Reading - 2022 - Tài liệu tham khảo | Đại học Hoa Sen

Bài 1: Practicing for IELTS 1 Reading Passage 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2. How higher education dies
Maybe higher education has reached its peak. Not the Harvards and Yales of the world,
but the institutions that make up the rest of the industry—the regional public schools
who saw decades of growth and are now facing major budget cuts and the smaller, less-
selective private colleges that have exorbitant sticker prices while the number of
students enrolling in them declines.
Higher ed is often described as a bubble—and much like the housing market in 2008,
the thought goes, it will ultimately burst. But what if it’s less of a sudden pop and more
of a long, slow slide, and we are already on the way down?
Bryan Alexander started grappling with the idea of “peak higher education” in 2013—
inspired by the notion of “peak car,” “peak oil,” and other so-called “peaks.” At the
time, there were signs that the industry was already struggling. The number of students
enrolled in higher education had dropped by a little over 450,000 after years of booming
growth, the proportion of part-time faculty—more commonly referred to as adjuncts—
had steadily become a more significant part of the professorship, and there was a
general skepticism about the skyrocketing costs of college and concerns over whether a
degree was worth it. Taken individually, he said, each sign was troubling enough. But
when looked at together, they represented the outlines of a bleak future for higher
education. Alexander, a self-described higher-education futurist and a former English
professor, came to the conclusion that after nearly a half century of growth, higher
education might be as big as it could get. It would, he reasoned, only get smaller from there.
Now, five years on, he says the “depressing” hypothesis is playing out. In the spring of
2013, there were 19,105,651 students enrolled in higher ed; this spring, there were
17,839,330, according to recently released data from the National Center for Education
Statistics. That represents a roughly 7-percent decrease—and is driven largely by
declining enrollments in the for-profit and community-college sectors, as well as
stagnant enrollments among four-year non-profit public and private institutions. And the
trend of declining enrollment in higher education is likely to continue, he argues, for a
couple of reasons, but most notably, a declining birth rate means that there will be
fewer 18-year-olds entering academe, and there are fewer international and immigrant students to fill those seats.
Why is the dip in enrollment such a big deal? Well, quite plainly, the business model for
a lot of colleges is dependent on enrollment. If enrollments decline, revenues decline,
and colleges have less money for facilities, faculty, and programs. That creates a sort of
death spiral in which colleges are getting rid of programs, which in turn makes it harder
to attract students, and so on. For non-selective private liberal-arts colleges, this could
mean mergers or closures—something that’s already happening in quite a few places,
such as at Marylhurst University in Oregon, Wheelock College in Massachusetts, and St.
Gregory’s University in Oklahoma. And for other institutions, Alexander told me in a
recent interview, it could mean a shifting of institutional priorities—particularly in the
students they recruit and teach, moving away from a primary focus on 18-to-22-year-
olds towards more adult learners, as administrators at the University of Memphis have done in Tennessee.
Declining enrollments could also mean the decline of research faculty, increased
workloads, and more rapid adjunctification. And given how colleges have treated
adjunct faculty, Alexander says, “it would be a humanitarian disaster”—one of higher
education’s own doing. “We’ve done it to ourselves with open eyes since the 1990s. And
we know about it, it’s kind of an open secret,” he says. “The Research I universities keep
pumping out Ph.D.s, and they haven’t slowed down at all. And they know exactly what
that means, you know, that the majority of these Ph.D.s are either going to leave
academia or end up with horrible labor conditions.”
It’s not a difficult future to imagine—largely because most of it is already happening.
Some institutions will be shielded from the decline—most obviously the major players
and media darlings such as Ivy League institutions and major public institutions like the
University of Texas at Austin. But most colleges will not be so fortunate, he says. They
will either have to adapt or die out.
