Đề IELTS Reading · IELTS 8020

Four Per Cent: The Long Argument About Letters

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IELTS Academic Reading Band 6.5-8.0 14 câu Bài đọc ~958 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: Matching Headings · True/False/Not Given · 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

AAsk a typographer whether the shape of a letter changes how fast a page can be read, and the answer usually arrives with a confidence the evidence has never quite supplied. Part of the difficulty is that the word legibility does two jobs at once. In one sense it names the ease with which a single character can be told apart from its neighbours — an a from an o, an I from an l — measured in milliseconds and in errors. In the other it names something slower and vaguer: whether a reader can stay with twelve pages of a report without flagging. The two senses travel together in advertising copy and part company in the laboratory. The earliest controlled trials, run at Ashcombe College between 1931 and 1938, timed 4,000 undergraduates reading matched passages set in eight faces, and found the fastest and the slowest separated by less than four per cent. The same trials found that the face readers said they preferred was rarely the face they read fastest.

BRosalind Petch, who directs the reading laboratory at Culverhouse, explains the small size of the Ashcombe difference by denying that the letterform does much of the work of reading. A practised reader, on her account, fixates for roughly a quarter of a second, takes in a span of about eight characters to the right of each fixation, and settles most words from the pattern of ascenders and descenders rather than from any close inspection of curves. In 2016 her group tested 612 adults on nine faces set at eleven point in good light and recorded a mean spread of 1.7 per cent in words per minute, a figure smaller than the variation produced when the same reader was tested twice in one afternoon. What did move the numbers was space: widening the gap between letters by twelve per cent cut misreadings by nearly a third, and the same gain appeared in every face tested.

CA claim of that shape makes predictions, and Petch has followed them. If the letterform contributes almost nothing, differences between faces should shrink as conditions improve, should not depend on which reader is sitting in the chair, and should not survive a change in how long the text is on view. Two of the three have held. Raising illumination from 80 to 400 lux closed most of the residual gap in her data, and eleven of the twelve laboratories that repeated her 2016 protocol reported a spread under two per cent. The third prediction failed, and Petch says so. When the same faces were shown for 150 milliseconds — the exposure a driver gets, not the exposure a reader takes — the gap between the best and the worst face rose to 19 per cent, and stayed there however bright the room was made. She treats that outcome as marking the boundary of her account rather than as a discovery about letters.

DEmil Broughton, a type designer attached to the Wayford Institute, answers that averaging fluent adults under laboratory light is a way of arranging not to see the effect. His own trials are run at the roadside. Ninety-six drivers were asked to read place names from a parked van at twenty-four metres; names set in a face with open apertures — letters whose curves stop well short of closing — were called out on average 0.4 seconds sooner than the same names in a narrower face, and 0.4 seconds at ninety kilometres an hour is ten metres of road. Broughton grants two weaknesses. His drivers were recruited through one driving school in a single county, and recognition was timed by an observer with a stopwatch, since nothing he could afford records the instant a word is understood. He adds that the advantage appeared only in drivers over fifty-five; younger participants showed no reliable difference at all.

EThe dispute has consequences outside both laboratories. Transport authorities now revise signage on the strength of it: a 2019 programme that relettered 340 kilometres of motorway reported eleven per cent fewer missed exits over the following year, although road works had cut traffic on two of the routes and the authors call the comparison provisional. A typeface sold as an aid to dyslexic readers was advertised as scientifically proven, a phrase the trade body later asked its members to drop. Petch points out, awkwardly for her own position, that her figures say nothing about a driver at speed, because a laboratory result and a roadside result are not rival answers to one question. Broughton replies that in practice the two cannot be held apart, since committees buy what can be shown in a photograph and shelve what has to be explained in a table. Both regret that the field publishes one clean number for every honest account of the trials that would not yield one.

FWhat is emerging is a division of ground rather than a verdict. Where text is long, undemanding and comfortably lit, spacing and size appear sufficient, and nothing need be credited to the shape of the letter beyond a duty not to be eccentric. Where reading is a glance taken under pressure — a sign, a dial, a dose printed on a bottle — the difference between an open aperture and a closed one is the only thing anyone has measured that helps. The intermediate case is the awkward one: hours of screen reading at nine point, where neither the glance nor the settled page describes what the eye is doing, and no method now in use can settle it. What both researchers reject is the assumption that has driven the argument since Ashcombe: that a typeface either works or does not, and cannot be a different instrument in different hands.

