The Nature Of Genius Reading Answers IELTS: Correct Answers & Tips

Latest Update: The IELTS Academic Reading section continues to show strong consistency, with a reliability score of 0.89 (Cronbach’s alpha). To secure a Band 8, test takers generally need about 35 correct answers out of 40.

The IELTS (International English Language Testing System) passage The Nature of Genius from Cambridge IELTS 8, Test 3, explores different viewpoints on what defines extraordinary intelligence. Drawing on both historical figures and psychological theories, it presents layered ideas about innate talent and the influence of the environment.

This passage includes 13 IELTS Academic Reading questions, with formats like multiple choice and True/False/Not Given that test a reader’s grasp of complex reasoning. Since the IELTS Academic Reading section contains 40 questions to be completed in 60 minutes, handling abstract themes like genius becomes key to scoring well.

This blog covers the Nature of Genius Reading Answers IELTS with each answer explained in detail, the logic behind it, and strategies for approaching similar high-level texts to achieve a good IELTS score.

The Nature Of Genius Reading Answers IELTS: Essential Summary and Insights

This academic IELTS passage from Cambridge IELTS 8, Test 3 has 7 paragraphs (A-G) that look at different ideas about genius. It talks about both famous gifted people and the general concept of intelligence. The language can be tricky, with some abstract ideas that need careful reading.

There are 13 questions, mostly multiple-choice and True/False/Not Given, that ask you to focus on details like the writer’s attitude and specific information. The table below outlines the IELTS test formats used and the specific comprehension skills they are designed to assess.

IELTS Reading Question Type	Skill Assessed
Matching Information or Headings	Recognizing where specific ideas, examples, or arguments are located in the text.
True / False / Not Given or Yes / No / Not Given	Judging whether a claim fully matches, contradicts, or lacks support in the text.
Sentence Completion	Spotting precise words or phrases from the passage that logically and grammatically fit.
Multiple Choice	Distinguishing between closely worded options by focusing on exact textual evidence.

Using the objective IELTS Reading section materials allows candidates to adjust strategies, avoid common traps, and answer more consistently across various question types.

Also Read: Documents Required for IELTS Exam: All You Need to Know

While the summary gives a broad outline, understanding how the passage works paragraph by paragraph brings clarity to the reading task.

IELTS Reading Passage Breakdown: The Nature Of Genius Reading Answers IELTS Explained

The Nature of Genius Reading Answers IELTS typically spans 800 words and discusses how genius has been perceived, from individual traits to psychological theories. It presents complex ideas that demand interpretation of subtle arguments and inference.

The general reading passage is excellent practice for understanding abstract concepts and distinguishing fact from opinion. Below is The Nature Of Genius Reading Answers IELTS with a complete question-and-answer guide.

Passage 1:

Interest in exceptional talent has been steady throughout history. The word "genius" is derived from the Latin term gens (meaning "family") and was originally connected to a Roman belief in a protective spirit guiding the head of a household. In its earliest use, genius referred to the father’s ability to lead and protect his family. Over time, it came to describe a personal trait and then a special quality believed to stem from an individual's inner spirit. Even today, people often turn to ancestry, horoscopes, or family background to explain unusual abilities or personality traits.

Passage 2:

Ideas about giftedness have long been part of cultural beliefs, and reactions to it are mixed. Gifted individuals are often admired but also met with doubt or envy. Common views suggest that talent comes with flaws, for example, that highly intelligent people lack practical skills, or that gifted individuals struggle to cope over time. There is also a belief that talented people are physically weak, emotionally unstable, or isolated from others. Many assume that if someone is exceptionally skilled in one area, they may lack balance elsewhere. There are also assumptions that gifted people require no support, or that being gifted simply means having a high IQ. Language reflects this mix of admiration and criticism with terms like “intellectual,” “expert,” “elitist,” and even “smarty,” which can be used either with respect or sarcasm, depending on context.

