+ introduction to the exa m
+ your questions answe red
+ exam strategies and tips
+ sample answer sheets
teaching
not just testin g


Certificate of Proficiency in English: Top 20 Questions
1 How many marks are needed to pass the
exam?
.. To pass the exam w ith a grade C you need around
60% of the total marks.

2 Do I have to pass each paper in order to pass

the exam1
~ No

Each paper doesn't have a pass or fall mark
The final grade A. B, C, D Or E is arrived at by
adding the weighted marks from all the papers
together.

3 Are marks deducted for wrong answers?
.. No. If you're not sure, make a guess. you may be
right.

4 Am I allowed to use a dictionary?
,.. No.


amOunt and have time to check what you have
written.

9 In Paper 3 (Use of English). Part 1. if I'm not
sure. can I give two alternative answers?
.... No. If there are two answers, and one of them IS
wrong, no marks are given SO, It'S better to deCide
which of your answers is better I

10 In Paper 3 (Use of English). Parts 1 and 4. do

contractions count as one word or two?
Two, e.g . don't

12 What happens if I misspell a word in Paper 4
CListening). Part 27
.. You w ill not get the mark . Check your spelling
carefully and don 't write more than is necessary. The
more you write. the more likely you are to misspell
something . The answers will be familiar words that
you should be able to spell correctly

13 How many times will I hear each recording in
Paper 4 (Listening)?
.. Each text IS played twice.

14 In Paper 4 (Listening), do the questions always
tollow the order of the text?
.. Yes, they do. However, some questIOns WlII test your
understanding of the whole text

more than IS needed to complete the gap

17 In Paper 4 (listening), do I have t o co mplete

the Answer Sheet as I listen?
.. No. You can write the answers on the question
paper You have fjve minutes at the end to copy
them on to t he separate Answer Sheet. Copy
carefully; follow the numbering of the question'
write clearly and check your spelling
18 In Paper 5 (Speaking), do I have t o go with
anothe r student? Can I choose my partner?
.. You cannot be examined alone as the ability to
discuss with another s1udent IS being tested In Part
2 and also Part 3 In some centres you can ('hoo'
your partner, in others not You should ask the,
organiser

19 Is it a good idea to prepare what you a re going
to say in Paper 5 (Speaking), Part 11
... It's a good Idea to practise, but don 't forget thct
examiners give marks for natural commUnlCatl0n
English If you give a prepared sp~ch which dl
answer the exammpr's qlJf>SlIon
Introduction

4

Paper 3 Use of English

102

Exam Overview

4

Paper 4 listening

108

How to Use This Book

5
6
8

Paper 5 Speaking

113

GUide to Paper 1 Reading
Guide to Paper 2 Writing

Test 5


Paper 5 Speaking

137

Test 1

18

Paper 1 Reading

18

Paper 2 Writing

28

Test 6

Paper 3 Use of English

30

Paper 1 Reading

138
138

Paper 4 l istening


Paper 2 Writing

52

Visu ars for Paper 5

162

Paper 3 Use of English

54

OMR Answer Sheets

173

Paper 4 listening

60

Answer Key

177

Paper 5 Speaking

65

Tapescripts


marks Candidates who pass are awarded one of t hree grades: Grade A, Grade B or Grade C.
Grades D and E are failing grades.

Paper

Time

Content

Number
of questions

Number

of madcs

Paper t
Reading

1 hour
30 mlns

Part l ' Three unrelated short texts With SIX
multiple chOICe cloze questions each
Part 2- Four short texts on a theme with two
multiple choice questions each_
Part 3: One gapped text With seven questions
Part 4: One long text With seven multiple
chOice comprehenSIon questlons_


qUf"stlons
Part 3- SIX sets of three gapped sentences
Part 4 Eight key word transformatlOns _
Part 5 Two texts With four questions and
a summary wntlng task _

44

75

Paper 4

Approx
40 mlns

Pa,r t l ' Four short extracts With two three option

28

lS

(Not applicd on
Glcbal Achleypment

Ustening

Paper 5
Spea,king

In practise dOing the tasks within a time limit later on.
Tests 3-6 you should concentrate on doing the
lpers within the time hmlt and monitoring your

ogress

efore you begin

.fore you begin dOing the tests, you should read thiS
COOn carefully and study the guides for each paper

~ges 6- 17). For each paper, make sure you
!demand·
how much time you have.

how many parts there are.
what each task looks hke
what you have to do in each task.

