Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The Creativity Myth
A. It is a myth that creative people are born with their talents: gifts from God or nature. Creative genius is, in fact, latent within many of us, without our realising. But how far do we need to travel to find the path to creativity? For many people, a long way. In our everyday lives, we have to perform many acts out of habit to survive, like opening the door, shaving, getting dressed, walking to work, and so on. If this were not the case, we would, in all probability, become mentally unhinged. So strongly ingrained are our habits, though this varies from person to person, that sometimes, when a conscious effort is made to be creative, automatic response takes over. We may try, for example, to walk to work following a different route, but end up on our usual path. By then it is too late to go back and change our minds. Another day, perhaps. The same applies to all other areas of our lives. When we are solving problems, for example, we may seek different answers, but, often as not, find ourselves walking along the same well-trodden paths.
B. So, for many people, their actions and behavior are set in immovable blocks, their minds clogged with the cholesterol of habitual actions, preventing them from operating freely, and thereby stifling creation. Unfortunately, mankind’s very struggle for survival has become a tyranny – the obsessive desire to give order to the world is a case in point. Witness people’s attitude to time, social customs, and the panoply of rules and regulations by which the human mind is now circumscribed.
C. The groundwork for keeping creative ability in check begins at school. School, later university and then work, teach us to regulate our lives, imposing a continuous process of restrictions which is increasing exponentially with the advancement of technology. Is it surprising then that creative ability appears to be so rare? It is trapped in the prison that we have erected. Yet, even here in this hostile environment, the foundations for creativity are being laid; because setting off on the creative path is also partly about using rules and regulations. Such limitations are needed so that once they are learnt, they can be broken.
D. The truly creative mind is often seen as totally free and unfettered. But a better image is of a mind, which can be free when it wants, and one that recognises that rules and regulations are parameters, or barriers, to be raised and dropped again at will. An example of how the human mind can be trained to be creative might help here. People’s minds are just like tense muscles that need to be freed up and the potential unlocked. One strategy is to erect artificial barriers or hurdles in solving a problem. As a form of stimulation, the participants in the task can be forbidden to use particular solutions or to follow certain lines of thought to solve a problem. In this way they are obliged to explore unfamiliar territory, which may lead to some startling discoveries. Unfortunately, the difficulty in this exercise, and with creation itself, is convincing people that creation is possible, shrouded as it is in so much myth and legend. There is also an element of fear involved, however subliminal, as deviating from the safety of one’s own thought patterns is very much akin to madness. But, open Pandora’s box, and a whole new world unfolds before your very eyes.
E. Lifting barriers into place also plays a major part in helping the mind to control ideas rather than letting them collide at random. Parameters act as containers for ideas, and thus help the mind to fix on them. When the mind is thinking laterally and two ideas from different areas of the brain come or are brought together, they form a new idea, just like atoms floating around and then forming a molecule. Once the idea has been formed, it needs to be contained or it will fly away, so fleeting is its passage. The mind needs to hold it in place for a time so that it can recognise it or call on it again. And then the parameters can act as channels along which the ideas can flow, developing and expanding. When the mind has brought the idea to fruition by thinking it through to its final conclusion, the parameters can be brought down and the idea allowed to float off and come in contact with other ideas.
Questions 1-5
Reading Passage 1 has five paragraphs, A-E.
Which paragraph contains the following information? Write the correct letter A-E in boxes 1-5 on your answer sheet. NB You may use any letter more than once.
the way parameters in the mind help people to be creative
the need to learn rules in order to break them
how habits restrict us and limit creativity
how to train the mind to be creative
how the mind is trapped by the desire for order
Questions 6-10
Choose the correct letter, A, B, C or D.
