Yes / No / Not Given: the writer's views
Judge statements against the writer's opinions, not just the facts: read opinion language, separate the writer's voice from the voices the writer reports, and tell NO apart from NOT GIVEN every time.
By the end of this lesson you will be able to:
- Explain how YES / NO / NOT GIVEN differs from TRUE / FALSE / NOT GIVEN and recognise which one a task is testing
- Identify the writer's stance through evaluative adjectives, sentence adverbs, hedging, modal verbs and concession structures
- Separate the writer's own view from views the writer merely reports, doubts or rejects
- Choose between NO and NOT GIVEN with a reliable three-question test, matching the strength of each claim
- Complete an exam-style YNNG task on an argumentative passage in about 12 minutes
What the instructions say
The instructions come in two versions. Read them carefully, because they tell you what you are comparing each statement with:
Do the following statements agree with the claims of the writer in Reading Passage 3?
Do the following statements agree with the views of the writer in Reading Passage 3?
Then you see this key:
| Write | if… |
|---|---|
| YES | the statement agrees with the views / claims of the writer |
| NO | the statement contradicts the views / claims of the writer |
| NOT GIVEN | it is impossible to say what the writer thinks about this |
Look closely at the last line. In TFNG, NOT GIVEN means there is no information on this. In YNNG, NOT GIVEN means we cannot tell what the writer thinks, even if the topic itself is mentioned in the passage. That one difference causes most YNNG mistakes.
Claims vs views
- Views are the writer's opinions, judgements and attitudes: this policy is misguided, the results are encouraging.
- Claims are things the writer asserts to be the case, including facts the writer presents in their own voice: most of the damage occurs at night, the method was abandoned in the 1960s.
In practice you treat both in the same way: the only voice that counts is the writer's. Researchers, critics, governments, parents and "many people" quoted in the passage are not the writer, unless the writer clearly agrees with them.
Answers follow the passage order
Like TFNG, YNNG statements are in the same order as the information in the passage. If you have found Question 3 in paragraph 2, the answer to Question 4 is in paragraph 2 or later. Use this to locate NOT GIVEN answers too: they "sit" between the neighbouring answers.
TFNG vs YNNG at a glance
| TRUE / FALSE / NOT GIVEN | YES / NO / NOT GIVEN | |
|---|---|---|
You compare the statement with… | Factual information in the passage | The writer's opinions and claims |
Typical passage | Descriptive or factual (often Passages 1–2) | Argumentative or discursive (often Passage 3) |
Typical statement | The bridge was completed in 2022. | The bridge was a poor use of public money. |
The question you ask | What does the text say is the case? | What does the writer think or assert? |
NOT GIVEN means | There is no information on this | Impossible to say what the writer thinks, even if the topic is mentioned |
Biggest trap | Using your own knowledge of the world | Treating a reported view as the writer's own view |
Answers in passage order? | Yes | Yes |
What you write (paper test) | TRUE, FALSE or NOT GIVEN | YES, NO or NOT GIVEN (never TRUE/FALSE) |
Opinion language: the signals to underline
| Signal | Examples | What it tells you |
|---|---|---|
Evaluative adjectives | misguided, flawed, compelling, remarkable, questionable, unjustified, welcome, overstated | The writer is judging something as good or bad, strong or weak |
Sentence adverbs | arguably, undoubtedly, regrettably, fortunately, surprisingly, rightly, wrongly, plainly | The writer's attitude to the whole sentence: “Regrettably, the report was ignored” = the writer thinks ignoring it was bad |
Hedging (lower certainty) | may, might, could, seems to, appears to, tends to, perhaps, to some extent, it is possible that | The writer thinks something is possibly or partly true, not definitely true |
Boosting (high certainty) | it is clear that, there is no doubt that, plainly, certainly, without question, must (= logical certainty) | The writer is confident and committed to the claim |
Modals of advice and obligation | should, ought to, must, need to, it is essential that, would be wise to | A recommendation, so a direct statement of the writer's view |
Concession + counter-argument | Admittedly… but; While it is true that…; Of course…; Granted…; Although… | The idea after but / however / yet is usually the writer's real position |
Stance phrases | In my view, I would argue, it seems to me, I would suggest, we should not forget | The writer's voice speaking directly (less common in IELTS, but decisive) |
Reporting verbs with attitude | claim, allege, insist, maintain (distance) vs show, demonstrate, establish, confirm (acceptance) | “Critics claim X” may signal doubt; “Studies have shown X” means the writer accepts X as established |
The writer's voice vs a reported voice
Reported view, no reaction
Some economists argue that tourism is the fastest route out of rural poverty. Tourism now employs around one in ten workers worldwide.