Câu hỏi (14 câu)

Questions 1–5 · Matching headings

The passage has six paragraphs, A–F. Choose the correct heading for each of paragraphs B–F from the list of headings below. There are more headings than paragraphs, so you will not use them all. Paragraph A has been done for you.

List of Headings
  1. Two meanings crowded into a single word
  2. Testing a claim at the point where it should fail
  3. Results gathered at a single driving school
  4. A difference too small to matter, and a better candidate
  5. Dividing the ground instead of naming a winner
  6. How one clean number has misled its readers
  7. A challenge from the roadside, and its author's concessions
  8. Uses beyond the laboratory, and the discomfort they cause
  1. 1.Paragraph B
  2. 2.Paragraph C
  3. 3.Paragraph D
  4. 4.Paragraph E
  5. 5.Paragraph F

Questions 6–10 · 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. 6.Petch explains the Ashcombe outcome by arguing that a skilled reader identifies most words from the overall pattern of tall and low strokes rather than by inspecting curves closely.
  2. 7.The improvement Petch obtained by widening letter spacing was confined to certain typefaces.
  3. 8.The gap that opened up at the briefest exposure could not be closed by brighter light, and Petch treats it as marking the limit of her own explanation.
  4. 9.Drivers in Broughton's trials made fewer mistakes with the open-aperture face than with the narrower one.
  5. 10.Every driver tested by Broughton read the open-aperture names faster than the narrower ones.

Questions 11–14 · Multiple choice

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

  1. 11.Why does the writer set telling an a from an o beside staying with twelve pages of a report?
    1. A. To argue that long documents are harder to read than single letters.
    2. B. To show that one word is being asked to cover two different measurements.
    3. C. To explain why the early trials at Ashcombe recruited undergraduates.
    4. D. To suggest that reader fatigue is the more useful of the two measures.
  2. 12.Which finding does Petch use to make the gap between faces look negligible by setting it against a different source of variation?
    1. A. Eleven of twelve laboratories repeated her protocol successfully.
    2. B. Preference and speed rarely agreed in the trials at Ashcombe.
    3. C. Testing one reader twice moved the figures more than changing face did.
    4. D. Illumination raised to 400 lux closed most of the remaining gap.
  3. 13.What does the 150-millisecond result contribute to the argument as a whole?
    1. A. It shows that brighter light removes the differences between faces.
    2. B. It proves that letterform matters more than spacing for most readers.
    3. C. It explains why preferred faces were rarely the fastest at Ashcombe.
    4. D. It marks the boundary of one account and the ground the other works on.
  4. 14.What does Broughton accept about his own evidence?
    1. A. Recognition times were taken by a person rather than by an instrument.
    2. B. His drivers were tested from further away than road signs are usually read.
    3. C. His method is unusual compared with what other roadside teams do.
    4. D. The order the two faces appeared in may have favoured the open one.
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

Matching Headings

Heading nói về ý bao trùm cả đoạn, không phải chi tiết nổi bật nhất. Đọc câu đầu và câu cuối của đoạn trước; nếu đoạn kết bằng công thức "X, not Y" thì chọn heading dựng trên X và loại mọi heading nghe giống Y.

Bẫy hay gặp nhất là heading tuyệt đối hoá: đúng chủ đề nhưng nâng giọng lên vài bậc (bài nói "mối liên hệ", heading nói "bằng chứng"). Số heading luôn nhiều hơn số đoạn — có cái sinh ra chỉ để không dùng.

Đọc kỹ hơn: cách làm dạng Matching Headings.

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.

Đọc kỹ hơn: phân biệt True/False/Not Given với Yes/No/Not Given.

Multiple Choice

Loại hai đáp án sai trước, rồi mới so hai đáp án còn lại — đừng cố tìm đáp án đúng ngay từ đầu. Đáp án sai của IELTS thường sai vì một chữ: một trạng từ tuyệt đối (always, only), một chủ thể bị đổi, hoặc một quan hệ nhân quả bài không hề khẳng định.

Đáp án đúng gần như luôn là bản diễn đạt lại của câu trong bài, không phải bản chép nguyên chữ. Phương án dùng lại nhiều từ y hệt bài đọc thường là bẫy.

Đọc kỹ hơn: các dạng câu hỏi Reading khác.

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