Passage 3:

In the 19th century, many researchers focused on what made certain people stand out, particularly those with early signs of unusual ability. These studies often highlighted the role of early encouragement from parents and teachers, especially in developing intellectual or creative skills. However, this same early attention sometimes caused difficulty later in life. A common theme in these studies was how often schools failed to recognize or support such talents. The challenge with many of these reports is that they relied heavily on personal stories and did not use standard methods of comparison. When describing childhood illnesses, education methods, or home environments, it is important to understand what was typical during that period. For example, infant mortality was high, private tutoring was common in wealthy families, and harsh discipline was standard at elite schools. Most of the reports focused on people from upper-class backgrounds. More structured research only became possible in the 20th century with the development of fields like child development and psychology, though even modern studies still face limitations.

Passage 4:

What we call genius often depends on who is observing and from what perspective. Some individuals appear exceptional because their talents are more visible across time, while others remain unnoticed due to changing opinions or lack of attention. These prominent figures represent the upper limit of a wide spectrum of human ability that stretches from the everyday to the extraordinary. As Dr. Samuel Johnson once said, "The true genius is a mind of large general powers, accidentally directed to some particular pursuit." While not everyone agrees with the idea of general ability being applied to any field, it is clear that chance often plays a role in guiding individuals toward areas where they achieve success. Along this spectrum are many people, adults and children alike, who show various degrees of talent.

Passage 5:

We often admire the work of gifted individuals because it reflects abilities similar to our own, only much more advanced. What makes their contributions impressive is the degree to which they extend beyond what most people can achieve. However, their ideas and creations can become familiar over time. Scientific breakthroughs by people like Kepler or Einstein eventually become part of what students learn. Likewise, artistic styles that were once considered unusual, such as those of Paul Klee, may soon appear in everyday items, including clothing. This does not lessen their importance, but instead shows how their work influences the broader culture, even if most cannot match their level of skill.

Passage 6:

It is only reasonable to think that highly gifted individuals have different kinds of minds if we accept that every human brain is different to begin with. Education is meant to enhance these differences, allowing people to grow in ways that reflect their individual strengths. By learning from the work of those who are more skilled, students can expand their own abilities. However, before encouraging children to follow in the footsteps of extraordinary individuals, it is important to recognize what those individuals may have given up. High achievement often comes with personal costs, including long hours of focused work, social isolation, and the need for resilience when facing challenges. Admiring their success should also include an understanding of their sacrifices.

Passage 7:

The terms “genius” and “gifted” are often used without clear definitions. At best, they can be made more precise when used in specific situations or explained in context. Still, it is important not to believe that gifted people are fundamentally different from others. What separates them is the level to which they have developed and used their abilities, not a complete difference in nature.

Also Read: IELTS Exam Fees in India 2025: Complete Breakdown & Cost Guide

With the key ideas of passage now covered, let’s examine how those insights connect to each exam question.

The Nature Of Genius Reading Answers IELTS: Complete Questions and Answers Guide

Multiple-choice (Questions 1–5) dominate the first part of this set, asking for careful selection among closely related options to understand the writer’s points. Later, the True/False/Not Given (Questions 6–13) challenge you to judge the truthfulness of statements.

Let’s explore the multiple-choice questions and see how to tackle them effectively for The Nature Of Genius Reading Answers IELTS

Questions 1–5: Multiple Choice

Each multiple-choice question in this section focuses on how clearly you can distinguish between similar-sounding ideas. You’re not just choosing the correct fact; you’re interpreting the writer’s logic, tone, or contrast. This format is tightly focused and often traps careless readers.

Check out the multiple-choice questions that follow.

Q1: Why was the term “genius” originally linked to family leaders in Roman culture?
A) They were seen as the creators of innovative ideas.
B) The Roman gods were believed to grant them artistic skills.
C) It reflected the belief in a guiding spirit protecting the household.
D) They were usually the most intelligent members of society.

Focus: Historical origin of the word “genius” (Passage 1)
Strategy: Identify how Roman cultural beliefs influenced the early use of the term “genius.”
Impact: Deepens understanding of how meanings evolve from social and spiritual traditions.

Answer: C Explanation: The passage explains that the term “genius” came from the Latin word gens, meaning family, and was linked to the Roman belief in a guardian spirit. This spirit was believed to protect and guide the head of the household, particularly the father. It wasn’t about intelligence or creativity in the modern sense, but rather about spiritual oversight. The leader's ability to preserve the family was seen as a reflection of this genius. Thus, only option C aligns with the original Roman meaning, while the other choices represent later interpretations.