Test 3-Test 6
You should now try to do whole papers in the given
time if possible. This will help you to think about how
you need to organise your time on the day of the exam.
For Paper 1 Reading, where there is a lot to read, CPE
Practice rem Plus gives you guidelines on how long
you should spend on each part. look for the rip WIth
the clock symbol in Test 3, Test 4 and Test 5. In Test 6,
there IS no help; you must organise your time as In the
real exam. As you progress through the tests In the
book, keep a record of how many questions you get

Answer the questions

look at the adVice on individual questions 10 th€>
Tip Strip.

Check your answers

Paper S Speaking, you can practise some parts of
test on your own, but for other parts you will need
lractise With a partner To help you with Paper 5, you

listen to a recording of some students doing the

ks in Test 1 on the cas5ette The recording wall give
an idea of how to approach the different tasks. You
not allowed to use a dICtionary or other books In the
m, so try and do the tests wathout any help. We
g~t that you use your dictionary and other reference
h when you check your answers. This will help you
ee why you have made mistakes, and will give you a
nce to make a note of new words or other things
halle learnt by doing the tests
If.l T RODUCTION


GUI

e to Pa ' er 1

ea in


Task type and focus

Task for mat

Numbet'
of w o rds

Number of
questions

Number of
marks

Four-opllon multiple
( Iale

Three unrelated texts.
Each text has SIX gdpS
and IS followed by SIX
multiple chOKe questions

375 500

18

18

Four t~xts from diffef~nt
sources, but hnked by

Tota l:

Total: 40

Total: 62

(ho(~

Idioms, collocations,
ftxed phrases,
complementatlOn, phrasal
v~bs. ~manhc preCISion

2

Four Option mulltple
chOICe que'itlons
Content, detail, OpiniOn,
attitude, tone, purpose,
main Idea, ImphcatlOl"l.
t~xt organlsatlOll featurf'S
iexempllhcntlon, compan9Jn,
refer~nce,

1

Gapped text
CoheSion, cotlerence,
text structure, qlobal
mt'ilnlng

vocabulary

• Read the text for general understand ing before you
do the task The option you choose must fit the
meaning of the passage as a whole.

• If you're not sure of the answer, try reading the
sentence with each of the options in the gap.
Which sounds best ")
• Check the words before and after the gap carefully
• Think about why the other options are wrong
• When you've finished, read throug h the whole text
again to check your answers.

• If you don't know the c'lnSWer, guess. No marks are
deducted for wrong answers

ThiS part of the paper tests your understanding of text
structure, that IS, how pieces of writing are organised
Into paragraphs and how the ideas are linked through
cohesion and coherence.
• Read the main text first. Ignooog the gaps, to get a
general understanding of its sub,ect matter and
organisation
• Read the text around each gap carefully look. at
the whole paragraph before and after the gap.
• Read paragraphs A-H Check for topic and
language link.s With the paragraphs In the main
text.
• Highlight words that refer to people and places

the gap

• When you've finished, read the completed text
again to be sure it all makes sense,
• Remember, you can only use each letter once, and
one lelter Will not be used.

• If you don't know the answer, guess. No marks are
deducted for wrong answers.

Pa rt 4
This part of the paper tests your reading
comprehens ion .
• Read the text carefully Don't worry jf you don't
understand every word
• Try to answer the Question, or complete the
question stem, before you look at thp options.

• Think about why the other options are wrong It
you don't understand the text completely, you may
still reach the nght answer by a process of
elimination

• Underline key words in the question or Question
stem, then find the part of the text where the
anSWer is located .

