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18/09/2026

IELTS/TOEFL Style Cloze Test: James Orr and the University of Cambridge
Instructions: Read the passage and choose the best answer (A, B, C, or D) for each blank.

A former student of James Orr, a suspended senior figure in Reform UK, is reopening a case against the University of Cambridge after apparent (1) ______ emerged over the university’s handling of a bullying complaint.

The former student alleges that Orr’s claim that he had not been disciplined (2) ______ assurances they say they received from the university.

Cambridge was ordered to pay £5,000 in compensation to the student for distress and in lieu of tuition fees. The university’s Office of Student Conduct, Complaints and Appeals (OSSCA) had partially (3) ______ the student’s bullying allegation against Orr, an associate professor in the Faculty of Divinity.

The compensation followed an investigation into allegations of academic negligence and bullying made by a theology PhD student. The student left the university in January last year without completing their doctorate, citing their experience with Orr.

The student also received an apology from Richard Rex, chair of the Faculty of Divinity’s board, who acknowledged that the experience had been “distressing” and (4) ______.

Although the case was subsequently closed, the former student now says they are reopening it. Their concerns stem from Orr’s account of the case in the Financial Times, which they believe conflicts with information previously provided by the university.

Orr was quoted as saying that he was unaware of the complaint findings or the compensation and that (5) ______ disciplinary action of any kind had been taken against him.

The former student argues that this account contradicts Cambridge’s claim that appropriate action was taken. They suggest that the university may have failed to follow its procedures properly in relation to staff investigations and (6) ______ processes.

In a social media post shared with close friends, the student described the long-term impact of Orr’s alleged conduct on their confidence and academic identity. They said it had caused them to lose their passion for academic inquiry and, consequently, a significant part of their (7) ______.

The student explained that, after passing a first-year upgrade examination, they chose to leave their PhD studies with a postgraduate certificate rather than complete the full course.

They said the Financial Times investigation suggested that the university ( 8 ) ______ been truthful with them and that this was the reason they decided to reopen the case.

The student expressed a determination to seek justice for themselves and others who may have been negatively affected by Orr’s behaviour. They also said they remained concerned about the (9) ______ and academic wellbeing of students who encounter him at Cambridge.

When approached for comment, the University of Cambridge said it had clear policies and processes to protect students and staff. However, it added that it could not comment on individual cases because students and staff have a right to (10) ______.

Orr, meanwhile, said he was “at a loss to know what any responsible supervisor could have done differently” and did not believe the student’s account was a fair (11) ______ of the conversation that had led to criticism of his remarks.

Questions

1. A. discrepancies
B. celebrations
C. agreements
D. improvements

2. A. supports
B. contradicts
C. explains
D. confirms

3. A. rejected
B. ignored
C. upheld
D. concealed

4. A. disruptive
B. profitable
C. ordinary
D. temporary

5. A. occasional
B. substantial
C. no
D. immediate

6. A. disciplinary
B. financial
C. electoral
D. academic

7. A. identity
B. institution
C. procedure
D. compensation

8. A. has not
B. had not
C. would not
D. will not

9. A. emotional
B. electoral
C. financial
D. procedural

10. A. publicity
B. confidentiality
C. controversy
D. compensation

11. A. investigation
B. characterisation
C. allegation
D. institution

𝐸𝑚𝑎𝑖𝑙 𝐵𝑟𝑖𝑔ℎ𝑡 𝑃𝑟𝑒𝑝 𝑡𝑜 𝑟𝑒𝑞𝑢𝑒𝑠𝑡 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟 𝑘𝑒𝑦.

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11/09/2026

Here is an MCQ Cloze Test
More than a dozen former University of Michigan hockey players have filed a federal lawsuit alleging that coaches and other university staff knew about and failed to stop decades of sexualized ______ (1) within the men’s hockey program.

The lawsuit was filed by 16 former players who competed for Michigan between 1984 and 2001. According to their attorney, the alleged abuse was systematic and part of an ______ (2) ritual that players were expected to endure to remain members of the team.

The 72-page complaint describes several alleged incidents, including forced ge***al shaving, excessive alcohol consumption, eating live fish and other ______ (3) acts. The lawsuit alleges that former head coach Red Berenson was aware of the hazing but failed to ______ (4).

