Đề IELTS Reading · IELTS 8020

The Rise And Fall Of The Medieval Guild

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IELTS Academic Reading Band 7.0-8.5 14 câu Bài đọc ~931 từ 14 phút Đề 8020 tự biên soạn

Trang này có toàn văn bài đọcđủ 14 câu hỏi đúng như trong phòng thi, chia theo dạng: True/False/Not Given · Điền từ · Multiple choice. Đáp án và lời giải từng câu không in ở đây — bạn làm bài trên máy rồi hệ thống chấm ngay khi nộp và giải thích vì sao mỗi câu đúng hoặc sai. Làm trước, đọc lời giải sau thì mới biết mình sai ở đâu; đọc đáp án trước thì đề coi như hỏng.

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Bài đọc

AThe verdict passed on the craft guild by nineteenth-century political economy was severe and, for a long while, unopposed: an association of masters who fixed prices, restricted entry and postponed every useful invention until it could no longer be resisted. That verdict was itself a period piece, framed by writers whose real quarrel lay with the regulated economies of their own day, yet it entered the textbooks and stayed there, and a survey of European economic history published in 1911 still treated the guild chiefly as an obstruction to be cleared away. Its appeal is easy to understand. Guild ordinances do indeed lay down who might trade, at what price and with how many hands, and a body that writes such rules invites the description of a cartel. What the ordinances cannot explain is why anyone outside the circle of masters, whether the councils that granted the charters, the parents who paid to place a son, or the customers who bought the goods, should have tolerated the arrangement for four hundred years.

BThe most sustained challenge to that reading comes from Ingrid Correia of the Bruges Institute for Urban History, who contends that the guild is better understood as a remedy for a problem of trust in training. Skill in most crafts was tacit, picked up at the bench and impossible to certify on paper, so a boy could not tell whether a master would really teach him, and a master could not tell whether the boy, once taught, would stay long enough to repay the trouble. Between 2004 and 2012 Correia transcribed 3,142 apprenticeship contracts drawn up in Leiden and Norwich, recording the term agreed, the fee paid and whether either party later returned to court. Where a guild stood behind the contract, 61 per cent of apprentices completed the full term; where no guild held jurisdiction, the figure was 38. She traced wages as well: journeymen who had finished a supervised term earned about 14 per cent more than men trained privately in the same craft.

CCorreia is careful about where her argument applies. The earnings advantage shows up only in crafts whose quality an untrained buyer could not judge, among them dyeing, goldsmithing and the fitting of locks; in trades whose output could be inspected at a glance, nails and coarse cloth being the obvious examples, membership made no measurable difference to what a man was paid. She concedes a second limit. Her figures come from two towns whose guild courts kept unusually complete registers, and a court that recorded little may also have enforced little, which would exaggerate the contrast she reports. Even so, the direction of the evidence is consistent. On her reading, the ordinances that look so much like restraint of trade were the price of a training system that no master could have financed on his own.

DPiero Casadei of the Aldgate Centre for Economic History rejects the inference rather than the figures. The boys who entered guild trades, he argues, were never a random sample: the fines charged on admission were substantial, and a father able to pay one was generally a man of some standing whose son would have prospered in any trade whatever. Casadei re-examined 900 of the Leiden contracts in 2019, adding the occupation of the father wherever the parish books recorded it, and found the wage advantage falling from 14 per cent to roughly 4 once that variable was taken into account. He does not claim to have disposed of the training story altogether. He insists only that most of what has been read as the effect of instruction is in truth the effect of who was let in. The weakness of his own exercise is plain enough: paternal occupation could be established for barely a third of the sample, and the men he failed to identify are precisely those least likely to have been prosperous.

EBoth accounts must in the end explain how the guilds lost their hold, and here the archives point away from the drama of abolition. Long before any government dissolved them, merchants were carrying wool out to villages where no ordinance ran, paying rural households by the piece and collecting the finished cloth by cart; in the country around Norwich the share of cloth completed beyond the town walls rose from roughly a tenth in 1560 to more than half by 1640. The guilds saw what was happening. Entry fines in the Leiden weavers' guild were cut by a third between 1591 and 1614, which is not the conduct of a body confident of its monopoly, and several guilds began accepting men who had served no formal term at all. The institution was not defeated in argument; it was quietly walked around.