According to the writer, creative people
A. are usually born with their talents
B. are born with their talents
C. are not born with their talents
D. are geniuses
According to the writer, creativity is
A. a gift from God or nature
B. an automatic response
C. difficult for many people to achieve
D. a well-trodden path
According to the writer
A. the human race’s fight to live is becoming a tyranny
B. the human brain is blocked with cholesterol
C. the human race is now circumscribed by talents
D. the human race’s fight to survive stifles creative ability
Advancing technology
A. holds creativity in check
B. improves creativity
C. enhances creativity
D. is a tyranny
According to the author, creativity
A. is common
B. is increasingly common
C. is becoming rarer and rarer
D. is a rare commodity
Questions 11-14
Do the following statements reflect the claims of the writer?
In boxes 11-14 on your answer sheet write
YES if the statement agrees with the information in the passage
NO if the statement contradicts the information in the passage
NOT GIVEN if there is no information about the statement in the passage
Rules and regulations are examples of parameters.
The truly creative mind is associated with the need for free speech and a totally free society.
One problem with creativity is that people think it is impossible.
Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published April 2023. Last reviewed 3 July 2026.
You should spend about 20 minutes on Questions 14-26, which are based on the Reading Passage below.
Therapeutic Jurisprudence Reading Answers
A Therapeutic jurisprudence is the study of the role of the law as a therapeutic agent. It examines the law’s impact on emotional life and on psychological well-being, and the therapeutic and anti-therapeutic consequences of the law. It is most applicable to the fields of mental health law, criminal law, juvenile law and family law.
B The general aim of therapeutic jurisprudence is the humanizing of the law and addressing the human, emotional and psychological side of the legal process. It promotes the perspective that the law is a social force that produces behaviours and consequences. Therapeutic jurisprudence strives to have laws made or applied in a more therapeutic way so long as other values, such as justice and due process, can be fully respected. It is important to recognise that therapeutic jurisprudence does not itself suggest that therapeutic goals should trump other goals. It does not support paternalism or coercion by any means. It is simply a way of looking at the law in a richer way and then bringing to the table some areas and issues that previously have gone unnoticed. Therapeutic jurisprudence simply suggests that we think about the therapeutic consequences of law and see if they can be factored into the processes of law-making, lawyering, and judging.
C The law can be divided into the following categories: (1) legal rules, (2) legal procedures, such as hearings and trials and (3) the roles of legal actors – the behaviour of judges, lawyers, and of therapists acting in a legal context. Much of what legal actors do has an impact on the psychological well-being or emotional life of persons affected by the law, for example, in the dialogues that judges have with defendants or that lawyers have with clients. Therefore, therapeutic jurisprudence is especially applicable to this third category.
D Therapeutic jurisprudence is a relatively new phenomenon. In the early days of the law, attitudes were very different and efforts were focused primarily on what was wrong with various sorts of testimony. While there were good reasons for that early emphasis, an exclusive focus on what is wrong, rather than also looking at what is right and how these aspects could be further developed, is seriously shortsighted. Therapeutic jurisprudence focuses attention on this previously under-appreciated aspect, encouraging us to look very hard for promising development and to borrow from the behavioural science literature, even when this literature has nothing obviously to do with the law. It encourages people to think creatively about how promising developments from other fields might be brought into the legal system.
E Recently, as a result of this multidisciplinary approach, certain kinds of rehabilitative programmes have begun to emerge that look rather promising. One type of cognitive behavioural treatment encourages offenders to prepare relapse prevention plans which require them to think through the chain of events that lead to criminality. These reasoning and rehabilitation-type programmes teach offenders cognitive self-change, to stop and think and figure out consequences, to anticipate high-risk situations, and to learn to avoid or cope with them. These programmes, so far, seem to be reasonably successful.
F From a therapeutic jurisprudence standpoint, the question is how these programmes might be brought into the law. In one obvious sense, these problem-solving, reasoning and rehabilitation-type programmes can be made widely available in correctional and community settings. A way of linking them even more to the law, of course, would be to make them part of the legal process itself. The suggestion here is that if a judge or parole board becomes familiar with these techniques and is about to consider someone for probation, the judge might say. ‘I’m going to consider you but I want you to come up with a preliminary relapse prevention plan that we will use as a basis for discussion. I want you to figure out why I should grant you probation and why I should be comfortable that you’re going to succeed. In order for me to feel comfortable, I need to know what you regard to be high-risk situations and how you’re going to avoid them or cope with them!