The University of Michigan has denied responsibility for the alleged misconduct. A university spokesperson said that students who participated in hazing or other misconduct were ______ (5) university policy.

Berenson has also denied that the coaching staff directed or encouraged abusive behavior. He acknowledged that senior players conducted a form of ______ (6), but said that no one had complained to him about the alleged abuse.

The case may face significant legal questions because the alleged incidents occurred ______ (7) ago. The university could argue that the claims were filed too late under applicable statutes of ______ ( 8 ).

The lawsuit stems partly from conversations among former teammates that began in 2024. The allegations have not yet been ______ (9) in court, and the university and Berenson continue to dispute responsibility for the alleged ______ (10).

Options

1.
A) celebration
B) hazing
C) recruitment
D) training

2.
A) initiation
B) academic
C) athletic
D) disciplinary

3.
A) humiliating
B) rewarding
C) voluntary
D) ceremonial

4.
A) intervene
B) compete
C) resign
D) participate

5.
A) enforcing
B) violating
C) supporting
D) creating

6.
A) initiation
B) competition
C) punishment
D) recruitment

7.
A) months
B) years
C) days
D) weeks

8.
A) evidence
B) conduct
C) limitations
D) procedure

9.
A) proven
B) prevented
C) reported
D) rejected

10.
A) recruitment
B) misconduct
C) achievement
D) competition

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Empowering students to write compelling op-eds is not simply an educational exercise; it is an investment in the future ...
01/09/2026

Empowering students to write compelling op-eds is not simply an educational exercise; it is an investment in the future of democratic dialogue. As their educator, you can play a vital role in cultivating this engagement.

𝑆ℎ𝑎ℎ𝑎𝑟𝑖𝑎𝑟 𝑆𝑎𝑑𝑎𝑡 𝑖𝑠 𝑡ℎ𝑒 𝑒𝑥𝑒𝑐𝑢𝑡𝑖𝑣𝑒 𝑑𝑖𝑟𝑒𝑐𝑡𝑜𝑟 𝑎𝑛𝑑 𝐴𝑟𝑎𝑓𝑎𝑡 𝑅𝑒𝑧𝑎 𝑖𝑠 𝑎𝑛 𝑎𝑛𝑎𝑙𝑦𝑠𝑡, 𝑏𝑜𝑡ℎ 𝑎𝑡 𝑡ℎ𝑒 𝐶𝑒𝑛𝑡𝑟𝑒 𝑓𝑜𝑟 𝑃𝑒𝑎𝑐𝑒 𝑎𝑛𝑑 𝐽𝑢𝑠𝑡𝑖𝑐𝑒 𝑎𝑡 𝐵𝑟𝑎𝑐 𝑈𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦

Help students develop their writing and refine their arguments by publishing opinion pieces. Find advice for supporting student writers here

30/08/2026

Bright Prep IELTS and TOEFL Style Cloze Test
Canada is attracting many researchers from universities in the United States. A total of 64 professors are moving to Canada, and 48 of them are coming from the US. They will receive money from a Canadian government program worth C$504 million. The money will support research in areas such as climate change, medicine, and natural disasters.

Some researchers are leaving the US because research funding has become harder to (1) ______. They are also concerned about political changes and government (2) ______.

For example, Seth Guikema, a climate researcher from the University of Michigan, is moving to the University of Western Ontario. He will receive C$8 million over eight years to study how people can better (3) ______ for storms and wildfires.

Researchers from famous universities, including Harvard, are also moving to Canada. They believe Canada offers a more (4) ______ and stable environment for researchers.

Experts are concerned that the US could lose talented researchers and become a less (5) ______ place for scientists in the future.

Questions

1. Research funding has become harder to ______.
A) give
B) get
C) lose
D) change

2. Researchers are concerned about government ______.
A) policies
B) holidays
C) buildings
D) salaries

3. People can better ______ for storms and wildfires.
A) prepare
B) forget
C) travel
D) search

4. Canada offers a more ______ environment.
A) dangerous
B) welcoming
C) expensive
D) difficult

5. The US could become a less ______ place for scientists.
A) attractive
B) crowded
C) large
D) modern

Email us at Bright Prep to receive the answer key.

