D

Cer

tain

pop

ular

boo

ks h

ave

dism

isse

d co

lour

as

insi

gnifi

cant

. 32

W

hat i

s th

e fir

st re

ason

the

writ

er g

ives

for t

he la

ck o

f aca

dem

ic w

ork

on th

e hi

stor

y of

col

our?

A

Ther

e ar

e pr

oble

ms

of re

liabi

lity

asso

ciat

ed w

ith th

e ar

tefa

cts

avai

labl

e.

B

His

toria

ns h

ave

seen

col

our a

s be

ing

outs

ide

thei

r fie

ld o

f exp

ertis

e.

C

Col

our h

as b

een

rath

er lo

oked

dow

n up

on a

s a

fit s

ubje

ct fo

r aca

dem

ic s

tudy

. D

V

ery

little

doc

umen

tatio

n ex

ists

for h

isto

rians

to u

se.

33

The

writ

er s

ugge

sts

that

the

prio

rity

whe

n co

nduc

ting

hist

oric

al re

sear

ch o

n co

lour

is to

A

igno

re th

e in

terp

reta

tions

of o

ther

mod

ern

day

hist

oria

ns.

B

focu

s on

e’s

inte

rest

as

far b

ack

as th

e pr

ehis

toric

era

. C

fin

d so

me

way

of o

rgan

isin

g th

e m

ass

of a

vaila

ble

data

. D

re

late

pic

ture

s to

info

rmat

ion

from

oth

er s

ourc

es.

34

In

the

four

th p

arag

raph

, the

writ

er s

ays

that

the

hist

oria

n w

ritin

g ab

out c

olou

r sho

uld

be c

aref

ul

A

no

t to

anal

yse

in a

n ol

d-fa

shio

ned

way

. B

w

hen

mak

ing

basi

c di

stin

ctio

ns b

etw

een

key

idea

s.

C

not t

o m

ake

unw

ise

pred

ictio

ns.

D

whe

n us

ing

certa

in te

rms

and

conc

epts

.

35

In th

e fif

th p

arag

raph

, the

writ

er s

ays

ther

e ne

eds

to b

e fu

rther

rese

arch

don

e on

A

th

e hi

stor

y of

col

our i

n re

latio

n to

obj

ects

in th

e w

orld

aro

und

us.

B

the

conc

erns

he

has

rais

ed in

an

earli

er p

ublic

atio

n.

C

the

man

y w

ays

in w

hich

arti

sts

have

use

d co

lour

ove

r the

yea

rs.

D

the

rela

tions

hip

betw

een

artis

tic w

orks

and

the

hist

ory

of c

olou

r.

36

An

idea

recu

rrin

g in

the

text

is th

at p

eopl

e w

ho h

ave

stud

ied

colo

ur h

ave

A

fa

iled

to k

eep

up w

ith s

cien

tific

dev

elop

men

ts.

B

not u

nder

stoo

d its

glo

bal s

igni

fican

ce.

C

foun

d it

diffi

cult

to b

e fu

lly o

bjec

tive.

D

be

en m

uddl

ed a

bout

thei

r bas

ic a

ims.

Part

5

You

are

goi

ng to

rea

d th

e in

trodu

ctio

n to

a b

ook

abou

t the

his

tory

of c

olou

r. F

or q

uest

ions

31

– 36

, ch

oose

the

answ

er (A

, B, C

or D

) whi

ch y

ou th

ink

fits

best

acc

ordi

ng to

the

text

.

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

.

Intr

oduc

tion

to a

boo

k ab

out t

he h

isto

ry o

f col

our

This

boo

k ex

amin

es h

ow th

e ev

er-c

hang

ing

role

of c

olou

r in

soci

ety

has

been

refle

cted

in m

anus

crip

ts, s

tain

ed

glas

s, cl

othi

ng, p

aint

ing

and

popu

lar c

ultu

re.

Col

our i

s a n

atur

al p

heno

men

on, o

f cou

rse,

but

it is

als

o a

com

plex

cu

ltura

l con

stru

ct th

at r

esis

ts g

ener

aliz

atio

n an

d, in

deed

, ana

lysi

s its

elf.

No

doub

t thi

s is

why

ser

ious

wor

ks

devo

ted

to c

olou

r are

rare

, and

rare

r stil

l are

thos

e th

at a

im to

stud

y it

in h

isto

rical

con

text

. M

any

auth

ors s

earc

h fo

r the

uni

vers

al o

r arc

hety

pal t

ruth

s the

y im

agin

e re

side

in c

olou

r, bu

t for

the

hist

oria

n, su

ch tr

uths

do

not e

xist

. C

olou

r is

first

and

fore

mos

t a s

ocia

l phe

nom

enon

. Th

ere

is n

o tra

nscu

ltura

l tru

th to

col

our p

erce

ptio

n, d

espi

te

wha

t man

y bo

oks

base

d on

poo

rly g

rasp

ed n

euro

biol

ogy

or –

eve

n w

orse

– o

n ps

eudo

esot

eric

pop

psy

chol

ogy

wou

ld h

ave

us b

elie

ve.

Such

boo

ks u

nfor

tuna

tely

clu

tter t

he b

iblio

grap

hy o

n th

e su

bjec

t, an

d ev

en d

o it

harm

.

The

sile

nce

of h

isto

rians

on

the

subj

ect o

f col

our,

or m

ore

parti

cula

rly th

eir d

iffic

ulty

in c

once

ivin

g co

lour

as

a su

bjec

t se

para

te f

rom

oth

er h

isto

rical

phe

nom

ena,

is

the

resu

lt of

thr

ee d

iffer

ent

sets

of

prob

lem

s. T

he f

irst

conc

erns

doc

umen

tatio

n an

d pr

eser

vatio

n. W

e se

e th

e co

lour

s tra

nsm

itted

to u

s by

the

past

as

time

has

alte

red

them

and

not

as

they

wer

e or

igin

ally

. M

oreo

ver,

we

see

them

und

er l

ight

con

ditio

ns t

hat

ofte

n ar

e en

tirel

y di

ffer

ent f

rom

thos

e kn

own

by p

ast s

ocie

ties.

And

fin

ally

, ove

r th

e de

cade

s w

e ha

ve d

evel

oped

the

habi

t of

look

ing

at o

bjec

ts f

rom

the

pas

t in

bla

ck-a

nd-w

hite

pho

togr

aphs

and

, des

pite

the

cur

rent

diff

usio

n of

col

our

phot

ogra

phy,

our

way

s of t

hink

ing

abou

t and

reac

ting

to th

ese

obje

cts s

eem

to h

ave

rem

aine

d m

ore

or le

ss b

lack

an

d w

hite

.

The

seco

nd s

et o

f pr

oble

ms

conc

erns

met

hodo

logy

. A

s so

on a

s th

e hi

stor

ian

seek

s to

stu

dy c

olou

r, he

mus

t gr

appl

e w

ith a

hos

t of f

acto

rs a

ll at

onc

e: p

hysi

cs, c

hem

istry

, mat

eria

ls, a

nd te

chni

ques

of p

rodu

ctio

n, a

s w

ell a

s ic

onog

raph

y, i

deol

ogy,

and

the

sym

bolic

mea

ning

s th

at c

olou

rs c

onve

y.

How

to

mak

e se

nse

of a

ll of

the

se

elem

ents

? H

ow c

an o

ne e

stab

lish

an a

naly

tical

mod

el fa

cilit

atin

g th

e st

udy

of im

ages

and

col

oure

d ob

ject

s? N

o re

sear

cher

, no

met

hod,

has

yet

bee

n ab

le t

o re

solv

e th

ese

prob

lem

s, be

caus

e am

ong

the

num

erou

s fa

cts

perta

inin

g to

col

our,

a re

sear

cher

tend

s to

sel

ect t

hose

fac

ts th

at s

uppo

rt hi

s st

udy

and

to c

onve

nien

tly f

orge

t th

ose

that

con

tradi

ct it

. Th

is is

cle

arly

a p

oor w

ay to

con

duct

rese

arch

. A

nd it

is m

ade

wor

se b

y th

e te

mpt

atio

n to

app

ly to

the

obje

cts

and

imag

es o

f a

give

n hi

stor

ical

per

iod

info

rmat

ion

foun

d in

text

s of

that

per

iod.

Th

e pr

oper

met

hod

– at

leas

t in

the

first

pha

se o

f an

alys

is –

is to

pro

ceed

as

do p

alae

onto

logi

sts

(who

mus

t stu

dy

cave

pai

ntin

gs w

ithou

t the

aid

of t

exts

): by

ext

rapo

latin

g fr

om th

e im

ages

and

the

obje

cts t

hem

selv

es a

logi

c an

d a

syst

em b

ased

on

vario

us c

oncr

ete

fact

ors

such

as

the

rate

of o

ccur

renc

e of

par

ticul

ar o

bjec

ts a

nd m

otifs

, the

ir di

strib

utio

n an

d di

spos

ition

. In

sho

rt, o

ne u

nder

take

s th

e in

tern

al s

truct

ural

ana

lysi

s w

ith w

hich

any

stu

dy o

f an

imag

e or

col

oure

d ob

ject

shou

ld b

egin

.

The

third

set

of p

robl

ems

is p

hilo

soph

ical

: it i

s w

rong

to p

roje

ct o

ur o

wn

conc

eptio

ns a

nd d

efin

ition

s of

col

our

onto

the

imag

es, o

bjec

ts a

nd m

onum

ents

of p

ast c

entu

ries.

Our

judg

emen

ts a

nd v

alue

s are

not

thos

e of

pre

viou

s so

ciet

ies

(and

no

doub

t the

y w

ill c

hang

e ag

ain

in th

e fu

ture

). F

or th

e w

riter

-his

toria

n lo

okin

g at

the

defin

ition

s an

d ta

xono

my

of c

olou

r, th

e da

nger

of

anac

hron

ism

is v

ery

real

. Fo

r ex

ampl

e, th

e sp

ectru

m w

ith it

s na

tura

l or

der

of c

olou

rs w

as u

nkno

wn

befo

re t

he s

even

teen

th c

entu

ry,

whi

le t

he n

otio

n of

prim

ary

and

seco

ndar

y co

lour

s di

d no

t bec

ome

com

mon

unt

il th

e ni

nete

enth

cen

tury

. Th

ese

are

not e

tern

al n

otio

ns b

ut s

tage

s in

the

ever

-cha

ngin

g hi

stor

y of

kno

wle

dge.

I

have

ref

lect

ed o

n su

ch is

sues

at g

reat

er le

ngth

in m

y pr

evio

us w

ork,

so

whi

le th

e pr

esen

t boo

k do

es a

ddre

ss

certa

in o

f the

m, f

or th

e m

ost p

art i

t is d

evot

ed to

oth

er to

pics

. Nor

is it

con

cern

ed o

nly

with

the

hist

ory

of c

olou

r in

imag

es a

nd a

rtwor

ks –

in a

ny c

ase

that

are

a st

ill h

as m

any

gaps

to b

e fil

led.

Rat

her,

the

aim

of t

his

book

is to

ex

amin

e al

l kin

ds o

f obj

ects

in o

rder

to c

onsi

der t

he d

iffer

ent f

acet

s of t

he h

isto

ry o

f col

our a

nd to

show

how

far

beyo

nd th

e ar

tistic

sph

ere

this

his

tory

rea

ches

. The

his

tory

of

pain

ting

is o

ne th

ing;

that

of

colo

ur is

ano

ther

, m

uch

larg

er, q

uest

ion.

Mos

t stu

dies

dev

oted

to th

e hi

stor

y of

col

our e

rr in

con

side

ring

only

the

pict

oria

l, ar

tistic

or

scie

ntifi

c re

alm

s. B

ut th

e le

sson

s to

be le

arne

d fr

om c

olou

r and

its r

eal i

nter

est l

ie e

lsew

here

.




