Single Gender Education: A Case Made Reading Answers

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Single Gender Education: A Case Made Reading Answers is an academic reading topic is a brief study about the single gender education. The given IELTS topic has originated from the book named “Practice Tests for Ielts 2 Volume 2”. The topic named Single Gender Education: A Case Made Reading Answers comes with 13 different wide range of questions. Three different types of questions are included in this topic, which are, choose the correct heading, choose the correct lettet, and choose the correct answer. The candidates should thoroughly read the IELTS reading passage to recognize the synonyms and identify the keywords and answer the questions below. IELTS reading practice papers can be taken into consideration by the candidates in order to score a good score in the reading section in which similar topics like Single Gender Education: A Case Made Reading Answers has been included.

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Section 1

Read the passage to answer the following questions

Single Gender Education: A Case Made Reading Answers

All modern democracies, instilled as they are with the ethics of freedom and equality of the sexes, nevertheless offer the option of single-sex education. This separates the genders into their own classrooms, buildings, and often schools. Traditionally, women had to fight hard and long to achieve equal opportunities in education, and the single-gender controversy is mostly in relation to them. The question is whether this educational system advances or retards their cause, and there are supporters on both sides, each convinced that the case is made.
Given that the word ‘segregation’ has such negative connotations, the current interest in single-gender schooling is somewhat surprising. In the same way that a progressive society would never consider segregation on the basis of skin colour, income, or age, it seems innately wrong to do this on gender. Yet in the real world and the society in which we live, segregation of some sort happens all the time. Clubs inevitably form - for example, of clerical workers, of lawyers, of the academically gifted, and of those skilled in music or the arts. Exclusionary cliques, classes, and in-groups, are all part of everyday life. Thus, it may simply be an idealistic illusion to condemn single-gender settings on that basis alone, as do many co-educational advocates.
This suggests that single-gender education must necessarily be condemned on other grounds, yet the issue is complicated, and research often sinks into a morass of conflicting data. and. occasionally, emotional argument. Thus, one study comes out with strong proof of the efficacy of single-gender schooling, causing a resurgence of interest and positive public sentiment, only to be later met with a harshly-titled article. 'Single-Sex Schooling: The Myth and the Pseudoscience’, published and endorsed by several respected magazines. Similarly, the arguments on both sides have apparent validity and often accord, on the surface at least, with common sense and personal observation. What then can parents do?
Proponents of separating the genders often argue that it promotes better educational results, not only in raw academic scores but also behaviour. The standard support for this is the claim of innate gender differences in the manner in which boys and girls learn and behave in educational settings. Separation allows males to be taught in a ‘male way' and in accordance with the 'male' developmental path, which is said to be very different to the female one. Such claims demand hard evidence, but this is difficult to come by. since statistics are notoriously unreliable and subject to varying interpretations.
Of course, one of the key factors' that leads to superior performance at single-gender schools is often the higher quality of the teachers, the better resources at hand, and the more motivated students, often coming as they do from wealthier or more privileged backgrounds. Single-gender schools are often the most prestigious in society, demanding the highest entry marks from their new students, who, in turn, receive more deference and respect from society. When taking these factors into account, large-scale studies, as well as the latest findings of neuroscientists, do not support the claims of superior results or persistent gender differences, respectively. Those who make such claims are accused of emphasising favourable data, and drawing conclusions based more on anecdotal evidence and gender stereotyping.
Yet the single-sex educationalists come out with other positives. One of the most common is that girls are free from the worry of sexual harassment or negative behaviour originating from the presence of boys. Girls are said to develop greater self-confidence, and a preparedness to study subjects, such as engineering and mathematics, which were once the exclusive province of males. Conversely, boys can express a greater interest in the arts, without the possible jibe, ‘That’s a girls’ subject’. But logically, one senses such stereotyping could equally come in single-gender settings, since it is the society outside of school, with all its related expectations, which has the greatest influence.
Among this welter of conflicting argument, one can, at least, fall back on one certainty - that the real world is co-gendered, and each side often misunderstands the other. Supporters of co-education argue that positive and co-operative interaction between the genders at school reduces such divisions by de-emphasising gender as a factor of concern. In theory, stereotypes are broken down, and inclusion is emphasised, providing benefits for society as a whole. But such sentiments, admittedly, do sound as if we are retreating into self-promotional propaganda. In other words, these statements are just glib and unreal assertions, rather than a reflection of what actually happens in the co-educational classroom.
The key point is whether the interaction in co-educational settings is indeed positive and co-operative. Some would say it could equally be the opposite, and surely it must occasionally be so (if we abandon the rosy picture painted in the previous paragraph). But I would say that that interaction, whether good or bad, whether academically enhancing or retarding, still constitutes education, and of a vital nature. It presents exactly the same subset of challenges that students, male or female, will ultimately have to deal with in the real world. This is the most important point, and would determine my choice regarding in which educational setting I would place my children.

