News
About Us
Contact Us

Art Based Training for Engineers Reading Answers

Bhaskar Das

Jun 18, 2025

Art Based Training for Engineers Reading Answer is part of the IELTS General Reading section, featuring 14 questions that assess comprehension, summary completion, and statement identification. Candidates should complete Art Based Training for Engineers IELTS reading passage in approximately 20 minutes. This reading segment explores the CONNECT Program, an initiative using performing arts to enhance communication skills among engineering students. In this passage, you’ll answer question types such as summary completion, true/false/not given, and multiple choice.

The Art Based Training for Engineers IELTS reading Answers explores how traditional engineering education lacks focus on interpersonal communication, and how theatrical techniques—like stage presence and vocal projection—were adapted to suit technically inclined learners. Use this IELTS reading passage to sharpen your vocabulary identification, keyword matching, and logical reasoning abilities.

Check: Get 10 Free Sample Papers
Check: Register for IELTS Coaching - Join for Free Trial Class Now

Topic:

An assessment of how effective an art-based program was in improving the communication skills of engineers.

The CONNECT Program in the Engineering School of The Cooper Union for the Advancement of Science and Art has served as a laboratory for testing the effectiveness of art-based learning for technical graduates. Our underlying concept with CONNECT is that most communication breakdowns involving engineers happen because they know every aspect of their subject matter and assume that others do too. Engineers spend a great deal of time ensuring their work is accurate, and their solutions to engineering problems are workable, meet official requirements, are environmentally sound, and so on. They are persuaded by sound content.

Others may not be. Communicating with an audience is essentially a social skill with a behavioral basis. A fact that becomes all too apparent when one's audience has a divergent set of assumptions. Failing to understand your audience opens up an 'audience gap'. To give engineering graduates the skills to close this gap. CONNECT turned to the theatre. Performing artists specialize in the effective communication of any content- good, bad, or indifferent-through vocal, physical, and socially appropriate behaviors keyed to a particular audience. CONNECT applied stage movement analysis to interaction with clients, meetings with colleagues, and job interviews. It also made use of vocal and physical exercises and directing techniques, to equip technical personnel for the everyday communication challenges they face, as well as for formal talks.

Attending workshops based on the CONNECT model resulted in observably improved behaviors. Our data demonstrate that, while not every engineer is likely to become a great communicator, almost all are capable of becoming better communicators. In a survey of corporate recruiters, potential employees who had taken one or more CONNECT workshops were rated higher overall in areas such as confidence and maturity than those who had not participated in CONNECT. Those who had taken a range of workshops, including one in advanced non-verbal behavior, were rated even higher. These results were achieved after mixed early assessment results led us to significantly refine our methods.

Just as important to the improvements we saw after the first year was an adjustment to how we approached the students themselves.

We needed ti practice what we reached, and that meant understanding our own audience of young engineers. We needed to behave in ways that would get through to them. Too often in early workshops, our performer-facilitators assumed that a technical audience would respond to theatrical training material in the same positive way that performers did. However, we came to realize that technical audiences need to be approached differently if arts-based training is to achieve its full potential.

Adjusting our approach to achieve this was key to the improvement in results. Changing how we behaved toward our audience of young engineers required real sensitivity to what was happening in the workshops, and to how our facilitators related to the students. What we learned during this process can be distilled into 'rules' for maximizing the effectiveness of performing-arts-based training in a technical field. There are at least three approaches possible for facilitating a workshop, and the final' rule' is to incorporate these in the most appropriate way. The 'prescriptive' approach tells trainees what is necessary, the 'experiential' approach lets them personally experience what happens when a new element is added to a situation, and the 'demonstrative' approach requires them to observe certain ways of doing things. The prescriptive approach, although the engineers tended to expect it, was by far the least effective, while the experiential approach met resistance because the purpose of the exercise was not always immediately obvious. The demonstrative approach, on the other hand, mirrors the way technical objects are accomplished, which is to solve problems through testing and observation. The observation of effective and ineffective communication behaviors in others proved to be a good way of demonstrating the options available to everyone.

These 'rules' are, of course, only a starting point. We have learned to apply them both rigorously and with flexibility. At the Engineering School of The Cooper Union, customization menat establishing a mini-conservatory. We have learned that you can't close someone else's audience gap without looking at things from their perspective. In another setting, playing to the technical audience might require a completely different sort of customization and a subtly different set of training behaviors. What CONNECT has shown is that knowing one's audience - and knowing it specifically rather than generally- is fundamental.

Questions 27 - 32

Complete the summary using the list of words, A-l, below.

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).............

Answer: G.

Supporting statement: "most communication breakdowns involving engineers happen because they know every aspect of their subject matter and assume that others do too."

Keywords: communication breakdowns, engineers

Keyword Location: Paragraph 1, line 2

Explanation: The passage clearly states that engineers' communication problems stem from misunderstandings, which aligns with the term "failures."

in communication experienced by engineers, are due to their tendency to concentrate on technical (28).........