Whi

ch re

view

er

has

a di

ffere

nt o

pini

on fr

om th

e ot

hers

on

the

conf

iden

ce w

ith w

hich

de

Bot

ton

disc

usse

s ar

chite

ctur

e?

37

shar

es re

view

er A

’s o

pini

on w

heth

er a

rchi

tect

s sh

ould

take

not

e of

de

Bot

ton’

s id

eas?

38

ex

pres

ses

a si

mila

r vie

w to

revi

ewer

B re

gard

ing

the

exte

nt to

whi

ch a

rchi

tect

s sh

are

de B

otto

n’s

conc

erns

? 39

has

a di

ffere

nt v

iew

to re

view

er C

on

the

orig

inal

ity o

f som

e of

de

Bot

ton’

s id

eas?

40

Pa

rt 6

Y

ou a

re g

oing

to

read

fou

r re

view

s of

a b

ook

abou

t ho

w a

rchi

tect

ure

can

affe

ct t

he e

mot

ions

. Fo

r qu

estio

ns 3

7 –

40, c

hoos

e fro

m th

e re

view

s A

– D

. Th

e re

view

s m

ay b

e ch

osen

mor

e th

an o

nce.

Th

e A

rchi

tect

ure

of H

appi

ness

Four

revi

ewer

s co

mm

ent o

n ph

iloso

pher

Ala

in D

e B

otto

n’s

book

A

A

lain

de

Bot

ton

is a

bra

ve a

nd h

ighl

y in

telli

gent

writ

er w

ho w

rites

abo

ut c

ompl

ex s

ubje

cts,

cla

rifyi

ng

the

arca

ne f

or t

he l

aym

an.

Now

, w

ith t

ypic

al s

elf-a

ssur

ance

, he

has

tur

ned

to t

he s

ubje

ct o

f ar

chite

ctur

e. T

he e

ssen

tial t

hem

e of

his

boo

k is

how

arc

hite

ctur

e in

fluen

ces

moo

d an

d be

havi

our.

It is

no

t abo

ut th

e sp

ecifi

cally

arc

hite

ctur

al c

hara

cter

istic

s of

spa

ce a

nd d

esig

n, b

ut m

uch

mor

e ab

out t

he

emot

ions

tha

t ar

chite

ctur

e in

spire

s in

the

use

rs o

f bu

ildin

gs.

Yet

arc

hite

cts

do n

ot n

orm

ally

tal

k no

wad

ays

very

muc

h ab

out

emot

ion

and

beau

ty.

They

tal

k ab

out

desi

gn a

nd f

unct

ion.

De

Bot

ton'

s m

essa

ge, t

hen,

is fa

irly

sim

ple

but w

orth

whi

le p

reci

sely

bec

ause

it is

sim

ple,

read

able

and

tim

ely.

His

co

mm

enda

ble

aim

is to

enc

oura

ge a

rchi

tect

s, a

nd s

ocie

ty m

ore

gene

rally

, to

pay

mor

e at

tent

ion

to th

e ps

ycho

logi

cal c

onse

quen

ces

of d

esig

n in

arc

hite

ctur

e: a

rchi

tect

ure

shou

ld b

e tre

ated

as

som

ethi

ng

that

affe

cts

all o

ur li

ves,

our

hap

pine

ss a

nd w

ell-b

eing

. B

A

lain

de

Bot

ton

rais

es im

porta

nt,

prev

ious

ly u

nask

ed,

ques

tions

con

cern

ing

the

ques

t fo

r be

auty

in

arch

itect

ure,

or

its r

ejec

tion

or d

enia

l. Y

et o

ne is

left

with

the

fee

ling

that

he

need

ed t

he h

elp

and

supp

ort

of e

arlie

r au

thor

s on

the

sub

ject

to

wal

k hi

m a

cros

s th

e da

untin

g th

resh

old

of a

rchi

tect

ure

itsel

f. A

nd

he

is

give

n to

m

akin

g ex

traor

dina

ry

clai

ms:

‘A

rchi

tect

ure

is

perp

lexi

ng

...

in

how

in

cons

iste

nt is

its

capa

city

to g

ener

ate

the

happ

ines

s on

whi

ch it

s cl

aim

to o

ur a

ttent

ion

is fo

unde

d.’ I

f ar

chite

ctur

e's

capa

city

to

gene

rate

hap

pine

ss is

inco

nsis

tent

, th

is m

ight

be

beca

use

happ

ines

s ha

s ra

rely

bee

n so

met

hing

arc

hite

cts

thin

k ab

out.

De

Bot

ton

neve

r onc

e di

scus

ses

the

impo

rtanc

e of

suc

h du

ll, y

et d

eter

min

ing,

mat

ters

as

finan

ce o

r pl

anni

ng la

ws,

muc

h le

ss in

vent

ions

suc

h as

the

lift

or

rein

forc

ed c

oncr

ete.

He

appe

ars

to b

elie

ve t

hat

arch

itect

s ar

e st

ill m

aste

rs o

f th

eir

art,

whe

n in

crea

sing

ly th

ey a

re c

ogs

in a

glo

bal m

achi

ne fo

r bu

ildin

g in

whi

ch b

eaut

y, a

nd h

ow d

e B

otto

n fe

els

abou

t it,

are

incr

easi

ngly

bes

ide

the

poin

t.

C

In T

he A

rchi

tect

ure

of H

appi

ness

, A

lain

de

Bot

ton

has

a gr

eat

time

mak

ing

bold

and

am

usin

g ju

dgem

ents

abo

ut a

rchi

tect

ure,

with

lav

ish

and

imag

inat

ive

refe

renc

es,

but

anyo

ne i

n se

arch

of

priv

ilege

d in

sigh

ts in

to t

he s

ubst

ance

of

build

ing

desi

gn s

houl

d be

war

ned

that

he

is n

ot lo

okin

g at

dr

ain

sche

dule

s or

pip

e ru

ns.

He

wor

ries

away

, as

man

y ar

chite

cts

do,

at h

ow in

ert

mat

eria

l thi

ngs

can

conv

ey m

eani

ng a

nd a

lter

cons

ciou

snes

s. A

lthou

gh h

e is

a r

igor

ous

thin

ker,

mos

t of d

e B

otto

n’s

reve

latio

ns, s

uch

as th

e co

ntra

dict

ions

in L

e C

orbu

sier

's th

eory

and

pra

ctic

e, a

re n

ot p

artic

ular

ly n

ew.

How

ever

, th

is

is

an

enga

ging

an

d in

telli

gent

bo

ok

on

arch

itect

ure

and

som

ethi

ng

ever

yone

, pr

ofes

sion

als

with

in th

e fie

ld in

par

ticul

ar, s

houl

d re

ad.

D

Do

we

wan

t our

bui

ldin

gs m

erel

y to

she

lter u

s, o

r do

we

also

wan

t the

m to

spe

ak to

us?

Can

the

right

so

rt of

arc

hite

ctur

e ev

en im

prov

e ou

r ch

arac

ter?

Mus

ic m

irror

s th

e dy

nam

ics

of o

ur e

mot

iona

l liv

es.

Mig

htn’

t arc

hite

ctur

e w

ork

the

sam

e w

ay?

De

Bot

ton

thin

ks s

o, a

nd in

The

Arc

hite

ctur

e of

Hap

pine

ss

he m

akes

the

mos

t of t

his

them

e on

his

jolly

trip

thro

ugh

the

wor

ld o

f arc

hite

ctur

e. D

e B

otto

n ce

rtain

ly

writ

es w

ith c

onvi

ctio

n an

d, w

hile

foc

usin

g on

hap

pine

ss c

an b

e a

love

ly w

ay t

o m

ake

sens

e of

ar

chite

ctur

al b

eaut

y, it

pro

babl

y w

on’t

be o

f muc

h he

lp in

reso

lvin

g co

nflic

ts o

f tas

te.





A

The

recr

uitm

ent

of

men

to

th

e

arm

ed

forc

es

durin

g th

e co

nflic

t in

Eur

ope

from

191

4 to

191

8 m

eant

th

ere

was

ver

y lit

tle p

erse

cutio

n, s

ince

ga

mek

eepe

rs w

ent

off

to f

ight

. A

s th

e nu

mbe

r of

ga

mek

eepe

rs

decr

ease

d,

the

wild

cat b

egan

to in

crea

se it

s ra

nge,

re

colo

nisi

ng m

any

of it

s fo

rmer

hau

nts.

E

xtin

ctio

n w

as n

arro

wly

ave

rted.

B

The

wild

cat

wai

ts f

or a

whi

le i

n ra

pt

conc

entra

tion,

ear

s tw

itchi

ng a

nd e

yes

wat

chin

g,

seei

ng

ever

ythi

ng

and

hear

ing

ever

ythi

ng,

tryin

g to

det

ect

the

tell-

tale

m

ovem

ent

of

a vo

le

or

a m

ouse

. B

ut t

here

is

noth

ing,

and

in

anot

her

leap

he

di

sapp

ears

in

to

the

gloo

m.

C

The

resu

lts, w

hich

are

exp

ecte

d sh

ortly

, w

ill b

e fa

scin

atin

g.

But

anyo

ne w

ho

has

seen

a w

ildca

t will

be

in li

ttle

doub

t th

at

ther

e is

in

deed

a

uniq

ue

and

dist

inct

ive

anim

al l

ivin

g in

the

Sco

ttish

H

ighl

ands

, wha

teve

r his

bac

kgro

und.

D

They

pr

obab

ly

used

de

cidu

ous

and

coni

fero

us

woo

dlan

d fo

r sh

elte

r, pa

rticu

larly

in

win

ter,

and

hunt

ed o

ver

mor

e op

en a

reas

suc

h as

for

est

edge

, op

en

woo

dlan

d,

thic

kets

an

d sc

rub,

gr

assy

are

as a

nd m

arsh

. T

he w

ildca

t w

as

prob

ably

dr

iven

in

to

mor

e m

ount

aino

us a

reas

by

a co

mbi

natio

n of

de

fore

stat

ion

and

pers

ecut

ion.

E A

s th

e an

imal

s em

erge

, th

eir

curio

sity

is

ar

ouse

d by

ev

ery

mov

emen

t an

d ru

stle

in th

e ve

geta

tion.

La

ter

they

will

ac

com

pany

th

eir

mot

her

on

hunt

ing

trips

, le

arni

ng

quic

kly,

an

d so

on

beco

me

adep

t hun

ters

them

selv

es.

F Th

is is

wha

t m

akes

man

y pe

ople

thi

nk

that

the

wild

cat

is a

spe

cies

in it

s ow

n rig

ht.

Res

earc

h cu

rren

tly

bein

g un

derta

ken

by

Sco

ttish

N

atur

al

Her

itage

is

inve

stig

atin

g w

heth

er t

he

wild

cat

real

ly is

dis

tinct

fro

m it

s ho

me-

livin

g co

usin

, or

whe

ther

it

is n

othi

ng

mor

e th

an

a w

ild-li

ving

fo

rm

of

the

dom

estic

cat

.

G

It is

a t

ypic

al i

mag

e m

ost

folk

hav

e of

th

e be

ast,

but

it is

ver

y m

uch

a fa

lse

one,

for

the

wild

cat i

s lit

tle m

ore

than

a

bigg

er v

ersi

on o

f the

dom

estic

cat

, and

pr

obab

ly s

how

s hi

s an

ger a

s of

ten.

Part

7

You

are

goi

ng to

rea

d an

ext

ract

from

a m

agaz

ine

artic

le. S

ix p

arag

raph

s ha

ve b

een

rem

oved

from

th

e ex

tract

. Cho

ose

from

the

para

grap

hs A

– G

the

one

whi

ch fi

ts e

ach

gap

(41

– 46

). Th

ere

is o

ne

extra

par

agra

ph w

hich

you

do

not n

eed

to u

se.