Statement: Tourism is the fastest way to reduce rural poverty.
Answer: NOT GIVEN. The writer only tells us what some economists think, then moves on to a different point. We have no idea whether the writer agrees.
Reported view + writer's reaction
Some economists argue that tourism is the fastest route out of rural poverty, but this ignores how little of the income actually stays in local communities.
Statement: Tourism is the fastest way to reduce rural poverty.
Answer: NO. The writer reports the view and then rejects it. “But this ignores…” is the writer's own voice.
Always read one sentence beyond a reported view. If the writer reacts (agrees, doubts, rejects), that reaction decides the answer. If the writer moves on without comment, the answer is usually NOT GIVEN. And if the writer adds “…and the evidence strongly supports them”, the answer becomes YES.
Dhaka's first metro line has been widely celebrated, and with good reason: journeys that once took two hours in traffic can now be completed in under forty minutes. Some commentators have gone further, predicting that the metro will solve the city's congestion problem within a decade. This is surely too optimistic. A single line, however impressive, can carry only a fraction of the city's daily trips, and unless bus services are reorganised to feed the stations, many residents will continue to depend on roads that are already full.
Do the statements agree with the views of the writer?
- The praise for Dhaka's metro line is deserved.
- The metro will end Dhaka's traffic congestion within ten years.
- Bus services in Dhaka will be reorganised to connect with metro stations.
- Better bus connections are needed if the metro is to have a wider impact.
- 1 → YES“widely celebrated, and with good reason”. The phrase “with good reason” is the writer's own evaluation: the writer agrees the praise is deserved.
- 2 → NOThe prediction belongs to “some commentators”. The writer immediately reacts: “This is surely too optimistic.” Reported view + writer's rejection = NO.
- 3 → NOT GIVENThe writer says “unless bus services are reorganised”. That is a condition, not a prediction. We cannot tell whether the writer expects it to happen.
- 4 → YES“unless bus services are reorganised to feed the stations, many residents will continue to depend on roads” means that without better bus links the metro's impact stays limited. The statement paraphrases this claim.
- LessonOne short paragraph produced all three answers. The topic (the metro, buses, congestion) is present in every statement. What changes is whose voice is speaking and how committed the writer is.
Five more traps in writer's-view passages
1. Your own opinion. You may strongly agree that children should learn English early. Irrelevant. The question is what this writer thinks. Many Bangladeshi candidates lose marks on topics they feel strongly about (education, English, social media, development) because their own view leaks into the answer.
2. The concession trap. Writers often admit a point before arguing against it: “Admittedly, plastic bans are hard to enforce. But doing nothing is far more costly.” A statement based on the concession alone (“The writer thinks bans are not worth the effort”) is NO. The writer's real position comes after but.
3. Rhetorical questions. “Who would seriously argue that children learn best in a language they do not understand?” is not a real question. It means the writer believes children do not learn best that way. Convert every rhetorical question into a statement before you answer.
4. Double negatives and understatement. “The proposal is not without merit” = it has some merit. “It would be unwise to ignore these results” = the results matter. “Hardly surprising” = expected. Translate them into plain positive language.
5. Comparatives. If the writer says “Trees are a more effective solution than reflective roofs”, then “Reflective roofs work better than trees” is NO, “Trees can help to cool cities” is YES, and “Reflective roofs are ineffective” is NOT GIVEN (less effective does not mean ineffective).
