C1 ADVANCED · READING · LESSON 14

Progress for Whom?

Compare assessments of technological change by identifying the precise claim each writer makes. Bring together agreement, disagreement, qualifications and scope: two writers can support the same project for different reasons, or share a criticism while recommending different responses.

1. Find the question inside the topic

“Technology” is a broad topic; “whether a gain for one group establishes improvement for a whole service” is a claim you can compare. Before matching views, identify the object being assessed, the criterion used and any condition attached.

Ask what would count as success for each writer: speed, access, quality of work, freedom to choose or a change in how costs are shared. These criteria can coexist, but one writer may treat a result as sufficient while another requires additional evidence.

2. Track whose benefit and whose cost

A task can become faster for an organisation while requiring more unpaid effort from its users. An average can improve while some people face new difficulty. Neither fact automatically proves that a technology is useful or useless overall; follow the judgement each writer draws.

DistinctionCheck the writer’s actual claim
A measured stage and a complete taskDoes a result cover the whole process being assessed?
An average gain and its distributionIs a combined result treated as sufficient, or are group differences required?
Removing work and transferring itHas a task disappeared, or is someone else now doing it?
A listed option and usable accessCan the people concerned use the route when they need it?

Use these distinctions to locate the claim. Do not import your own judgement of the project into the answer.

3. Compare propositions, not overall labels

X: “The new process saves time, but only if individual help remains available.”
Y: “I welcome its convenience provided people can still obtain personal assistance.”

They agree on conditional support despite different vocabulary. Calling X “critical” and Y “positive” would hide their shared requirement.

Z: “I would keep individual help during the first month, then replace it with instructions.”

Z may share an interest in convenience, but does not share a requirement to retain help indefinitely. Read the question’s time frame before deciding whether the agreement fits.

4. Preserve conditions, timing and degree

Only if, provided, during the transition, permanently, may and enough can change the relationship between views. Supporting a trial is different from endorsing full adoption. Calling evidence relevant is different from calling it sufficient. Accepting a gain is different from accepting the way it is distributed.

Likewise, questioning one use of a tool does not mean rejecting the tool for every use. Two writers who both value quick feedback may disagree about whether that feedback should determine a final decision.

5. Separate disagreement from an unanswered issue

Disagreement requires incompatible positions on the same issue. If one writer asks whether equipment sharing reduces purchases and another discusses convenient collection times, their texts do not establish agreement or disagreement about reduced consumption.

Check whose voice appears in each passage. A writer may report an enthusiastic colleague’s claim before challenging it. A criticism of the claim is not necessarily a criticism of the colleague’s intention or of every possible benefit.

6. Build a comparison you can verify

For each question, briefly record the relevant proposition for each writer. A useful note includes the stance and its limit, such as supports change if assistance stays, rather than a broad label such as pro technology.

For “similar view” questions, establish the reference writer’s position, then look for another writer with that position on the specified point. For “different from the others” questions, check that three writers share the relevant view and one departs from it. A distinctive writing style is not evidence of a different opinion.

Return to both passages when checking a match. Agreement on one issue can coexist with disagreement elsewhere; do not replace the question with a judgement of the writers’ whole outlooks.

7. Complete Part 6

Part 6 contains four short texts and four cross-text multiple-matching questions. It tests comparison of opinions and attitudes across the texts. A text can be selected more than once.

  1. Read all four texts to understand the positions and their limits.
  2. Identify the specific issue and relationship required by each question.
  3. Locate the reference view, or the three-way agreement if the question asks for a different view.
  4. Compare candidates on that issue, allowing for paraphrase.
  5. Check timing, conditions and strength of the claim in both passages.
  6. Choose by evidence; do not distribute letters to use each one once.

Cambridge English exam format reference. The texts in this lesson are original fictional material for independent practice.

Your practice route

Exercises 1: interpret an assessment of a technological change (8 questions). Exercises 2: compare six pairs of views on a specified issue (6 questions). Exercises 3: complete Part 6-style practice with four writers and four questions.

The texts in all three blocks are complete. In Exercises 3, read Texts A–D and choose in the question cards below; a letter may be used more than once. Selecting an answer does not change the reading passage.