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

.

Scot

tish

Wild

cat

On

my

livin

g-ro

om w

all I

hav

e a

pain

ting

of a

w

ildca

t by

Jo

hn

Hol

mes

of

w

hich

I

am

extre

mel

y fo

nd.

It

depi

cts

a sn

arlin

g, s

pitti

ng

anim

al,

teet

h ba

red

and

back

arc

hed:

a t

aut

coile

d sp

ring

read

y to

unl

eash

som

e un

know

n fu

ry.

41

How

ever

, the

phy

sica

l diff

eren

ces

are

tang

ible

. Th

e w

ildca

t is

a m

uch

larg

er a

nim

al, w

eigh

ing

in s

ome

case

s up

to

seve

n ki

los,

the

sam

e

as a

typ

ical

mal

e fo

x. T

he c

oat

patte

rn i

s su

perfi

cial

ly s

imila

r to

a do

mes

tic ta

bby

cat b

ut

it is

all

strip

es a

nd n

o sp

ots.

The

tail

is th

icke

r an

d bl

unte

r, w

ith th

ree

to fi

ve b

lack

ring

s. T

he

anim

al h

as a

n al

toge

ther

hea

vier

look

.

The

Sco

ttish

w

ildca

t w

as

orig

inal

ly

dist

ingu

ishe

d as

a

sepa

rate

su

bspe

cies

in

19

12,

but

it is

now

gen

eral

ly r

ecog

nise

d th

at

ther

e is

litt

le d

iffer

ence

bet

wee

n th

e S

cotti

sh

and

othe

r Eur

opea

n po

pula

tions

. A

ccor

ding

to

an e

xcel

lent

rep

ort

on t

he w

ildca

t pr

inte

d in

19

91,

the

anim

als

orig

inal

ly

occu

rred

in

a

varie

ty o

f hab

itats

thro

ugho

ut E

urop

e.

42

It w

as d

urin

g th

e ni

nete

enth

cen

tury

, w

ith t

he

esta

blis

hmen

t of

m

any

esta

tes

used

by

la

ndow

ners

fo

r hu

ntin

g,

that

th

e w

ildca

t be

cam

e a

nuis

ance

and

its

rapi

d de

clin

e re

ally

be

gan;

198

wild

cats

wer

e ki

lled

in th

ree

year

s in

th

e ar

ea

of

Gle

ngar

ry,

for

exam

ple.

H

owev

er,

thin

gs w

ere

late

r to

impr

ove

for

the

spec

ies.

43

The

futu

re is

by

no m

eans

sec

ure,

thou

gh, a

nd

rece

nt e

vide

nce

sugg

ests

tha

t th

e w

ildca

t is

pa

rticu

larly

vu

lner

able

to

lo

cal

erad

icat

ion,

es

peci

ally

in th

e re

mot

er p

arts

of n

orth

ern

and

wes

tern

Sco

tland

. T

his

is a

cau

se f

or r

eal

conc

ern,

giv

en th

at th

e an

imal

s in

thes

e ar

eas

have

less

con

tact

with

dom

estic

cat

s an

d ar

e th

eref

ore

pure

r.

44

Par

t of t

he p

robl

em s

tem

s fro

m th

e fa

ct th

at th

e ac

cept

ed p

hysi

cal

desc

riptio

n of

the

spe

cies

or

igin

ates

fro

m

the

sele

ctiv

e na

ture

of

th

e ex

amin

atio

n pr

oces

s by

th

e B

ritis

h N

atur

al

His

tory

Mus

eum

at t

he s

tart

of th

e ce

ntur

y, a

nd

this

has

bee

n us

ed a

s th

e ty

pe-d

efin

ition

for

th

e an

imal

eve

r si

nce.

Ani

mal

s th

at d

id n

ot

conf

orm

to

th

at

larg

e bl

unt-t

aile

d ‘ta

bby’

de

scrip

tion

wer

e di

scar

ded

as

not

bein

g w

ildca

ts.

In o

ther

wor

ds, a

n ar

tific

ial c

olle

ctio

n of

sp

ecim

ens

was

bu

ilt

up,

exhi

bitin

g th

e fe

atur

es c

onsi

dere

d ty

pica

l of t

he w

ildca

t.

The

curr

ent

rese

arch

ai

ms

to

reso

lve

this

po

tent

ial p

r obl

em.

It

is a

ttem

ptin

g to

fin

d ou

t w

heth

er th

ere

are

any

phys

ical

feat

ures

whi

ch

char

acte

rise

the

so-c

alle

d w

ild-li

ving

cat

s.

45

But

wha

t of

his

life

styl

e?

Wild

cat

kitte

ns a

re

usua

lly b

orn

in M

ay/J

une

in a

sec

lude

d de

n,

secr

eted

in a

gap

am

ongs

t bou

lder

s.

Ano

ther

fa

vour

ite lo

catio

n is

in th

e ro

ots

of a

tree

.

46

Rab

bits

are

a f

avou

rite

prey

, an

d so

me

of t

he

best

ar

eas

to

see

wild

cats

ar

e at

ra

bbit

war

rens

clo

se to

the

fore

st a

nd m

oorla

nd e

dge.

M

ice,

sm

all b

irds

and

even

inse

cts

also

form

a

larg

e pa

rt of

the

die

t, an

d th

e an

imal

may

oc

casi

onal

ly ta

ke y

oung

dee

r.

The

wild

cat

is o

ne o

f th

e S

cotti

sh H

ighl

ands

’ m

ost e

xciti

ng a

nim

als.

Cat

ch a

glim

pse

of o

ne

and

the

mem

ory

will

ling

er fo

reve

r.


St

artin

g ou

t on

your

car

eer

Are

you

a gr

adua

te tr

ying

to p

lan

out t

he b

est c

aree

r pa

th fo

r yo

urse

lf?

We’

ve a

sked

five

car

eers

co

nsul

tant

s to

give

som

e tip

s on

how

to g

o ab

out i

t. C

onsu

ltant

A

A u

nive

rsity

deg

ree

is n

o gu

aran

tee

of a

job

, an

d jo

b hu

ntin

g in

itse

lf re

quire

s a w

hole

set o

f sk

ills.

If y

ou fi

nd y

ou a

re n

ot g

ettin

g pa

st th

e fir

st in

terv

iew

, ask

you

rsel

f wha

t is

happ

enin

g.

Is it

a fa

ilure

to c

omm

unic

ate

or a

re th

ere

som

e sk

ills

you

lack

?

Onc

e yo

u se

e pa

ttern

s em

ergi

ng i

t w

ill h

elp

you

deci

de w

heth

er t

he

gaps

yo

u ha

ve

iden

tifie

d ca

n be

fil

led

rela

tivel

y ea

sily

. If

you

can

not w

ork

out w

hat

the

mis

mat

ch is

, get

bac

k to

the

sele

ctio

n pa

nel

with

mor

e pr

obin

g qu

estio

ns,

and

find

out

wha

t you

nee

d to

do

to b

ring

your

self

up to

the

leve

l of

qua

lific

atio

n th

at w

ould

mak

e yo

u m

ore

attra

ctiv

e to

them

: but

be

care

ful t

o m

ake

this

sou

nd li

ke a

gen

uine

req

uest

rat

her

than

a

chal

leng

e or

com

plai

nt.

C

onsu

ltant

B

Do

not b

e to

o di

spiri

ted

if yo

u ar

e tu

rned

dow

n fo

r a

job,

but

thi

nk a

bout

the

rea

sons

the

em

ploy

ers

give

. Th

ey o

ften

say

it is

bec

ause

ot

hers

are

‘be

tter

qual

ified

’, bu

t th

ey u

se t

he

term

loo

sely

. T

hose

who

mad

e th

e se

cond

in

terv

iew

mig

ht h

ave

been

stu

dyin

g th

e sa

me

subj

ect

as y

ou a

nd b

e of

sim

ilar

abili

ty l

evel

, bu

t th

ey h

ad s

omet

hing

whi

ch m

ade

them

a

clos

er m

atch

to th

e se

lect

or’s

idea

l. Th

at c

ould

be

ex

perie

nce

gain

ed

thro

ugh

proj

ects

or

va

catio

n w

ork,

or

it m

ight

be

that

the

y w

ere

bette

r at c

omm

unic

atin

g w

hat t

hey

coul

d of

fer.

Do

not t

ake

the

com

men

ts a

t fac

e va

lue:

thin

k ba

ck to

the

inte

rvie

ws

that

gen

erat

ed th

em a

nd

mak

e a

list o

f w

here

you

thin

k th

e sh

ortfa

ll in

yo

ur

perf

orm

ance

lie

s.

With

th

is

sort

of

anal

ytic

al a

ppro

ach

you

will

eve

ntua

lly g

et

your

foot

in th

e do

or.

Con

sulta

nt C

D

ecid

ing

how

lon

g yo

u sh

ould

sta

y in

you

r fir

st j

ob i

s a

toug

h ca

ll. S

tay

too

long

and

fu

ture

em

ploy

ers

may

que

stio

n yo

ur d

rive

and

ambi

tion.

Of c

ours

e, it

dep

ends

whe

re y

ou a

re

aim

ing.

The

re c

an b

e ad

vant

ages

in

mov

ing

side

way

s ra

ther

tha

n up

, if

you

wan

t to

gai

n

re

al d

epth

of k

now

ledg

e. If

you

are

a g

radu

ate,

sp

endi

ng f

ive

or s

ix y

ears

in

the

sam

e jo

b is

no

t to

o lo

ng

prov

ided

th

at

you

take

fu

ll ad

vant

age

of th

e ex

perie

nce.

How

ever

, do

not

use

this

as

an e

xcus

e fo

r ap

athy

. G

radu

ates

so

met

imes

fa

il to

ta

ke

owne

rshi

p of

th

eir

care

ers a

nd ta

ke th

e in

itiat

ive.

It is

up

to y

ou to

m

ake

the

mos

t of

wha

t’s a

vaila

ble

with

in a

co

mpa

ny, a

nd to

mon

itor y

our p

rogr

ess

in c

ase

you

need

to m

ove

on. T

his

appl

ies

parti

cula

rly

if yo

u ar

e st

ill n

ot s

ure

whe

re y

our c

aree

r pat

h lie

s.

Con

sulta

nt D

It

is h

elpf

ul t

o th

ink

thro

ugh

wha

t ki

nd o

f ex

perie

nce

you

need

to g

et y

our d

ream

job

and

it is

not

a p

robl

em to

mov

e ar

ound

to a

cer

tain

ex

tent

. But

in

the

early

sta

ges

of y

our

care

er

you

need

a d

efin

ite s

trate

gy f

or r

each

ing

your

go

al,

so

thin

k ab

out

that

ca

refu

lly

befo

re

deci

ding

to m

ove

on f

rom

you

r fir

st jo

b. Y

ou

mus

t cu

ltiva

te p

atie

nce

to m

aste

r an

y ro

le.

Ther

e is

no

gu

aran

tee

that

yo

u w

ill

get

adeq

uate

trai

ning

, and

rese

arch

has

sho

wn

that

if

you

do n

ot re

ceiv

e pr

oper

hel

p in

a n

ew ro

le,

it ca

n ta

ke 1

8 m

onth

s to

mas

ter i

t.

Con

sulta

nt E

A

pro

spec

tive

empl

oyer

doe

s no

t w

ant

to s

ee

that

you

hav

e ch

ange

d jo

bs e

very

six

mon

ths

with

no

thre

ad r

unni

ng b

etw

een

them

. Y

ou

need

to

be a

ble

to d

emon

stra

te t

he q

ualit

y of

yo

ur e

xper

ienc

e to

a f

utur

e em

ploy

er, a

nd to

o m

any

mov

es t

oo q

uick

ly c

an b

e a

bad

thin

g.