• If you don't know the answer, guess No marks are

• Find the option which best matche
Writln

General information
• Paper 2 tests candIdates' ability to write specified text types with a range of functions
•

Candidates have 2 hours to complete Paper 2.

• Candidates write their answers in a question booklet in pen
• Paper 2 accounts for 20 per cent of the total marks In the exam.

Part

Task type and focus

Task format

length of

answer
1

One compulSOty tasl

choICes IS a Question Of! each of the three set
book options The following le)(t types may be
requi red:
an artlde

•

•

•

•

an essay
a letter
a proposal

•

it

•

report
a reVIew

The function may be to descnbe, persuade.
narrate. evaluate. make recommendations, (JIve
Information, summanse. etc


Parts 1 and 2 of Paper 2 (Writing) carry equal marks.
Each piece of wnting IS double marked by fully-trained
examiners USing detailed cnteria. In both parts, task
achievement is a key feature in assessment Your
ans.wer must
• address the points outlined In the instructions (and
input text(s) in Part 1)

Part 2

•

Yo must follow the Instructions given In the quesuon
you choose to do You have more freedom to
introduce your own ideas Into the task as in this part,
unlike Part 1. information about content is not
provided_

include all the relevant information .

The criteria used by the examiners in awarding marks
are:
• content
•

task achievement

• organlsatton and linking of ideas

QUestion 5 In Part 2 is related to the set books (works


Note:
If your answer is much shorter than the 300-350
words required, you are penalised Poor spelhng and
punctuation are penalised . Handwntmg that interferes
With communication, but does not prevent it, is
penalised . If your answer IS totally illegible, you
receive 0

• Think about your target reader and the style of
writing that IS appropriate for the task .
• Think about what you need to Include In your
introduction _
• Remember to gIVe both Sides of an argument.
• Remember to give examples of pOints you make
• Remember to write a good conclUSion .
• When you've finished, checl::. ag;lInst the
Instructions (and input material In Part 1)
Have you done everything you need to do?
• Read through your answer and check It carefully.
Is your spelling, punctuation and grammar correct?
Is your style of writing conSistent?

INTRODUCTION,

PAP!;R

1

..


NumbeTof
words

Number of
questions

Number of
marks

Open doze

One text WIth fiftef>o gaps

Approx. 200

15

15*

One text with tf>f"i 9 ilP"

ApprO)( 200

10

10·

SIX


Total: 44

Total: ,,..

Grammatical!
lexico-gr each (4 x 2 ~ 8 marks)
The summary wntlng ta..1c cameS four marks for contpnl ~ml tpn mtlrks for "lImmary
wiltIng skills (4 + 10 - 14 marts)
INT R ODUCTION ,

P APER


•

add

meaning of the passage as a whole.

•

Check the words before and after the gap
carefully.

add a suffix to a verb or adjective to form a noun
or adverb.

•

add flnother word to foun a compound noun etc

•

Read the whOle sentence to be sure it makes
complete senSe with your word in the gap_

•

When you've finished. read through the whole text
again to check your answers.

•

base word given.
- change the form of the word (e.g. receiVe
• receipt) Or create a compound word
(e.g. wild + life ~ w lldhfe)

•

Be careful· some words may nf'ed a negative prefiX
(e.g. un-, in-. dis ) or suffiX le.q -less) to make
Sense In context

•

Be careful: often more than one change must be
made to the base word You may need to add both
a prefiX and a suffix to form a word that makes
complete sense In context

•

Checl:: whether the plur.:tl or Singular form of a
word IS needed

•

H the gapped word is a verb, check which form of
the verb is needed

•


Th is part o f the paper tests your know ledge of
vocabulary and grammar. There are eight questIons in
this P

•

Make sure your answer has no more than eight words
Be careful: contractions (e.g. don't, isn't, I'll) COl,I t as
two words.