G If that approach is followed, courts will be promoting cognitive self-change as part and parcel of the sentencing process itself. The process may operate this way; an offender would make a statement like ‘I realise I mess up on Friday nights; therefore, I propose that I will stay at home on Friday nights. Suddenly, it is not a judge imposing something on the offender. It’s something that the offender has come up with him or herself, so he or she should think it is fair. If a person has a voice in his rehabilitation, then he is more likely to feel a commitment to it, and with that commitment, presumably, compliance will increase dramatically.
Questions 14-20
Complete the notes below.
Choose NO MORE THAN ONE WORD from the passage for each answer.
NOTES: Therapeutic Jurisprudence
Therapeutic Jurisprudence:
study of the law as a therapeutic 14……………. and the therapeutic and 15………….. consequences of the law.
Goal:
the 16 ………… of the law, but NOT at the expense of 17…………….. and due
process.
Applicable to:
especially applicable to the role of legal 18………………… such as judges and lawyers
Therapeutic jurisprudence = new attitude
1. It asks people to seek out 19………………… developments, not problems.
2. It urges people to think 20……………… and borrow from other fields.
Questions 21-23
Complete the sentences.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
21 One aspect of cognitive behavioural treatment includes the preparation of ……………. by offenders.
22 The treatment requires offenders to consider the……………. that lead to a crime being committed.
23 Treatment programmes encourage offenders to recognise… ……………. before they happen, and know what to do in case they do happen.
Questions 24-26
Do the following statements agree with the information given in the Reading Passage?
In boxes 24-26 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
24 The use of rehabilitative programmes has been proved to greatly reduce the chance of a criminal re-offending.
25 Therapeutic jurisprudence aims to make cognitive behavioural treatment a part of the legal process itself.
26 Offenders might be encouraged by judges to take part in deciding what their punishment should be.
Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published April 2023. Last reviewed 3 July 2026.
You should spend about 20 minutes on Questions 1-14, which are based on the Reading Passage below.
Persistent Bullying Reading Answers
How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.
Here he reports on his findings.
A Bullying can take a variety of forms, from the verbal – being taunted or called hurtful names – to the physical – being kicked or shoved – as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.’
D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time – not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied into early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.
F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying – and the consequent improvement in pupil happiness – is surely a worthwhile objective.
Questions 1-4
The reading passage has six sections, A-F.
Choose the correct heading for sections A-D from the list of headings below.
Write the correct number, i-vii, in boxes 1-4 on your answer sheet.
List of Headings
i The role of video violence
ii The failure of government policy
iii Reasons for the increased rate of bullying
iv Research into how common bullying is in British schools
v The reaction from schools to enquiries about bullying
vi The effect of bullying on the children involved
vii Developments that have led to a new approach by schools
1 Section A
2 Section B
3 Section C
4 Section D
Questions 5-8
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 5-8 on your answer sheet.
5 A recent survey found that in British secondary schools
A there was more bullying than had previously been the case.
B there was less bullying than in primary schools.
C cases of persistent bullying were very common.
D indirect forms of bullying were particularly difficult to deal with.
6 Children who are bullied
A are twice as likely to commit suicide as the average person.
B find it more difficult to relate to adults.
C are less likely to be violent in later life.
D may have difficulty forming relationships in later life.
7 The writer thinks that the declaration ‘There is no bullying at this school’
A is no longer true in many schools.
B was not in fact made by many schools.
C reflected the school’s lack of concern.
D reflected a lack of knowledge and resources.
8 What were the findings of research carried out in Norway?
A Bullying declined by 50% after an anti-bullying campaign.