Q2: What common assumption about gifted individuals is mentioned in the passage?
A) They require special training to handle their emotions.
B) They are often misunderstood by those in authority.
C) Their talents usually go unnoticed during childhood.
D) They are self-sufficient and need little external support.

Focus: Public perceptions of gifted individuals (Passage 2)
Strategy: Look for general beliefs or stereotypes the passage discusses about giftedness.
Impact: Highlights how societal attitudes can shape the treatment and expectations of talented individuals.

Answer: D Explanation: The passage clearly states that many people believe gifted individuals don’t need extra help. It presents this as part of a broader mix of admiration and doubt that surrounds giftedness. The idea that they are entirely self-sufficient is described as a false but widespread assumption. It’s grouped with other myths, like that gifted people are emotionally unstable or physically weak. This shows how society often overlooks the actual needs of the gifted, making option D the correct answer.

Q3: What does the passage suggest about 19th-century studies on gifted children?
A) They often exaggerated the role of poverty in talent development.
B) They provided scientifically reliable results across all social classes.
C) They mostly focused on wealthy children and used anecdotal evidence.
D) They concluded that early schooling had no impact on later success.

Focus: Nature and limitations of early studies on giftedness (Passage 3)
Strategy: Identify details about the subjects studied and the methods used in these early reports.
Impact: Shows how early research shaped understanding of giftedness, despite its narrow and informal approach.

Answer: C Explanation: The passage notes that most 19th-century studies were based on personal stories and focused largely on upper-class individuals. These studies lacked standard research practices and often ignored whether conditions were typical for the time. For instance, private tutoring and harsh schooling were common in wealthy families. Because they didn’t include broader social data or apply consistent criteria, these reports were limited in scientific reliability. This makes C the most accurate summary of their shortcomings.

Q4: According to the passage, how is the term ‘genius’ best understood?
A) As a label for people who excel in all areas equally.
B) As a fixed quality visible to everyone at all times.
C) As a concept influenced by perspective and chance.
D) As a sign of physical and mental superiority.

Focus: Meaning and perception of ‘genius’ (Passage 4)
Strategy: Analyze how the passage explains the word ‘genius’ and what factors affect who is recognized as one.
Impact: Highlights the subjective nature of recognizing exceptional ability over time.

Answer: C Explanation: The passage explains that genius is often a matter of viewpoint, changing with observers and circumstances. It quotes Dr. Samuel Johnson, saying a genius has broad abilities directed by chance to a specific area. The text rejects the idea that geniuses excel equally in all fields (A) or that the label is obvious to everyone (B). It also doesn’t mention physical superiority (D). Instead, it emphasizes how recognition depends on perspective and opportunity, supporting option C.

Q5: What does the passage say about how the achievements of gifted people become part of everyday life?
A) Their work is quickly forgotten after initial success.
B) Their ideas become familiar and influence common culture.
C) Most people eventually match their level of skill.
D) Their work is too complex to be understood by others.

Focus: Influence of gifted people’s achievements on society (Passage 5)
Strategy: Look for how the passage describes the relationship between gifted individuals’ work and general knowledge or culture.
Impact: Shows how exceptional ideas shape broader understanding and culture over time.

Answer: B Explanation: The passage states that the work of gifted individuals, while impressive, eventually becomes familiar as it enters everyday knowledge and culture. Examples include scientific ideas from Kepler and Einstein becoming common knowledge and artistic styles like Paul Klee’s appearing on clothes. It does not suggest their work is forgotten (A) or that most people can match their skill (C). It also rejects the idea that their work is too complex for others (D). The correct answer is B, showing how their achievements influence daily life.

Also Read: How to Get IELTS Certificate: A Complete Guide for International Students

After addressing factual details and inference, it’s time to shift to True / False / Not Given statements, where your judgment of accuracy will be tested.

Questions 6–13: True / False / Not Given

These eight statements ask you to confirm whether information is directly stated, contradicted, or simply missing from the passage. True/False/Not Given questions can seem straightforward, but they require a deep understanding of implication and accuracy. Misreading just one phrase may change the whole meaning.

Let’s look at the full list of True/False/Not Given items so you can better prepare for the IELTS reading test.