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28/08/2026

Scotland’s universities face a funding shortfall of around £200m a year, according to a major new report warning that the gap could widen in the future.

The report’s author, Prof Sir Anton Muscatelli, described the financial outlook as “bleak”, saying university income is no longer sufficient to cover the core costs of teaching and research.

Analysis also highlights the sector’s growing reliance on fee-paying international students to help subsidize the cost of educating Scottish undergraduates.

Universities Scotland said the findings showed that the current funding model was not sustainable.

The report was produced by the Funding Gap Analysis team, a joint initiative established by the Scottish Government and Universities Scotland to examine the finances of Scotland’s 18 higher education institutions.

It found a significant gap between the cost of providing teaching, research and infrastructure and the income universities receive from government funding, tuition fees and research grants.

Scottish-domiciled full-time undergraduate students do not pay tuition fees for their first degree. Instead, the Scottish Government provides funding to universities to cover their tuition costs.

However, the report estimates that this funding falls £288m short of the actual cost of teaching these students each year.

BBC News calculated that this equates to a shortfall of around £2,703 per Scottish student in 2023/24.

Universities have partly compensated for this shortfall through income from fee-paying students, particularly international students and postgraduate students.

According to the report, fee-paying teaching generated a £445m surplus, but this money is also being used to help cover an estimated £500m shortfall in research funding.

The report warns that this model leaves universities increasingly exposed to changes in international student recruitment.

International student numbers in Scotland have fallen for two consecutive years, with a further 5% decline most recently. The fall in EU students was even sharper, dropping by 22% in 2024/25.

Students from China make up the largest international student cohort in Scotland.

Some institutions are particularly dependent on overseas recruitment. Recent HESA figures show that international students account for around 46% of students at the University of St Andrews and 36% at the University of Glasgow.

A decade ago, international tuition fees accounted for less than a third of universities’ teaching income. Today, they provide just under half, making them the largest source of teaching income ahead of Scottish Government funding.

The report says this growing dependence creates “vulnerability”, particularly because international student numbers cannot be expected to increase indefinitely.

Universities are also facing higher costs as a result of inflation and increased energy prices, while public funding has failed to keep pace with rising expenditure.

The report argues that institutions have increasingly had to rely on international recruitment and commercial income to compensate for these pressures.

However, the recent fall in international student numbers has already had what the report describes as “immediate and severe” consequences for university finances.

The sector has also suffered from a series of financial crises, with Dundee University receiving a £62m bailout and thousands of jobs being lost across Scottish higher education.

Prof James Miller of Universities Scotland said the report provided an important, evidence-based assessment of the scale of the financial pressures facing institutions.

He said it should mark the beginning of a wider discussion about how to create a funding system that allows Scotland’s universities to remain sustainable and successful.

NUS Scotland President Justine Pédussel said the report demonstrated the scale of what she described as a systemic funding crisis.

She argued that public funding no longer covers the full cost of teaching and other university services, forcing institutions to rely increasingly on international tuition fees.

Scottish Government Education Secretary Màiri McAllan acknowledged the need for a more sustainable funding model.

She defended Scotland’s free tuition policy, saying it protected Scottish students from the levels of debt experienced elsewhere in the UK, but accepted that universities were facing significant financial pressures.

McAllan also pointed to wider factors affecting the sector, including changes to international student visa rules, Brexit, inflation, energy costs and increased employer National Insurance contributions.

Meanwhile, Conservative MP Andrew Bowie said the current funding settlement was “totally broken” and called for radical change.

Scottish Labour’s tertiary education spokeswoman Jenny Young accused the Scottish Government of failing to respond to warnings from universities about their financial difficulties.

She also highlighted a backlog of more than £1.1bn in university estate maintenance, arguing that the sector had been critically underfunded.

The central warning from the report is that Scotland’s universities can no longer rely on international student income to compensate for persistent shortfalls in public funding and research income. Without changes to the funding model, the financial pressures facing the sector could become increasingly difficult to manage.

Here are SAT-style Reading and Writing questions based on the passage, with an answer key on request to Bright Prep.