FWhat survives of the older verdict is thinner than its confidence once suggested. Guilds plainly did extract rents, and where a craft was easy to supervise the rent was very nearly all they produced; but in crafts where knowledge passed from hand to hand they also produced something that no private contract between two individuals could, which is why parents queued to pay for entry. The proportions differed by trade, by town and by century, so that any single verdict on the institution is bound to be wrong somewhere. Casadei and Correia agree on that much, and on one further point: what guilds were for cannot be settled by reading their rules, since rules record only what an institution says about itself. The contracts, the wages and the later fortunes of those who left are the evidence that says what it did.

Câu hỏi (14 câu)

Questions 1–5 · TRUE / FALSE / NOT GIVEN

Do the following statements agree with the information given in the passage? 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.

  1. 1.The pay advantage Correia reports disappears in occupations where a buyer with no training can tell good work from bad.
  2. 2.Parents who paid the admission fine expected the money to be recovered within a few years of their son qualifying.
  3. 3.Casadei considers the numbers that Correia published to be unreliable.
  4. 4.Once family background was allowed for, the earnings gap Correia had measured vanished completely.
  5. 5.By the early seventeenth century certain guilds were taking in members who had never completed the kind of training Correia studied.

Questions 6–10 · Sentence completion

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

  1. 6.Since their written rules set prices and limited numbers, guilds naturally attract the label of a ________.
  2. 7.The basis of Correia's case is a body of 3,142 ________ copied out of the records of two towns.
  3. 8.Belonging to a guild changed nobody's pay in work such as nail-making or the weaving of ________.
  4. 9.Casadei could add ________ only to those contracts for which the church registers had preserved it.
  5. 10.The Leiden weavers reduced their ________ by a third within a single generation.

Questions 11–14 · Multiple choice

Choose the correct letter, A, B, C or D.

  1. 11.Why does the writer mention a work of economic history that appeared in 1911?
    1. A. To show how long the severe verdict went on being repeated.
    2. B. To suggest that later research has confirmed its central claim.
    3. C. To criticise the sources that were available to earlier scholars.
    4. D. To date the first careful study of guild account books.
  2. 12.What does the difference between the two completion rates suggest?
    1. A. Guild courts kept fuller records of disputes than other courts did.
    2. B. Boys abandoned their training early when someone else paid the fee.
    3. C. An outside body made both sides more likely to honour the bargain.
    4. D. Masters preferred boys who had already spent time at a bench.
  3. 13.What is the writer's attitude towards Casadei's re-analysis of the contracts?
    1. A. It settles the question of what guild training was really worth.
    2. B. It is weakened by the very selection it sets out to measure.
    3. C. It repeats a mistake that Correia herself had already corrected.
    4. D. It ought to be tried on the Norwich material before being accepted.
  4. 14.What conclusion does the writer reach about the purpose of guilds?
    1. A. Their rules are the surest guide to what they did in practice.
    2. B. They collected rents wherever a craft was simple to supervise.
    3. C. Their end proves the instruction they provided was of little value.
    4. D. What they were for varied with the trade and the period.
Tự chấm giờ: đề này gợi ý 14 phút. Trong bài thi Reading thật bạn có 60 phút cho 3 passage và 40 câu, nên hãy tập bám sát mốc thời gian ngay từ khi luyện — hết giờ là kiểu mất điểm phổ biến nhất của phần Reading.

Cách làm các dạng câu có trong đề này

TRUE / FALSE / NOT GIVEN

FALSE nghĩa là bài nói NGƯỢC LẠI, không phải bài không nói. Còn NOT GIVEN nghĩa là bài im lặng về chuyện đó. Quy tắc tự kiểm rẻ nhất: khi định trả lời FALSE, hãy chỉ tay vào đúng cụm từ trong bài mâu thuẫn với phát biểu — không chỉ ra được thì đáp án là NOT GIVEN.

Các câu theo đúng thứ tự xuất hiện trong bài đọc, nên khi đã định vị được câu 3 và câu 5 thì câu 4 chắc chắn nằm giữa hai chỗ đó. Đừng đọc lại cả bài cho từng câu.

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Điền từ (Sentence / Summary / Note completion)

Đọc giới hạn số từ trong câu lệnh trước khi làm câu đầu tiên. Viết quá giới hạn là sai, kể cả khi nội dung đúng. Từ ghép có gạch nối tính là một từ; mạo từ a, the vẫn tính là một từ nên bỏ được thì nên bỏ.

Trước khi đi tìm, hãy đoán từ loại cho mỗi chỗ trống dựa vào ngữ pháp của câu: danh từ, số, hay động từ. Việc này biến bài đọc từ "đọc xem có gì" thành "đọc để xác nhận cái mình đang chờ". Chính tả và số ít số nhiều đều bị chấm.

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Multiple Choice

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