Complete every answer in a block before selecting Check answers. Feedback provides exact quotations, paragraph references and explanations of each alternative. Try again resets only that block and shuffles its answer cards. Text letters keep their identity when cards move.

Exercises:
C1 ADVANCED · READING · EXERCISES 1

Progress for Whom?

Read the assessment

Read the complete account and choose the answer supported by the text. Complete all 8 questions before selecting Check answers.

You can refer to the text throughout. Click any part of an answer card.

A shorter queue, a longer job

An original fictional account.

Paragraph P1When three self-service checkouts appeared in our neighbourhood food shop, I thought their success would be easy to judge. The queue seemed shorter, and people who knew the machines could pay without waiting for an assistant. As a writer for the local paper, I began a piece about a useful improvement. I had watched a busy lunchtime and seen genuine gains. My mistake was to suppose that the most visible change supplied a complete account of what the shop had improved.

Paragraph P2The manager showed me figures indicating that the average payment took less time than before. The measurement began when a shopper selected the payment button and ended when the receipt appeared. It excluded finding items on the screen, weighing loose produce and correcting scanning mistakes. The calculation was accurate for the interval it described. My draft had quietly enlarged that interval into the whole task of completing a purchase. A faster payment was evidence about payment; it was not yet evidence that every part of shopping had become quicker.

Paragraph P3Shopping with my uncle made the missing work visible. He could use the payment screen, but locating the correct variety of an apple took several attempts. At a staffed checkout, he had previously placed the fruit on the belt and let an assistant identify it. Nobody had removed that task. It had changed hands. The machine might still be a useful investment, but the time customers now spent doing work formerly done by staff belonged in any comparison of the two arrangements.

Paragraph P4An assistant, Leila, rejected my suggestion that the machines must have made her shift less demanding. She now moved between three screens, helping one person identify produce while another needed a mistaken scan removed. The old checkout had confined each interaction to one customer at a time. Her new work involved deciding whose interruption needed attention first. Staff numbers had stayed the same, but that fact told me little about the pace or nature of the work. Counting employees was not a substitute for asking what their jobs had become.

Paragraph P5None of this made the lunchtime gains imaginary. A regular customer who bought only packaged goods preferred scanning them at her own speed. She felt less hurried than when another shopper was waiting beside an assistant. I believed her, just as I believed my uncle's account. Treating one experience as the authentic one and the other as an exception would have solved the problem only on paper. The interesting question was why the same arrangement helped these customers differently, not which customer ought to speak for everyone.

Paragraph P6The manager pointed out that a staffed checkout remained available. In practice it opened only in the mornings, while my uncle usually shopped after work. An alternative listed among the shop's services was not necessarily an alternative someone could use. I did not think the shop had to preserve every previous arrangement unchanged. I did think that a claim about customer choice needed to consider the hours during which each route was offered, rather than the mere existence of two routes.

Paragraph P7After discussing the accounts, the manager added an assistant at the machines during the busiest evening periods. Customers could also request help identifying produce before beginning a scan. These were responses to particular difficulties, not evidence that the whole arrangement now worked equally well for everyone. I wanted to see whether the extra assistance reduced unfinished purchases and what it meant for Leila's other tasks. A plausible adjustment deserved to be tried; describing it as a complete solution would have skipped the very assessment my first article had missed.

Paragraph P8The piece I eventually published was neither a celebration of the machines nor a plea to remove them. It described whose work had become easier, whose tasks had changed and which effects still needed checking. The manager continued recording payment times, but also began looking at the complete purchase and asking staff about interruptions. Progress no longer appeared as a property of a machine considered on its own. It was a claim about an arrangement of people, work and access, which could be tested from more than one point of view.

C1 ADVANCED · READING · EXERCISES 2

Progress for Whom?

Compare two views

Read both writers in each pair. Choose the statement that accurately compares their positions on the issue specified. Complete all 6 questions before selecting Check answers.

You can refer to the text throughout. Click any part of an answer card.

C1 ADVANCED · READING · EXERCISES 3

Progress for Whom?

Part 6-style practice

Read the four texts. For questions 1–4, choose from the writers A–D. The writers may be chosen more than once. When a question names a reference writer, choose another writer who shares the specified view. Complete all 4 questions before selecting Check answers. Suggested practice time: 12–15 minutes; this is a practice target, not a separate official exam time limit.