In a

ny c

ompa

ny it

take

s thr

ee to

six

mon

ths f

or

a ne

w e

mpl

oyee

to

get

up t

o sp

eed

with

the

st

ruct

ure

and

the

cultu

re o

f the

com

pany

. Fro

m

the

com

pany

’s

pers

pect

ive,

th

ey

will

no

t re

ceiv

e an

y re

turn

on

the

inve

stm

ent

in y

our

sala

ry u

ntil

you

have

bee

n th

ere

for 1

8 m

onth

s. Th

is is

whe

n th

ey b

egin

to g

et m

ost v

alue

from

yo

u –

you

are

still

fire

d up

and

ent

husi

astic

. If

you

leav

e af

ter

six

mon

ths

it ha

s no

t be

en a

go

od

inve

stm

ent

– an

d m

ay

mak

e ot

her

empl

oyer

s war

y.

Pa

rt 8

Y

ou a

re g

oing

to re

ad a

mag

azin

e ar

ticle

in w

hich

five

car

eer c

onsu

ltant

s gi

ve a

dvic

e ab

out s

tarti

ng a

ca

reer

. For

que

stio

ns 4

7 –

56, c

hoos

e fro

m th

e co

nsul

tant

s (A

– E

). Th

e co

nsul

tant

s m

ay b

e ch

osen

m

ore

than

onc

e.

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

. W

hich

con

sulta

nt m

akes

the

follo

win

g st

atem

ents

? K

eep

your

fina

l obj

ectiv

e in

min

d w

hen

you

are

plan

ning

to c

hang

e jo

bs.

47

It ta

kes

time

to b

ecom

e fa

mili

ar w

ith th

e ch

arac

teris

tics

of a

com

pany

you

hav

e jo

ined

. 48

You

sho

uld

dem

onst

rate

det

erm

inat

ion

to im

prov

e yo

ur jo

b pr

ospe

cts.

49

Mak

e su

re y

our a

ppro

ach

for i

nfor

mat

ion

is p

ositi

ve in

tone

. 50

It is

not

cer

tain

that

you

will

be

give

n ve

ry m

uch

supp

ort i

n yo

ur jo

b in

itial

ly.

51

Sta

y op

timis

tic in

spi

te o

f set

back

s.

52

Pro

mot

ion

isn’

t the

onl

y w

ay to

incr

ease

you

r exp

ertis

e.

53

Ask

for i

nfor

mat

ion

abou

t you

r sho

rtcom

ings

. 54

Som

e in

form

atio

n yo

u ar

e gi

ven

may

not

giv

e a

com

plet

e pi

ctur

e.

55

It w

ill b

e so

me

time

befo

re y

ou s

tart

givi

ng y

our e

mpl

oyer

s th

eir m

oney

’s w

orth

. 56




Q Part 1

1 B

2 C

3 C

4 A

5 B

6 B

7 C

8 D

Q Part 2

9 BECAUSE

10 SUCH

11 OTHER

12 COULD/MAY/MIGHT

13 DESPITE

14 IF/WHEN/WHENEVER

15 NOTHING/LITTLE

16 IN

Q Part 3

17 OVERCOME

18 FITNESS

19 ENDURANCE

20 BENEFICIAL

21 INABILITY

22 STRENGTH

23 TYPICALLY

24 SEVERITY

Q Part 4

25

DOES NOT/DOESN’T EARN | NEARLY SO/AS DOES NOT/DOESN’T MAKE | NEARLY SO/AS

26

BEING PULLED DOWN | AND (BEING) REPLACED/TO BE REPLACED TO BE PULLED DOWN | AND REPLACED

27THE HIGHEST | (THAT/WHICH) IT HAS EVER/IT’S EVER

28

DISAPPOINTING/ A DISAPPOINTMENT | IN COMPARISON WITH/TO

29 IN SPITE OF | A/HER LACK

30

WARNING ABOUT/REGARDING/CONCERNING | THE DANGERS OF/WHEN CYCLING

Q Part 5

31 C

32 A

33 C

34 D

35 D

36 C

Q Part 6

37 B

38 C

39 A

40 B

Q Part 7

41 G

42 D

43 A

44 F

45 C

46 E

Q Part 8

47 D

48 E

49 C

50 A

51 D

52 B

53 C

54 A

55 B

56 E

Answer key

READING AND USE OF ENGLISH | ANSWER KEY




READING AND USE OF ENGLISH | SAMPLE PAPER 2Pa

rt 1

For q

uest

ions

1 –

8, r

ead

the

text

bel

ow a

nd d

ecid

e w

hich

ans

wer

(A, B

, C o

r D) b

est f

its e

ach

gap.

Th

ere

is a

n ex

ampl

e at

the

begi

nnin

g (0

).

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

.

Exam

ple:

0 A

de

posi

ts

B

pile

s C

st

ores

D

st

ocks

0 A

B

C

D

New

use

s fo

r sal

t min

es

Geo

logi

cal (

0) …

…..

of s

alt w

ere

form

ed m

illio

ns o

f yea

rs a

go, w

hen

wha

t is

now

land

, lay

und

er th

e

sea.

It

is h

ard

to b

elie

ve th

at s

alt i

s no

w s

uch

a ch

eap

(1) …

…..

, bec

ause

cen

turie

s ag

o it

was

the

com

mer

cial

(2) …

…..

of to

day’

s oi

l. T

he m

en w

ho m

ined

sal

t bec

ame

wea

lthy

and,

alth

ough

the

wor

k

was

(3) …

…..

and

frequ

ently

dan

gero

us, a

job

in a

sal

t min

e w

as h

ighl

y (4

) ……

.. .

Now

aday

s, t

he s

peci

fic m

icro

clim

ates

in

disu

sed

min

es h

ave

been

(5)

……

.. fo

r th

e tre

atm

ent

of

resp

irato

ry i

llnes

ses

such

as

asth

ma,

and

the

sile

nt,

dark

sur

roun

ding

s in

a m

ine

are

cons

ider

ed

(6)…

…..

in e

ncou

ragi

ng p

atie

nts

to re

lax.

In a

dditi

on,

som

e di

suse

d m

ines

hav

e be

en (

7) …

…..

to d

iffer

ent

com

mer

cial

ent

erpr

ises

, al

thou

gh

keep

ing

up-to

-dat

e w

ith th

e te

chno

logy

of m

inin

g is

ess

entia

l to

(8) …

…..

visi

tors

’ saf

ety.

Som

e of

the

larg

est u

nder

grou

nd c

ham

bers

eve

n ho

st c

once

rts, c

onfe

renc

es a

nd b

usin

ess

mee

tings

.

1 A

pr

ovis

ion

B

utili

ty

C

mat

eria

l D

co

mm

odity

2 A

m

atch

B

si

mila

rity

C

para

llel

D

equi

vale

nt

3 A

cr

itica

l B

de

man

ding

C

ex

trem

e D

st

rain

ing

4 A

re

gard

ed

B

adm

ired

C

appr

oved

D

ho

nour

ed

5 A

ex

ploi

ted

B

extra

cted

C

ex

pose

d D

ex

tend

ed

6 A

pr

ofita

ble

B

agre

eabl

e C

be

nefic

ial

D

popu

lar

7 A

pu

t dow

n B

tu

rned

ove

r C

m

ade

out

D

set a

bout

8 A

en

able

B

re

tain

C

en

sure

D

su

ppor

t


Part

2

For

ques

tions

9 –

16,

rea

d th

e te

xt b

elow

and

thin

k of

the

wor

d w

hich

bes

t fits

eac

h ga

p.

Use

onl

y on

e w

ord

in e

ach

gap.

The

re is

an

exam

ple

at th

e be

ginn

ing

(0).

W

rite

your

ans

wer

s IN

CA

PITA

L LE

TTER

S on

the

sepa

rate

ans

wer

she

et.

Exam

ple:

0

T

O

Man

agin

g ch

ange

Mos

t peo

ple

find

chan

ge u

nset

tling

and

diff

icul

t to

adap

t (0)

……

.. .

Man

y so

ciet

ies

have

exp

erie

nced

(9) …

…..

rapi

d ch

ange

in th

e ea

rly y

ears

of t

he 2

1st c

entu

ry th

at li

fe c

an fe

el v

ery

daun

ting

(10)

……

..

times

. V

ario

us c

omm

enta

tors

hav

e (1

1) …

…..

forw

ard

sugg

estio

ns f

or c

opin

g w

ith c

hang

e on

a

pers

onal

leve

l.

One

sug

gest

ion

invo

lves

thin

king

of t

hree

sol

utio

ns to

a p

robl

em, r

athe

r (1

2) …

…..

two.

A

ppar

ently

,

man

y pe

ople

fac

ed (

13) …

…..

chan

ge r

espo

nd b

y co

nsid

erin

g tw

o po

ssib

le c

ours

es o

f ac

tion,

but

inva

riabl

y te

nd t

o re

ject

bot

h of

the

se.

How

ever

, th

inki

ng i

nste

ad o

f th

ree

pote

ntia

l so

lutio

ns i

s a

stra

tegy

whi

ch,

acco

rdin

g to

res

earc

h, p

rovi

des

a re

liabl

e w

ay o

f fin

ding

a s

olut

ion

to t

he i

nitia

l

prob

lem

.

Ano

ther

stra

tegy

adv

ocat

es le

arni

ng t

o av

oid

set

patte

rns

of r

outin

e be

havi

our.

Som

ethi

ng s

impl

e,

(14)

……

.. ta

king

ano

ther

rou

te t

o w

ork

at (

15) …

…..

once

a w

eek,

is

seen

as

enco

urag

ing

conf

iden

ce in

the

face

of u

ncer

tain

ty.

(16)

……

.. th

e si

mpl

icity

of t

hese

idea

s, th

ey n

ever

thel

ess

help

prep

are

peop

le m

enta

lly to

man

age

maj

or c

hang

e if

nece

ssar

y.




Part

3

For q

uest

ions

17

– 24

, rea

d th

e te

xt b

elow

. U

se th

e w

ord

give

n in

cap

itals

at t

he e

nd o

f som

e of

the

lines

to fo

rm a

wor

d th

at fi

ts in

the

gap

in th

e sa

me

line.

The

re is

an

exam

ple

at th

e be

ginn

ing

(0).

W

rite

your

ans

wer

s IN

CA

PITA

L LE

TTER

S on

the

sepa

rate

ans

wer

she

et.

Exam

ple:

0

D

I S

S

I M

I

LA

R

Fash

ion

and

Scie

nce

At

first

gla

nce

scie

nce

and

fash

ion

coul

d no

t be

mor

e (0

) ……

.. .

Sci

ence

is

gene

rally

con

side

red

to b

e a

(17)

……

.. th

at is

slo

w-p

aced

, ser

ious

and

wor

thy,

whe

reas

fash

ion

is fr

ivol

ous,

impu

lsiv

e an

d of

ten

(18)

……

.. .

But

fas

hion

ow

es m

ore

to s

cien

ce t

han

som

e (1

9) …

…..

mig

ht li

ke t

o ad

mit.

Fash

ion

hous

es a

dopt

new

mat

eria

ls in

ord

er t

o (2

0) …

…..

them

selv

es f

rom

thei

r var

ious

(21)

……

.. .

One

des

igne

r rec

ently

sho

wed

off

a liq

uid

that

can

be

used

to p

rodu

ce c

loth

es th

at a

re s

eam

less

.

As

cotto

n is

(22

) ……

.. ha

ving

to

com

pete

with

oth

er c

rops

for

land

, an

d oi

l-

base

d fa

bric

s be

com

e le

ss a

ccep

tabl

e, s

cien

tists

are

wor

king

to

deve

lop

(23)

……

.. fo

r the

se p

rodu

cts.

