Poetry at University - Marvel Education

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LanguageCert Practice Listening: Part 4 (Extended Listening) ID: #55619 Easy Poetry at University

Instructions ›

You will hear part of a University Tutorial about poetry in academia. You will hear the discussion twice. Choose the correct answers. You have one minute to read through the questions.

Transcript:

R: Listening Part Four.

R: You will hear part of a University Tutorial about poetry in academia.

R: You will hear the discussion twice. Choose the correct answers. You have one minute to read through the questions below.

[beep]

Host: Good afternoon, everyone. Today in our tutorial we’re looking at the place of poetry in academia. Some people see poetry as central to university study, while others think it’s more marginal. I’m joined by Dr. James Carter and Professor Aisha Rahman. James, Aisha, thanks for being here.
Male Expert: Thanks, Helen. It’s good to be part of this.
Female Expert: Thank you, Helen. I’m looking forward to the discussion.
Host: Let me start with a broad question to frame things. In your view, what role does poetry currently play in universities, beyond literature departments? James, can I come to you first?
Male Expert: Sure. I think poetry still has a meaningful role, but it’s often underestimated. Even outside literature, poetry can support close reading, interpretation, and critical thinking. For example, in academic skills courses, short poems are useful because students can analyse language and structure without being overwhelmed by length.
Host: So you’re emphasising skills development. Aisha, do you see it in the same way?
Female Expert: To some extent, yes. I agree that poetry can develop analytical skills. However, I’d be cautious about overstating its reach. In many faculties, poetry is seen as optional or even irrelevant, especially in science-based programmes where the focus is on measurable outcomes.
Host: That’s a good point about perceptions. Let us move on to teaching practice. How is poetry actually used in academic settings today?
Male Expert: In my experience, it’s often used as a teaching tool rather than an object of study. For instance, educators might use a poem to start a discussion about argument, tone, or perspective. I think this practical use helps students engage who might otherwise feel distant from academic texts.
Female Expert: I partly agree, James, but I’d add a limitation. When poetry is only used instrumentally, there’s a risk that its cultural and historical value gets lost. Students may see it as just another exercise, rather than as a form of knowledge with its own academic traditions.
Host: So there’s some agreement, but also a concern about how poetry is framed. Can I ask about student response? How do students generally react when poetry appears in their courses?
Male Expert: Many students are initially hesitant. They often say, ‘I’m not good at poetry.’ But once they realise there isn’t a single correct answer, their confidence grows. That openness can actually support wider academic discussion.
Female Expert: That may be true, but it depends on guidance. Without clear support, some students feel excluded, especially those from educational backgrounds where poetry wasn’t emphasised. So inclusivity is a real issue here.
Host: That brings us nicely to the question of academic value. Aisha, do you think poetry should have a stronger position in university curricula?
Female Expert: I think it deserves a justified position, not necessarily a bigger one. Poetry should be included where it clearly supports learning aims. If it’s added simply to appear creative, then it can feel disconnected from the discipline.
Host: James, would you challenge that?
Male Expert: A little, yes. I agree that alignment with learning aims is essential. But I’d argue that poetry’s value isn’t always immediately measurable. It can encourage reflection and ethical awareness, which are harder to assess but still important in higher education.
Host: So we have a slight difference there. Before we finish, let me ask one final question. Overall, how should universities think about poetry going forward?
Female Expert: From my perspective, universities should be strategic. Poetry works best when staff are trained to use it thoughtfully and when students understand why it’s included.
Male Expert: And I’d add that universities should be more confident about poetry’s academic legitimacy. It’s not a distraction; it’s a resource, if used well.
Host: Thank you both. To sum up, there seems to be agreement that poetry has academic value, but debate about how widely and in what ways it should be used. That’s a useful conclusion for us to reflect on.

[REPEAT Part Four]

R: That is the end of Part Four.

1 What does the presenter mainly do at the start of the discussion?

A She argues that poetry is undervalued in universities. B She explains recent research on poetry teaching. C She introduces the topic and asks for initial views.

2 According to Dr. Carter, why are short poems useful in academic skills courses?

A They replace longer academic texts entirely. B They allow focused analysis without too much content. C They are more entertaining for students.

3 Who expresses concern that poetry may be seen as irrelevant in some faculties?

A The presenter B Professor Rahman C Dr. Carter

4 On which point do both experts broadly agree?

A Students already feel confident about poetry. B Poetry should be compulsory in all degrees. C Poetry can help develop analytical skills.

5 What is Professor Rahman’s attitude towards expanding poetry in curricula?

A Supportive but only when clearly justified. B Strongly supportive in all contexts. C Generally opposed to its inclusion.

6 What is the main conclusion of the discussion?

A Poetry is becoming less important in higher education. B There is no clear academic role for poetry. C Poetry has value, but its use should be thoughtful and purposeful.