•

Check to make sure that the second sentencp IS as
similar as possible in meaning to the fIrst sentence

•

Check that your spelhnq IS correct

Note:
Each of the questions In Part 4 is worth two mark\ To get
both marks, you r answer must be perfect Answers which
are only partIally correct, or which contain error" may
receive one mark

IN T RO Du CTION

PAPER

3


Part 5

Information from both the texts you have read . In your
anSWff you must address the points outlined In the
Instructions. You must use your own words In the

IDmmary.
• Read the Instructions (cuefully. Underhne the key

worct In the Instructions
, Find and underline the relevant parts of the texts
before you begin your summary.
• Remember you get marks for both content and
language.

• Make sure you answer the question exactly Do not
include Irrelevant informatIon
• Make sure}lOu include at least one content point from
each texL
• You may use content words from the texts, but use
your own words to express the Ideas Don't copy
phrases and sentences from the texts.
• Make sure your answer IS \MthlO the word length.
• Express the Ideas Simply and clearly Don't repeat

yOurself.
• Use linking expressions to connen your Ideas
, Check your answer for spelling, grammar and
pllnctuatlon.

Note:
Ir the summary writing task, examiners are look ing for

example Answpr Sheet on paQe 1 76.
• Paper 4 accounts for 20 per cent of the total marks

Pa rt

1

Task type and focus

Three option mulLlple chOice
doze
GISL, delall, malO idea,
functIOn, purpose, topIC,
feehng, attitude, opmion

2

5enten("e completion

III

the exam.

Task format

Length

Number of
questions



In

SpeCIfiC mfOfmatlon
stated opUlIor\

3

FOUf-optlon Itlultlple chOice
Opinion, gist, detail,
InfNI?IKe

4

Three

Wily

matching

Staled and non-stat€'OpiniOn, agreemen t alld
dlsaqrpemenl

• Answer" rllll,>1 bl-' U111t'ttly spelled

I NTRODUCTION ,

P APER


Before you listen to each extract, read the two
questions. Underline the key words in each
question or question stem

•

The words In the options may not be the same as
the words In the text listen for the overall
message.

•

The words In the Options may not be the same as.
the words in the tex!. Listen for the overall
message.

•

Many questions WIll be about people's Ideas,
opinions and feelings

•

•

Most questions wi ll be about people's Ideas,
opinions and feelings.

listen to find the answer to the questIon, then
decide whICh of the options is closest to what

the statements, so you are not listening for who
mentioned each pOint, but rather for whose pOint
o f view it reflects.

•

listen for typica l ways of agreetng and disaqreelng
In spoken language

•

If you don't know the answer, guess. No marks are
deducted for wrong answers

•

Most answers Will be single words, numbers or
phrases of 2-3 words

very short

• Check that your word or phrase tits the 'ientE'flce
grammatically and makes sense.

• CrKk your spelling Incorrect spelling is penalised

• If you don't know the answer, guess No marks are

IS


Paper 5 accounts for 20 per cent of the total marks In the exam

Part

Task type and forus

Task format

length of

answer
1

General conversation between exammel
and each candldilte
GIVIng personalenformallofl. general 50clal and
mteraclional language

2

Two-way convefS

•

Use the Ideas on the card to organise what you say.
Use each one as a heading and say everything there
IS to say on that aspect of the topic before moving
on to the next one

•

Make it clear when you are movmg on to a different
points by introducing and recapping main ideas

•

Give examples of what you say. You will be more
interesting and won't say 'too much too soon'.

•

Don't just say what you think about a topIC, but talk
about other people's ViewS, why they hold them,
w hether you agree With them and why (not).

• 1001< at your partner. Listen to what he/she says and
respond naturally.

•

• Ask your partner questions, don·t lust gIVe your

involVing all the visual material. You usually have to
discuss all the Images In relation to the task and work
towards some kind of JOint conclusion
In both phases
• listen to the instructions carefully and milke sure
you understand what you have to do

• Pick up on pOints your partner makes by adding
your own Ideas.

example, T he first thing I'd like to say IS
,
'Another point to consider is ~ ',ete. These Will help
you organise your ideas, and also give you more
time to thin"-.