Q6: The passage claims that gifted people always have physical weaknesses.

Focus: Beliefs about gifted people’s physical health (Passage 2)

Strategy: Check the passage for direct statements about the physical condition of gifted individuals.

Impact: Tests understanding of stereotypes versus facts about giftedness.

Answer: FALSE Explanation: The passage lists a common belief that gifted individuals are physically weak, but it presents this as a stereotype or assumption held by some, not a confirmed fact. The passage uses phrases like “there is a belief” or “common views suggest,” which show these are opinions or myths rather than established truths. Therefore, the statement that gifted people always have physical weaknesses is false, as the passage does not endorse this claim but reports it as a misconception.

Q7: Studies in the 19th century always used standard methods to compare gifted individuals.

Focus: Research methods used in the 19th century on giftedness (Passage 3)

Strategy: Look for information on how 19th-century studies were conducted and whether they used standardized methods.

Impact: Helps understand the historical development of research techniques on giftedness.

Answer: FALSE Explanation: The passage clearly states that many 19th-century studies did not use what we would now call norm-referenced or standard comparison methods. Instead, they relied heavily on personal stories, anecdotes, and examples without consistent data standards. This means these early studies lacked the rigor of modern research approaches, which limits how much we can trust their conclusions. Thus, the statement that these studies always used standard methods is false.

Q8: Gifted individuals are often thought to be physically weak and emotionally unstable.

Focus: Common beliefs about gifted people (Passage 2)

Strategy: Find references to physical and emotional traits associated with giftedness.

Impact: Reveals stereotypes that affect how society views gifted individuals.

Answer: TRUE Explanation: The passage lists several common assumptions about gifted people, including the belief that they are physically weak and emotionally unstable. These ideas are part of the mixed attitudes toward giftedness found in cultural beliefs. The passage explicitly mentions that gifted people are often seen as physically weaklings and emotionally unstable, confirming the statement as true. It also shows how such stereotypes can influence public perception.

Q9: Most 19th-century studies of gifted children were based on standardized comparisons.

Focus: Research methods used in 19th-century studies of giftedness (Passage 3)

Strategy: Look for information on how studies were conducted and their scientific rigor.

Impact: Shows the limitations of early research on giftedness and the importance of context.

Answer: FALSE Explanation: The passage states that many 19th-century studies relied heavily on personal stories and anecdotal evidence, rather than using norm-referenced or standardized methods. This means the research lacked consistent comparison standards. It also mentions the difficulty in interpreting these studies because they often did not account for what was typical in that historical period. Therefore, the statement that most studies were based on standardized comparisons is false.

Q10: The concept of genius depends on who is observing and their viewpoint.

Focus: Subjectivity of defining genius (Passage 4)

Strategy: Identify how the passage describes the perception of genius by different observers.

Impact: Emphasizes that recognition of genius varies and is influenced by perspective.

Answer: TRUE Explanation: The passage explains that what we call genius often depends on the observer’s point of view and perspective. It says that some individuals appear exceptional due to their visibility over time, while others may remain unnoticed. This shows that the idea of genius is subjective and influenced by who is judging and from where. Thus, the statement is true.

Q11: Early 19th-century studies often failed to use standardized methods to compare gifted individuals.

Focus: Research methods in 19th-century studies of giftedness (Passage 3)

Strategy: Look for information about the nature and reliability of these early studies.

Impact: Highlights limitations in early research on giftedness.

Answer: TRUE Explanation: The passage states that many 19th-century studies relied heavily on anecdotes and did not use norm-referenced or standardized comparisons. This lack of consistent methodology affected the reliability of their conclusions about gifted individuals. The passage emphasizes that these early studies were not always scientific by modern standards, confirming the statement as true.

Q12: Most early reports about gifted individuals focused on children from wealthy families.

Focus: Background of subjects in early giftedness studies (Passage 3)

Strategy: Identify who was mainly studied in these reports.

Impact: Shows a bias in early research samples toward certain social classes.

Answer: TRUE Explanation: The passage explains that many of the early reports involved individuals from wealthy families, noting private tutoring and privileged schooling as common factors. This suggests that the sample was not broadly representative of society, emphasizing the class bias present in early studies. It confirms the statement by explicitly mentioning that most subjects were from upper-class backgrounds.