Result:

Explanation

{ "questions": [ { "question": 1, "correct_answer": "C", "why_correct": "This is a detail question. At the start, the presenter says they are ‘looking at the place of poetry in academia’ and then asks James for his view, which matches C — she introduces the topic and asks for initial views.", "incorrect_options": { "A": "A is wrong because she does not argue a position herself. This is a context shift trap — opinions come later from the experts, not the presenter.", "B": "B is incorrect because no research is explained at the start. This is a partial truth trap — teaching is mentioned, but not research." }, "key_listening_points": [ "Listen for what the presenter does before experts speak", "Notice words like ‘today we’re looking at’ and first questions" ], "paraphrasing": "‘looking at the place of poetry’ = ‘introduces the topic’", "tips": "For detail questions, focus on the exact action or words at that moment.", "transcript_reference": "...Host: Good afternoon, everyone. Today in our tutorial we’re looking at the place of poetry in academia. Host: Some people see poetry as central to university study, while others think it’s more marginal. I’m joined by Dr. James Carter and Professor Aisha Rahman. James, Aisha, thanks for being here. Male Expert: Thanks, Helen. It’s good to be part of this...." }, { "question": 2, "correct_answer": "B", "why_correct": "This is a detail question. Dr. Carter says short poems help students analyse language and structure ‘without being overwhelmed by length’, which directly supports B.", "incorrect_options": { "A": "A is wrong because he never says poems replace longer texts. This is a partial truth trap — poems are useful, but not replacements.", "C": "C is incorrect because he does not mention entertainment. This is a context shift trap — student engagement is mentioned, not fun." }, "key_listening_points": [ "Listen for Dr. Carter’s example about short poems", "Pay attention to reasons like ‘without being overwhelmed’" ], "paraphrasing": "‘without being overwhelmed by length’ = ‘focused analysis without too much content’", "tips": "For detail questions, listen for reasons and examples given by the speaker.", "transcript_reference": "...Male Expert: Sure. I think poetry still has a meaningful role, but it’s often underestimated. Male Expert: For example, in academic skills courses, short poems are useful because students can analyse language and structure without being overwhelmed by length. Host: So you’re emphasising skills development. Aisha, do you see it in the same way?..." }, { "question": 3, "correct_answer": "B", "why_correct": "This is an attribution question. Professor Rahman says poetry is seen as ‘optional or even irrelevant’ in some faculties, which matches B.", "incorrect_options": { "A": "A is incorrect because Dr. Carter focuses on benefits, not irrelevance. This is an attribution trap — right idea, wrong speaker.", "C": "C is wrong because the presenter does not express this concern. This is an attribution trap — the presenter asks questions only." }, "key_listening_points": [ "Track which expert is speaking when concerns are raised", "Listen for negative words like ‘irrelevant’" ], "paraphrasing": "‘optional or even irrelevant’ = ‘seen as irrelevant’", "tips": "For attribution questions, always match the idea to the correct speaker.", "transcript_reference": "...Female Expert: To some extent, yes. I agree that poetry can develop analytical skills. Female Expert: However, I’d be cautious about overstating its reach. In many faculties, poetry is seen as optional or even irrelevant, especially in science-based programmes where the focus is on measurable outcomes. Host: That’s a good point about perceptions. Let us move on to teaching practice...." }, { "question": 4, "correct_answer": "C", "why_correct": "This is an agreement question. Both experts say poetry helps develop analytical or critical skills, which directly matches C.", "incorrect_options": { "A": "A is wrong because neither expert wants poetry compulsory everywhere. This is a partial truth trap — support is limited, not total.", "B": "B is incorrect because both mention student hesitation. This is a context shift trap — confidence is discussed, but not as a general fact." }, "key_listening_points": [ "Listen for points where both speakers say similar things", "Notice phrases like ‘I agree’ or shared ideas" ], "paraphrasing": "‘analytical skills’ = ‘critical thinking and analysis’", "tips": "For agreement questions, focus on overlap, not differences.", "transcript_reference": "...Host: So you’re emphasising skills development. Aisha, do you see it in the same way? Female Expert: To some extent, yes. I agree that poetry can develop analytical skills. Host: That’s a good point about perceptions. Let us move on to teaching practice...." }, { "question": 5, "correct_answer": "A", "why_correct": "This is an attitude question. Professor Rahman says poetry should have a ‘justified position’ and be included only when it supports learning aims, which matches A.", "incorrect_options": { "B": "B is wrong because she is cautious, not fully supportive. This is a partial truth trap — she supports poetry, but with limits.", "C": "C is incorrect because she is not against poetry. This is a paraphrase confusion trap — cautious does not mean opposed." }, "key_listening_points": [ "Listen for opinion words like ‘deserves’ and ‘not necessarily’", "Notice careful or cautious language" ], "paraphrasing": "‘justified position’ = ‘supportive but only when clearly justified’", "tips": "For attitude questions, listen to tone and careful wording.", "transcript_reference": "...Host: That brings us nicely to the question of academic value. Aisha, do you think poetry should have a stronger position in university curricula? Female Expert: I think it deserves a justified position, not necessarily a bigger one. Poetry should be included where it clearly supports learning aims. Host: James, would you challenge that?..." }, { "question": 6, "correct_answer": "C", "why_correct": "This is a conclusion question. The presenter sums up by saying poetry has value but there is debate about how it should be used, which matches C.", "incorrect_options": { "A": "A is wrong because both experts agree poetry has value. This is a partial truth trap — debate exists, but value is clear.", "B": "B is incorrect because no one says poetry is becoming less important. This is a context shift trap — importance is discussed, not decline." }, "key_listening_points": [ "Listen carefully to the presenter’s final summary", "Focus on overall meaning, not single details" ], "paraphrasing": "‘has academic value, but debate about use’ = ‘value, but thoughtful and purposeful use’", "tips": "For conclusion questions, step back and think about the whole discussion.", "transcript_reference": "...Male Expert: And I’d add that universities should be more confident about poetry’s academic legitimacy. It’s not a distraction; it’s a resource, if used well. Host: Thank you both. To sum up, there seems to be agreement that poetry has academic value, but debate about how widely and in what ways it should be used. Host: That’s a useful conclusion for us to reflect on...." } ] }