The first phase lasts one minute - a long time when
you 're speaking. Don't panic, and don·t go too fast.

The secrnd phase lasts three minutes
• listen carefully for the context of the discussion.
Make sure w hilt you say is relevant.

• Try not to repeat yourself .
•

Think about your listeners. Try to make what you say
interesting. maintain eye contact with your partner
and the examiner Talk to them, not at them.



Marking
The Crltena for assessment are: grammar, vocabulary,
discourse management, pronunCiation, commUnicative
ability and global ~chlevement

I N TRODUCTION,

PAPER

5

lID


..

TE5T

Reading (1 hour 30 minutes)

PAPER 1
PAR T

l --~ ~:- -

For questions 1- 18, read the three texts below and decide which answer (~ Il, ( or D)
best fits each gap. Mark your answers on the separate answer sheet

1

and explosion of temper.
Benchill's children were haVing a session on anger management. There is no (5) . ... that they
are any more angry than children at other schools in the city, and the lesson was part of a
scheme intended to help children identIfy and (6 ) . .. .. with the rages that life In the classroom
and p layground can provoke.

verbs or common
collocations.
• When you have
finished, read through
the whole te)(t again to
check..

Question 3= Which verb
collocates with
'temptation'to
complete the
expression?

11
B
11
B
11
B

1 A shake
2 A shelter
3 A denied
4 A glVffl


declined
scored
C conviction
C handle
(

Fashion

Questloo 6: All of these
verbs have tl"1e correct
meaning but only one
takes the preposition
'with'.
Question w: Only one
of these words can be
used to link the two
parts of the sentence
successfuUy.
QuestIon 11: Which of
these adjectives usually
qualifies the noun
'succession' in the
common expression?

Fashion may be said to encompass any of four forms. First. there is a conscious manipulation
o f dress that (7) ... . for effect, a 'fashion statement' or 'fad'. Second. fashion may designate
innovations in dress that are more (8) ,. .. than simple fads. Some of these char ges occur
abruptly, whether due to economic fluctuations. or even the sudden (9)
of certain


naked

PAPER

B strives
B perpetual

1

excess
whereabout s
C fast
C commonpl
C anchored

TEST

1.

0
0
D
0
0
0

PAPER

uniquely
glance
Anyway
intricate
array
derived

1


PAR T

2

TIp Strip

options are wrong - if
you don't understand
the text completely, you
may still reach the right
answer by a process of
elimination.

QuestIon 1.9: took at the
last t wo sentences of the
first paragraph to find the

You are gOing to read four extracts whICh are all concerned in some way with musIC. f or
questions 19-26, choose the answer (A. B. C or DJ wh ich you th ink fits best accord ing to t he
text. Mark your answers on the separate answer sheet.

---

eflections

In November last year.• led a music weekend If) Cambridge, organised by the students
of a national music society. It was a very memorable event but the problem, I find. with
trying to do va luable work with and for young people, is that somehow the
'produdion values' go down. Meaning that I find myself f ighting for this work to be
taken just as senously as a concert in a famous venue, ()( recorded for posterity_
Musk, it seems, is largely In t he domain of the professionals. the VIrtUOSI and the
famous. When revered conductors lined up to (quite rightly) criticise successive British
governments on their d ismantling of the teaching of musical Instruments in schools,
their main complaint was a lack of potential players for orchestras _But the problem is
more deep-seated. Without music at the core of your life at an early age, you won't
even want to be a member of an audience at an orchestral concert, let alone be up


to demonstrate the high standards that can be found In children's productions

C

to critICise the allocation of resources to popular rather than educational pursUits

o

to defend the View that the end product is what matters most to audiences

T EST

1,

P A P ER

1


CDReuiew4

NowaddY.., albums of old "'its (covpr
vt>r..,ions) arp d stantlard cart't'r ploy, but
bdC~

Bryan Ferry

in 1971


prpcic:.t'1y Ff'rry's pomt. cmd ht' had mort'

inpxf,austibly creativp forep . His band.
Roxy Muc:.ic. was barply two )lpars old.

than t'nough rnusiccll Wit and Wisdom to
back up thf'sf' outlandish postures.