B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.
C Two years is the optimum length for an anti-bullying campaign.
D Bullying is a less serious problem in Norway than in the UK.
Questions 9-13
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.
What steps should schools take to reduce bullying?
The most important step is for the school authorities to produce a 9 ………………. which makes the school’s attitude towards bullying quite clear.
It should include detailed 10 ………………. as to how the school and its staff will react if bullying occurs.
In addition, action can be taken through the 11 ……………….
This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion.
On its own, however, it is insufficient to bring about a permanent solution.
Effective work can also be done with individual pupils and small groups.
For example, potential 12 ………………. of bullying can be trained to be more self-confident.
Or again,in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.
Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere 13 ……………….
Question 14
Choose the correct letter, A, B, C or D.
Write the correct letter in box 14 on your answer sheet.
14 Which of the following is the most suitable title for the Reading Passage?
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
You should spend less than 20 minutes on Questions 1-8, which are based on the Reading Passage below.
Emergency Procedures
Revised July 2011
This applies to all persons on the school campus.
In cases of emergency (e.g. fire), find the nearest teacher who will: send a messenger at full speed to the Office OR inform the Office via phone ext. 99.
PROCEDURE FOR EVACUATION
1 Warning of an emergency evacuation will be marked by a number of short bell rings. (In the event of a power failure, this may be a hand-held bell or siren.)
2 All class work will cease immediately.
3 Students will leave their bags, books and other possessions where they are.
4 Teachers will take the class rolls.
5 Classes will vacate the premises using the nearest staircase. If these stairs are inaccessible, use the nearest alternative staircase. Do not use the lifts. Do not run.
6 Each class, under the teacher’s supervision, will move in a brisk, orderly fashion to the paved quadrangle area adjacent to the car park.
7 All support staff will do the same.
8 The Marshalling Supervisor, Ms Randall, will be wearing a red cap and she will be waiting there with the master timetable and staff list in her possession.
9 Students assemble in the quad with their teacher at the time of evacuation. The teacher will do a head count and check the roll.
10 Each teacher sends a student to the Supervisor to report whether all students have been accounted for. After checking, students will sit down (in the event of rain or wet pavement they may remain standing).
11 The Supervisor will inform the Office when all staff and students have been accounted for.
12 All students, teaching staff and support personnel remain in the evacuation area until the All Clear signal is given.
13 The All Clear will be a long bell ring or three blasts on the siren.
14 Students will return to class in an orderly manner under teacher guidance.
15 In the event of an emergency occurring during lunch or breaks, students are to assemble in their home-room groups in the quad and await their home-room teacher.
Questions 1-8
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the text for each answer.
Write your answers in boxes 1–8 on your answer sheet.
1 In an emergency, a teacher will either phone the office or …………………. .
2 The signal for evacuation will normally be several …………………. .
3 If possible, students should leave the building by the …………………. .
4 They then walk quickly to the …………………. .
5 …………………. will join the teachers and students in the quad.
6 Each class teacher will count up his or her students and mark …………………. .
7 After the …………………. , everyone may return to class.
8 If there is an emergency at lunchtime, students gather in the quad in …………………. and wait for their teacher.
Step-by-step guide to answering this type of IELTS Writing Task 1 question. Covers structure, key language, and band-scoring criteria.
Originally published April 2023. Last reviewed 3 July 2026.
You should spend less than 20 minutes on Questions 15-20, which are based on the Reading Passage below.
The Printing Process Reading Answers
The world entered its first information revolution when the first printing press was built in 1450. Before this, typical ways of recording information were to carve words onto clay tiles and bamboo, or to write on parchment or papyrus. Fast forward to the digital age, the second information revolution, and it has now become possible to self-publish, have books printed in paperback or as an e-book, and some books are even free!
Digital warehouse
Long gone are the days when every book was printed before there was a buyer. Why print thousands of books only to find out that very few people want to buy them? Now it is possible to work with a printer in a process called Print On Demand (POD) and only print a paperback when you have an order.