1. Which choice best states the main idea of the passage?

A. Scottish universities are becoming increasingly dependent on postgraduate students from the rest of the UK.
B. Scotland’s universities face a serious structural funding problem that has been worsened by declining international student numbers.
C. The Scottish Government plans to eliminate free tuition for Scottish undergraduate students.
D. International students are responsible for most of the financial problems facing Scottish universities.

2. According to the passage, why are international students particularly important to Scottish universities?

A. They receive more government funding than Scottish students.
B. They make up the majority of students at most Scottish universities.
C. Their tuition fees generate a surplus that can help subsidise other university activities.
D. They are primarily responsible for funding university research directly.

3. Which choice best describes the relationship between the second and third paragraphs?

A. The second paragraph presents a problem, and the third provides evidence of its causes.
B. The second paragraph introduces the report, and the third explains one of its major findings.
C. The second paragraph challenges an argument that is supported in the third paragraph.
D. The second paragraph describes a solution, and the third explains why it failed.

4. As used in the passage, what does “vulnerability” most nearly mean?

A. A lack of academic achievement
B. An increased exposure to financial risk
C. A decline in student numbers
D. An inability to attract Scottish students

5. Which finding from the passage most directly supports the claim that Scottish universities have become dependent on international students?

A. International student numbers fell by 5% in the latest year.
B. Students from China constitute the largest international cohort.
C. International student fees now provide just under half of teaching income.
D. Around 19,000 students from the rest of the UK attend Scottish universities.

6. The author mentions the University of St Andrews and the University of Glasgow primarily to

A. compare their academic performance with other Scottish universities.
B. demonstrate that some universities have particularly high proportions of international students.
C. explain why international students prefer Scotland to other parts of the UK.
D. show that Scotland's most prestigious universities receive the most government funding.

7. Which choice best describes the function of the £445 million figure in the passage?

A. It represents the amount Scottish universities receive from the government for undergraduate tuition.
B. It represents the estimated cost of maintaining university buildings.
C. It represents the surplus generated by fee-paying students that can help support other university activities.
D. It represents the total amount of money lost because of declining international enrolment.

8. Which statement is most strongly supported by the passage?

A. Increasing international enrolment indefinitely is unlikely to provide a sustainable solution to Scottish universities’ financial problems.
B. Scottish universities would eliminate their funding deficits if international student numbers returned to their previous levels.
C. The Scottish Government intends to charge Scottish students tuition fees in the near future.
D. The decline in EU students has had a greater financial impact than the decline in all other international students combined.

9. Which choice best explains why the decline in international students is especially concerning?

A. International students are generally more expensive for universities to educate.
B. Universities rely on the surplus from international tuition to compensate for funding shortfalls elsewhere.
C. International students receive most of the universities’ government-funded scholarships.
D. Scottish universities cannot legally admit students from other countries.

10. Which choice best describes the overall tone of the passage?

A. Optimistic and celebratory
B. Skeptical but humorous
C. Concerned and analytical
D. Neutral and dismissive

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24/08/2026

Forest around Paglir Bil Road in Cox’s Bazar’s Chakaria has been severely degraded, with the once-dominant giant garjan trees largely gone and replaced by shrubs and small acacia trees. Although the area is still officially classified as forest, encroachment is gradually increasing.

Sand extraction has become another major threat. Locals say dozens of truckloads are currently removed daily from Pagli Chhara, with extraction expected to increase significantly during the peak season. They also warn that decades of sand extraction could eventually cause serious environmental damage.

Government agencies have offered conflicting explanations about who has authority to stop the extraction. Forest officials say parts of the area fall outside their jurisdiction or are not reserved forest, while local administration officials say action depends on prosecution by the Department of Environment. The DoE, in turn, says district or upazila administrations have jurisdiction over sand extraction.

Locals also allege that politically connected individuals are involved in sand extraction and that influential figures previously played roles in the destruction and timber exploitation of the garjan forest.

Forest Department has attempted social forestry, but many newly planted trees have also been cut down. Officials believe the remaining forest could be restored through planned reforestation and stronger security.

GRE Question 1 — Main Idea

The primary purpose of the passage is to:

A. Explain why garjan trees are difficult to grow in Cox’s Bazar
B. Describe the environmental degradation of an area and the institutional problems hindering its protection
C. Argue that sand extraction is more damaging than deforestation
D. Demonstrate that social forestry programs have completely failed
E. Identify the political leaders responsible for environmental destruction

GRE Question 2 — Inference

Which of the following can most reasonably be inferred from the passage?