Spo

rtsw

ear,

for e

xam

ple,

has

bee

n tra

nsfo

rmed

than

ks t

o th

e us

e of

(24

) ……

.. m

ater

ials

and

sci

entif

ic d

esig

ns,

grea

tly

impr

ovin

g th

e pe

rform

ance

of a

thle

tes.

SI

MIL

AR

PUR

SUE

PRED

ICT

ENTH

USE

DIS

TIN

CT

CO

MPE

TE

INC

REA

SE

REP

LAC

E

INN

OVA

TE




Part

4

For

ques

tions

25

– 30

, co

mpl

ete

the

seco

nd s

ente

nce

so t

hat

it ha

s a

sim

ilar

mea

ning

to

the

first

se

nten

ce, u

sing

the

wor

d gi

ven.

Do

not c

hang

e th

e w

ord

give

n. Y

ou m

ust u

se b

etw

een

thre

e an

d si

x w

ords

, inc

ludi

ng th

e w

ord

give

n. H

ere

is a

n ex

ampl

e (0

). Ex

ampl

e:

0 Ja

mes

wou

ld o

nly

spea

k to

the

head

of d

epar

tmen

t alo

ne.

O

N

Ja

mes

……

……

……

……

……

……

… to

the

head

of d

epar

tmen

t alo

ne.

The

gap

can

be fi

lled

with

the

wor

ds ‘i

nsis

ted

on s

peak

ing’

, so

you

writ

e:

Exam

ple:

0

INS

ISTE

D ON

SPE

AKI

NG

Writ

e on

ly th

e m

issi

ng w

ords

IN C

API

TAL

LETT

ERS

on th

e se

para

te a

nsw

er s

heet

. 25

A

s lo

ng a

s yo

u ex

plai

n th

e pr

oces

s cl

early

at t

he c

onfe

renc

e, y

our b

oss

will

be

plea

sed.

G

IVE

If

……

……

……

……

……

……

.... t

he p

roce

ss a

t the

con

fere

nce,

you

r bos

s w

ill b

e pl

ease

d.

26

They

say

that

a v

isito

r to

the

natio

nal a

rt ga

llery

dam

aged

an

18th

-cen

tury

pai

ntin

g.

A

LLEG

ED

A

vis

itor t

o th

e na

tiona

l art

galle

ry …

……

……

……

……

……

…...

. an

18th

-cen

tury

pai

ntin

g.

27

I rea

lly d

on’t

min

d w

heth

er J

ill c

hoos

es to

com

e on

hol

iday

with

us

or n

ot.

D

IFFE

REN

CE

It

real

ly …

……

……

……

……

……

…...

. whe

ther

Jill

cho

oses

to c

ome

on h

olid

ay w

ith u

s or

not

.

28

With

out t

he h

elp

that

Joe

gav

e m

e, I

don’

t thi

nk I’

d ha

ve fi

nish

ed th

e co

urse

.

B

EEN

If it

……

……

……

……

……

……

.... h

elp,

I do

n’t t

hink

I’d

have

fini

shed

the

cour

se.

29

We

can

assu

re o

ur c

usto

mer

s th

at w

e w

ill ta

ke e

very

pos

sibl

e m

easu

re to

mai

ntai

n th

e qu

ality

of th

e pr

oduc

ts o

n ou

r she

lves

.

TA

KES

We

can

assu

re o

ur c

usto

mer

s th

at w

e w

ill …

……

……

……

……

……

…...

. to

mai

ntai

n th

e qu

ality

of th

e pr

oduc

ts o

n ou

r she

lves

.

30

Follo

win

g so

me

com

plai

nts

by lo

cal r

esid

ents

, the

gov

ernm

ent w

ithdr

ew it

s pr

opos

al to

bui

ld a

new

runw

ay a

t the

airp

ort.

LI

GH

T

The

gove

rnm

ent’s

pro

posa

l to

build

a n

ew ru

nway

at t

he a

irpor

t ……

……

……

……

……

……

....

som

e co

mpl

aint

s by

loca

l res

iden

ts.





Pa

rt 5

Y

ou a

re g

oing

to r

ead

a re

view

of t

wo

book

s ab

out t

he in

tern

et. F

or q

uest

ions

31

– 36

, cho

ose

the

answ

er (A

, B, C

or D

) whi

ch y

ou th

ink

fits

best

acc

ordi

ng to

the

text

. M

ark

your

ans

wer

s on

the

sepa

rate

ans

wer

she

et.

The

inte

rnet

toda

y Ja

mes

Bax

ter r

evie

ws

two

book

s ab

out t

he in

tern

et:

Rew

ire

by E

than

Zuc

kerm

an, a

nd U

ntan

glin

g th

e W

eb b

y A

leks

Kro

tosk

i.

O

pen

a st

reet

map

of a

ny c

ity a

nd y

ou s

ee a

dia

gram

of a

ll th

e po

ssib

le ro

utes

one

cou

ld ta

ke in

trav

ersi

ng o

r ex

plor

ing

it. S

uper

impo

se o

n th

e st

reet

map

the

actu

al tr

affic

flow

s th

at a

re o

bser

ved

and

you

see

quite

a d

iffer

ent

city

: one

of

flow

s. Th

e flo

ws

show

how

peo

ple

actu

ally

trav

el in

the

city

, as

dist

inct

fro

m h

ow th

ey c

ould

. Thi

s he

lps

in th

inki

ng a

bout

the

inte

rnet

and

dig

ital t

echn

olog

y ge

nera

lly. I

n its

elf,

the

tech

nolo

gy h

as v

ast p

ossi

bilit

ies,

as s

ever

al r

ecen

t bo

oks

emph

asis

e, b

ut w

hat

we

actu

ally

win

d up

doi

ng w

ith i

t is

, at

any

poin

t in

tim

e, l

arge

ly

unkn

own.

Et

han

Zuck

erm

an i

s ex

cite

d by

the

pos

sibi

litie

s th

e w

eb p

rovi

des

for

linki

ng f

ar-f

lung

pop

ulat

ions

, fo

r sa

mpl

ing

diff

eren

t way

s of l

ife, f

or m

akin

g us

all

digi

tal c

osm

opol

itans

. His

cen

tral t

hesi

s, ho

wev

er, i

s tha

t whi

le th

e in

tern

et d

oes,

in p

rinci

ple,

ena

ble

ever

yone

to b

ecom

e ge

nuin

ely

cosm

opol

itan,

in p

ract

ice

it do

es n

othi

ng o

f th

e ki

nd. A

s th

e ph

iloso

pher

Ant

hony

App

iah

puts

it,

true

cosm

opol

itani

sm ‘

chal

leng

es u

s to

em

brac

e w

hat

is r

ich,

pr

oduc

tive

and

crea

tive’

abo

ut d

iffer

ence

s; i

n ot

her

wor

ds, t

o go

bey

ond

mer

ely

bein

g to

lera

nt o

f th

ose

who

are

di

ffer

ent.

Muc

h of

the

early

par

t of R

ewir

e is

take

n up

with

dem

onst

ratin

g th

e ex

tent

to w

hich

the

inte

rnet

, and

our

us

e of

it, f

ails

that

test

. ‘W

e sh

ape

our t

ools

,’ sa

id th

e ph

iloso

pher

Mar

shal

l McL

uhan

, ‘an

d af

terw

ards

they

sha

pe u

s.’ T

his

adag

e is

co

rrob

orat

ed e

very

tim

e m

ost

of u

s go

onl

ine.

We’

ve b

uilt

info

rmat

ion

tool

s (li

ke s

earc

h an

d so

cial

net

wor

king

sy

stem

s) th

at e

mbo

dy o

ur b

iase

s tow

ards

thin

gs th

at a

ffec

t tho

se w

ho a

re c

lose

st to

us.

They

giv

e us

the

info

rmat

ion

we

thin

k w

e w

ant,

but n

ot n

eces

saril

y th

e in

form

atio

n w

e m

ight

nee

d.

Des

pite

all

the

conn

ectiv

ity, w

e ar

e pr

obab

ly a

s ign

oran

t abo

ut o

ther

soci

etie

s as w

e w

ere

whe

n te

levi

sion

and

ne

wsp

aper

s w

ere

our

mai

n in

form

atio

n so

urce

s. In

fac

t, Zu

cker

man

arg

ues,

in s

ome

way

s w

e w

ere

bette

r th

en,

beca

use

serio

us m

ains

tream

med

ia o

utle

ts s

aw it

as

thei

r pro

f ess

iona

l dut

y to

‘cur

ate’

the

flow

of n

ews;

ther

e w

ere

edito

rial g

atek

eepe

rs w

ho d

eter

min

ed a

‘new

s ag

enda

’ of w

hat w

as a

nd w

asn’

t im

porta

nt. B

ut, a

s th

e in

tern

et w

ent

mai

nstre

am, w

e sw

itche

d fr

om c

urat

ion

to s

earc

h, a

nd th

e tra

ditio

nal g

atek

eepe

rs b

ecam

e le

ss p

ower

ful.

In

som

e re

spec

ts,

this

was

goo

d be

caus

e it

wea

kene

d la

rge

mul

timed

ia c

ongl

omer

ates

, bu

t it

had

the

unan

ticip

ated

co

nseq

uenc

e of

inc

reas

ing

the

pow

er o

f di

gita

l se

arch

too

ls –

and

, in

dire

ctly

, th

e po

wer

of

the

corp

orat

ions

pr

ovid

ing

them

. Zu

cker

man

– a

true

cos

mop

olita

n w

ho c

o-fo

unde

d a

web

ser

vice

ded

icat

ed to

real

isin

g th

e ne

t’s c

apac

ity to

en

able

any

one’

s vo

ice

to b

e he

ard

– pr

ovid

es a

n in

stru

ctiv

e co

ntra

st to

exc

essi

vely

opt

imis

tic n

arra

tives

abo

ut th

e tra

nsfo

rmat

ive

pow

er o

f ne

twor

ked

tech

nolo

gy, a

nd a

pow

e rfu

l dia

gnos

is o

f w

hat’s

wro

ng. W

here

he

runs

out

of

stea

m s

omew

hat

is i

n co

ntem

plat

ing

poss

ible

sol

utio

ns,

of w

hich

he

iden

tifie

s th

ree:

‘tra

nspa

rent

tra

nsla

tion’

–

sim

ply

auto

mat

ed, a

ccur

ate

trans

latio

n be

twee

n al

l lan

guag

es; ‘

brid

ge f

igur

es’

– bl

ogge

rs w

ho e

xpla

in id

eas

from

on

e cu

lture

to a

noth

er; a

nd ‘

engi

neer

ed s

eren

dipi

ty’

– ba

sica

lly, t

echn

olog

y fo

r en

ablin

g us

to e

scap

e fr

om f

ilter

s th

at li

mit

sear

ch a

nd n

etw

orki

ng s

yste

ms.

Even

tual

ly, t

he te

chno

logy

will

del

iver

tran

spar

ent t

rans

latio

n; c

loni

ng

Etha

n Zu

cker

man

wou

ld p

rovi

de a

sup

ply

of b

ridge

fig

ures

, bu

t, fo

r no

w,

we

will

hav

e to

mak

e do

with

pal

e im

itatio

ns. E

ngin

eerin

g se

rend

ipity

, how

ever

, is a

toug

her p

ropo

sitio

n.

Ale

ks K

roto

ski m

ight

be

able

to h

elp.

She

is a

kee

n ob

serv

er o

f ou

r in

form

atio

n ec

osys

tem

, and

has

bee

n do

ing

the

conf

eren

ce r

ound

s w

ith a

n in

trigu

ing

cont

rapt

ion

calle

d th

e ‘S

eren

dipi

ty E

ngin

e’, w

hich

is tw

o pa

rts a

rt in

stal

latio

n an

d on

e pa

rt te

achi

ng to

ol.