Section 2

Questions 14-19

Reading Passage Two has eight paragraphs, A-H.
Choose the correct heading for Paragraphs B-E and G-H from the list of headings. Write

the correct number, i-x, for each answer.
List of Headings

Another argument in favour
Conflicting evidence
Negatives are positives
An emotional argument
Does it help or not?
Looking at the other side
A counter-argument
It's happening anyway
The problems with genders
An argument in favour

Question 14. Paragraph B

Answer: viii
Supporting sentence: Given that the word ‘segregation’ has such negative connotations, the current interest in single-gender schooling is somewhat surprising.
Keyword : ‘segregation’, negative connotations, single-gender, somewhat surprising
Keyword location: paragraph B, lines 1-2
Explanation: Paragraph B suggest that the popularity of single-gender schools nowadays is a bit surprising given the negative connotations that the word "segregation" has. It seems intrinsically immoral to segregate on the basis of gender. It is just as a progressive society would never consider doing so on the basis of wealth, age, or skin colour. The key points, which include the separation of single-gender studying happening and widespread criticism of this environment, can be summed up. It can be summed up as being that the current attention is somewhat (relatively) surprising.

Question 15. Paragraph C

Answer: ii
Supporting sentence: This suggests that single-gender education must necessarily be condemned on other grounds, yet the issue is complicated, and research often sinks into a morass of conflicting data. and.
occasionally, emotional argument.
Keyword : single-gender education, condemned, complicated, conflicting data, argument
Keyword location: paragraph C, lines 1-3
Explanation: Lines 1-3 of paragraph C says that the topic is complex, and research frequently becomes mired in a tangle of contradictory findings. Although, yet single-gender education must necessarily be criticised on other reasons. and, on infrequently, heated disagreement. Thus, a study that provides compelling evidence for the value of single-gender education sparks renewed interest. It also sparks and favourable public perception, only to be followed by an article with a critical title. We may summarise the key points, which are about a tangle of contradictory data and emotive arguments. Many of it seem to be in agreement on the surface and have apparent veracity.

Question 16. Paragraph D

Answer: x
Supporting sentence: Proponents of separating the genders often argue that it promotes better educational results, not only in raw academic scores but also behaviour.
Keyword : Proponents, argue, educational results, raw academic scores
Keyword location: paragraph D, lines 1-2
Explanation: The first two lines of paragraph D explains the argument put up by proponents of gender separation is that it encourages better educational outcomes. It is both in terms of behavior and overall academic performance. The conventional argument in favour of this is that boys and girls learn and behave in school environments differently. This is because of fundamental gender differences. The major arguments that are regarding a favourable argument of this educational setting promote better educational results. It can be summarised in accordance with paragraph D.

Question 17. Paragraph E

Answer: vii
Supporting sentence: Of course, one of the key factors' that leads to superior performance at single-gender schools is often the higher quality of the teachers, the better resources at hand, and the more motivated students,
often coming as they do from wealthier or more privileged backgrounds.
Keyword : key factors, single-gender, motivated students, wealthier or more privileged backgrounds
Keyword location: paragraph E, lines 1-3
Explanation: Undoubtedly, one of the major factors contributing to improved performance at single-gender schools is frequently the higher calibre of the teachers. The better resources available, and the more motivated students, typically coming from wealthier or more affluent homes. Single-gender schools frequently have the highest status in society and demand the best entrance scores from their incoming pupils. These people in turn earn more respect and reverence from society. The key issues, which concern large-scale research that don't demonstrate superior outcomes or persistent gender, can be summarised. Those who promote dividing the sexes have been accused.

Question 18. Paragraph G

Answer: vi
Supporting sentence: Among this welter of conflicting argument, one can, at least, fall back on one certainty - that the real world is co-gendered, and each side often misunderstands the other.
Keyword : conflicting argument, one certainty, co-gendered, misunderstands
Keyword location: paragraph G, lines 1-2
Explanation: Thee first two lines of paragraph G explains that the fact that the real world is co-gendered. Each side frequently misunderstands the other can at least be relied upon in the midst of all of these contradictory arguments. Co-education advocates contend. By downplaying gender as a cause for worry, friendly and cooperative interactions between the genders at school help to lessen these divisions. The main benefits of co-education can be summed up as follows.

Question 19. Paragraph H

Answer: iii
Supporting sentence: The key point is whether the interaction in co-educational settings is indeed positive and co-operative.
Keyword : key point, co-educational settings, indeed positive, co-operative
Keyword location: paragraph H, lines 1-2
Explanation: The first two lines of paragraph H says that in co-educational settings, it's important to consider whether interactions are constructive and cooperative. Some could argue that it could also be the other way around, and it undoubtedly happens from time to time. However, it can be claimed that the encounter, whether positive or negative. It may advances intellectually or retards it, still counts as education and is of a crucial character. The primary principles are that interaction is important and that students face difficulties in the outside world.

Questions 20-24

Complete the sentences with the correct ending, A-E. Write the correct letter, A-E, for each answer.

have some strong views
think boys and girls are similar
often have idealistic views
are surprising in some ways
often receive much respect

Question 20. Neuroscientists_________.

