Welcome back, dedicated IELTS student. You’ve conquered the logic of True/False/Not Given. Now, we turn our attention to Yes/No/Not Given (Y/N/NG). The underlying principles are the same, but the battlefield changes. Instead of factual statements about the world, you are now dealing with a writer’s claims, opinions, and arguments.
This guide will sharpen your ability to dissect an author’s viewpoint, identify their supporting evidence, and precisely match it to the questions—a critical skill for both the Reading and Writing sections.
Part 1: The Core Logic in an Argumentative Context
The fundamental definitions are your anchor. Hold onto them.
- YES: The statement in the question AGREES WITH or MATCHES the views, claims, or opinions of the writer.
- NO: The statement in the question CONTRADICTS or is the DIRECT OPPOSITE of the writer’s views, claims, or opinions.
- NOT GIVEN: The statement in the question is NEITHER CONFIRMED NOR CONTRADICTED by the writer. The writer is silent on that specific point.
The Key Difference: Fact vs. Opinion
- True/False/Not Given: “Is this fact, according to the text, correct or incorrect?”
- Yes/No/Not Given: “Does the author believe this to be true or false?”
Part 2: The Y/N/NG Strategy Playbook – Tracking the Author’s Voice
Your strategy needs a slight but crucial adjustment to track the author’s voice.
- Identify the Author’s Stance: As you scan the text, actively ask yourself, “What is the author’s main argument? What is their opinion on this topic?” Underline sentences that clearly state a point of view.
- Watch for “Voice” Markers: The text will be filled with clues about who believes what.
- The Author’s Voice: “The author argues that…”, “It is proposed that…”, “The evidence demonstrates…”.
- Others’ Voices: “Critics claim…”, “Traditional theory suggests…”, “It was once believed…”
- Crucially: A statement about what others believe is NOT the author’s opinion. This is a common trick.
- The Decision Matrix for Arguments:
- Does the statement align with the author’s explicit opinion or a claim they present as valid? -> Likely YES.
- Does the statement go against what the author argues for, or does it align with a view the author is rebutting? -> Likely NO.
- Is the statement an unrelated claim that the author never addresses? -> Likely NOT GIVEN.
The “Not Given” Trap in Arguments: This often appears as a logical extension of the author’s argument. For example, if the author argues that a new policy is beneficial for the economy, a statement saying “The author believes this policy will win the next election” is NG. The author never makes that political claim, even if it seems connected.
Part 3: Progressive Activities & Exercises for Y/N/NG
Activity 1: Micro-Skill Builder – The Opinion Detector
- Objective: To train your brain to separate the author’s opinion from other viewpoints and from unattributed facts.
Instructions: Read the following sentences from a hypothetical passage. For each statement that follows, decide if it is YES (matches the author’s view), NO (contradicts the author’s view), or NOT GIVEN (the author’s view is not stated).
Text Snippet: “While many popular diet books, such as ‘The Keto Revolution,’ claim that carbohydrate restriction is the single most important factor for weight loss, a comprehensive review of metabolic studies tells a different story. The evidence consistently shows that total caloric intake is the primary driver of weight change, regardless of macronutrient composition. However, the author concedes that individual food choices can significantly impact satiety and adherence.”
Activity 2: Unique Reading Passage & Question Set 1
The Debate Over Remote Work
[A] The seismic shift to remote work, accelerated by global events, is hailed by many as the future of employment. Proponents argue that it offers unprecedented flexibility, improves work-life balance, and liberates talent from geographical constraints. Tech CEOs frequently champion this model, citing surveys where a majority of their employees report higher productivity and job satisfaction when working from home.
[B] However, a growing chorus of dissenting voices urges caution. The author of the recent book ‘The Collapse of the Office’ posits that this trend is dangerously overhyped. She argues that the celebrated flexibility often morphs into an “always-on” culture, eroding the boundaries between professional and personal life. Furthermore, she contends that the casual creative exchanges and mentorship that occur naturally in an office setting are irreplaceable by scheduled video calls. This, she fears, will stifle innovation and hamper the development of junior staff in the long term.
[C] The author does not advocate for a full-scale return to the traditional five-day office week. Instead, she is a strong proponent of a balanced hybrid model. This structure, she claims, allows for the focused deep work possible at home while preserving the collaborative and cultural benefits of in-person interaction. The challenge for modern organizations, therefore, is not to choose one over the other, but to intentionally design a hybrid framework that captures the strengths of both environments.
Questions 1-5
Do the following statements agree with the views of the writer in the passage?
Write:
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Activity 3: Unique Reading Passage & Question Set 2 (Advanced)
The Ethical Calculus of Autonomous Vehicles
[A] The development of self-driving cars promises a future with drastically reduced traffic accidents, most of which are currently caused by human error. Programmers and ethicists, however, are grappling with a profound programming challenge: how should an autonomous vehicle (AV) be programmed to act in a no-win scenario? For instance, if a child suddenly darts into the road, should the car swerve, sacrificing its own occupant, to save the child?
[B] Some utilitarians argue that the vehicle should always choose the action that minimizes total harm. The author finds this approach deceptively simple and ethically problematic. It reduces human lives to numerical values, a calculus that feels cold and alienating. Furthermore, the author questions whether we have the right to program a car to deliberately harm the person who has invested their trust—and money—in it.
[C] A contrary view prioritizes the safety of the passenger above all else. The author is similarly skeptical of this solipsistic position, noting that it could lead to vehicles that actively externalize risk onto pedestrians and other drivers, creating a potentially more dangerous overall traffic system. This, the author asserts, would be socially irresponsible and would likely hinder public acceptance of the technology.
[D] The author’s conclusion is that there is no clean, universally applicable ethical solution that can be pre-programmed. Instead, they propose that the primary ethical imperative is transparency. Manufacturers must be forced to publicly declare the ethical frameworks underlying their vehicles’ decision-making algorithms. This would not solve the moral dilemma, but it would allow for public scrutiny, democratic debate, and ultimately, informed consumer choice.
Questions 1-5
Do the following statements agree with the views of the writer in the passage?
Write:
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Part 4: Key Differences: Yes/No/Not Given vs. True/False/Not Given
This is a critical distinction that confuses many students. While the logic is identical, the context and what you are verifying are different.
| Aspect | Yes, No, Not Given (Y/N/NG) | True, False, Not Given (T/F/NG) |
|---|---|---|
| Context | Argumentative or Opinion-based texts. The writer is putting forward a point of view. | Factual or Descriptive texts. The writer is presenting information about the world. |
| What you check | The statement against the views or claims of the writer. | The statement against the facts presented in the text. |
| The Question | “Does the writer believe this?” / “Does this match the writer’s opinion?” | “Is this factually correct according to the text?” |
| Example Text | “The author argues that renewable energy is the only viable solution.” | “The report states that solar panel efficiency has increased by 50%.” |
| Example Statement | “The writer believes renewable energy is the best option.” | “Solar panels are now 50% more efficient.” |
| Example Answer | YES (Matches the author’s argument) | TRUE (Matches the factual statement in the text) |
The Golden Rule: If the passage is full of words like argue, claim, believe, propose, theorize, it’s almost certainly a Y/N/NG set. If it’s a descriptive report about a process, discovery, or event, it’s likely T/F/NG. Your strategy for identifying the relevant text remains the same, but you are now tracking a “voice” instead of just a “fact.”
By completing this masterclass, you have now equipped yourself to handle both of the most challenging IELTS Reading question types with precision and confidence. You understand not just the what, but the why and the how. Go into your exam with the assurance of a strategic reader.
The IELTS Evidence Hunter: Your Ultimate Guide to Conquering True/False/Not Given