A.I. Explanation:

Correct Answer: C
Why this is correct: This is a detail question. At the start, the presenter says they are ‘looking at the place of poetry in academia’ and then asks James for his view, which matches C — she introduces the topic and asks for initial views.
Paraphrasing: ‘looking at the place of poetry’ = ‘introduces the topic’
Tips: For detail questions, focus on the exact action or words at that moment.
Why the other options are wrong:
A: A is wrong because she does not argue a position herself. This is a context shift trap — opinions come later from the experts, not the presenter.
B: B is incorrect because no research is explained at the start. This is a partial truth trap — teaching is mentioned, but not research.
Correct Answer: B
Why this is correct: This is a detail question. Dr. Carter says short poems help students analyse language and structure ‘without being overwhelmed by length’, which directly supports B.
Paraphrasing: ‘without being overwhelmed by length’ = ‘focused analysis without too much content’
Tips: For detail questions, listen for reasons and examples given by the speaker.
Why the other options are wrong:
A: A is wrong because he never says poems replace longer texts. This is a partial truth trap — poems are useful, but not replacements.
C: C is incorrect because he does not mention entertainment. This is a context shift trap — student engagement is mentioned, not fun.
Correct Answer: B
Why this is correct: This is an attribution question. Professor Rahman says poetry is seen as ‘optional or even irrelevant’ in some faculties, which matches B.
Paraphrasing: ‘optional or even irrelevant’ = ‘seen as irrelevant’
Tips: For attribution questions, always match the idea to the correct speaker.
Why the other options are wrong:
A: A is incorrect because Dr. Carter focuses on benefits, not irrelevance. This is an attribution trap — right idea, wrong speaker.
C: C is wrong because the presenter does not express this concern. This is an attribution trap — the presenter asks questions only.
Correct Answer: C
Why this is correct: This is an agreement question. Both experts say poetry helps develop analytical or critical skills, which directly matches C.
Paraphrasing: ‘analytical skills’ = ‘critical thinking and analysis’
Tips: For agreement questions, focus on overlap, not differences.
Why the other options are wrong:
A: A is wrong because neither expert wants poetry compulsory everywhere. This is a partial truth trap — support is limited, not total.
B: B is incorrect because both mention student hesitation. This is a context shift trap — confidence is discussed, but not as a general fact.
Correct Answer: A
Why this is correct: This is an attitude question. Professor Rahman says poetry should have a ‘justified position’ and be included only when it supports learning aims, which matches A.
Paraphrasing: ‘justified position’ = ‘supportive but only when clearly justified’
Tips: For attitude questions, listen to tone and careful wording.
Why the other options are wrong:
B: B is wrong because she is cautious, not fully supportive. This is a partial truth trap — she supports poetry, but with limits.
C: C is incorrect because she is not against poetry. This is a paraphrase confusion trap — cautious does not mean opposed.
Correct Answer: C
Why this is correct: This is a conclusion question. The presenter sums up by saying poetry has value but there is debate about how it should be used, which matches C.
Paraphrasing: ‘has academic value, but debate about use’ = ‘value, but thoughtful and purposeful use’
Tips: For conclusion questions, step back and think about the whole discussion.
Why the other options are wrong:
A: A is wrong because both experts agree poetry has value. This is a partial truth trap — debate exists, but value is clear.
B: B is incorrect because no one says poetry is becoming less important. This is a context shift trap — importance is discussed, not decline.

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