Test formation: reading (60 minutes)
The 40 questions in the reading part of the IELTS academic reading test are intended to evaluate a variety of reading abilities. These include skimming, comprehending logical reasoning, reading for gist, reading for major ideas, reading for detail, reading for comprehension, and recognizing the perspectives, attitudes, and purposes of writers.
Three lengthy readings, ranging from discursive and analytical to factual and descriptive, are part of the IELTS Academic test. These come from publications including books, journals, periodicals, and newspapers. They have been chosen for a non-specialist audience yet are suitable for students starting university courses or looking to register for a profession.
You can try IELTS academic reading practice test here: https://www.ielts.org/usa/ielts-practice-test#tab-2
Description of IELTS Academic Reading
| Features | Description |
| Paper format | Three reading passages are included in the paper along with a range of questions and assignments kinds. |
| Timing | 1 Hour |
| No. of questions | 40 in Total |
| Task Types | Multiple choice, matching information, identifying the writer’s views/claims, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, and short-answer questions are just a few of the question types that are used. |
| Sources | The texts were created for a general readership and were drawn from books, journals, periodicals, and newspapers. All of the subjects are of interest to everyone. They cover topics that are engaging, comprehensible, and accessible to exam takers who are enrolling in undergraduate or graduate programs or applying for professional registration. Different writing styles, such as narrative, descriptive, or discursive/argumentative, may be used in the sections. At least one text offers a thorough logical defense. Texts may include nonverbal elements like drawings, graphs, and diagrams. If technical words are used in the text, a brief glossary is supplied. |
| Answering | During the allotted exam period, test-takers must transfer their responses to an answer sheet. No additional time may be used for transfers. When writing responses on the answer sheet, be careful since bad spelling and grammar will result in penalties. |
| Marks | The grade for each question is 1. |
Details of the IELTS Academic Reading test
A thorough analysis of the paper with references to related sources.
Task type 1 – Multiple choice
Task Type and Format: Test takers must select the best response from four options (A, B, C, or D), the best two responses from five options (A, B, C, D, or E), or the best three responses from seven options (A, B, C, D, E, F or G). On the answer sheet, test takers must write the letter of the selected response. The test-takers may be asked to finish a statement after being given the first portion; they will then select the choice that best completes the phrase from the available possibilities. Alternatively, the questions may be complete, requiring them to select the response option that best fits their needs.
The questions are arranged in the same sequence as the material in the text; so, the text will contain the answer to the first question in this group before the second, and so on. Any form of text can be utilized with this task type.
Focus of the task: Multiple choice questions assess a variety of reading abilities, including in-depth comprehension of particular details or a broad comprehension of the text’s key ideas.
Number of questions: Variable
Task type 2 – Identifying information
Task type and format: The following statements will be provided to test-takers, and they will be asked: “Do the following statements correspond with the information in the text?” Then they must check the appropriate boxes on their response papers by writing “true,” “false,” or “not given.”
It’s critical to comprehend the distinction between “false” and “not given.” False indicates the assertion in issue is contradicted by the passage; not given means the statement is neither supported nor refuted by the facts in the passage.
Students must be aware that any prior knowledge they have that is unrelated to the passage should not be considered while choosing their answers.
Focus of the task: The capacity of test-takers to identify certain informational cues in the text is evaluated. So, it may be used for materials that are more factual.
Number of questions: Variable
Task type 3 – Identifying the writer’s views/claims
Type of task and format: Test takers will be presented with a list of assertions and asked, “Do the following statements accord with the writer’s views/claims?” On their answer form, they must check the appropriate boxes by writing “yes,” “no,” or “not given.”
Understanding the distinction between “no” and “not given” is crucial. No indicates that the writer’s opinions or claims are in direct opposition to the assertion, i.e., the writer expresses an opinion or makes a claim that is the opposite of the one stated in the question; “not given” denotes that the opinion or claim is neither supported nor refuted.
Students must be aware that any prior knowledge they have that is unrelated to the passage should not be considered while choosing their responses.
Focus of the Task: Discursive or argumentative texts are frequently utilized in conjunction with this sort of task since it evaluates test-taker’s capacity to identify ideas or viewpoints.
Number of questions: Variable
Task type 4 – Matching information
Task type and format: Examinees must find particular material inside the text’s lettered paragraphs and sections, and they must then write the proper letters in the appropriate boxes on their response sheet.
Finding particular information, an illustration, a justification, a description, a comparison, a summary, or an explanation can be sought of them. There may be more than one piece of information that test-takers need to identify in a certain paragraph or section, however they won’t always need to look it up there. They will be informed that they may use any letter more than once in this situation.
Any book may be utilized for this kind of exercise since it evaluates a variety of reading abilities, from finding specific information to identifying a summary or definition.
Focus of the task: Matching data measures the test-taker’s capacity to quickly scan for specific information. It is more concerned with detailed facts than the fundamental concept, in contrast to task type 5, Matching headers.
Number of questions: Variable
Task type 5 – Matching Features
Task type and format: Test-takers must match a group of statements or facts to a list of possible matches. The choices are a collection of textual elements that are denoted by letters. For instance, test takers could be asked to match various study findings to a list of researchers, or traits to age groups, occasions to historical eras, etc. Some choices might not be chosen, while others might be utilized more than once. If an option may be used more than once, the instructions will let test-takers know.
Focus of the task: The matching characteristics task measures the test-taker’s capacity to identify links and correlations between textual facts as well as their capacity to identify theories and viewpoints. It may be applied to discursive texts that express opinions as well as factual facts. In order to find the necessary information and read in-depth, test-takers must be able to skim and scan the material.