To do this a printer has a digital warehouse with every book stored electronically. Once an order is placed, the printer has all of the electronic data necessary to print and deliver the book to its intended destination. Every month money is sent to all of the authors that have sold books that month.
Giving your book to the printer
Once written, an author can send his book electronically to the printer in the form of a PDF file or as a hardcopy that can be scanned and digitized by the printer.
Processing fees for all services from a printer are minimal but allow you to have access to large distribution networks of not only online bookstores but also the bricks and mortar retailers. These people may not buy your book but your book will be in their catalogues and they will order from the printer if someone asks for it.
Two Concerns
Speed is not the only priority for the printer, they are also concerned with quality and have 10 quality control checks on each book before it is shipped.
Sharp graphics and crisp text make it virtually impossible to distinguish a POD book from the more traditional offset copies. As technology continues to improve this can only get better.
As an author, it is possible to choose the type of book you want; paperback, hardback, or e-book (now the most popular form of book), the size of your book, type of paper, and type of cover (laminated, cloth or jacketed for hardbacks).
Questions 15– 20
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 15– 20 on your answer sheet.
15 We experienced our first information revolution with the development of the ……………………
16 It is no longer necessary to print books in …………………….
17 Print On Demand works by making sure that the printer has been given all of the relevant …………………….
18 If necessary the printer will scan and digitize your …………………….
19 The latest technology makes the difference between offset printing and Print On Demand almost …………………….. to tell.
20 Apart from the traditional hardback and paperback books, authors can now publish in …………………….. form.
Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published April 2023. Last reviewed 3 July 2026.
You should spend about 20 minutes on Questions 1-14, which are based on the Reading Passage below.
Canals on Mars
A Popular interest in Mars, the ‘Red Planet’, is long-established, but has enjoyed two dramatic flowerings, one in the 1890s and the other a century later.
B Any speculation about life on Mars, then or now, is part of a long discussion on ‘the plurality of worlds’. Pluralists believe that there are other worlds apart from ours which contain life — an idea that had its origins in classical Greece. In the 19th century, the new science of astrophysics suggested that large numbers of stars in the sky were similar to the sun in their composition — perhaps they too were circled by planetary systems. Nearer to home Mars, our neighbour in the solar system seemed to offer the evidence the pluralists had lacked until then.
C The characteristics of Mars’ orbit are such that its distance from Earth varies considerably — from 34.5 to 234.5 million miles. From an astronomer’s standpoint, it was particularly well-placed for observation in 1877, 1892 and 1909. Observations in each of these years intensified discussion about possible life on Mars.
D If life, intelligent or otherwise, were to be found on Mars, then life on Earth would not be unique. The scientific, theological and cultural outcomes of such a discovery could be stupendous. In 1859, Fr. Angelo Secchi, director of the Vatican observatory and a confirmed pluralist, observed markings on the surface of Mars, which he described as canals, ‘channels’. The fateful word had been launched on its career, although there was little immediate development from Secchi’s work.
E In 1877 another Italian, Giovanni Schiaparelli, one of Europe’s most distinguished astronomers, also observed the canals, but he added the refinement that they appeared to be constituents of a system. Other astronomers observed features that might be continents or seas; Schiaparelli confirmed these findings and gave them finely sonorous classical names such as Hellas, Mare Etythraeum, Promethei Sinus.
F Although Schiaparelli was cautious in his public statements, recent research suggests that he was a pluralist. Certainly his choice of familiar place names for the planet, and his publicising of the calla network, encouraged pluralist speculation. Inevitably, cumuli was soon being translated into English as ‘canals’ rather than ‘channels’. In 1882, Schiaparelli further fuelled speculation by discovering twin canals; a configuration which he named ‘gemination’; he described no fewer than sixty canals and twenty geminations.