Perhaps this is just a blip driven by declines in the for-profit sector that will correct itself,
or the consequence of a growing economy in which more people choose jobs over
school. More optimistically, maybe higher education as an enterprise finds a way out of
this problem. State legislatures could reverse course and shift more funding to higher
education. Maybe colleges will wind up taking a proactive approach and innovate their
way out, shifting, as some have already, to serve more adult students alongside recent
high-school graduates, and moving more of their coursework and programs online to
serve a wider audience of students and reduce campus costs.
It’s ironic, he says, that “we are living through the greatest time in history to be a
learner,” with the availability of so many high-quality materials online. But at the same
time, the institutions most affiliated with knowledge and learning are facing crisis. Questions 14 - 20
Do the following statements agree with the information in the text? 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
14. Many educational institutions, such as regional public schools and less selective
private colleges, are experiencing decreases in enrolments due to high tuition fees.
15. According to Bryan Alexander, the year 2013 marked the end of a long period of
development in the higher education industry.
16. The rising significance of part-time faculty showed that higher education was facing a crisis.
17. The overall decline in enrolments in higher education was the main reason why
there was widespread doubt about the value of university degrees.
18. Bryan claimed that although there might be room for development.
19. The total number of students who pursued higher education fell by approximately 7% in half a decade.
20. Bryan argues that the decline in higher education enrollments is associated with a
falling birth rate and can be dealt with by increasing the number of overseas students. Questions 21–23
Choose the correct letter, A, B, C or D.
Write the correct letter in the boxes 21–23 on your answer sheet.
21. Why does the author mention Marylhurst University in Oregon, Wheelock College in
Massachusetts, and St. Gregory’s University in Oklahoma?
A. To give evidence that many institutions are experiencing declines in enrolments.
B. To exemplify the point that some private colleges are merged or shut down due to enrolments decline.
C. To give examples of “non-selective private liberal-arts colleges”.
D. To prove that some colleges are having trouble attracting students.
22. What is Bryan Alexander’s view on the rapid development of part-time faculty?
A. It was first offered to students in the 1990s.
B. It is a way to deal with decreased revenues that are caused by enrolments decline.
C. It causes deleterious effects.
D. It forces Ph.D.s to work in unfavorable labor environments.
23. What point does Bryan Alexander make in the seventh paragraph?
A. We can envisage that prestigious institutions will not be subject to any negative trend
in higher education while other colleges will have to suffer.
B. The future looks bleak for the higher education industry.
C. Colleges that are endorsed by the media will be able to avoid declining.
D. The foreseeable future of higher education is that most colleges will face eventual closures. Questions 24–26
Complete the following sentences using NO MORE THAN THREE WORDS from the passage
24. Higher education is declining in consequence of an increasing number of people favoring ………………...
25. Colleges will probably offer a wider range of ……………….. in order to benefit a
greater number of students and lower the costs incurred in running campuses.
26. While ……………….. are conveniently accessible from the Internet, we are still
struggling with our learning and higher education is in growing crisis.
Bài 2: Practicing for IELTS 7 Reading Passage 2
You should spend about 20 minutes on Questions 14 - 26, which are based on Reading Passage 2 CRANBERRIES
A. Cranberries are not always on most people's list when it comes to antioxidant-rich,
health-supportive berries. When thinking about nutritious fruits, berries like
blackberries, raspberries, or strawberries are more likely to come to mind. But as soon
as you start to think about the shape and size of cranberries, it is not difficult to
recognize their similarities with berries like blueberries, and to understand why these
berries are so renowned for their antioxidant richness. Recent studies have identified
over two dozen antioxidant phytonutrients in cranberries. In addition, these studies
have shown the ability of cranberry phytonutrients to raise the overall antioxidant
capacity in our bloodstream and to help reduce the risk of oxidative stress. For these
reasons and others, cranberries deserve full recognition as a health-supportive fruit that
can bring health benefits to a meal plan.
