Write the right answer to the question based on the context passage.
One example is below.
Q: Television drama's whole point is to bring you through an often slow start, followed by a complex development to a point where there are two or three potential denouements before, "Cut!", it is the end of the episode and you will have to await the "right answer" in the following week's show.
This post came to me at 10pm last night, on Day 16 of this challenge, after a day of holidaying in London and with my head (and feet) too weary to put finger to touchscreen.
Mrs Mc and I had just watched another live instalment of Broadchurch, murder mystery extraordinaire, particularly since in the second series there is no actual fresh murder to investigate. The verdict is about to be given on the accused killer from Series 1 when the inevitable happens... Cue title music.
This moment has even gained a moniker in British homes, based on the theme tune to the real masters of the four-times-a-week cliffhanger, London-based soap opera Eastenders. It's call a "ba...ba...ba...ba, ba, ba-ba-ba-ba" (YouTube will provide overseas readers with auditory explanation).
Eastenders is such a master of writing in the perfect pace that every 28 minute episode ends with a tantalising screen freeze on the latest shocked face / smirking baddy / confused victim. For really big stories the cliffhanger can last significantly longer. This week, to celebrate the show's 30 year birthday, we will finally find out the answer to a question unanswered for the past 14 months: "Who killed Lucy Beale?"
Now, most classrooms do not involve murder, incest, dodgy deals and danger, but "good teaching" encourages a type of pacing that totally ignores the ingredients that have millions in the edges of their seats every day: the good old cliffhanger. In fact, we see teachers giving away the punchline at the beginning: "Today we are learning this:...". Question: What was the soap opera admired by British people that the author says is a master of writing?
A: Eastenders
Rationale: The seventh sentence of the passage clearly states that Eastenders is master of writing. So, the answer is Eastenders.
Q: At an early meeting of the British Sociological Association's "Activism in Sociology Forum" members met to discuss how we might play a more campaigning role in the world outside the academy. Pragmatically, academics tend to work long hours. We are faced with multiple and competing demands: teaching, administration, publishing, marketing, research, grant-bidding, and so on. The REF has ramped up the requirement to demonstrate the efficacy of our research in "the real world" (our impact upon society, economy, and culture rather than upon knowledge per se, or upon the academic discipline). Maybe here I suggested, as my contribution to the meeting was a chance for those of us interested in progressing social justice to lever officially sanctioned space, in our busy day-to-day lives, to do more of this sort of work? Maybe we should welcome the REF impact agenda?
I learned afterwards that eminent British sociologists, whom I respect enormously, regarded such a viewpoint as "naive" and "embarrassing". Indeed, critics interpret REF as just one mode of the heightened, neoliberal, managerial control that is degrading academic life and infesting universities. So, how should we think about the REF impact agenda?
Because of its obvious connections with social improvement and reform through policy action, social policy is regarded as one disciplinary area that is well-placed to meet and benefit from the impact agenda. Yet there has been surprisingly little concerted discussion amongst scholars about REF and impact. This is despite the fact that many millions of pounds of public funding accrue to the proposed or claimed impact of research (with monies channelled through research councils to individual projects or via regular, six-yearly centralised assessments of the quality of research in university departments). In addition, there is substantial funding directed toward the "impact industry"; the consultants, think tanks, PR firms, funding schemes, new software programmes, impact managers, specialist impact case study authors, etc., that have become embedded in the academy. Question: Who are faced with multiple and competing demands?
A:
academics