PTE Practice Test 17 – Summarize Written Text In One Sentence

Summarize Written Text In One Sentence – Read the passage below and summarize it using 1 sentence (between 5 and 75 words). Type your response in the box at the bottom of the screen. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

PTE Practice Test – Summarize Written Text In One Sentence

  1. Read and summarize written text in your words.

The issue of road rage requires serious attention. Day by day, it is becoming a great concern. Call it the negligence of the government or the rashness of the drivers, the underlying fact is that at the end of the day, the common man is the one who suffers the most. The commoner driving a two-wheeler who is hit by a speeding SUV, eventhough the former was following the traffic rules, has nowhere to go in order to seek redressal for his grievances or his injury. A recent case in point is the accident caused by the speeding luxury car owned by HemaMalini. A family of four driving a modest Alto was hit by the overspeeding car driven by the actress’s driver. It resulted in the death of the youngest child of the family and several injuries to the other family members. To add insult to injury, Malini posted negative comments on a famous social networking website.

Part of the problem lies with the attitude and mentality of the driver behind the steering wheel. The car is a personal vehicle and one possesses the freedom to drive it independently and at one’s own will. But one must understand that the road on which one drives is open to the public. This blurring of the dichotomy between the public and the private leads to reckless behaviour on the roads. Respect for the elderly and pedestrians, so common in countries abroad, is a thing of rarity to be found in our land. A little consideration to road rules and adoption of simple safety measures such as fastening of the seat belt, can go a long way in reducing this menace.

2. Read and summarize written text in your words.

At the roots of much of our cultural thinking is our actual experience of speech. In Britain the question of good speech is deeply confused, and is in itself a major source of many of the divisions in our culture. It is inevitable, in modern society, that our regional speech-forms should move closer to each other, and that many extreme forms should disappear. But this should be a natural process, as people move and travel and meet more freely, and as they hear different speakers in films, television, and broadcasting. The mistake is to assume that there is already a ‘correct’ form of modern English speech, which can serve as a standard to condemn all others. In fact ‘public-school English’, in the form in which many have tried to fix it, cannot now become a common speech-form in the country as a whole: both because of the social distinctions now associated with its use, and because of the powerful influence of American speech-forms. Yet many good forms of modified regional speech are in practice emerging and extending.

The barriers imposed by dialect are reduced, in these forms, without the artificiality of imitating a form remote from most people’s natural speaking. This is the path of growth. Yet in much speech training, in schools, we go on assuming that there is already one ‘correct’ form over the country as a whole. Thousands of us are made to listen to our natural speaking with the implication from tile beginning that it is wrong. This sets up such deep tensions, such active feelings of shame and resentment, that it should be no surprise that we cannot discuss culture in Britain without at once encountering tensions and prejudices deriving from this situation. If we experience speech training as an aspect of our social inferiority, a fundamental cultural division gets built in, very near the powerful emotions of self-respect, family affection, and local loyalty. This does not mean that we should stop speech training. But we shall not get near a common culture in Britain unless we make it a real social process – listening to ourselves and to others with no prior assumption of correctness – rather than the process of imitating a social class which is remote from most of us, leaving us stranded at the end with the ‘two-language’ problem. Nothing is more urgent than to get rid of this arbitrary association between general excellence and the habits of a limited social group. It is not only that there is much that is good elsewhere. It is also that, if you associate the idea of quality with the idea of class, you may find both rejected as people increasingly refuse to feel inferior on arbitrary social grounds.

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