Answer: B
Supporting sentence: When taking these factors into account, large-scale studies, as well as the latest findings of neuroscientists, do not support the claims of superior results or persistent gender differences, respectively.
Keyword : large-scale studie, neuroscientists, superior results, gender differences
Keyword location: paragraph E, lines 6-8
Explanation: Paragraph E suggests that assertions of superior results or persisting gender differences, respectively, are not supported by large-scale research. When these aspects are taken into consideration, nor are they supported by the most recent neuroscientific data. It is alleged that those who make such statements favoritize the facts and rely their conclusions more on anecdotal evidence and gender stereotypes. Neuroscientists are individuals who disagree with the assertions of ongoing gender inequalities.

Question 21. The magazines_________.

Answer: A
Supporting sentence: The Myth and the Pseudoscience’, published and endorsed by several respected magazines.
Keyword : study, Pseudoscience, endorsed, respected magazines
Keyword location: paragraph C, lines 5-6
Explanation: Lines 5-6 of paragraph C explains that an article with an unfavourable title is published after a study. A study that provides compelling evidence of the value of single-gender education sparks a spike of interest and goodwill among the general public. The book "Single-Sex Schooling: The Myth and the Pseudoscience," which was released and recommended by numerous reputable journals. Sex schooling: The Myth and the Pseudoscience is an article that was published in and supported by several reputable periodicals.

Question 22. Students from single-gender schools_________.

Answer: E
Supporting sentence: Single-gender schools are often the most prestigious in society, demanding the highest entry marks from their new students, who, in turn, receive more deference and respect from society.
Keyword : Single-gender schools, prestigious, respect from society
Keyword location: paragraph E, lines 4-5
Explanation: Single-gender schools are frequently the most esteemed in society, requiring the greatest entrance marks from their incoming pupils. They in turn earn more reverence and respect from society. Large-scale research and the most recent neuroscientific discoveries do not support the assertions. The assertions of superior outcomes or permanent gender disparities, respectively, when these aspects are taken into consideration. New students at single-gender institutions are treated with greater respect and deference by society.

Question 23. People in society_________.

Answer: D
Supporting sentence: Given that the word ‘segregation’ has such negative connotations, the current interest in single-gender schooling is somewhat surprising.
Keyword : ‘segregation’, single-gender, schooling, somewhat surprising
Keyword location: paragraph B, lines 1-2
Explanation: Given the negative implications "segregation" has in today's society, the popularity of single-gender schools is a little surprising. The idea of gender segregation seems inherently evil. Just as a forward-thinking society would never consider doing so based on someone's money, age, or skin tone. It is possible to summarise the main features, which include the separation of single-gender studying activities and widespread criticism of this atmosphere. The present focus is somewhat (relatively) surprising, to put it briefly.

Question 24. Supporters of co-education_________.

Answer: C
Supporting sentence: Thus, it may simply be an idealistic illusion to condemn single-gender settings on that basis alone, as do many co-educational advocates.
Keyword : idealistic illusion, single-gender, co-educational advocates
Keyword location: paragraph B, lines 7-9
Explanation: Lines 7-9 of paragraph B depicts that clubs emerge automatically. For instance, those for secretaries, lawyers, academically brilliant people, and people with artistic or musical talent. Cliques, courses, and in-groups that exclude others are commonplace. Therefore, condemning single-gender settings on that premise alone, as many co-educational proponents do, may just be an utopian illusion. It could just be utopian to oppose single-gender environments on that premise alone.

Questions 25-26

Choose the correct letter, A, B, C, or D.

Question 25. The author believes co-education has

clear statistical support.
less stereotyping.
much positive interaction.
generally lower-quality teaching (compared to single-gender schools).

Answer: D
Supporting sentence: Of course, one of the key factors' that leads to superior performance at single-gender schools is often the higher quality of the teachers, the better resources at hand, and the more motivated students, often coming as they do from wealthier or more privileged backgrounds.
Keyword : superior performance, better resources, motivated students, privileged backgrounds
Keyword location: paragraph E, lines 1-3
Explanation: One of the primary elements that leads to stronger performance at single-gender schools is the higher quality of teachers. The better resources available, and the more motivated students, who often come from wealthier or more affluent families. Single-gender schools are frequently the most prestigious in society. They need the greatest entrance scores from their incoming pupils, who therefore gain more respect and reverence from society. In comparison to co-educational institutions, single-gender schools frequently have better teachers. Furthermore, the author makes no mention of any supporting statistics or co-education stereotypes. The interactions in single-gender classrooms are really beneficial.

Question 26. The author believes

single-gender schooling is better.
co-educational schooling is preferable.
we cannot say which sort of schooling is better.
more evidence is needed.

Answer: B
Supporting sentence: The key point is whether the interaction in co-educational settings is indeed positive and co-operative.
Keyword : interaction, co-educational settings, indeed positive and co-operative
Keyword location: paragraph H, lines 1-2
Explanation: The first two lines of paragraph H implies that the crucial question is whether or not interaction in co-educational settings is good and cooperative. Some could counter that it could occasionally be the other way around, and it undoubtedly does. Co-educational environments still count as educational settings, and their interaction is essential.

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Single Gender Education: A Case Made Reading Answers

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Single Gender Education: A Case Made Reading Answers

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