Unt

angl

ing

the

Web

is a

col

lect

ion

of 1

7 th

ough

tful e

ssay

s on

the

impa

ct o

f co

mpr

ehen

sive

net

wor

king

on

our l

ives

. The

y co

ver t

he sp

ectru

m o

f stu

ff w

e ne

ed to

thin

k ab

out –

from

the

obvi

ous

(like

priv

acy,

iden

tity

and

the

soci

al im

pact

of t

he n

et) t

o to

pics

whi

ch d

on’t

rece

ive

enou

gh a

ttent

ion

(for

exa

mpl

e,

wha

t med

ics,

with

a sn

iff, c

all ‘

cybe

rcho

ndria

’ – h

ow th

e ne

t can

incr

ease

hea

lth a

nxie

ties)

. A

lthou

gh

she’

s a

glam

orou

s m

edia

‘s

tar’

(h

avin

g fr

onte

d a

TV

serie

s ab

out

the

inte

rnet

), pe

ople

un

dere

stim

ate

Kro

tosk

i at t

heir

peril

. She

’s a

rare

com

b ina

tion

of a

cade

mic

, gee

k, re

porte

r and

ess

ayis

t, w

hich

her

ch

apte

r on

the

conc

ept o

f frie

ndsh

ip o

nlin

e ex

empl

ifies

: she

’s re

ad w

hat t

he k

ey s

ocia

l the

oris

ts s

ay o

n th

e su

bjec

t, bu

t she

’s a

lso

aler

t to

wha

t she

exp

erie

nces

as ‘

emot

iona

l ana

emia

’ – ‘t

he se

nse

that

…..y

ou m

ight

not

feel

the

onlin

e lo

ve fr

om th

e pe

ople

you

sho

uld,

bec

ause

you

r nea

rest

and

dea

rest

may

be

drow

ned

out i

n th

e oc

ean

of s

ocia

bilit

y.’

Whi

ch, i

n a

way

, brin

gs u

s ba

ck to

Zuc

kerm

an’s

thou

ghts

abo

ut th

e di

ffer

ence

bet

wee

n w

hat n

etw

orke

d te

chno

logy

co

uld

do a

nd w

hat i

t act

ually

doe

s.

line

13

line

36

line

38

line

40

31

The

revi

ewer

sta

rts w

ith th

e m

etap

hor o

f a c

ity m

ap in

ord

er to

illu

stra

te

A

the

diffi

culty

in u

nder

stan

ding

the

com

plex

ity o

f the

inte

rnet

.

B

the

degr

ee to

whi

ch th

e in

tern

et c

hang

es a

s tim

e pa

sses

.

C

the

diffe

renc

e be

twee

n po

tent

ial a

nd re

al in

tern

et u

se.

D

the

impo

rtanc

e of

the

inte

rnet

in p

eopl

e’s

lives

toda

y.

32

W

hat d

o th

e w

ords

‘tha

t tes

t’ in

line

13

refe

r to?

A

pr

ovid

ing

mor

e w

ides

prea

d ac

cess

to in

form

atio

n

B

conn

ectin

g in

a s

ubst

antia

l way

with

oth

er c

ultu

res

C

es

tabl

ishi

ng p

rinci

ples

for d

evel

opin

g th

e in

tern

et

D

ac

cept

ing

that

not

eve

ryon

e in

the

wor

ld is

the

sam

e

33

Wha

t poi

nt is

mad

e ab

out t

he in

tern

et in

the

third

par

agra

ph?

A

P

eopl

e of

ten

stru

ggle

to fi

nd w

hat t

hey

are

look

ing

for o

n it.

B

It in

fluen

ces

how

peo

ple

rela

te to

fam

ily a

nd fr

iend

s.

C

A

ll us

ers

have

som

e re

spon

sibi

lity

for i

ts e

volu

tion.

D

The

way

in w

hich

it w

orks

is fa

r fro

m n

eutra

l.

34

W

hat d

oes

the

revi

ewer

sug

gest

abo

ut Z

ucke

rman

in th

e fif

th p

arag

raph

?

A

H

is re

com

men

datio

ns a

re le

ss im

pres

sive

than

his

ana

lysi

s.

B

H

e us

es te

rms

that

are

har

der t

o un

ders

tand

than

nee

d be

.

C

He

has

the

sam

e fa

iling

s th

at h

e id

entif

ies

in o

ther

peo

ple.

D

His

acc

ount

of i

mpo

rtant

dev

elop

men

ts is

too

nega

tive.

35

Whi

ch o

f the

follo

win

g w

ords

is u

sed

to s

ugge

st d

isap

prov

al?

A

roun

ds (l

ine

36)

B

co

ntra

ptio

n (li

ne 3

6)

C

st

uff (

line

38)

D

sn

iff (l

ine

40)

36

W

hat d

oes

the

revi

ewer

sug

gest

abo

ut A

leks

Kro

tosk

i in

the

final

par

agra

ph?

A

Her

insi

ght i

nto

the

natu

re o

f onl

ine

frien

dshi

p is

per

cept

ive.

B

She

has

bee

n in

fluen

ced

by E

than

Zuc

kerm

an.

C

P

eopl

e ar

e of

ten

mis

led

by h

er a

cade

mic

cre

dent

ials

.

D

She

take

s on

too

man

y di

ffere

nt ro

les.




Part

6

You

are

goi

ng to

read

four

ext

ract

s fro

m a

rticl

es in

whi

ch a

cade

mic

s di

scus

s th

e co

ntrib

utio

n th

e ar

ts

(mus

ic, p

aint

ing,

lite

ratu

re, e

tc.)

mak

e to

soc

iety

. For

que

stio

ns 3

7 –

40, c

hoos

e fro

m th

e ac

adem

ics

A –

D. T

he a

cade

mic

s m

ay b

e ch

osen

mor

e th

an o

nce.

M

ark

your

ans

wer

s on

the

sepa

rate

ans

wer

she

et.

The

Con

trib

utio

n of

the

Art

s to

Soci

ety

A

L

ana

Ess

lett

Th

e ar

ts m

atte

r bec

ause

they

link

soc

iety

to it

s pa

st, a

peo

ple

to it

s in

herit

ed s

tore

of i

deas

, im

ages

and

wor

ds;

yet t

he a

rts c

halle

nge

thos

e lin

ks in

ord

er to

find

way

s of e

xplo

ring

new

pat

hs a

nd v

entu

res.

I rem

ain

scep

tical

of

clai

ms

that

hum

anity

’s lo

ve o

f th

e ar

ts s

omeh

ow r

efle

cts

som

e in

here

nt in

clin

atio

n, fu

ndam

enta

l to

the

hum

an

race

. How

ever

, exp

osur

e to

and

stu

dy o

f the

arts

doe

s st

reng

then

the

indi

vidu

al a

nd fo

ster

s in

depe

nden

ce in

the

face

of

the

pres

sure

s of

the

mas

s, th

e ch

arac

terle

ss, t

he u

ndiff

eren

tiate

d. A

nd ju

st a

s th

e sc

ienc

es s

uppo

rt th

e te

chno

logy

sec

tor,

the

arts

stim

ulat

e th

e gr

owth

of a

cre

ativ

e se

ctor

in th

e ec

onom

y. Y

et, t

rue

as th

is is

, it s

eem

s to

me

to m

iss

the

poin

t. Th

e va

lue

of th

e ar

ts is

not

to b

e de

fined

as

if th

ey w

ere

just

ano

ther

eco

nom

ic le

ver t

o be

pul

led.

The

arts

can

fai

l ev

ery

mea

sura

ble

obje

ctiv

e se

t by

eco

nom

ists

, yet

ret

ain

thei

r in

trins

ic v

alue

to

hum

anity

. B

Se

th N

orth

W

ithou

t a d

oubt

, the

arts

are

at t

he v

ery

cent

re o

f soc

iety

and

inna

te in

eve

ry h

uman

bei

ng. M

y pe

rson

al, t

houg

h ad

mitt

edly

con

trove

rsia

l, be

lief

is t

hat

the

bene

fits

to b

oth

indi

vidu

als

and

soci

ety

of s

tudy

ing

scie

nce

and

tech

nolo

gy, i

n pr

efer

ence

to a

rts s

ubje

cts,

are

vast

ly o

verr

ated

. It m

ust b

e sa

id, h

owev

er, t

hat d

espi

te th

e cl

aim

s fr

eque

ntly

mad

e fo

r th

e ci

vilis

ing

pow

er o

f th

e ar

ts, t

o m

y m

ind

the

obvi

ous

ques

tion

aris

es: W

hy a

re p

eopl

e w

ho a

re u

nden

iabl

y in

tole

rant

and

selfi

sh st

ill c

apab

le o

f enj

oyin

g po

etry

or a

ppre

ciat

ing

good

mus

ic?

For m

e, a

m

ore

conv

inci

ng a

rgum

ent

in f

avou

r of

the

arts

con

cern

s th

eir

econ

omic

val

ue. N

eedl

ess

to s

ay, d

isco

verin

g ho

w m

uch

the

arts

con

tribu

te to

soci

ety

in th

is w

ay in

vol v

es g

athe

ring

a va

st a

mou

nt o

f dat

a an

d th

en e

valu

atin

g ho

w m

uch

this

aff

ects

the

econ

omy

as a

who

le, w

hich

is b

y no

mea

ns st

raig

htfo

rwar

d.

C

Hea

ther

Cha

rlto

n It

goes

with

out s

ayin

g th

at e

nd-p

rodu

cts

of a

rtist

ic e

ndea

vour

can

be

seen

as

com

mod

ities

whi

ch c

an b

e tra

ded

and

expo

rted,

and

so

add

to t

he w

ealth

of

indi

vidu

als

and

soci

etie

s. W

hile

thi

s is

und

enia

bly

a su

bsta

ntia

l ar

gum

ent i

n fa

vour

of

the

arts

, we

shou

ld n

ot lo

se s

ight

of

thos

e eq

ually

fund

amen

tal c

ontri

butio

ns th

ey m

ake

whi

ch c

anno

t be

easi

ly tr

ansl

ated

into

mea

sura

ble

soci

al a

nd e

cono

mic

val

ue. A

nthr

opol

ogis

ts h

ave

neve

r fou

nd

a so

ciet

y w

ithou

t the

arts

in o

ne fo

rm o

r ano

ther

. The

y ha

ve c

oncl

uded

, and

I ha

ve n

o re

ason

not

to c

oncu

r, th

at

hum

anity

has

a n

atur

al a

esth

etic

sen

se w

hich

is b

iolo

gica

lly d

eter

min

ed. I

t is

by th

e ex

erci

se o

f thi

s se

nse

that

w

e cr

eate

wor

ks o

f ar

t whi

ch s

ymbo

lise

soci

al m

eani

ngs

and

over

tim

e pa

ss o

n va

lues

whi

ch h

elp

to g

ive

the

com

mun

ity it

s sen

se o

f ide

ntity

, and

whi

ch c

ontri

bute

eno

rmou

sly

to it

s sel

f-re

spec

t.

D

Mik

e K

onec

ki

Stud

ies

have

long

link

ed in

volv

emen

t in

the

arts

to in

crea

sed

com

plex

ity o

f th

inki

ng a

nd g

reat

er s

elf-

este

em.

Nob

ody

toda

y, a

nd r

ight

ly s

o in

my

view

, wou

ld c

halle

nge

the

huge

impo

rtanc

e of

mat

hs a

nd s

cien

ce a

s co

re

disc

iplin

es.

Nev

erth

eles

s, so

le e

mph

asis

on

thes

e in

pre

fere

nce

to t

he a

rts f

ails

to

prom

ote

the

inte

grat

ed

left/

right

-bra

in th

inki

ng in

stu

dent

s th

at th

e fu

ture

incr

easi

ngly

dem

ands

, and

on

whi

ch a

hea

lthy

econ

omy

now

un

doub

tedl

y re

lies.

