Reading - Cross Matching
C1
Cambridge English C1 Exam
You are going to read a series of texts. For questions 1-4, choose the correct text. Texts can be chosen more than once.
Borrowed Symbols
Four writers give their perspectives on cultural appropriation and the tensions between exchange, commerce and respect.
Writer A
Whenever cultural appropriation is discussed, what’s striking is how quickly the argument slides from *what was done* to *what was meant* — as if intention were the only metric by which to gauge harm. I’m not persuaded. A fashion label can embrace “inspiration” with real enthusiasm and still treat another community’s sacred symbols as mere surface pattern. That is not a misunderstanding; it is a choice, and the choice becomes especially corrosive when the company then commodifies the very thing it previously presented as ‘heritage’. That said, I’m wary of the instant outrage that flares up online, often before anyone has bothered to ask whether the people most closely connected to the practice actually take offence. Sometimes they do; sometimes they don’t. The point is that we should stop outsourcing our moral compass to a trending outcry and start asking more precise questions: *Who benefits? Who is heard? Who is erased?*
Writer B
The debate would be less controversial if people stopped pretending it’s primarily about ‘hurt feelings’. It isn’t. It’s about power: who has the privilege to borrow, profit and move on unscathed, and who is expected to smile politely while their identity is repackaged for someone else’s gain. When a pop star adopts sacred imagery as a costume — and then monetises it — it’s hard to see that as anything other than exploitation, however artfully it’s framed. I’m unimpressed by calls to “wait for the community to take offence” before we react. Communities are not monoliths, and demanding a single authorised verdict is a convenient way of delaying accountability. The outcry, in that sense, can be a rational response: it signals that people have learned to recognise a familiar pattern. If that makes some consumers uncomfortable, so be it; discomfort is not the same as injustice.
Writer C
I’m increasingly convinced that our cultural life is healthiest when it can embrace cross-pollination without paranoia. The problem is that we’ve started to treat culture as if it were a museum of sealed display cases, rather than something porous and lived. Yes, there are sacred items and rituals that warrant particular care; and yes, the commercial instinct to commodify everything it touches can be corrosive. But not every instance of borrowing is a moral emergency. What irritates me is how readily people gauge an act by its *visibility* — the bigger the platform, the louder the outrage — rather than by its context. A chef learning techniques from another cuisine, acknowledging sources and collaborating, is not the same as a corporation strip-mining motifs for profit. If we flatten those distinctions, we end up with a controversy machine that teaches everyone to perform purity rather than practise respect.
Writer D
I don’t doubt that appropriation can be harmful; I doubt that our current public rituals of condemnation are doing much to reduce it. The moment an accusation lands, the discourse becomes a theatre of outcry in which people compete to sound most outraged, while the underlying economics — who gets paid, who gets platformed — remain oddly untouched. It’s a paradox: we denounce commodification, yet we consume the scandal as content. I’m also uneasy about the assumption that taking offence is the decisive proof that a wrong has occurred. Offence is real, but it’s not a stable yardstick: it varies across individuals and generations, and it can be strategically amplified. The more controversial the case, the more likely we are to mistake noise for knowledge. If we want change, we should focus less on moral exhibitionism and more on concrete practices: credit, consent, collaboration and fair contracts.
Questions
1. Which writer shares Writer A’s view that reaction should be grounded in careful assessment rather than being driven by instantaneous public indignation?
2. Which writer has a different view from the others on whether waiting to see if a community is offended is an appropriate test for judging a disputed borrowing?
3. Which writer expresses a similar view to Writer C regarding the need to distinguish respectful cultural exchange from profit-led extraction?
4. Which writer contrasts most directly with Writer B in downplaying the usefulness of online condemnation as a path to meaningful change?
About Reading Cross Matching — Cambridge English C1
In this Cambridge English C1 Reading Cross Matching exercise several writers give their views on a topic. For each of the 4 questions you decide which writer shares, or differs from, another writer's opinion.
It tests your ability to compare opinions across texts and understand attitude, agreement, disagreement and implication.
Frequently Asked Questions
What is Reading Cross Matching?
Several writers comment on the same topic and you compare their opinions — deciding who agrees or disagrees with whom.
What does it test?
Comparing and contrasting opinions and understanding attitude and implication across multiple texts.
Any tips for Cross Matching?
Summarise each writer's opinion on the specific point in the question, then compare — the answer is about opinion, not shared vocabulary.
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What to do
In this part you read four short texts and then answer four questions. The questions focus on opinions expressed in the texts and you may be asked to identify opinions that are the same or different across the texts.
Read newspapers, magazines, novels, academic texts etc.
In particular, read texts that offer different opinions on the same subject. This might be reviews of a book or film or the comments following blog posts.
As you read, **underline the key words or phrases** that highlight the author’s views and how they differ from other writers.
Strategy
- Read the question, title and the subtitle carefully. What is the central theme of the four texts?
- Quickly read the four texts to see what each one is about.
- Read the four questions and identify the key information to focus on. Underline the key words in the questions.
- Read each text more carefully to locate a reference to each of the four questions.
- Identify the opinion that each writer has on each question and compare it to that of the other writers.
