Overview
Part 4 of the CELPIP reading section, "Reading for Viewpoints," involves analyzing arguments and debates. This section focuses on understanding the tone and context of discussions. Key steps include identifying opposing viewpoints, discerning tones, and answering related questions based on a thorough reading of the passage. Questions 7 to 11 usually pertain to debates, and questions presented in letter format may have interconnected information.
Skills Assessed
- Identifying the Main Idea: Determine the primary focus or purpose of the text.
- Identifying Viewpoints: Recognize the author's perspective on an issue.
- Recognizing Supporting Details: Identify evidence supporting the author's viewpoint.
- Making Inferences: Draw logical conclusions from the information.
- Analyzing Arguments: Evaluate the strengths and weaknesses of arguments.
Strategies for Success
1. Skim the Text: Get a general understanding before diving deep.
2. Read Questions First: Know what to look for while reading.
3. Identify Keywords: Focus on keywords indicating the author's viewpoint.
4. Take Notes: Jot down key points and arguments.
5. Eliminate Incorrect Options: Use the process of elimination to narrow down choices.
6. Time Management: Allocate time effectively for reading and answering questions.
Practice
To excel in this section, practice reading texts from various viewpoints to familiarize yourself with different writing styles and improve your comprehension skills.
10 Tips for Part 4: Reading for Viewpoints
Tips and Strategies
1. Read the Passage Thoroughly: Understand the entire passage, focusing on arguments, supporting evidence, and contrasting viewpoints.
- Example: In a passage about video games and children's development, note arguments about both positive and negative impacts.
2. Identify the Main Idea: Determine the central point of the passage to understand the author's viewpoint.
- Example: Recognize differing opinions on the impact of video games on development.
3. Analyze Tone and Language: Consider the author's tone and word choice to identify biases or persuasive techniques.
- Example: Neutral language may indicate an objective approach, while positive or negative language can reveal bias.
4. Recognize Implicit Viewpoints: Look for implied viewpoints beyond what is directly stated.
- Example: Positive language about studies can suggest a favourable view of video games.
5. Identify Supporting Evidence: Note evidence used to support the author's viewpoint.
- Example: Studies showing positive effects of video games support the author's argument.
6. Consider Counterarguments: Be aware of opposing viewpoints and how they are addressed.
- Example: An author might acknowledge negative impacts but provide counter-evidence to support their stance.
7. Pay Attention to Transitions: Look for words indicating shifts in viewpoint or perspective.
- Example: Words like "however" or "on the other hand" signal contrasting viewpoints.
8. Infer the Author's Purpose: Understand why the author presents certain viewpoints.
- Example: The author might aim to present a balanced argument by acknowledging both sides.
9. Evaluate Bias and Assumptions: Identify any biases or assumptions the author may have.
- Example: Consistent citation of studies funded by interested parties may indicate bias.
10. Summarize Key Points: Briefly summarize each paragraph to understand the passage's structure and arguments.
- Example: Summarizing helps track different viewpoints and supporting evidence.
Following these strategies and practicing regularly can improve your performance in the Reading for Viewpoints section of the CELPIP test.
🤓Practice Task - Reading Part 4 - Reading for viewpoints🤓
Read the following article from a website.
10 tips and examples to help you succeed in the CELPIP Reading Part 4
A recent study of 500 Canadian companies having 50 or more employees found that firms with predominantly female senior management have a higher return on investment than companies whose top tier is comprised of less than 45% women. Yet, overall, women occupy only 24% of the upper echelons. The study, says its author Peyton Zoldy, raises the question of why workplace gender imbalance still exists and how it’s best addressed. “It’s significant,” says Zoldy, “because in twenty-first century Canada, people tend to believe, rightly or wrongly, that advancement is based on achievements, not chromosomes.”