A. The Forest Department has completely abandoned efforts to protect the area.
B. Sand extraction is currently the only significant environmental threat to the area.
C. Disagreement among government agencies may contribute to ineffective enforcement.
D. Reforestation would be impossible without eliminating all sand extraction.
E. Local residents unanimously support increased sand extraction.

GRE Question 3 — Function

The discussion of conflicting statements by the Forest Department, local administration, and Department of Environment primarily serves to:

A. establish that one government agency is deliberately misleading the public
B. illustrate the difficulty of determining responsibility for regulating sand extraction
C. demonstrate that sand extraction is legally permitted throughout the area
D. show that local officials have more authority than environmental agencies
E. explain why the forest was originally classified as a reserved forest

GRE Question 4 — Strengthen

Which of the following, if true, would most strengthen the argument that institutional ambiguity is contributing to continued sand extraction?

A. Sand is commercially valuable and widely used in construction.
B. Several agencies have previously conducted environmental surveys in the area.
C. Trucks continue removing sand even after complaints because each agency refers enforcement responsibility to another agency.
D. Garjan trees require several decades to reach maturity.
E. Local residents depend on nearby forests for some household needs.

GRE Question 5 — Weaken

Which of the following would most weaken the claim that weak institutional enforcement is a major cause of continued sand extraction?

A. Sand extraction has increased substantially in recent years.
B. Local residents have complained about environmental degradation.
C. A single government agency has clear legal authority over sand extraction and has consistently conducted successful enforcement operations in the area.
D. Some newly planted trees have been cut down.
E. Garjan trees were once abundant in the area.

Answer: C

GRE Question 6 — Author's Attitude

The author's attitude toward the current management of the area is best described as:

A. enthusiastic
B. cautiously optimistic
C. skeptical and concerned
D. indifferent
E. strongly approving

Answer: C

𝑄𝑢𝑖𝑐𝑘 𝐺𝑅𝐸 𝑡𝑎𝑘𝑒𝑎𝑤𝑎𝑦

𝑇ℎ𝑒 𝑐𝑒𝑛𝑡𝑟𝑎𝑙 𝑡ℎ𝑒𝑚𝑒 𝑖𝑠: 𝑒𝑛𝑣𝑖𝑟𝑜𝑛𝑚𝑒𝑛𝑡𝑎𝑙 𝑑𝑒𝑔𝑟𝑎𝑑𝑎𝑡𝑖𝑜𝑛 + 𝑠𝑎𝑛𝑑 𝑒𝑥𝑡𝑟𝑎𝑐𝑡𝑖𝑜𝑛 + 𝑒𝑛𝑐𝑟𝑜𝑎𝑐ℎ𝑚𝑒𝑛𝑡 + 𝑢𝑛𝑐𝑙𝑒𝑎𝑟 𝑖𝑛𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛𝑎𝑙 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑖𝑏𝑖𝑙𝑖𝑡𝑦 → 𝑖𝑛𝑒𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒 𝑝𝑟𝑜𝑡𝑒𝑐𝑡𝑖𝑜𝑛 𝑎𝑛𝑑 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒𝑑 𝑙𝑜𝑛𝑔-𝑡𝑒𝑟𝑚 𝑒𝑐𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑟𝑖𝑠𝑘.

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24/08/2026

IELTS and TOEFL Style Cloze Passage Test
Read the passage carefully and choose the most appropriate option for each blank.

Graduates from Britain’s leading universities have the highest levels of debt under the controversial Plan 2 student loan system, prompting renewed criticism that the scheme amounts to a “tax on ambition”. According to official data analyzed by the Financial Times, the average Russell Group graduate repaying a Plan 2 loan owes £52,412, significantly more than graduates from many other institutions.

Some of this difference can be explained by longer courses, lower dropout rates and the fact that students at leading universities are more likely to live (1) ______ from home. These factors can increase both tuition-related borrowing and living costs.

However, experts have also highlighted the role of (2) ______ rates. For higher-earning graduates, the interest charged on Plan 2 loans can rise by as much as three percentage points, making it more difficult to reduce the outstanding balance.

