Hazel asks Tom, who did the same course last year, for help with her first media studies assignment: comparing how different newspapers cover one story. Tom lists what she should analyse, then they talk about which type of article she should choose.
Questions 21-30 · 10 marks · 2 question blocks
The notes (21-26) follow Tom's checklist in order, from where the item appears to the writer's assumptions. Hazel's question 'Does it matter what type of story I write about?' moves you to 27-30, which come in the list order: national news, editorial, human interest, arts.
Type what you wrote and hit mark. Hide the key first if you haven't done the part yet. Every question number jumps to its explanation.
How to attack this block: Each gap is the heading of one point on Tom's list, and he usually names it before explaining it ('Then there's the size', 'what structure is it given?'). Hazel supplies two of the key words herself. Listen for the general noun, not the examples after it.
Where in the newspaper does the item appear?
there's the question of which page of the newspaper the item appears on
Question says → You hear
Why: 'Which page ... the item appears on' becomes 'what page the item is on'.
The trap: Front page and page ten come next as examples. The gap needs the general word page, not front.
What aspect of the item includes the headline?
Then there's the size - how many column inches the story is given, how many columns it spreads over. … And I suppose that includes the headline.
Question says → You hear
Why: Tom names size, and Hazel confirms that it includes the headline. That matches the note exactly.
The trap: Columns and column inches are the details of size, not the heading word.
Also accepted: graphics
What might come with the item besides the text?
What about graphics - whether there's anything visual in addition to the text?
Question says → You hear
Why: Hazel says graphics, things that come 'in addition to the text', and Tom agrees. Graphic and graphics are both accepted.
The trap: Visual is right there too, but 'any visual accompanying the item' needs a noun. Graphics is the noun you hear.
Which aspect shows what is given prominence?
Then you'll need to look at how the item is put together: what structure is it given?
Question says → You hear
Why: How the item is put together is its structure, and Tom explains it through what goes at the beginning and the end.
The trap: First paragraph and beginning are the examples. The point itself is structure.
What about the writer should Hazel identify?
what's the writer's purpose, or at least the most important one, if they have several
Question says → You hear
Why: 'The most important one' matches 'main', so the writer's main purpose.
The trap: Fear, controversy and informing the public are examples of purposes. The gap needs the general word.
Also accepted: assumptions
What does the writer make about the reader?
And I suppose the writer may make assumptions about the reader.
Question says → You hear
Why: Hazel says it almost word for word and Tom agrees. Assumption and assumptions are both accepted.
The trap: Tom then lists knowledge, attitudes and level of education. Those are what the assumptions are about.
How to attack this block: The three options are about how sure Hazel is: definitely yes, maybe, definitely not. So listen to her tone and her verbs: 'I'll try and find', 'I won't even bother', 'I'll avoid that', 'Perhaps ... I'll think about that'. Tom's own choices don't count, only Hazel's decisions.
What does Hazel decide about a national news item?
And on that basis a national news item would be worth analysing - I'm quite keen on politics, so I'll try and find a suitable topic.
Question says → You hear
Why: Hazel says it's worth analysing and she likes politics, so she'll look for one. That's a firm plan, A.
The trap: 'Try' might sound uncertain, but it refers to finding a topic, not to whether she'll look. Compare her 'Perhaps' about the arts.
What does Hazel decide about an editorial?
but when I started looking, I couldn't find two on the same topic that I felt like analysing. … In that case, I won't even bother to look.
Question says → You hear
Why: 'Won't even bother to look' is a clear no. That's C.
The trap: Tom wanted to use editorials, so this sounds like a recommendation. It's Tom's failed plan, and it puts Hazel off.
What does Hazel decide about a human interest story?
Hmm, I usually find stories like that raise quite strong feelings in me! I'll avoid that.
Question says → You hear
Why: 'I'll avoid that' rules it out completely. That's C.
The trap: Tom found the story interesting, especially how papers treated it differently. That's his experience, not Hazel's decision.
What does Hazel decide about an arts article?
Perhaps I'll choose an arts topic, like different reviews of a film, or something about funding for the arts - I'll think about that.
Question says → You hear
Why: 'Perhaps' and 'I'll think about that' show she hasn't decided. That's B.
The trap: She gives two concrete examples, which can sound like a decision. The hedging words say otherwise.
Tom chose editorials, so you might think Hazel will too. But Tom couldn't find two on the same topic, and Hazel says 'I won't even bother to look'. That's a definite no.
Tom talks about what goes in the first paragraph and what goes near the end, and the note mentions 'what's made prominent'. The word that heads the point is structure.
Tom describes his human interest story at length and sounds pleased with it. Hazel's reaction is the opposite: strong feelings, so 'I'll avoid that'.
The full Cambridge 15 Test 3 listening paper with the real audio: all four parts, played once, marked the moment you finish. Already done it? Take it again and listen for the traps this page showed you.
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