Mor

e si

gnifi

cant

ly, I

bel

ieve

that

in a

n ag

e of

dul

l uni

form

ity, t

he a

rts e

nabl

e ea

ch p

erso

n to

ex

pres

s hi

s or

her

uni

quen

ess.

Yet

whi

le th

ese

bene

fits

are

enor

mou

s, w

e pa

rtici

pate

in th

e ar

ts b

ecau

se o

f an

in

stin

ctiv

e hu

man

nee

d fo

r in

spira

tion,

del

ight

, jo

y. T

he a

rts a

re a

n en

light

enin

g an

d hu

man

isin

g fo

rce,

en

cour

agin

g us

to

com

e to

geth

er w

ith p

eopl

e w

hose

bel

iefs

and

liv

es m

ay b

e di

ffer

ent

from

our

ow

n. T

hey

enco

urag

e us

to li

sten

and

to c

eleb

rate

wha

t con

nect

s us,

inst

ead

of re

treat

ing

behi

nd w

hat d

rives

us a

part.

Whi

ch a

cade

mic

has

a di

ffere

nt v

iew

from

Nor

th re

gard

ing

the

effe

ct o

f the

arts

on

beha

viou

r tow

ards

ot

hers

? 37

has

a di

ffere

nt v

iew

from

Kon

ecki

on

the

valu

e of

stu

dyin

g th

e ar

ts c

ompa

red

to o

ther

ac

adem

ic s

ubje

cts?

38

expr

esse

s a

diffe

rent

opi

nion

to th

e ot

hers

on

whe

ther

the

hum

an s

peci

es h

as a

gen

etic

pr

edis

posi

tion

tow

ards

the

arts

? 39

expr

esse

s a

sim

ilar v

iew

to E

ssle

tt on

how

the

arts

rela

te to

dem

ands

to c

onfo

rm?

40





Part

7

You

are

goi

ng t

o re

ad a

n ex

tract

fro

m a

mag

azin

e ar

ticle

abo

ut M

acqu

arie

Isl

and.

S

ix p

arag

raph

s ha

ve b

een

rem

oved

from

the

extra

ct.

Cho

ose

from

the

para

grap

hs A

– G

the

one

whi

ch fi

ts e

ach

gap

(41

– 46

). T

here

is o

ne e

xtra

par

agra

ph w

hich

you

do

not n

eed

to u

se.

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

.

Mac

quar

ie Is

land

Jo

urna

list M

atth

ew D

enho

lm jo

ins

a gr

oup

of s

cien

tists

, atte

mpt

ing

to s

ave

Mac

quar

ie Is

land

, whi

ch

lies h

alfw

ay b

etw

een

Austr

alia

and

Ant

arct

ica.

I am

stu

mbl

ing,

blin

ded

by ti

ny m

issi

les

of ic

e an

d sn

ow d

riven

hor

izon

tally

into

my

face

by

a ho

wlin

g ga

le.

One

min

ute

I’m

blo

wn

back

war

ds.

The

next

I’

m l

eapi

ng s

kyw

ard

in u

ndig

nifie

d pa

nic

as a

foo

t na

rrow

ly

mis

ses

an

outra

ged

elep

hant

se

al.

Squi

ntin

g pa

infu

lly t

hrou

gh t

orch

light

, I’

ve l

ittle

ho

pe o

f see

ing

the

beas

ts.

41

Late

r, in

side

a c

osy

hut,

spor

ting

a pa

tch

over

the

so

rer o

f my

eyes

, I h

ave

to a

dmit

that

it p

roba

bly

is.

This

is, a

fter a

ll, th

e su

b-A

ntar

ctic

. Or t

o be

pre

cise

, M

acqu

arie

Isla

nd: a

sliv

er o

f lan

d co

njur

ed a

brup

tly

from

the

vast

wild

erne

ss o

f the

Sou

ther

n O

cean

. The

da

rkes

t, co

ldes

t m

onth

s ar

e ge

nera

lly t

he q

uiet

est

time

of y

ear f

or h

uman

act

ivity

her

e, b

ut th

is y

ear i

s di

ffer

ent.

I’m

with

a t

eam

of

scie

ntis

ts w

ho a

re

unde

rtaki

ng a

see

min

gly

impo

ssib

le ta

sk: t

o rid

the

entir

e is

land

of e

very

rabb

it, ra

t and

mou

se.

42

Nex

t mor

ning

, I a

brup

tly c

hang

e m

y m

ind,

how

ever

, w

hen

I aw

ake

to a

vie

w th

at ju

stifi

es th

e th

ree-

day

voya

ge t

o th

is r

emot

e ou

tpos

t of

Aus

tralia

. A

fter

over

nigh

t sn

owfa

lls t

he i

slan

d is

pai

nted

whi

te,

from

hig

hlan

d pl

atea

us, w

ith f

roze

n la

kes,

to r

ocky

bl

ack

sand

and

peb

ble

shor

e. A

ll gl

iste

ns i

n ra

re

sub-

Ant

arct

ic

suns

hine

. B

esid

es,

the

prev

ious

af

tern

oon’

s dis

com

forts

wer

e en

tirel

y ou

r ow

n fa

ult.

43

The

dela

y w

hile

w

e do

uble

d ba

ck

mad

e it

impo

ssib

le t

o re

ach

the

hut b

efor

e du

sk. I

had

als

o bl

unde

red,

dec

idin

g sn

ow g

oggl

es w

ere

unne

cess

ary.

W

e ha

d be

en

taug

ht

a va

luab

le

less

on.

Whi

le

offic

ially

par

t of

Aus

tralia

, thi

s is

land

is a

diff

eren

t w

orld

. D

iffer

ent

rule

s ap

ply.

Eve

ry m

ove

mus

t be

pl

anne

d an

d pr

ecau

tions

ta

ken

beca

use

of

the

dang

ers p

osed

by

clim

ate

and

terr

ain.

44 This

ext

rem

e is

olat

ion

mea

ns n

o ac

tivity

is e

asy

on

the

isla

nd. O

ur f

irst c

halle

nge

was

get

ting

asho

re a

s th

ere

is n

o sa

fe a

ncho

rage

. But

whe

n w

e ev

entu

ally

re

ache

d th

e be

ach,

I c

ould

ins

tant

ly s

ee t

hat

the

isla

nd’s

repu

tatio

n as

‘the

Gal

ápag

os o

f the

sou

th’ i

s ju

stifi

ed.

Ove

r th

e ne

xt f

ew d

ays,

seal

s, pe

ngui

ns

and

a ho

st o

f sea

bird

s ar

e a

cons

tant

pre

senc

e. A

s in

th

e G

aláp

agos

Isl

ands

, som

e sp

ecie

s ar

e ab

unda

nt –

th

ere

are

an e

stim

ated

100

,000

seal

s and

four

mill

ion

peng

uins

. Th

ough

hun

ted

in th

e pa

st, t

hese

day

s th

e m

ain

thre

at t

o th

e is

land

’s f

auna

com

es n

ot f

rom

m

an b

ut fr

om o

ur le

gacy

.

45 Una

ccus

tom

ed t

o th

e he

rbiv

ores

’ te

eth,

the

isl

and

flora

has

bee

n ov

ergr

azed

and

red

uced

to

stub

ble.

Th

e hi

lls a

nd p

late

aus

are

pock

-mar

ked

with

hol

es

and

soft

surf

aces

are

und

erm

ined

by

thei

r bu

rrow

s. O

n th

is tr

eele

ss is

land

, the

ove

rgra

zing

has

als

o le

ft th

e ho

mes

of

na

tive

bird

s ex

pose

d.

Petre

l an

d al

batro

ss

chic

ks

are

thus

m

ore

vuln

erab

le

to

pred

atio

n an

d th

e ha

rsh

elem

ents

. Th

e de

vast

atio

n re

ache

d su

ch a

poi

nt th

at in

200

7 th

e W

orld

Her

itage

C

onve

ntio

n di

scus

sed

whe

ther

the

isla

nd s

houl

d lo

se

its W

orld

Her

itage

stat

us.

46

How

ever

, th

e st

atus

was

als

o co

nfer

red

beca

use

of

its

‘out

stan

ding

na

tura

l be

auty

an

d ae

sthe

tic

impo

rtanc

e’.

Giv

en

that

th

e w

ild

hills

ides

th

at

shou

ld b

e lu

shly

cov

ered

are

bar

e, a

nd a

re a

nim

ated

no

t by

the

mov

emen

t of

win

d in

tus

sock

but

by

rabb

its r

unni

ng a

mok

, it

is n

ot s

urpr

isin

g th

at t

he

wor

ld w

as b

egin

ning

to a

sk w

heth

er th

e de

scrip

tion

still

app

lied.

A

B

C

D

This

is

m

ainl

y in

th

e fo

rm

of

rabb

its.

Intro

duce

d in

187

7 as

a f

ood

sour

ce,

they

to

ok

to

the

isla

nd

with

gu

sto.

R

ecen

t es

timat

es o

f the

rabb

it po

pula

tion,

bef

ore

the

erad

icat

ion

prog

ram

be

gan,

ra

nged

fr

om

100,

000

to 1

50,0

00.

It’s

a re

alis

atio

n th

at m

akes

all

the

mor

e im

pres

sive

th

e en

deav

ours

of

th

e fir

st

expl

orer

s to

com

e he

re.

Her

e at

Bro

ther

s Po

int,

perc

hed

on a

hea

dlan

d of

f th

e is

land

’s

east

coa

st,

we

coul

d be

the

las

t hu

man

s on

Ea

rth.

In

a ge

ogra

phic

al

sens

e,

we

very

ne

arly

are

.

The

wal

k –

just

un

der

10km

fr

om

the

rese

arch

sta

tion

to th

e ca

bin

– w

asn’

t mea

nt

to b

e in

dar

knes

s. S

ome

time

afte

r se

tting

ou

t, ho

wev

er,

my

phot

ogra

pher

rea

lised

he

had

left

a pi

ece

of c

amer

a eq

uipm

ent b

ehin

d.

It’s o

ne o

f the

mos

t am

bitio

us p

rogr

ams o

f its

ty

pe

ever

at

tem

pted

. A

w

orth

y pr

ojec

t in

deed

, but

as

the

inte

nse

win

ds ra

ge o

utsi

de,

I ca

n em

path

ise

with

Cap

tain

Dou

glas

s, an

ea

rly v

isito

r to

the

isl

and.

Arr

ivin

g in

182

2,

Dou

glas

s ca

lled

Mac

quar

ie

‘the

mos

t w

retc

hed

plac

e’.

E F G

The

resu

ltant

la

ndsl

ips

have

de

vast

atin

g co

nseq

uenc

es.

They

hav

e ha

rmed

hun

dred

s of

pen

guin

s as

wel

l as

des

troyi

ng n

estin

g si

tes

leav

ing

loca

l wild

life

at ri

sk.

I beg

in to

re

alis

e ju

st h

ow d

amag

ed th

is w

ilder

ness

is.

At n

ight

, the

y ar

e in

dist

ingu

isha

ble

from

the

rock

s th

at

cove

r th

e gr

ound

; on

ly

thei

r gu

rglin

g ba

rks

tell

me

whe

n to

jum

p. A

s I

lose

feel

ing

in m

y fin

gers

, num

bed

by g

laci

al

tem

pera

ture

s, I

ask

mys

elf:

Is t

his

wha

t I

saile

d to

the

botto

m o

f the

wor

ld fo

r?

Mac

quar

ie

achi

eved

th

e lis

ting

10

year

s ea

rlier

, par

tly in

reco

gniti

on o

f the

fact

that

it

is a

geo

logi

cal

frea

k. T

he i

slan

d is

oce

an

floor

fo

rced

to

th

e su

rfac

e by

th

e co

nver

genc

e of

tw

o te

cton

ic

plat

es

– an

on

goin

g pr

oces

s.