Number of questions: Variable
Task type 6 – Matching Headings
Task type and format: Examinees are provided with a list of headers, which are often denoted by lowercase Roman numbers (i, ii, iii, etc,). The primary concept of a paragraph or chunk of material will be referenced in a header. Test takers must match the heading to the appropriate, alphabetically designated paragraphs or sections. On their answer papers, test takers fill in the boxes with the proper Roman numerals. Some headings will never be utilized since there will always be more headings than there are paragraphs or sections. It’s also feasible that the job won’t include all of the paragraphs or sections. As an example for test-takers, one or more paragraphs or sections may already be paired with a header.
Texts containing paragraphs or parts that have clearly defined themes are utilized for this job type.
Task focus: Matching headers is a task that assesses a test-ability taker’s to identify the primary concept or theme in the paragraphs or sections of a text and to tell the difference between the main idea and supporting ideas.
Number of questions: Variable
Task type 7 – Matching sentence endings
Task type and format: Test takers must select the best answer from a selection of alternatives after receiving the first half of a phrase that is based on the text. There will be more choices available to them than there are questions. On the response sheet, test takers must write the letter they choose. The questions are arranged in the same chronological sequence as the material in the text, thus the first question in this group will have its response before the second, and so on. Any form of text can be utilized with this job type.
Focus of the task: Matching sentence ends measures the test-takers comprehension of the major ideas included in a sentence.
Number of questions: Variable
Task type 8 – Sentence completion
Task type and format: Test takers must complete sentences using a certain number of words from the text. They must provide their replies on the answer sheet. For example, “NO MORE THAN THREE WORDS AND/OR A NUMBER from the chapter,” “ONE WORD ONLY,” or “NO MORE THAN TWO WORDS” are examples of instructions that will make it clear how many words or figures test takers should use in their replies. Test takers will not receive a mark if they write more words than are requested. Both symbols and words can be used to represent numbers. The use of contracted words will not be examined. Words with hyphens count as separate words. The questions are arranged in the same chronological sequence as the material in the text, thus the first question in this group will have its answer before the second, and so on. Any form of text can be utilized with this job type.
Focus of the task: Matching sentence ends is the main task used to evaluate test takers’ ability to identify precise information and details.
Number of questions: Variable
Task type 9 – Summary, note, table, flow-chart completion
Task type and format: Test takers are needed to fill up a summary of a section of the text using details from the text. Typically, only a portion of the paragraph rather than the entire thing will be covered in the summary. A summary, notes, a table with some of its cells empty or partially empty, a set of boxes or steps linked by arrows to represent a sequence of events, with some of the boxes or steps empty or partially empty, are just a few of the formats in which the provided information might be presented (referred to as a flow-chart).
The answers might not come up in the same sequence as they do in the text. However, they often only derive from a single area of the text.
This task type comes in two different forms. Both choosing words from a list of responses and choosing words from the text may be required of test-takers.
When selecting words from the reading, test takers must adhere to the instructions, which may be “NO MORE THAN THREE WORDS AND/OR A NUMBER from the chapter,” “ONE WORD ONLY,” or “NO MORE THAN TWO WORDS.” If test takers write more words than asked, they will not earn a mark.
Focus of the task: Summarizing evaluates the test-taker’s comprehension of specifics and/or the major points of a passage of text. Test takers must be aware of the kind of word (or words) that will fit into a certain gap while taking the versions that need a summary or notes (for example, whether a noun is needed, or a verb, etc.).
Number of questions: Variable
Task type 10 – Diagram label completion
Type of task and format: Participants must fill labels on a diagram that corresponds to a description in the text. For example, “NO MORE THAN THREE WORDS AND/OR A NUMBER from the chapter,” “ONE WORD ONLY,” or “NO MORE THAN TWO WORDS” are examples of instructions that will make it clear how many words or figures test takers should use in their answers. Test takers will not receive a mark if they write more words than are requested. Both symbols and words can be used to represent numbers. The use of contracted words will not be examined. Words with hyphens count as separate words. The questions don’t always appear in the passage in the correct sequence. However, they often only derive from a single area of the text.
Any element that may be represented visually may be depicted in the diagram, including different types of machines, construction components, or other elements. This task type is frequently used in conjunction with texts that describe processes or are descriptive.
Focus of the task: Completing the diagram labels measures the test-taker’s comprehension of a thorough explanation and their ability to connect it to data represented as a diagram.
Number of questions: Variable
Task type 11 – Short-answer questions
Task type and format: Test takers must respond to questions, most of which are related to factual data regarding specifics in the text. This is more likely to be utilized in conjunction with a text that is dense with facts and specifics.
Answers must be entered on the answer sheet in either words or numbers. The words from the book must be used in the test takers’ written answers. For example, “NO MORE THAN THREE WORDS AND/OR A NUMBER from the chapter,” “ONE WORD ONLY,” or “NO MORE THAN TWO WORDS” are examples of instructions that will make it clear how many words or figures test takers should use in their answers. Test takers will not receive a mark if they write more words than are requested.
Both symbols and words can be used to represent numbers. Not tested are contracted words. Words with hyphens count as separate words. The arrangement of the questions matches that of the material in the book.
Focus of the task: Short answer questions measure the test-taker’s capacity to find and comprehend specific information in the text.
Number of questions: Variable
How the IELTS Academic Reading section is graded
Certified examiners who are routinely observed to guarantee dependable grades in the Academic Reading exam. After grading each answer sheet, Cambridge English does extra research.
Conversion of bands scores
Each Academic Reading test version generates a band score conversion table that converts scores out of 40 to the IELTS 9-band scale. Scores are reported in both full bands and half bands.
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