Q13: Genius always means having a high level of ability in every area of life.

Focus: Definition and nature of genius (Passage 4 and 7)

Strategy: Check what the passage says about the scope of genius across different fields.

Impact: Clarifies common misunderstandings about the meaning of genius.

Answer: FALSE Explanation: The passage indicates that genius is often linked to a particular area where a person excels, and it questions the idea that all geniuses would perform equally well in all fields. Passage 7 adds that “genius” and “gifted” refer to levels of developed ability, not to being different in every aspect of life. Therefore, genius does not imply high ability in every area, disproving the statement.

Also Read: Types of Essays in IELTS You Must Know

With all the questions covered, it's useful to revisit the vocabulary that could increase both comprehension and score.

Key Vocabulary from The Nature Of Genius Reading Answers IELTS Passage

Understanding the importance of vocabulary is essential for this passage, as it requires close attention to psychological and historical terminology like prodigy, norm-referenced, and giftedness.

Many words are used with layered meaning, especially in how they reflect social views on intelligence. Below is a table listing the most important vocabulary from the passage with meanings and usage.

Term	Meaning	Contextual Usage
Genius	A person with exceptional natural ability or talent	“The word ‘genius’ originally referred to a guiding spirit of the head of the family.”
Giftedness	Having special natural abilities or talents	“Gifted individuals are often admired but also met with doubt or envy.”
Early encouragement	Support given by parents or teachers in childhood	“Early tutoring and motivation had positive effects but sometimes caused later adaptation issues.”
Norm-referenced study	Research comparing individuals to a standard or average	“Many 19th-century studies lacked norm-referenced data, relying instead on personal anecdotes.”
Perspective	A particular way of viewing or judging something	“Genius depends on the observer’s viewpoint and what is visible across time.”
Personal sacrifice	What gifted individuals may give up for their achievements	“High achievement often comes with costs such as social isolation and persistence.”
IQ	Intelligence Quotient, a measure of intellectual ability	“Being gifted is often incorrectly assumed to mean simply having a high IQ.”
Social isolation	Being separated from usual social interaction	“Gifted individuals often face isolation as a consequence of their dedication.”
Accidental direction	Chance playing a role in where talents are applied	“Chance directs gifts toward particular fields where success is achieved.”
Cultural beliefs	Shared ideas and attitudes about giftedness in society	“Attitudes toward the gifted include admiration, suspicion, and envy.”
Developed ability	The degree to which skills or talents have been cultivated	“Genius differs by how much an individual has improved and used their abilities.”

Also Read: IELTS Preparation Online - The Best Solution

Beyond individual words, it's also worth focusing on recurring word groups and expressions that signal meaning in the IELTS reading answers: "The Nature of Genius".

Collocations and Phrases

The passage contains precise word pairings like “early motivation,” “gifted individuals,” and “accidental direction,” which can help identify correct answers and spot paraphrases. These combinations often appear in questions or choices using different wording. Knowing these collocations improves speed and match accuracy.

Below is a list of grouped collocations and phrases from the passage to help you recognize them during your next practice for IELTS reading answers: "The Nature of Genius".

Collocation / Phrase	Meaning
Gradual change	Slow, step-by-step development over time
Early encouragement	Support given at a young age to develop skills
Personal sacrifice	Giving up personal comfort or time for achievement
Social isolation	Separation from usual social contact
Accidental direction	Chance guiding where talents are applied
Cultural beliefs	Shared attitudes or ideas about abilities or talents
Talent spectrum	Range of ability levels from ordinary to exceptional
Developed ability	Skills or talents that have been cultivated and improved
Admiration and envy	Mixed feelings people have toward talented individuals
Persistent effort	Continued hard work over time
Familiar knowledge	Ideas or creations that become well known over time
Influence on culture	Impact that talented people have on society’s customs or arts
Range of abilities	The variety of skills and talents across individuals

Strong vocabulary helps, but test performance can still suffer from common missteps. Let’s explore some mistakes in IELTS reading answers: "The Nature of Genius" next.