Pa

rt 8

Y

ou a

re g

oing

to re

ad a

n ar

ticle

by

a ps

ycho

logi

st a

bout

laug

hter

. For

que

stio

ns 4

7 –

56, c

hoos

e fro

m

the

sect

ions

(A –

D).

The

sect

ions

may

be

chos

en m

ore

than

onc

e.

Mar

k yo

ur a

nsw

ers

on th

e se

para

te a

nsw

er s

heet

. W

hich

sec

tion

co

mm

ents

on

whi

ch p

erso

n la

ughs

with

in a

ver

bal e

xcha

nge?

47

us

es a

com

paris

on w

ith o

ther

phy

sica

l fun

ctio

ns to

sup

port

an id

ea?

48

gi

ves

reas

ons

why

und

erst

andi

ng la

ught

er s

uppl

ies

very

use

ful i

nsig

hts?

49

re

fers

to s

omeo

ne w

ho u

nder

stoo

d th

e se

lf-pe

rpet

uatin

g na

ture

of l

augh

ter?

50

ci

tes

a st

udy

that

invo

lved

wat

chin

g pe

ople

with

out t

heir

know

ledg

e?

51

de

scrib

es la

ught

er h

avin

g a

detri

men

tal e

ffect

? 52

cr

itici

ses

othe

r res

earc

h fo

r fai

ling

to c

onsi

der a

key

func

tion

of la

ught

er?

53

ex

plai

ns th

at la

ughi

ng d

oes

not u

sual

ly ta

ke p

rece

denc

e ov

er s

peak

ing?

54

de

scrib

es p

eopl

e ob

serv

ing

them

selv

es?

55

en

cour

ages

che

ckin

g th

at a

pro

posi

tion

is c

orre

ct?

56

W

hy d

o pe

ople

laug

h?

Psyc

holo

gist

Rob

ert P

rovi

ne w

rite

s abo

ut w

hy a

nd w

hen

we

laug

h.

A

In 1

962,

wha

t be

gan

as a

n is

olat

ed f

it of

lau

ghte

r in

a g

roup

of

scho

olgi

rls i

n Ta

nzan

ia r

apid

ly r

ose

to

epid

emic

pr

opor

tions

. C

onta

giou

s la

ught

er

spre

ad

from

on

e in

divi

dual

to

th

e ne

xt

and

betw

een

com

mun

ities

. Flu

ctua

ting

in i

nten

sity

, the

lau

ghte

r ep

idem

ic l

aste

d fo

r ar

ound

tw

o an

d a

half

year

s an

d du

ring

this

tim

e at

leas

t 14

scho

ols

wer

e cl

osed

and

abo

ut 1

,000

peo

ple

affli

cted

. Lau

ghte

r epi

dem

ics,

big

and

smal

l, ar

e un

iver

sal.

Laug

hter

yog

a, a

n in

nova

tion

of M

adan

Kat

aria

of M

umba

i, ta

ps in

to c

onta

giou

s la

ught

er f

or h

is L

augh

ter

Yoga

clu

bs. M

embe

rs g

athe

r in

pub

lic p

lace

s to

eng

age

in la

ught

er e

xerc

ises

to

ener

gise

the

body

and

impr

ove

heal

th. K

atar

ia re

alis

ed th

at o

nly

laug

hter

is n

eede

d to

stim

ulat

e la

ught

er –

no

joke

s ar

e ne

cess

ary.

Whe

n w

e he

ar la

ught

er, w

e be

com

e be

asts

of t

he h

erd,

min

dles

sly

laug

hing

in tu

rn,

prod

ucin

g a

beha

viou

ral c

hain

reac

tion

that

swee

ps th

roug

h ou

r gro

up.

B Laug

hter

is a

ric

h so

urce

of

info

rmat

ion

abou

t com

plex

soc

ial r

elat

ions

hips

, if

you

know

whe

re to

look

. Le

arni

ng t

o ‘r

ead’

lau

ghte

r is

par

ticul

arly

val

uabl

e be

caus

e la

ught

er i

s in

volu

ntar

y an

d ha

rd t

o fa

ke,

prov

idin

g un

cens

ored

, hon

est a

ccou

nts o

f wha

t peo

ple

real

ly th

ink

abou

t eac

h ot

her.

It is

a d

ecid

edly

soci

al

sign

al. T

he so

cial

con

text

of l

augh

ter w

as e

stab

lishe

d by

72

stud

ent v

olun

teer

s in

my

clas

ses,

who

reco

rded

th

eir

own

laug

hter

, its

tim

e of

occ

urre

nce

and

soci

al c

ircum

stan

ce i

n sm

all

note

book

s (la

ugh

logb

ooks

) du

ring

a on

e-w

eek

perio

d. T

he s

ocia

lity

of la

ught

er w

as s

triki

ng. M

y lo

gboo

k ke

eper

s la

ughe

d ab

out 3

0 tim

es m

ore

whe

n th

ey w

ere

arou

nd o

ther

s tha

n w

hen

they

wer

e al

one

– la

ught

er a

lmos

t dis

appe

ared

am

ong

solit

ary

subj

ects

. C

Fu

rther

clu

es a

bout

the

soc

ial

cont

ext

of l

augh

ter

cam

e fr

om t

he s

urre

ptiti

ous

obse

rvat

ion

of 1

,200

in

stan

ces

of c

onve

rsat

iona

l lau

ghte

r am

ong

anon

ymou

s pe

ople

in p

ublic

pla

ces.

My

colle

ague

s an

d I n

oted

th

e ge

nder

of

the

spea

ker

and

audi

ence

(lis

tene

r), w

heth

er th

e sp

eake

r or

the

audi

ence

laug

hed,

and

wha

t w

as s

aid

imm

edia

tely

bef

ore

laug

hter

occ

urre

d. C

ontra

ry to

exp

ecta

tion,

mos

t con

vers

atio

nal l

augh

ter w

as

not a

resp

onse

to jo

kes

or h

umor

ous

stor

ies.

Few

er th

an 2

0% o

f pre

-laug

h co

mm

ents

wer

e re

mot

ely

joke

-lik

e or

hum

orou

s. M

ost l

augh

ter f

ollo

wed

ban

al re

mar

ks s

uch

as ‘A

re y

ou s

ure?

’ and

‘It w

as n

ice

mee

ting

you

too.

’ Mut

ual p

layf

ulne

ss, i

n-gr

oup

feel

ing

and

posi

tive

emot

iona

l ton

e –

not c

omed

y –

mar

k th

e so

cial

se

tting

s of

mos

t na

tura

lly o

ccur

ring

laug

hter

. A

noth

er c

ount

erin

tuiti

ve d

isco

very

was

tha

t th

e av

erag

e sp

eake

r la

ughs

abo

ut 4

6% m

ore

ofte

n th

an t

he a

udie

nce.

Thi

s co

ntra

sts

with

the

sce

nario

in

stan

d-up

co

med

y –

a ty

pe o

f co

med

y pe

rfor

man

ce i

n w

hich

a n

on-la

ughi

ng s

peak

er p

rese

nts

joke

s to

a l

augh

ing

audi

ence

. C

omed

y pe

rfor

man

ce i

n ge

nera

l pr

oves

an

inad

equa

te m

odel

for

eve

ryda

y co

nver

satio

nal

laug

hter

. A

naly

ses

that

foc

us o

nly

on a

udie

nce

beha

viou

r (a

com

mon

app

roac

h) a

re o

bvio

usly

lim

ited

beca

use

they

neg

lect

the

soci

al n

atur

e of

the

laug

hing

rela

tions

hip.

D

A

maz

ingl

y, w

e so

meh

ow n

avig

ate

soci

ety,

laug

hing

at j

ust t

he ri

ght t

imes

, whi

le n

ot c

onsc

ious

ly k

now

ing

wha

t w

e ar

e do

ing.

In

our

sam

ple

of 1

,200

lau

ghte

r ep

isod

es,

the

spea

ker

and

the

audi

ence

sel

dom

in

terr

upte

d th

e ph

rase

stru

ctur

e of

spe

ech

with

a h

a-h a

. Thu

s, a

spea

ker

may

say

‘Y

ou a

re w

earin

g th

at?

Ha-

ha,’

but r

arel

y ‘Y

ou a

re w

earin

g… h

a-ha

… th

at?’

The

occ

urre

nce

of la

ught

er d

urin

g pa

uses

, at t

he e

nd

of p

hras

es,

and

befo

re a

nd a

fter

stat

emen

ts a

nd q

uest

ions

sug

gest

s th

at a

neu

rolo

gica

lly b

ased

pro

cess

go

vern

s th

e pl

acem

ent o

f la

ught

er. S

peec

h is

dom

inan

t ove

r la

ught

er b

ecau

se it

has

prio

rity

acce

ss to

the

sing

le v

ocal

isat

ion

chan

nel,

and

laug

hter

doe

s no

t vi

olat

e th

e in

tegr

ity o

f ph

rase

stru

ctur

e. L

augh

ter

in

spee

ch i

s si

mila

r to

pun

ctua

tion

in w

ritte

n co

mm

unic

atio

n. I

f pu

nctu

atio

n of

spe

ech

by l

augh

ter

seem

s un

likel

y, c

onsi

der t

hat b

reat

hing

and

cou

ghin

g al

so p

unct

uate

spe

ech.

Bet

ter y

et, w

hy n

ot te

st m

y th

eory

of

punc

tuat

ion

by e

xam

inin

g th

e pl

acem

ent o

f lau

ghte

r in

conv

ersa

tion

arou

nd y

ou, f

ocus

ing

on th

e pl

acem

ent

of h

a-ha

lau

ghs.

It's

a go

od t

hing

tha

t th

ese

com

petin

g ac

tions

are

neu

rolo

gica

lly o

rche

stra

ted.

How

co

mpl

icat

ed w

ould

our

live

s be

if w

e ha

d to

pla

n w

hen

to b

reat

he, t

alk

and

laug

h.


Answer key

Candidate answer sheet

READING AND USE OF ENGLISH | ANSWER KEY AND CANDIDATE ANSWER SHEET


Q Part 1

1 D

2 D

3 B

4 A

5 A

6 C

7 B

8 C

Q Part 2

9 SUCH

10 AT

11 PUT

12 THAN

13 WITH/BY

14 LIKE

15 LEAST

16 DESPITE

Q Part 3

17 PURSUIT

18 UNPREDICTABLE

19 ENTHUSIASTS

20 DISTINGUISH

21 COMPETITORS

22 INCREASINGLY

23 REPLACEMENTS

24 INNOVATIVE

Q Part 4

25 YOU GIVE | A CLEAR EXPLANATION OF/ABOUT

26 IS ALLEGED | TO HAVE DAMAGED

27 MAKES NO/(VERY) LITTLE DIFFERENCE | TO ME

28 HADN’T/HAD NOT BEEN | FOR JOE’S

29DO WHAT(EVER)/EVERYTHING/ALL/ANYTHING | IT TAKES

30 WAS WITHDRAWN | IN (THE) LIGHT OF

Q Part 5

31 C

32 B

33 D

34 A

35 D

36 A

Q Part 6

37 D

38 B

39 A

40 D

Q Part 7

41 F

42 D

43 C

44 B

45 A

46 G

Q Part 8

47 C

48 D

49 B

50 A

51 C

52 A

53 C

54 D

55 B

56 D


READING AND USE OF ENGLISH | CANDIDATE ANSWER SHEET


230 CEFR · 11/27/2015 · Cambridge English: Advanced. is a rigorous and thorough test of English...

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Transcript of 230 CEFR · 11/27/2015 · Cambridge English: Advanced. is a rigorous and thorough test of English...