Oliver Gardner, founder of the student loans campaign Rethink Repayment, argued that the figures demonstrated how even graduates in relatively well-paid professions could see their loan balances (3) ______ despite making substantial monthly repayments. He described the system as a “tax on ambition”.

The Plan 2 system applies mainly to students who began undergraduate degrees between 2012 and 2022. In July, a House of Commons committee criticized ministers for allegedly (4) ______ student loans to young people and called for changes to the repayment system.

The Treasury, however, has warned that reforming the system could cost more than £5bn, arguing that other priorities such as the NHS and early-years services should take (5) ______.

Debt levels vary considerably between universities. Former students of the Royal Veterinary College have the highest average outstanding balance at £86,979, partly because veterinary degrees usually last five years rather than the standard (6) ______ years for most undergraduate courses in England.

Among larger institutions, the Open University has the lowest average debt at £11,194. Its students study remotely and pay fees according to the number of (7) ______ they take.

By contrast, Imperial College London has the highest average debt among the larger institutions, at £63,075. Many of its degree programs last longer than four years, contributing to higher levels of borrowing.

The Russell Group has an average outstanding balance of £52,412, compared with £45,498 across all higher education ( 8 ) ______. Some experts believe the higher debt at Russell Group universities is partly linked to longer courses such as medicine, dentistry and engineering, as well as postgraduate study.

Another important factor is students' living arrangements. Russell Group students are more likely to live away from home, which can result in higher living expenses and the need for larger (9) ______ loans.

Under Plan 2, interest starts at the retail price inflation rate for borrowers earning below £29,385. It can rise to RPI plus three percentage points once annual earnings exceed (10) ______.

Despite concerns about student debt, applications to university remain strong, with acceptances at more selective institutions increasing rapidly. This suggests that concerns about the loan system have so far had limited impact on young people's willingness to pursue higher education.

Questions

1.
A) closely
B) away
C) directly
D) separately

2.
A) employment
B) inflation
C) interest
D) repayment

3.
A) disappear
B) soar
C) settle
D) decline

4.
A) marketing
B) mis-selling
C) distributing
D) cancelling

5.
A) priority
B) control
C) notice
D) advantage

6.
A) two
B) three
C) four
D) six

7.
A) courses
B) buildings
C) exams
D) scholarships

8.
A) organizations
B) institutions
C) departments
D) companies

9.
A) maintenance
B) employment
C) private
D) academic

For Answer Key, Mail or Box Us at Bright Prep.

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16/08/2026

Here’s an IELTS and TOEFL style cloze passage test by Bright Prep
University of Michigan plans to introduce a new policy for freshmen beginning in fall 2027. During their first semester, students in the College of Literature, Science, and the Arts will receive (1) ______ on their transcripts instead of traditional letter grades.

The university hopes the policy will reduce (2) ______ and help students adjust to college life. Although their actual grades will still be recorded (3) ______, they will not appear as conventional letter grades on the official transcript.

Supporters believe the policy may encourage students to take more (4) ______ courses without worrying about damaging their GPA. However, some experts fear that the change could reduce students' (5) ______ or contribute to grade inflation.

The policy is not entirely new. The (6) ______ Institute of Technology has used a similar system for incoming freshmen since 1968.

Questions

1.
A. numerical scores
B. pass or no-credit marks
C. letter grades
D. percentage grades

2.
A. academic pressure
B. tuition costs
C. competition
D. class attendance

3.
A. publicly
B. permanently
C. internally
D. internationally

4.
A. easier
B. shorter
C. more challenging
D. compulsory

5.
A. motivation
B. enrollment
C. attendance
D. independence

6.
A. Harvard
B. Stanford
C. Massachusetts
D. California

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05/08/2026

Climate change represents an existential threat to both Bangladesh and Tuvalu. Although these two countries differ greatly in geography, culture, and history, they share a common vulnerability: both developed during the relatively stable conditions of the Holocene, when sea levels and climate patterns remained predictable. That stability is now being disrupted by global warming and rising seas.