Common Mistakes to Avoid in The Nature Of Genius Reading Answers IELTS Section

This passage features 7 paragraphs discussing historical, psychological, and cultural perspectives on genius, often contrasting experts' views. Candidates frequently confuse subtle opinions with concrete facts, especially in paragraphs explaining Terman’s IQ-based definition versus Gardner’s multiple intelligences theory.

Below are common pitfalls and practical IELTS tips to help you avoid them:

1. Mixing Up Theories of Genius

• Terman’s focus on IQ tests is often mistaken for a universal definition, while Gardner’s theory of multiple intelligences is sometimes misunderstood as a minor viewpoint.
• Example: Thinking the passage supports only IQ tests for measuring genius, when Gardner’s theory is given equal space.

Tip: Keep track of which theory is linked to which researcher and what each claims specifically.

2. Misinterpreting Paragraph C and D

• These sections describe differing criteria for genius, which can mislead test-takers into assuming the passage favors one side.
• Example: Believing the author prefers innate talent over learned skill, when no judgment is actually made.

Tip: Note that the author remains neutral, presenting both views equally without endorsement.

3. Errors in Multiple Choice Questions

• Selecting answers based on personal knowledge rather than the passage’s content causes errors.
• Example: Picking “innate talent” as the correct answer because it feels logical, not because the passage supports it.

Tip: Answer only with information clearly stated or strongly implied in the text.

4. Confusing True/False/Not Given

• Statements about the cultural influence on genius are sometimes incorrectly marked True or False due to subtle wording differences.
• Example: Marking "Genius is always culturally valued" as True when the passage only says it may be respected.

Tip: Focus on exact phrasing and implied meaning; if the passage doesn’t confirm or deny the statement, choose Not Given.

5. Overlooking Vocabulary Paraphrases

• Words like “exceptional intellect” appear as “high mental ability” or “outstanding cognitive skills,” which can cause confusion in question matching.
• Example: Looking for the word “genius” and missing “exceptional cognitive talent.”

Tip: Familiarize yourself with common paraphrases related to intelligence and psychology used in the passage.

6. Losing Track of Argument Flow

• The passage’s layered approach to defining genius can confuse readers into mixing ideas from different paragraphs.
• Example: Assuming the early idea of genius based on IQ is still the focus in later paragraphs, when it’s been challenged.

Tip: Summarize key points mentally after each paragraph to maintain clarity.

Avoiding these specific errors sharpens your understanding of the passage and enhances accuracy for the IELTS band score.

Also Read: Tips to Improve Pronunciation for IELTS

Being aware of pitfalls is important, but having the right tools and practice sources can also make a major difference. Let’s explore resources for The Nature Of Genius Reading Answers IELTS.

Top Recommended Resources for The Nature Of Genius Reading Answers IELTS Preparation

“The Nature of Genius” challenges readers with abstract reasoning, layered definitions, and subtle shifts in tone. Preparing for this passage means working with texts that explore philosophical or psychological ideas using complex language.

Look for practice materials that test inference, idea comparison, and interpretation of implied meaning. Here are some resources customized for that reading style while preparing for IELTS.

Resource	Focus Area	Why Use It?
Free IELTS Exam Preparation Material	Comprehensive IELTS skills	Strengthens your skills for answering fact-based and summary completion questions accurately.
IELTS Reading Test	Academic Reading Practice	Builds skills to focus on and understand detailed, data-heavy texts like the Global Warming passage.
IELTS Online Coaching	Structured Preparation	Offers one-on-one support to reduce mistakes in sections requiring careful interpretation.
IELTS Preparation Videos	Strategy-Based Video Lessons	Provides clear explanations and examples for handling tough question types like True/False/Not Given.

Also Read: How to Prepare for Computer Based IELTS - Tips & Tricks

If you're looking for more structured guidance, especially with improving reading skills in IELTS, here’s how upGrad can support your preparation journey.

How upGrad Helps You Prepare for IELTS Reading with Confidence?

upGrad’s training modules focus on managing timing, comprehension, and accuracy across IELTS Reading sections. Whether you're dealing with abstract topics like “The Nature of Genius” or data-driven texts, the practice sets are structured for real exam pacing.

You'll get focused support on the question types where you often lose marks. Schedule a free one-on-one session with upGrad experts to refine your approach and move closer to your target band score.