You can refer to the text throughout. Click any part of an answer card.

A new way to buy a ticket

A district is considering machines and an app for ticket sales. Four fictional commentators assess the proposal.

Text A · Mara Ellis

Paragraph A1A district proposes replacing most staffed ticket sales with machines and an app. I can see why faster transactions appeal. However, the headline reduction in average buying time cannot establish progress for the service as a whole. We need to know who saves time, who requires help and whether anyone abandons a journey because buying the ticket becomes too difficult. An average can combine very different experiences without explaining their significance. The system could be worth adopting, but the claim made for it must include those whose difficulty is hidden inside a favourable total. Learning its new procedure is an additional task for users, not a benefit I would count in its own right.

Paragraph A2Reports from districts using the same equipment are useful starting points. They cannot replace a local trial before wider introduction: our stations have different staffing patterns and different groups of passengers. I would test the complete purchase locally, including assistance, rather than assume the equipment determines the experience. I would also retain a usable staffed route permanently. People should be able to choose that route after training has been offered, not have it withdrawn on the assumption that everyone ought eventually to use the new one. Keeping a choice is part of the service I would be improving.

Text B · Simon Vale

Paragraph B1Any new ticket system asks something of its users, and I would count the time spent learning its procedure as a cost to be offset, rather than an improvement in itself. That does not mean the system must be better for each person in each respect. If a sound measure covering everyone shows a reduction in average ticket-buying time, I consider that enough to call the change an overall improvement. Some passengers may gain less or take longer. Whether the distribution is fair is an important further question, but I would not make agreement on fairness a prerequisite for recognising the aggregate improvement. Otherwise a useful gain could disappear from the discussion merely because it was uneven.

Paragraph B2I would still insist on a local trial before extending the arrangement, even when identical equipment has worked elsewhere. Staff routines and the kinds of help passengers request can change what an apparently straightforward transaction requires. We need to establish those local effects, not borrow an estimate from another district. A staffed desk should remain during the transition, with practical help for people learning the new route. Once adequate training and support are in place, I would phase out that parallel sales route rather than fund it indefinitely. The resources released could improve other parts of travelling.

Text C · Ruth Anwar

Paragraph C1A ticket is a means of gaining access to transport. The number of screens involved in obtaining it should not become a test of whether someone deserves that access. I would retain a properly available staffed sales route as a permanent option, even after training has been provided. My objection is not to machines doing a task efficiently. It is to treating one mode of buying as the destination to which every passenger must eventually be moved. Reports of the same equipment operating elsewhere would give me sufficient evidence of its technical operation; I would not require another local pilot before introducing it alongside the staffed route.

Paragraph C2The assessment should distinguish ease of access for different passengers, not stop at a lower average time. A result for the combined population can conceal the fact that some people have gained a quicker transaction while others have lost a usable way to travel. Making people learn a new ticket-buying routine is a requirement to manage, not a gain in itself. Designers should remove unnecessary steps where they can. Calling the effort of adapting a benefit risks giving an awkward procedure credit for the work it has imposed. The system's contribution would lie in making the service easier to use, not in requiring people to become better at coping with it.

Text D · Leo Grant

Paragraph D1I would not limit the possible benefits of the ticket system to minutes saved. With patient instruction, some passengers may acquire confidence in navigating unfamiliar screens that is useful beyond buying tickets. Learning the new procedure can itself be a gain, even if a particular journey takes no less time. That is a possibility to support, not a reason to blame someone who needs assistance. I would keep a staffed sales route while users received training, but not as a permanent parallel option once adequate support was established. My aim would be to help people use the new route independently, rather than preserve two complete sales arrangements indefinitely.

Paragraph D2A lower average transaction time, on its own, would not settle whether we had improved the service. I would also investigate the confidence people gain and the difficulties that remain. Those outcomes cannot be read directly from a single timing result. But I would not make a fresh local trial a condition of introduction when reliable accounts of the identical equipment were available from other districts. We could use that experience to begin, then monitor how passengers here manage the change and adapt the instruction. Repeating a pilot locally would be an unnecessary preliminary step in those circumstances.