Cambridge 6 Reading Test 4 - Answers With Explanation

1. Paragraph A opens with a doctor half-joking, "The last rep offered me a trip to Florida. What do you have?" — an example of what doctors expect from drug companies, heading v. // NOTE: the source answer key gives this run of headings as bare digits (5, 6, 3, 9, 1, 7, 10) rather than the roman numerals the heading list uses — converted here to v/vi/iii/ix/i/vii/x and cross-checked against each paragraph.

2. Paragraph B lists tickets, gadgets, $200 payments and $1,000 honoraria — gifts that include financial incentives, heading vi.

3. Paragraph C asks "are doctors to blame... or is it the industry's responsibility" — who is responsible for the increase in promotions, heading iii.

4. Paragraph D notes salespeople "provide much-needed information and education to physicians" — the positive side of drugs promotion, heading ix.

5. Paragraph E quotes a doctor saying "I tend to think I'm not influenced by what they give me" — not all doctors are persuaded, heading i.

6. Paragraph F cites a University of Washington study finding sample availability changed what doctors prescribed — research shows that promotion works, heading vii.

7. Paragraph G concludes that "patients are the ones who pay" for every gift and dinner — who really pays for doctors' free gifts, heading x.

8. Paragraph B describes Schaefer's budget as one that "could buy lunches and dinners for a small country" — hardly limited, NO.

9. Paragraph C calls selling pharmaceuticals "a daily exercise in ethical judgement", walking the line toward bribery — open to moral criticism, YES.

10. Paragraph D says the brochures and information reps deliver are "primary sources of drug education" for healthcare givers — far from little use, NO.

11. Paragraph E notes patients rarely see a doctor "write with a pen that isn't emblazoned with a drug's name" — evidence is clearly visible, YES.

12. Paragraph F discusses free samples building loyalty and being dispensed and prescribed by doctors, but never addresses samples reaching patients without a prescription — NOT GIVEN.

13. Paragraph G states plainly that "pharmaceutical companies have every right to make a profit" — YES.

14. The National Literacy Crusade taught reading and writing to illiterate adults nationwide — men and women, matching option B.

15. The opening paragraph links child health directly to whether "their mothers can read and write" — maternal literacy, matching F.

16. The question was investigated by researchers from four separate institutions across three countries — an international research team, matching C.

17. The study eliminated the possibility that education "may simply indicate her family's wealth" — matching J.

18. The study showed that teaching reading to poor adult women "has a direct effect on their children's health and survival" — maternal literacy again, matching F.

19. The passage says researchers interviewed "nearly 3,000 women", some from each literacy background, but never gives a figure for how many learnt to read as children — NOT GIVEN.

20. In the late 1970s, illiterate mothers' infant mortality was around 110/1,000, while those later educated in primary school already had a notably lower rate of 80/1,000 — not approximately the same, NO.

21. The passage says that after the Crusade, mortality "for those who remained illiterate... remained more or less unchanged" from its earlier level of about 110 — YES.

22. The Crusade-taught women's infant mortality dropped to 84 per thousand, "an impressive 21 points lower" than before — the biggest shift of any group — YES.

23. After the Crusade, primary-school-educated women's rate (80/1,000) was still lower than the Crusade group's rate (84/1,000) — so Crusade women did not have the lowest rate, NO.

24. The passage says children of newly-literate mothers were better nourished than those of women who could not read, but never describes the latter as "severely malnourished" — NOT GIVEN.

25. Cleland says they expected to "wait a generation for the pay-off", but "the Nicaraguan study suggests we may be able to bypass that" — effects can be seen quickly, matching C.

26. Sandiford says there is "increasing evidence that female education... is an important health intervention in its own right" — money spent on it improves child health, matching E.

27. Section A reports survey findings on how common bullying is in British primary and secondary schools — heading iv. // NOTE: the source answer key again gives this run of headings as bare digits (4, 6, 5, 7); converted here to iv/vi/v/vii and checked against each section's content.

28. Section B covers depression, difficulties with relationships and later violence linked to bullying — the effect on the children involved, heading vi.

29. Section C contrasts schools once denying bullying with schools now acknowledging it and having a policy — the reaction from schools, heading v.

30. Section D lists three factors (awareness, new resources, evidence they work) behind a new approach — developments leading to change, heading vii.

31. Section A's survey found "less bullying in secondary schools" than in primary schools — matching B.

32. Section B says victimised pupils "are more likely to experience difficulties with interpersonal relationships as adults" — matching D.

33. Section C explains that "little help was available to teachers", so schools would deny the problem — reflecting a lack of knowledge and resources, matching D.

34. Section D reports that in Norway, over two years, "bullying was halved" after an intervention campaign — a 50% decline, matching A.

35. Section E says the key step is for schools to develop a policy making their attitude to bullying clear.

36. The policy should include "explicit guidelines on what will be done if it occurs".

37. Section E also mentions using the curriculum — video, drama and literature — to raise awareness.

38. Assertiveness training is recommended for potential victims of bullying, to build their confidence.

39. Playground supervisors need training to tell bullying apart from mere playful fighting.

40. The passage traces a shift from schools denying or reacting to bullying towards proactive policy — best summed up as "Bullying: from crisis management to prevention", D.