A significant level of climate change is already unavoidable. Even if every country fulfills its existing climate commitments, global temperatures are still expected to rise well above pre-industrial levels by the end of this century. Such warming would bring substantial sea-level rise, placing Bangladesh’s low-lying Bengal Delta and Tuvalu’s small Pacific atolls at severe risk. Much of the Bengal Delta lies close to sea level, while Tuvalu’s islands rise only a few metres above the ocean. For both nations, climate change threatens land, livelihoods, and national security.

However, vulnerability is not determined by physical exposure alone. It is also shaped by a country’s ability to adapt. Wealthier nations often have far greater options: they can build protective infrastructure, reclaim land, relocate communities, and invest in technological solutions. Countries such as Bangladesh and Tuvalu have far fewer resources and therefore fewer choices. Their vulnerability is linked not only to geography but also to historical patterns of global inequality.

The scale of the challenge is unprecedented. No country has previously faced such a comprehensive threat to its territory and population. Adaptation can reduce many risks, but it cannot prevent all losses and damages. If adaptation efforts fail, the consequences for Bangladesh and Tuvalu could be catastrophic.

This situation raises fundamental questions of climate justice. Bangladesh has contributed only a small fraction of historical greenhouse gas emissions, and Tuvalu’s contribution is even smaller. By contrast, industrialised countries such as the United States and the United Kingdom account for a far larger share of cumulative emissions. Much of their wealth and development has been built through resource extraction and economic systems that have often disadvantaged developing countries.

Climate justice requires addressing these inequalities. Philosopher Nancy Fraser identifies three dimensions of justice that are particularly relevant: redistribution, representation, and recognition.

The first dimension, redistribution, concerns the fair allocation of resources and opportunities. Developing countries require far more climate finance than they currently receive. Bangladesh estimates that it needs billions of dollars annually for adaptation, while international support remains a small fraction of that amount. Similarly, adaptation costs for Tuvalu greatly exceed its available financial resources. Without significant redistribution of wealth and climate finance, vulnerable countries cannot achieve equal opportunities to protect their people.

Redistribution also applies to the remaining global carbon budget. A fair allocation of future emissions would require major reductions from countries with historically high emissions while allowing poorer countries greater space to develop. This highlights the unequal nature of the climate crisis: those who contributed least to the problem often face the greatest consequences.

The second dimension, representation, concerns who has influence in decision-making. The United Nations Framework Convention on Climate Change (UNFCCC) allows all countries to participate, but its consensus-based system often gives powerful nations greater influence. Major emitters, wealthy countries, and powerful political blocs can delay or weaken decisions, meaning that vulnerable countries do not always have equal influence despite being among those most affected.

The third dimension, recognition, involves acknowledging historical and ongoing injustices. Bangladesh and Tuvalu have gained moral authority in climate negotiations because their vulnerability reflects a broader injustice: they are suffering from a problem they did little to create. Although international climate agreements recognise vulnerable countries, they often fail to fully acknowledge the specific harms experienced by individual nations.

The creation of the Fund for Responding to Loss and Damage represents an important step toward recognition justice. It acknowledges that some climate impacts cannot be avoided through adaptation alone and that vulnerable countries require support. However, the fund remains limited because developed countries have resisted framing climate assistance as compensation or accepting responsibility for historical emissions.

Recent developments in international law have strengthened arguments for climate justice. The International Court of Justice’s advisory opinion on states’ obligations regarding climate change established that countries have legal duties to protect the climate system and support vulnerable nations. Although the opinion is not directly binding, it provides a significant legal and moral foundation for stronger climate action.

Given the scale of the threat facing Bangladesh and Tuvalu, symbolic actions such as formal political apologies from high-emitting countries could also play a role. An apology alone cannot deliver climate justice, but acknowledging responsibility may help create the political conditions needed for greater emissions reductions, adaptation support, and cooperation.

For Bangladesh and Tuvalu, climate justice is not an abstract principle—it is central to their survival. Both countries have demonstrated leadership in adapting to climate change despite having contributed very little to the crisis. Yet they cannot solve this problem alone. Achieving climate justice requires wealthy, high-emitting countries to accept responsibility, provide meaningful support, and transform the systems that created the crisis.

The opportunity to act remains, but it is narrowing. The choices made by today’s leaders will shape not only the future of Bangladesh and Tuvalu but also the global legacy of climate action—or inaction.