Lesley Ortlieb, who teaches organizational behaviour at the University of Manitoba, thinks the imbalance stems from women’s reluctance to lobby for promotion. While men tend to jump at the chance to advance to senior positions, says Ortlieb, women hold back until they’re sure they’re ready. "Women often view self-promotion as somehow distasteful or dicey," Ortlieb says. “Risk aversion often holds them back. Ironically, this is a quality needed in upper management roles."
Dalhousie University business professor Cassidy Novak believes that breaking through the so-called glass ceiling into top management roles is up to women, who should promote themselves more. "Women are usually better educated than men," Novak says, "yet they're less able to visualize themselves in senior positions. Historically, business culture has stereotypically represented male talent, not female talent. It's up to women themselves to aspire to top positions and be more strategic about how to get there."
Nevertheless, Kris Starowitz, human resources professional at consulting firm Taylor Moreau, thinks gender diversity isn’t the responsibility of women. "Women have lofty goals, but many companies don’t recognize them. Senior managers need to take an active role in achieving workplace gender balance.” For Starowitz, striving for gender balance is part of a good business strategy. "Companies must actively create an environment where women feel comfortable discussing their accomplishments and goals, because, ultimately, what’s good for women is good for the company. In successful companies, what you see at all levels, including the top, is diversity. Talent is genderless.”
Choose the best option according to the information given on the website.
1. Cassidy Novak says women need more ▾ __________.
2. Which two experts have opposing views ? ▾_________.
3. Novak and Starowitz would likely agree that companies should ▾________.
4. What would Starowitz most likely support? ▾ _________.
5. A good title for this article would be “Workplace Gender Diversity: ▾ _______.
1.
A.training.
B.expertise
C.boldness.
D. seniority.
2.
A. Zoldy and Ortlieb
B. Novak and Starowitz
C. Ortlieb and Novak
D. Starowitz and Zoldy
3.
A. consider other types of diversity.
B. minimize workplace competition.
C. encourage tactful self-promotion.
D. promote the most educated employees.
4.
A. transparent decision making
B. increased autocratic management
C. leadership workshops for women
D. gender-based hiring quotas
5.
A. “Historic Perspectives”
B. “An Even Playing Field At Last”
C. “The Origin of Stereotypes"
D. “Causes and Solutions"
The following is a comment by a visitor to the website page. Complete the comment by choosing the best option to fill in each blank.
I own a highly successful Toronto engineering company. My entire senior management team has XY chromosomes and facial hair but ranges in age from 28 to 80 and represents twelve countries of origin, nine ethnicities, and five first-language groups. So it’s understandable that I 6. ______▾ the study’s findings. Nonetheless, as Starowitz acknowledges at the end, 7. ______▾ . Companies value decisiveness, so surely the hesitation that holds anyone back from applying for promotion is sufficient reason to 8. ______▾ . Hence, I am not convinced by Ortlieb’s suggestion that companies benefit from 9. _______▾ senior managers. However, I agree with what Ortlieb says about the traits of female executives and, in fact, think companies should give them
10. _______▾ .
6.
A. am skeptical of
B. can acknowledge
C. felt validated by
D. took offense at
7.
A. women may be more talented
B. equity is valuable for organizations
C. all people need a goal at work
D. gender determines a person’s success
8.
A. support further education
B. discourage their promotion
C. consider changing positions
D. deny public acknowledgement
9.
A. skeptical
B. introverted
C. cautious
D. fearless
10.
A. pre-hiring personality profiling
B. gender discrimination counselling
C. mentoring by top executives
D. ongoing assertiveness training
ANSWERS
Q1 - C. boldness.
Q2 - B. Novak and Starowitz
Q3 - C. encourage tactful self-promotion.
Q4 - D. gender-based hiring quotas
Q5 - D. “Causes and Solutions"
Q6 - A. am skeptical of
Q7 - B. equity is valuable for organizations
Q8 - B. discourage their promotion
Q9 - C. cautious
Q10 - D. ongoing assertiveness training
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