B. Cranberries are native to North America and have never become widely naturalized
to other parts of the world. In fact, over 80% of all cranberries grown worldwide are
grown in the U.S. and Canada. (And roughly twice as many cranberries are grown in the
U.S. compared to Canada.) For U.S. consumers, cranberries are an indigenous food that
has unique ties to this region of the world. Among our WHFoods, cranberries are most
closely related to blueberries. Both of these berries belong to the Ericaceae family of
plants, as well as to the Vaccinium genus. When you compare the phytonutrient
richness of these two berries, you will also find a good bit of overlap. But we think it is
safe to say that cranberries are unique in many ways, and one of these ways involves the manner in which they grow.
C. While cranberries have gotten less attention than other family members in the
Ericaceae plant family (for example, blueberries), they more than earn their credentials
as phytonutrient-rich foods. Over two dozen health-supportive phytonutrients have been
identified in cranberries, with proanthocyanidins and anthocyanins leading the way.
These two groups of phytonutrients are interrelated. Proanthocyanidins are larger
molecules from which anthocyanins can be made. But they also have health-supportive
properties of their own. It is not uncommon to find 150–350 milligrams of
proanthocyanidins per fresh cup of cranberries and 15–170 milligrams of anthocyanins.
The presence of these phytonutrient groups in cranberries makes itself known to our
senses, because both groups help to provide cranberries with their vibrant red color.
D. Two unwanted conditions in our cardiovascular system—the presence of oxidative
stress and the presence of chronic inflammation—are risk factors for a variety of chronic
cardiovascular diseases. In this context, it should not be surprising to find cranberries
providing us with cardiovascular benefits since these berries are a concentrated source
of both antioxidant and anti-inflammatory phytonutrients. (It's also worth noting that
cranberries are a very good source of vitamin C and a good source of vitamin E, two
pivotal antioxidant nutrients. And in addition, they are a very good source of the mineral
manganese, which is needed for proper function of some forms of the enzyme superoxide dismutase.)
E. As a food native to North America, cranberries have traditionally been enjoyed by
many native peoples throughout what is now the United States and Canada. Cranberries
were originally given different names in various tribal languages, including the name
"ibimi"—which meant bitter/sour berries—in Wampanoag and Lenni Lenape. The name
"cranberry" came from much later observations by European colonizers of North
America that the flowers of cranberry plants were shaped like the head and neck of
sandhill cranes, which led to the term "craneberry." The word "craneberry" was
eventually shortened to "cranberry."
F. As the world's largest single producer of cranberries, the United States has a well-
documented history of cranberry production. The key cranberry-producing states of
Wisconsin (by far the largest producer) and Massachusetts (easily landing in second
place) combined in 2016 to produce over 8 million barrels of cranberries. Approximately
1 million additional barrels were produced by the states of New Jersey, Oregon, and
Washington. Cranberry production in the U.S. has a rich family history and a high degree
of continuity in comparison to many other areas of agricultural production. For example,
cranberry marshes developed in the late 1800's and early 1900's around Manitowish
Waters and Eagle River in Wisconsin remain productive to this day. In addition, some of
the cranberry vines that currently produce cranberries are more than 200 years in age.
On a worldwide basis, no country comes so close to producing the number of
cranberries as the United States, with the possible exception of Canada. In 2014, about
840 million pounds of cranberries were produced in the U.S., and about 388 million
pounds were produced in Canada. Chile produced about 180 million pounds and a
handful of other countries produced 10% or less of this Chilean amount. These
additional countries included Belarus, Azerbaiijan, Latvia, and Romania. Questions 14-18
Do the following statements agree with the information given in the Reading Passage 2?
In boxes 14-18 in your answer sheet, write
YES if the statement agrees with the claims of the writer
NO If the statements contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
14. Cranberries are of little use when it comes to their health benefits for consumers.
15. North and South America are the two places that cranberries are grown widely in the world.
16. Despite resembling cranberries in a number of aspects, blueberries do not have
some features that cranberries have.