A reliable method for YNNG
- 1
Check the instructions
Claims or views? Is this YNNG or TFNG? On the paper test write YES / NO / NOT GIVEN exactly. Writing TRUE or FALSE in a YES/NO task is marked wrong. On the computer test you simply select the option.
- 2
Skim for the argument (60–90 seconds)
Before the questions, find out what the writer is arguing for and against. Notice the turns (however, yet, but, nevertheless) and the conclusion. The final paragraph often states the writer's overall position.
- 3
Underline key ideas and qualifiers
In each statement, mark the content words (to locate) and the qualifiers (to judge): all, only, most, always, never, more than, should, the main, the first.
- 4
Locate the place in the passage
Statements follow passage order. Scan for distinctive nouns, names and numbers, then read the two or three sentences around them, plus one sentence after.
- 5
Ask: whose voice is this?
Is the idea the writer's, or does it belong to critics, supporters, some economists, a 2019 report? If it is reported, look for the writer's reaction.
- 6
Apply the three-question test
(a) Does the writer express a view on this exact point? If not → NOT GIVEN. (b) Does the writer's view match the statement, including its strength? → YES. (c) Does the writer's view clash with the statement? → NO.
- 7
Keep moving
If a statement takes more than 90 seconds, choose your best answer, mark it, and go on. The next statement's location will often help you return to it later. Never leave a blank: there is no penalty for wrong answers.
Check your understanding
7 questions- 1
Supporters of the four-day working week insist that productivity rises when employees work fewer hours. The trials conducted so far, however, have mostly involved small, office-based firms, and it would be unwise to assume that their results apply to factories or hospitals.
Results from existing four-day-week trials can safely be applied to every kind of workplace.
- 2
Supporters of the four-day working week insist that productivity rises when employees work fewer hours. The trials conducted so far, however, have mostly involved small, office-based firms, and it would be unwise to assume that their results apply to factories or hospitals.
Supporters of the four-day week are right that productivity rises when people work fewer hours.
- 3
Which sentence expresses the writer's own view?
- 4
Which definition of NOT GIVEN in a YNNG task is the most complete and accurate?
- 5
Admittedly, bans on plastic bags are difficult to enforce in crowded markets. But the alternative, doing nothing while drains clog and streets flood every monsoon, is far more costly.
The writer thinks plastic bag bans are not worth introducing because they are hard to enforce.
- 6
Match each signal with what it usually shows.
arguablycritics allege that…it is clear that…admittedly…research has demonstrated that… - 7
Words such as may, might, appears to and tends to are examples of , which make a claim less certain.
Answer every question to check.
Exam practice: a Passage 3-style argument
Work at exam pace. The timer is a guide — it won't stop you.
Final quiz: Yes / No / Not Given
11 questions- 1
Urban planners long assumed that wider roads would reduce traffic jams. The experience of cities from Los Angeles to Dhaka suggests otherwise: new lanes tend to fill within a few years as more people choose to drive, a pattern known as induced demand. Road expansion is therefore, at best, a temporary fix.
Building wider roads provides a lasting solution to congestion.
- 2
Urban planners long assumed that wider roads would reduce traffic jams. The experience of cities from Los Angeles to Dhaka suggests otherwise: new lanes tend to fill within a few years as more people choose to drive, a pattern known as induced demand. Road expansion is therefore, at best, a temporary fix.
The idea of induced demand was first developed by planners in Los Angeles.
- 3
Urban planners long assumed that wider roads would reduce traffic jams. The experience of cities from Los Angeles to Dhaka suggests otherwise: new lanes tend to fill within a few years as more people choose to drive, a pattern known as induced demand. Road expansion is therefore, at best, a temporary fix.
Planners' traditional belief about wider roads has proved to be mistaken.
- 4
Is it reasonable to expect a teenager to choose a career at sixteen? Few adults would accept such a demand being made of them, yet many education systems require exactly this when pupils select their subjects for upper-secondary study.
