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IELTS Academic Reading Practice Test 55

Part 1 · Read the text and answer questions 1–13

You should spend about 20 minutes on Questions 1–13, which are based on Reading Passage 1 below.

The Rise of the Textile Mill

Before the eighteenth century, most textile production in Britain took place in the homes of workers. Spinning was done on a simple wheel, while weaving was performed on a handloom. Each process was slow, and a weaver often had to wait for yarn from several spinners. Yet by the middle of the nineteenth century, the same tasks were being performed in large factories by machines driven first by water and later by steam. This transformation, which historians call the Industrial Revolution, began not with railways or iron but with the making of cloth.

The change was gradual, however. Early machines were small and could be used in cottages, and water-powered mills were rare before the 1770s. It was only after the development of the steam engine that factories began to dominate production. Even then, many handloom weavers continued to work at home for decades, and the transition was far from uniform across the country.

The first major breakthrough came in 1733, when John Kay, a Lancashire mechanic, patented the flying shuttle. This device allowed a weaver to send the shuttle across the loom with a simple jerk of a cord instead of passing it by hand, greatly increasing the speed of weaving. As a result, a single weaver could produce cloth much more quickly, and the demand for yarn began to outstrip supply. The imbalance was eventually corrected by a series of inventions in spinning, most notably the spinning jenny, which James Hargreaves invented around 1764 and patented in 1770.

Hargreaves's jenny allowed one worker to spin many threads at once, but the yarn it produced was relatively weak and could only be used for the weft, the crosswise threads of a fabric. The real change came in 1769, when Richard Arkwright patented the water frame, a spinning machine that used rollers to draw out the cotton and produced a much stronger thread suitable for the warp, the lengthwise threads. Because the machine was too large to be operated by hand, Arkwright installed it in a purpose-built mill at Cromford in Derbyshire in 1771, using water from the local stream to drive the machinery. This is often regarded as the first successful factory of the modern type.

A further advance came in 1779, when Samuel Crompton combined features of the jenny and the water frame to create the spinning mule, which made yarn that was both fine and strong. With the mule, British spinners could produce cotton thread of a quality that rivalled the finest Indian muslins. Weaving, however, remained a bottleneck until the appearance of Edmund Cartwright's power loom, patented in 1785. Although early power looms were crude and often broke down, they were gradually improved and by the 1820s were being adopted in increasing numbers.

The growth of the cotton industry also depended on the supply of raw material. Cotton was imported from the West Indies, Brazil, and above all from the southern states of the United States. The invention of the cotton gin by the American Eli Whitney in 1793 made it profitable to grow short-staple cotton, and shipments to Britain rose dramatically. By the 1830s, raw cotton was Britain's largest import, and cotton cloth its largest export.

Early mills were located in rural areas where streams and rivers could provide water power. The machinery in a mill was connected by a system of shafts, belts and pulleys to a large water wheel, which turned slowly but with great force. This dependence on water meant that production could be interrupted by droughts or floods, and mills were often far from ports and markets. The solution came with the improved steam engine developed by James Watt, which was first used to pump water out of mines but was soon adapted to drive machinery. By the early nineteenth century, steam-powered mills were being built in towns such as Manchester, where coal was cheap and workers were plentiful.

Life in the mills was harsh. Workers, including children, often laboured for twelve hours a day, six days a week. Children were employed to crawl under moving machinery to collect loose cotton, and accidents, particularly to hands and fingers, were common. In the early 1830s, a series of parliamentary investigations exposed the worst abuses, and the Factory Act of 1833 limited the hours of children and required them to attend school for part of the day. Some manufacturers, such as Robert Owen at New Lanark in Scotland, showed that better conditions and shorter hours could be compatible with profit.

The rise of the factory system had profound economic effects. The price of cotton cloth fell steadily, bringing it within reach of ordinary families. Exports of British cotton goods soared, and by the middle of the nineteenth century Britain was often described as the 'workshop of the world'. Cities such as Manchester, Leeds and Bradford grew rapidly, drawing in workers from the countryside and from Ireland.

The change was not welcomed by everyone. Handloom weavers, who had once earned a good living at home, found their wages falling as power looms spread. In the 1810s, groups of workers known as Luddites smashed machines in protest at the loss of skilled jobs. Although the government responded with harsh penalties, including execution for machine-breaking, the resistance gradually faded as new employment opportunities appeared in the expanding industrial economy.

In the long run, the textile mill became a model for other industries. The factory system introduced new ways of organising labour, with workers required to attend at fixed times, follow strict rules and perform repetitive tasks. It also created a new class of industrialists and managers, and a new kind of town. The methods pioneered in cotton spinning were soon applied to wool, linen, and eventually to the engineering and metal trades, shaping the modern industrial world.

Tip: select any text in the passage to highlight it in one of four colours. Click a highlight to remove it.

Questions 1–6◎ Practise this set only

Complete the sentences below. Choose ONE WORD ONLY from the passage for each answer.

Write ONE WORD ONLY for each answer.

Kay's flying shuttle was operated by pulling a instead of passing the shuttle by hand.
Thread spun on Hargreaves's jenny was fairly , so it was used only for the crosswise threads.
Arkwright's water frame used rollers to stretch the before it was spun.
Crompton's mule produced thread that was fine as well as .
Mills no longer had to be near rivers once Watt's improved engine was adapted to drive machinery.
After 1833, children working in mills had to spend part of each day at .

Questions 7–13◎ Practise this set only

Do the following statements agree with the information given in Reading Passage 1? Choose TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.

Before the flying shuttle, weaving was done on a machine powered by water.
Hargreaves obtained a patent for the spinning jenny several years after inventing it.
The cotton gin made it worthwhile to grow a particular kind of cotton.
Steam-powered mills were first built in rural areas near rivers.
Robert Owen's mill at New Lanark was the first factory to use the spinning mule.
The Luddites were mostly handloom weavers.
The government responded mildly to the machine-breaking protests.

About this reading test

A full IELTS Academic Reading practice test with 40 questions on three original passages: the rise of the textile mill, how the giant panda survives on bamboo, and the psychology of price anchoring. Includes a timer, band estimate and explanations.

PartPassageQuestionsQuestion typesTopicsWords
1The Rise of the Textile Mill1–13Sentence completion, True / False / Not GivenHistory, Technology, Business & Economics961
2The Bamboo Specialist: How the Giant Panda Survives on a Plant Diet14–26Matching information, Multiple choice (choose more than one), Summary completionAnimals, Plants & Nature861
3The Anchor Effect: How Initial Numbers Shape Our Judgments27–40Multiple choice, Yes / No / Not Given, Summary completionPsychology, Business & Economics838

How to use this practice test

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All passages and questions on Sprechify are written by our own team in the official IELTS format. They are not taken from Cambridge IELTS books or any other published test. Band scores are estimates based on the conversion commonly used for practice tests.

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