17. One substance that causes cranberries' recognizable red is Anthocyanins.
18. The number of cranberries produced in Belarus is slightly less than that of Latvia and Romania. Questions 19-21
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 19-21 on your answer sheet
19. Cranberries and blueberries are similar because
A. They have vibrant red color due to the presence of anthocyanins and proanthocyanidins.
B. Their richness in phytonutrients is similar to each other.
C. They are similarly popular as plants in Ericaceae family.
D. They both have over two dozen health-supportive phytonutrients.
20. The meaning of the word cranberry can most likely stem from:
A. A word in tribal languages meaning bitterness or sourness.
B. The shape of its flower that is similar to body parts of a particular species of cranes.
C. The similar shape between the neck of sandhill cranes and the cranberry fruits.
D. The colonizers from North America that found this fruit on their colony in Europe.
21. What is true about the cranberry production in the US?
A. Massachusetts produced most cranberries, followed by other states such as Wisconsin or New Jersey.
B. New Jersey, Oregon, and Washington combined were able to produce 1 million barrels
of cranberries more than Wisconsin and Massachusetts.
C. Many centuries-old cranberry trees in the US are said to be still able to produce fruits.
D. The productivity of cranberries developed around Manitowish Waters and Eagle River
in Wisconsin is growing over the period of 200 years. Questions 22-26 Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer
Write your answer in boxes 22 - 26 on your answer sheet
Unlike blackberries or raspberries, cranberries are not widely well-known for containing
22 ............................ which help relieve oxidative stress. Cranberries and their closest
relative, 23 ............................, are both rich in phytonutrient; they resemble to some
extent but cranberries still differ in many ways. There are two kinds of phytonutrient
included in cranberries which are proanthocyanidins and anthocyanins. The
24 ............................ of the former are bigger and they can be used to make the latter.
Other phytonutrients in this fruit are antioxidant and anti-inflammatory, which benefits
our 25 ............................ by relieving oxidative stress and inflammation. Cranberries are
produced the most in the US and in this country, 26 ............................ is the state that constituted the majority. Bài 3: Cambridge 8, Test 3 READING PASSAGE 2 The Nature of Genius
There has always been an interest in geniuses and prodigies. The word ‘genius’, from
the Latin gens (= family) and the term ‘genius’, meaning ‘begetter’, comes from the
early Roman cult of a divinity as the head of the family. In its earliest form, genius was
concerned with the ability of the head of the family, the paterfamilias, to perpetuate
himself. Gradually, genius came to represent a person’s characteristics and then an
individual’s highest attributes derived from his ‘genius’ or guiding spirit. Today, people
still look to stars or genes, astrology or genetics, in the hope of finding the source of
exceptional abilities or personal characteristics.
The concept of genius and of gifts has become part of our folk culture, and attitudes are
ambivalent towards them. We envy the gifted and mistrust them. In the mythology of
giftedness, it is popularly believed that if people are talented in one area, they must be
defective in another, that intellectuals are impractical, that prodigies burn too brightly
too soon and burn out, that gifted people are eccentric, that they are physical
weaklings, that there’s a thin line between genius and madness, that genius runs in
families, that the gifted are so clever they don’t need special help, that giftedness is the
same as having a high IQ, that some races are more intelligent or musical or
mathematical than others, that genius goes unrecognised and unrewarded, that
adversity makes men wise or that people with gifts have a responsibility to use them.
Language has been enriched with such terms as ‘highbrow’, ‘egghead’, ‘blue-stocking’,
‘wiseacre’, ‘know-all’, ‘boffin’ and, for many, ‘intellectual’ is a term of denigration.