The writer thinks it is unrealistic to expect sixteen-year-olds to make career decisions.
- 5
The new curriculum is not without merit. Its emphasis on project work is welcome, and teachers report that pupils are more engaged. Nevertheless, the decision to remove examinations entirely in the early years leaves parents with little reliable information about their children's progress.
The writer considers the new curriculum to have no value at all.
- 6
The new curriculum is not without merit. Its emphasis on project work is welcome, and teachers report that pupils are more engaged. Nevertheless, the decision to remove examinations entirely in the early years leaves parents with little reliable information about their children's progress.
Removing early-years examinations has made it harder for parents to judge how well their children are doing.
- 7
The new curriculum is not without merit. Its emphasis on project work is welcome, and teachers report that pupils are more engaged. Nevertheless, the decision to remove examinations entirely in the early years leaves parents with little reliable information about their children's progress.
Teachers were consulted before the new curriculum was designed.
- 8
The writer says: “Social media is one factor among many that may affect young people's attention.” Statement: “Social media is the sole cause of shorter attention spans.” What is the answer?
- 9
Choose TWO sentences in which the writer clearly gives their OWN view.
Select 2.
- 10
Put the YNNG decision process in the best order.
Drag the cards (or use the arrows) into the correct order.
- 1Check that the task asks about the writer's claims or views
- 2Underline key ideas and qualifiers in the statement
- 3Compare meaning and strength, then choose YES, NO or NOT GIVEN
- 4Decide whose voice is speaking: the writer or a reported source
- 5Locate the relevant part of the passage
- 11
A passage says: “Critics claim the dam caused the floods, but this overlooks the record rainfall that year.” The answer to the statement “The dam was the cause of the floods” is .
Answer every question to check.
Key takeaways
Opinion language worth learning
Saved as flashcards with a free accountarguably
adverb/ˈɑːɡjuəbli/
used when giving an opinion that you believe can be supported, while accepting that others may disagree
যুক্তিসহকারে বলা যায়
The Padma Bridge is arguably the most important infrastructure project in Bangladesh's recent history.
overstated
adjective/ˌəʊvəˈsteɪtɪd/
described as larger, more serious or more important than it really is
অতিরঞ্জিত
Fears that online learning would replace universities have proved overstated.
compelling
adjective/kəmˈpelɪŋ/
so convincing that you feel you must accept it
জোরালো, বিশ্বাসযোগ্য
The researchers presented compelling evidence that early screening saves lives.
concede
verb/kənˈsiːd/
to admit that something is true, often unwillingly, before continuing to argue
স্বীকার করা
The minister conceded that the scheme had been poorly managed in its first year.
dubious
adjective/ˈdjuːbiəs/
probably not true, reliable or honest; causing doubt
সন্দেহজনক
The company's claims about its eco-friendly packaging are dubious at best.
unwarranted
adjective/ʌnˈwɒrəntɪd/
not justified or necessary in the circumstances
অযৌক্তিক, অন্যায্য
The writer argues that public alarm about the new vaccine is unwarranted.
tentative
adjective/ˈtentətɪv/
not certain or final; done or said without confidence
অনিশ্চিত, প্রাথমিক
The study offers tentative support for the idea that green spaces reduce stress.
allege
verb/əˈledʒ/
to say that something is true or that someone has done something wrong, without giving proof
প্রমাণ ছাড়া দাবি করা, অভিযোগ করা
Residents allege that the factory has been releasing waste into the river.
perverse
adjective/pəˈvɜːs/
unreasonable, or the opposite of what is sensible or expected
অযৌক্তিক, উল্টো
It would be perverse to ignore the warnings of the people who know the river best.
immersion
noun/ɪˈmɜːʃn/
a method of learning a language by being surrounded by it and using it for everything
ভাষার পরিবেশে সম্পূর্ণ ডুবে থেকে শেখা
Some schools use English immersion from the very first year of primary education.
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