Here are SAT-style reading questions based on the passage.

Question 1: Main Idea

The primary purpose of the passage is to:

A. explain why Bangladesh and Tuvalu have failed to prepare for climate change
B. argue that climate change creates a problem of global injustice requiring greater responsibility from wealthy nations
C. compare the economic development strategies of Bangladesh, Tuvalu, and Singapore
D. describe how international organizations have successfully solved climate-related problems

Question 2: Central Claim

The author’s central argument is that:

A. climate change impacts can be avoided if vulnerable countries improve their economies
B. all countries should reduce emissions equally regardless of historical responsibility
C. countries that contributed most to climate change have a greater responsibility to support vulnerable nations
D. international climate agreements should exclude developing countries from decision-making

Answer: C
Explanation: The author repeatedly emphasizes historical emissions, unequal resources, and the responsibility of major emitters.

Question 3: Vocabulary in Context

The word “implacable” most nearly means:

A. unpredictable
B. unstoppable
C. temporary
D. manageable

Question 4: Function of an Example

The author mentions Singapore primarily to:

A. show that all countries face identical climate challenges
B. demonstrate how wealth gives countries more options for adaptation
C. argue that Singapore has contributed more emissions than Bangladesh
D. prove that adaptation efforts are unnecessary

Answer: B
Explanation: Singapore is used as an example of a country with greater financial resources and more adaptation choices.

Question 5: Inference

Which of the following can be inferred about Bangladesh and Tuvalu?

A. They have made no effort to address climate change.
B. Their vulnerability is partly caused by limited economic resources.
C. They are responsible for most historical greenhouse gas emissions.
D. They oppose international cooperation on climate issues.

Question 6: Evidence-Based Question

Which sentence from the passage best supports the answer to Question 5?

A. “Both civilisations developed during the Holocene, when sea levels and the climate were relatively stable.”
B. “Development typically increases those options.”
C. “Bangladesh is responsible for around 0.2% of the total stock of greenhouse gas emissions in the atmosphere, while Tuvalu accounts for no more than 0.001%.”
D. “The UNFCCC is, in many ways, a remarkable treaty that has achieved much.”

Question 7: Purpose of the Discussion of Nancy Fraser’s Theory

The author introduces Nancy Fraser’s three dimensions of justice mainly to:

A. provide a framework for analyzing different aspects of climate injustice
B. argue that climate change is only an economic issue
C. explain why international organizations should be eliminated
D. compare different philosophical theories unrelated to climate change

Question 8: According to the passage, a major weakness of the UNFCCC is that:

A. developing countries are not allowed to participate
B. decisions often require near-unanimous agreement, giving powerful countries greater influence
C. it focuses only on economic development rather than climate issues
D. it prevents countries from receiving adaptation funding

Answer: B
Explanation: The author argues that the consensus-based system allows powerful nations to delay decisions.

Question 9: The author’s attitude toward the Fund for Responding to Loss and Damage (FRLD) is best described as:

A. completely dismissive because the fund has no value
B. cautiously supportive because it represents recognition but remains limited
C. enthusiastic because it has solved climate injustice
D. uncertain because the fund has not yet been created

Question 10: Which choice best describes the organization of the passage?

A. It presents a historical overview of climate science before describing future predictions.
B. It identifies a problem, explains its causes, analyzes justice issues, and proposes possible solutions.
C. It compares two countries and concludes that one has better climate policies.
D. It describes international agreements and argues they have been completely successful.

Answer: B
Explanation: The passage moves from climate risks → inequality → justice framework → international systems → possible actions.

Question 11: The statement that “climate justice is key to national and human security” suggests that:

A. climate change threatens both governments and individuals
B. climate change affects only political institutions
C. national security is unrelated to environmental issues
D. climate change can only be solved through military action

Question 12: The final paragraph primarily serves to:

A. introduce a new argument about economic development
B. summarize the author’s argument and emphasize the urgency of action
C. criticize Bangladesh and Tuvalu for their adaptation strategies
D. explain technical details about greenhouse gas emissions

Answer: B
Explanation: The conclusion reinforces the themes of responsibility, urgency, and the need for climate justice.

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