The nineteenth century saw considerable interest in the nature of genius, and produced
not a few studies of famous prodigies. Perhaps for us today, two of the most significant
aspects of most of these studies of genius are the frequency with which early
encouragement and teaching by parents and tutors had beneficial effects on the
intellectual, artistic or musical development of the children but caused great difficulties
of adjustment later in their lives, and the frequency with which abilities went
unrecognised by teachers and schools. However, the difficulty with the evidence
produced by these studies, fascinating as they are in collecting together anecdotes and
apparent similarities and exceptions, is that they are not what we would today call
norm-referenced. In other words, when, for instance, information is collated about early
illnesses, methods of upbringing, schooling, etc., we must also take into account
information from other historical sources about how common or exceptional these were
at the time. For instance, infant mortality was high and life expectancy much shorter
than today, home tutoring was common in the families of the nobility and wealthy,
bullying and corporal punishment were common at the best independent
schools and, for the most part, the cases studied were members of the privileged
classes. It was only with the growth of paediatrics and psychology in the twentieth
century that studies could be carried out on a more objective, if still not always very scientific, basis.
Geniuses, however they are defined, are but the peaks which stand out through the mist
of history and are visible to the particular observer from his or her particular vantage
point. Change the observers and the vantage points, clear away some of the mist, and a
different lot of peaks appear. Genius is a term we apply to those whom we recognise for
their outstanding achievements and who stand near the end of the continuum of human
abilities which reaches back through the mundane and mediocre to the incapable. There
is still much truth in Dr Samuel Johnson’s observation, The true genius Is a mind of large
general powers, accidentally determined to some particular direction’. We may disagree
with the ‘general’, for we doubt if all musicians of genius could have become scientists
of genius or vice versa, but there is no doubting the accidental determination which
nurtured or triggered their gifts into those channels into which they have poured their
powers so successfully. Along the continuum of abilities are hundreds of thousands of
gifted men and women, boys and girls.
What we appreciate, enjoy or marvel at in thè works of genius or the achievements of
prodigies are the manifestations of skills or abilities which are similar to, but so much
superior to, our own. But that their minds are not different from our own is
demonstrated by the fact that the hard-won discoveries of scientists like Kepler or
Einstein become the commonplace knowledge of schoolchildren and the once
outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics
we wear. This does not minimise the supremacy of their achievements, which outstrip
our own as the sub-four-minute milers outstrip our jogging.
To think of geniuses and the gifted as having uniquely different brains is only reasonable
If we accept that each human brain is uniquely different. The purpose of instruction is to
make US even more different from one another, and in the process of being educated
we can learn from the achievements of those more gifted than ourselves. But before we
try to emulate geniuses or encourage our children to do so we should note that some of
the things we learn from them may prove unpalatable. We may envy their
achievements and fame, but we should also recognise the price they may have paid in
terms of perseverance, single-mindedness, dedication, restrictions on their personal
lives, the demands upon their energies and time, and how often they had to display
great courage to preserve their integrity or to make their way to the top.
Genius and giftedness are relative descriptive terms of no real substance. We may, at
best, give them some precision by defining them and placing them in a context but,
whatever we do, we should never delude ourselves into believing that gifted children or
geniuses are different from the rest of humanity, save in the degree to which they have
developed the performance of their abilities. Questions 14-18 Choose FIVE letters, A-K.
Write the correct letters in boxes 14-18 on your answer sheet
NB Your answers may be given in any order.
Below are listed some popular beliefs about genius and giftedness.
Which FIVE of these beliefs are reported by the writer of the text?
A Truly gifted people are talented in all areas.
B The talents of geniuses are soon exhausted.
C Gifted people should use their gifts.
D A genius appears once in every generation.
E Genius can be easily destroyed by discouragement. F Genius is inherited.
G Gifted people are very hard to live with.
H People never appreciate true genius.
I Geniuses are natural leaders.
J Gifted people develop their greatness through difficulties.
K Genius will always reveal itself. Questions 19-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-26 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
19 Nineteenth-century studies of the nature of genius failed to take into account the
uniqueness of the person’s upbringing.
20 Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.
21 A true genius has general powers capable of excellence in any area.
22 The skills of ordinary individuals are in essence the same as the skills of prodigies.
23 The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.
24 Giftedness and genius deserve proper scientific research into their true nature so
that all talent may be retained for the human race.
25 Geniuses often pay a high price to achieve greatness.
26 To be a genius is worth the high personal cost.