Art-Based Training for Engineers: Enhancing Communication Skills

The Reading section of the IELTS exam is designed to assess various skills related to reading comprehension, including the ability to understand and interpret academic and semi-formal texts. In this article, we provide a detailed breakdown of an actual IELTS Reading passage titled “Art-based training for engineers.” This passage explores how an innovative art-based program aims to improve the communication skills of technical graduates. Let’s delve into the key aspects of this reading passage, analyze the accompanying questions, and provide insights to help you navigate similar reading tasks effectively.

The Actual Reading Passage: Art-Based Training for Engineers

The CONNECT Program at The Cooper Union for the Advancement of Science and Art serves as a testing ground for assessing the effectiveness of art-based learning for technical graduates. The primary concept is that communication breakdowns in engineering often result from engineers focusing too much on technical details and assuming others understand their expertise. CONNECT incorporates theatre-based techniques to improve communication through stage movements, vocal, and physical exercises tailored to everyday interactions as well as formal presentations.

Engineers Communication Workshop

Observations indicate notable improvements in participants’ behaviors, with ratings from corporate recruiters suggesting enhanced confidence and maturity among those who attended these workshops. The program’s success is attributed to adapting the approach for technical audiences and understanding the unique needs of young engineers.

Questions from the Reading Passage

Complete the Summary

Complete the summary using the list of words, A-I, below. Write the correct letter, A-I, in boxes 27-32 on your answer sheet.

List of Words:
A. presentations
B. details
C. efficiencies
D. regulations
E. interruptions
F. expectations
G. failures
H. actions
I. tools

The CONNECT workshop

The concept behind the CONNECT program is that the (27) ____ in communication experienced by engineers are due to their tendency to concentrate on technical (28) __ rather than adapt their approach to meet the (29) ____ of their audience. This is mainly because engineers are used to focusing on the accuracy of their work and ensuring that it complies with (30) ____. Thus, the program aimed to provide technical graduates with the (31) ____ they needed to bridge the resulting communication gap. Having developed an awareness of audience, the engineers would then be in a better position to give effective (32) __ and communicate more appropriately in everyday situations.

True/False/Not Given

Do the following statements agree with the claims of the writer in the reading passage? Write “YES” if the statement agrees with the claims, “NO” if the statement contradicts the claims, and “NOT GIVEN” if it is impossible to say what the writer thinks about this.

33. The study carried out by CONNECT indicates that any technical graduate has the ability to become an expert communicator.
34. Employers said that they were particularly keen to hire technical graduates who had attended sessions in time management.
35. Assessment results from the early workshops led to changes being made to the delivery of the CONNECT program.
36. It became apparent that some of the CONNECT participants were too young to appreciate the purpose of the workshops.

Multiple-Choice Questions

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

37. What is the writer doing in the fifth paragraph?
    A. advising trainers on how they should incorporate the rules into workshops.
    B. comparing how the young engineers reacted to the content of the workshops.
    C. explaining the context in which the rules for effective training were arrived at.
    D. describing how trainers assessed the performance of workshop participants.

38. In the seventh paragraph, what does the writer say about activities such as ‘passing a ball of energy’?
    A. The timing had to be adapted to make them suitable for the engineers.
    B. The point of them had to be explained to the engineers numerous times.
    C. The engineers were initially unconvinced of their value.
    D. The engineers misunderstood how they should be performed.

39. What does the writer attribute the success of the demonstrative approach to?
    A. It complemented the way the technical graduates usually worked.
    B. It was a highly innovative method of working.
    C. It combined well with the two other approaches.
    D. It met the participants’ expectations about a workshop situation.

40. What is the writer’s main point in the final paragraph?
    A. The differences between the facilitators and the trainees remained immense.
    B. The facilitators had to put into practice what they were attempting to teach.
    C. The program that has been developed is suitable for any technical audience.
    D. The facilitators on the program acknowledged they had learnt very little.

Answer Keys and Explanations

Here are the correct answers to the questions and explanations for each:

Summary Completion

27. G (failures)
28. C (details)
29. F (expectations)
30. D (regulations)
31. I (tools)
32. A (presentations)

True/False/Not Given

33. NO – The passage states that not every engineer is likely to become a great communicator.
34. NOT GIVEN – There is no information in the passage about employers’ interest in time management sessions.
35. YES – The passage mentions that early assessment results led to refinements in methods.
36. YES – The passage notes that younger participants required an approach sensitive to their responses.

Multiple-Choice Questions

37. C – The writer is explaining the context in which the rules for effective training were developed.
38. C – The engineers were initially unconvinced of the value of exercises like ‘passing a ball of energy’.
39. A – The success is attributed to it complementing the way technical graduates usually work, through testing and observation.
40. B – The main point is that facilitators needed to practice what they were trying to teach to be effective.

Common Mistakes in This Type of Task

• Misinterpreting Questions: Carefully read whether the question asks for information found in the passage or requires your judgment.
• Overlooking Details: Pay attention to specific details mentioned in the passage to avoid picking similar but incorrect options.
• Ignoring Context: Answers often depend on the context; ensure you understand the surrounding information to provide accurate responses.

Vocabulary Highlights

• Laboratory (noun): /ˈlæbrəˌtɔri/ – a room or building equipped for scientific experiments, research, or teaching.
• Observably (adverb): /əbˈzɝːvəbl̩i/ – in a way that can be noticed or seen.
• Conservatory (noun): /kənˈsɜr·vəˌtɔr·i/ – a college for the study of classical music or other arts.

Important Grammar Structures to Note

• Comparative Structures: Used when discussing degrees of effectiveness, such as “more effective” or “less effective”.
  • E.g., “The experiential approach met resistance because the purpose of the exercise was not always immediately obvious.”
• Complex Sentences: Combining multiple ideas effectively using conjunctions and relative clauses.
  • E.g., “Observations indicate notable improvements in participants’ behaviors, with ratings from corporate recruiters suggesting enhanced confidence and maturity among those who attended these workshops.”

By focusing on understanding and practicing these elements, you can improve your reading comprehension skills and perform better in the IELTS Reading section.