# Hazel newspaper articles: answers and explanations

Cambridge IELTS 15, Test 3, Listening Part 3

Source: Recording, questions and answer key from Cambridge IELTS 15, Test 3, Listening Part 3. © Cambridge University Press & Assessment. Used for educational practice. Explanations and evidence notes are written by Testmigo.

## Answer key

| Q | Answer | Proof |
| --- | --- | --- |
| 21 | page | there's the question of which page of the newspaper the item appears on. |
| 22 | size | Then there's the size |
| 23 | graphic | What about graphics? |
| 24 | structure | What structure is it given? |
| 25 | purpose | What's the writer's purpose? |
| 26 | assumption | And I suppose the writer may make assumptions about the reader. |
| 27 | A | I'm quite keen on politics, so I'll try and find a suitable topic. |
| 28 | C | In that case, I wouldn't even bother to look. |
| 29 | C | I'll avoid that. |
| 30 | B | Perhaps I'll choose an arts topic |

## Why these answers are right

**21. page.** Tom's first point is which page of the newspaper the item appears on, since the front page signals more importance than page 10. The notes ask what ___ the item is on, so the one word is page.

**22. size.** Tom moves on to the size of the item, meaning how many column inches and columns it takes up, and Hazel confirms that includes the headline. The notes say the ___ of the item, including the headline, so the answer is size.

**23. graphic.** Hazel asks about graphics, meaning anything visual in addition to the text, and Tom agrees they matter because they shape the reader's understanding. Any ___ accompanying the item fits graphics, and graphic is also accepted.

The why and the trap for questions 24 onwards are free with an account on the [answers page](https://testmigo.com/ielts/listening/hazel-newspaper-articles/answers).

## Transcript

**Announcer:** Part 3.

**Announcer:** You will hear two students called Hazel and Tom talking about Hazel's media studies assignment.

**Announcer:** First, you have some time to look at questions 21 to 26.

**Announcer:** Now listen carefully and answer questions 21 to 26.

**Hazel:** Tom, could I ask you for some advice, please?

**Tom:** Yes, of course.

**Tom:** If you think I can help.

**Tom:** What's it about?

**Hazel:** It's my first media studies assignment, and I'm not sure how to go about it.

**Hazel:** You must have done it last year.

**Tom:** Is that the one comparing the coverage of a particular story in a range of newspapers?

**Hazel:** That's right.

**Tom:** Oh yes, I really enjoyed writing it.

**Hazel:** So, what sort of things do I need to compare?

**Tom:** Well, there are several things.

**Tom:** For example, there's the question of which page of the newspaper the item appears on.

**Hazel:** You mean because there's a big difference between having it on the front page and the bottom of page 10 for instance?

**Tom:** Exactly.

**Tom:** And that shows how important the editor thinks the story is.

**Tom:** Then there's the size, how many column inches the story is given, how many columns it spreads over.

**Hazel:** And I suppose that includes the headline.

**Tom:** It certainly does.

**Tom:** It's all part of attracting the reader's attention.

**Hazel:** What about graphics?

**Hazel:** Whether there's anything visual in addition to the text?

**Tom:** Yes, you need to consider those too.

**Tom:** Because they can have a big effect on the reader's understanding of the story, sometimes a bigger effect than the text itself.

**Tom:** Then you'll need to look at how the item is put together.

**Tom:** What structure is it given?

**Tom:** Bear in mind that not many people read beyond the first paragraph, so what has the journalist put at the beginning?

**Tom:** And if say there are conflicting opinions about something, does one appear near the end, where people probably won't read it?

**Hazel:** And newspapers sometimes give wrong or misleading information, don't they?

**Hazel:** Either deliberately or by accident, should I be looking at that too?

**Tom:** Yes, if you can, compare what's in different versions, and as far as possible.

**Tom:** Try and work out what's true and what isn't, and that relates to a very important point.

**Tom:** What's the writer's purpose?

**Tom:** Or at least the most important one, if they have several.

**Tom:** It may seem to be to inform the public, but often it's that they want to create fear.

**Tom:** Or controversy, or to make somebody look ridiculous.

**Hazel:** Gosh, I see what you mean.

**Hazel:** And I suppose the writer may make assumptions about the reader.

**Tom:** That's right, about their knowledge of the subject, their attitudes, and their level of education, which means writing so that the readers understand without feeling patronized.

**Tom:** All of that will make a difference to how the story is presented.

**Announcer:** Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

**Announcer:** Now listen and answer questions 27 to 30.

**Hazel:** Does it matter what type of story I write about?

**Tom:** No, national or international politics, the arts, anything.

**Tom:** As long as it's covered in two or three newspapers, though of course it'll be easier and more fun if it's something you're interested in, and know something about.

**Hazel:** And on that basis, a national news item would be worth analyzing.

**Hazel:** I'm quite keen on politics, so I'll try and find a suitable topic.

**Hazel:** What did you choose for your analysis, Tom?

**Tom:** I was interested in how newspapers express their opinions explicitly.

**Tom:** So, I wanted to compare editorials in different papers, but when I started looking, I couldn't find two on the same topic that I felt like analyzing.

**Hazel:** In that case, I wouldn't even bother to look.

**Tom:** So in the end, I chose a human interest story, a terribly emotional story about a young girl who was very ill.

**Tom:** And lots of other people, mostly strangers, raised money so she could go abroad for treatment.

**Tom:** Actually, I was surprised.

**Tom:** Some papers just wrote about how wonderful everyone was.

**Tom:** But others considered the broader picture, like why treatment wasn't available here.

**Hazel:** Hmm, I usually find stories like that raise quite strong feelings in me.

**Hazel:** I'll avoid that.

**Hazel:** Perhaps I'll choose an arts topic, like different reviews of a film or something about funding for the arts.

**Hazel:** I'll think about that.

**Tom:** Yes, that might be interesting.

**Hazel:** OK, well, thanks a lot for your help, Tom.

**Hazel:** It's been really useful.

**Tom:** You're welcome.

**Tom:** Good luck with the assignment, Hazel.

**Announcer:** That is the end of part 3.

**Announcer:** You now have 30 seconds to check your answers to part 3.

[Practice Hazel newspaper articles](https://testmigo.com/ielts/listening/hazel-newspaper-articles)