G Some of Schiaparellrs findings were confirmed by the astronomers Perrotin and Thollon at Nice Observatory in 1886. In 1888, however, Perrotin confused matters by announcing that the Martian continent of ‘Libya’ observed by Schiaparelli in 1886 ‘no longer exists today’. The confusion grew; two prestigious observatories in the US found in one case no canals, in another a few of them but no geminations, and no changes to Libya.
H While the observers exchanged reports and papers, the popularisers got to work. They were generally restrained at first. The British commentator Richard Proctor thought that the canals might be rivers; he was among the first to suggest that a Martian canal would have to be ‘fifteen or twenty miles broad’ to be seen from Earth.
The leading French pluralist, Camille Flammarion, published his definitive La Planete Mars in 1892: ‘the canals may be due … to the rectification of old rivers by the inhabitants for the purpose of the general distribution of water…! Other commentators supposed the ‘canals’ might be an optical illusion, a line first advanced by the English artist Nathaniel Green, teacher of painting to Queen Victoria and an amateur astronomer.
I The canals debate might have levelled off at this point had it not been for the incursion of its most prominent controversialist — and convinced pluralist — Percival Lowell. Lowell, an eminent Bostonian, entered the astronomical argument after a career in business and diplomacy, mainly in the Orient. He may not have brought an entirely objective mind to the task. Even before he started observing he had announced that the canals were probably ‘the work of some sort of intelligent beings’.
J The newly-arrived popular press was very willing to report Lowell’s findings and views; canal mania grew apace. By 1910 Lowell had reported over 400 canals with.an average length of 1,500 miles. He wrote plausibly about the Martian atmosphere and the means by which the canals distributed water from Mars polar caps to irrigate the planet before evaporation returned moisture to the poles. This water cycle appealed to popular evolutionism which perceived Mars as an old, dying world trying to avert its fate by rational and large-scale engineering — this was, after all, an age of great canals: Panama, Dortmund-Ems, Manchester, Corinth.
Questions 1-2
Choose the correct letter, A, B, C or D.
1 What do pluralists believe?
A There is life in other parts of the universe.
B Other stars have planets.
C There is life on Mars.
D There are many other stars like the sun.
2 What circumstance helped astronomers to study Mars in the late 19th century?
A A new science had developed.
B People believed that there was life on other planets.
C Mars was close to Earth on several occasions.
D There was popular interest in Mars at the time.
Questions 3-8
Look at the following lists of astronomers and thinkers (Questions 3-8) and ideas about Mars (A-I).
Match each astronomer with the idea or ideas he expressed.
NB There are more ideas than astronomers and thinkers, so you will not need to use them all.
A A particular geographical feature of Mars has disappeared.
B People think they can see canals, but they do not really exist.
C Life on Mars has become extinct.
D Some canals are organised in pairs.
E The canals are used to carry water from colder areas to warmer areas.
F The canals must be extremely deep to carry so much water.
G The inhabitants of Mars are still building canals.
H The Martians have adapted natural features to meet their needs.
I The canals might be very wide and not artificial.
3 Schiaparelli………
4 Perrotin ……….
5 Proctor……..
6 Flammarion ………
7 Green……….
8 Lowell ……….
Questions 9-14
Do the following statements agree with the information given in the Reading Passage?
In boxes 9-14 on your answer sheet, write
YES if the statement agrees with the writer’s claims
NO if the statement contradicts the writer’s claims
NOT GIVEN if there is impossible to say what the writer thinks about this
9 Discussion about whether there is life on Mars forms part of a long tradition.
10 The belief that life existed on Mars was encouraged by a translation error.
11 The limitations of 19th century technology encouraged the idea that there were canals on Mars.
12 All Lowell’s statements about Mars were based on what he was able to see.
13 Lowell’s investigations of Mars aroused little interest outside the scientific community.
14 Lowell’s theory about how canals on Mars were used may have been inspired by fashionable ideas of the time.