Answer: B.

Supporting statement: "Engineers spend a great deal of time ensuring their work is accurate..."

Keywords: work is accurate

Keyword Location: Paragraph 1, line 4

Explanation: Engineers focus on technical content and precision, which corresponds with "details."

rather than adapt their approach to meet the (29).................

Answer: F.

Supporting statement: "Failing to understand your audience opens up an 'audience gap'."

Keywords: understand your audience

Keyword Location: Paragraph 2, line 3

Explanation: The "audience gap" refers to not meeting the expectations of different audiences.

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).............

Answer: D.

Supporting statement: "...solutions to engineering problems are workable, meet official requirements..."

Keywords: official requirements

Keyword Location: Paragraph 1, line 5

Explanation: "Official requirements" directly refers to "regulations."

Thus, the program aimed to provide technical graduates with the (31)............

Answer: I.

Supporting statement: "CONNECT applied stage movement analysis...vocal and physical exercises..."

Keywords: stage movement, vocal, exercises

Keyword Location: Paragraph 2, lines 4–6

Explanation: These techniques served as tools for improving communication.

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)............

Answer: A.

Supporting statement: "...technical personnel for the everyday communication challenges...as well as for formal talks."

Keywords: formal talks

Keyword Location: Paragraph 2, line 7

Explanation: “Formal talks” are a form of presentations, making it the best fit.

and communicate more appropriately in everyday situations.

Questions 33 - 36

Do the following statements agree with the claims of the writer in Reading Passage 3? Write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks

33. The study carried out by CONNECT indicates that any technical graduate has the ability to become an expert communicator.

Answer: NO

Supporting statement: "...while not every engineer is likely to become a great communicator, almost all are capable of becoming better communicators."

Keywords: not every engineer, great communicator

Keyword Location: Paragraph 3, line 2

Explanation: The passage states improvement is possible for all, but not everyone can become great, so the claim is contradicted.

34. Employers said that they were particularly keen to hire technical graduates who had attended sessions in time management.

Answer: NOT GIVEN

Explanation: The passage talks about workshops like non-verbal behavior but never mentions time management sessions.

35. Assessment results from the early workshops led to changes being made to the delivery of the CONNECT program.

Answer: YES

Supporting statement: "...after mixed early assessment results led us to significantly refine our methods."

Keywords: early assessment, refine methods

Keyword Location: Paragraph 3, line 4

Explanation: The changes were directly based on initial assessments, so the statement is correct.

36. It became apparent that some of the CONNECT participants were too young to appreciate the purpose of the workshops.

Answer: NO

Supporting statement: "We needed to behave in ways that would get through to them...our performer-facilitators assumed that a technical audience would respond...in the same positive way..."

Keywords: technical audience, respond

Keyword Location: Paragraph 4, lines 2–4

Explanation: The issue was about training approach, not age-related comprehension. Age isn’t mentioned as a barrier.

Questions 37 - 40

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.

Answer: C. explaining the context in which the rules for effective training were arrived at.

Supporting statement: "Changing how we behaved toward our audience...can be distilled into 'rules'..."

Keywords: distilled into 'rules', improvement

Keyword Location: Paragraph 5, line 3

Explanation: The writer describes how they developed rules, not just listed or advised on them.

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.

Answer: C. The engineers were initially unconvinced of their value.

Supporting statement: "...the experiential approach met resistance because the purpose of the exercise was not always immediately obvious."

Keywords: met resistance, not immediately obvious

Keyword Location: Paragraph 6, line 4

Explanation: The engineers didn’t see the point of these exercises at first, which matches "unconvinced."

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 s highly innovative method of working.

C. It combined well with the two other approaches.

D. It met the participants' expectations about a workshop Situation.

Answer: A. It complemented the way the technical graduates usually worked.

Supporting statement: "The demonstrative approach...mirrors the way technical objects are accomplished..."

Keywords: mirrors the way, technical objects

Keyword Location: Paragraph 6, line 6

Explanation: The method aligned well with how engineers solve problems—through testing and observation.

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: B. The facilitators had to put into practice what they were attempting to teach.

Supporting statement: "We needed to practice what we preached...playing to the technical audience..."

Keywords: practice what we preached

Keyword Location: Paragraph 7, line 2

Explanation: The facilitators had to apply audience awareness to their own teaching, not just preach it.

Check IELTS reading samples:

*The article might have information for the previous academic years, please refer the official website of the exam.

Comments

No comments to show
Practice Paper
Also Check
IELTS Overview
IELTS IELTS Exam Dates
IELTS IELTS Results
IELTS IELTS Writing Task 2
IELTS IELTS Reading
IELTS IELTS Speaking Topics
IELTS IELTS Preparation
IELTS IELTS Listening
IELTS IELTS Exam Pattern
IELTS IELTS Practice Papers
IELTS IELTS Coaching in India
IELTS IELTS Cutoff
IELTS News