During a bri{'f and mp(poric asct'nt. thf'
band had rt'lf'aspd thrpp albumc:. 010
Carppr sppmingly dt'dlcatp d to
tt1t'

his rt'volutlOnary notiOI"l

that song.., from [hp prt'-rock t'ra could

futuristic archivp. SompwhPfP bptwf"f'n

hOllourinf;j

AlJother Time. Anothf'r Placf', Fprry

Cl.,

assurIlt'd complptt' m grpw up

Ol/Pr

anything It got nPdr, b,mlsl'1l11g thE'

' Istt'ning to.

gl1osto:. of thp originals. In pop term ...
po ..tmodprI1lc:.m stattpd hE'rt'.

Ferry was able to reproduce the songs in a unique way.

TEST

1,

PAPER

1


Extract from a novel

npstrlp

I'm late to w ork and when I get there Dick is already leaning against the door
reading ~ book. He's thirty-one years old, w ith lon g, greasy black hair; he's wearing a
Sonic Youth T-shirt, a bl.ack leather jacket that is trying manf ully to SlJggest that It
has seen better days - even t hough he only bought it a year ago - and a Walkman
with a pair of ludicrously large headphones. The book is a paperback biography of a
19705 songwriter. The earner bag by hiS feet - which really has seen better days advertises a violently fas h jona~e Independent record label m the USA, he went to a
great deal of trouble t o get hold of it, and he gets very nervous when we go
anywhere near it. He uses it to carry tapes around .
'Good morning Richard.'
'Oh hi. HI, Rob.'
' Good weekend?'
I unlock the shop as he scrabbles around for hiS stuff.
'All right, yeah, OK. I found the first LIquorice Comfits album in Camden It was
never released here. Japanese import only.'
'Great: I don't know what he's talk.ing about.


A doesn't share Dick's musl(allnterests.

TEST

B

is ungrateful f or Dick's suggestions.

C

likes obscure rather than popular musIc

o

doesn't care if Dick is offended

1,

PAPER

1


npStrlp
QuestIon 26: This
question is based on the

"--------~sic



activities such as the arts. they tend to
assume that t heir compelling qualities are
denvatrons of basiC awes. If any given

activity can be seen to aid survival or
facilrtate adaptation to the environment. or
to be derived from behavirur w,",lch does
so. It 'makes sef"1se' In biological term~ But
what USe is music? M USIC can certaJnly be
regarded as a form of communication; but
what It communicates IS not obvlous. M USIC
IS not usually representational: It does not
sharpen o ur perception of the external
world or generally Imitate It Nor is muSIc
propoS1tronal: It does not put forward
t heories about t he world o r convey
informauoo.

25 In d iscussing music, the writer states that

26

A

music and art evolved at the sam e time.

B

earty humans were strongly influenced

why mu~c IS Important

to us.

TEST

1,

PAPER

1


PAR T

3

You are going to read an extract from a magazine Seven paragraphs have been removed
from the extrad. Choose from the paragraphs A- H the one whICh fits each gap (27-33)
There is one extra paragraph which you do not need to use Mark your answers on the

separate answer sheet_

Taking the '
Plunge
Paying people to take part in clinical
trials is frowned upon. But in a
world of risks and rewards, what's
the problem, asks Julian Savulescu


high-risk r~rch mclkes an even greater mOCkery of lhe
system.

]

Consider the following scenarIO. Researchers from an
Australian biotech company want to enlist a family WIth a
rare genetIC mutation for a study Into genetic illness. They
strongly believe rhclt they can identify on~ of thl? genes
in\lolved in the disease In this family. and if they do, the
company stands to make a large amoun t 01 money The
researchers cllm to persuade the family to take part in the
study by offering each member $ 10,000. All they would
have to do ts give some saliva samples.

TEST

new generic lest fOf glaucoma that j~ not available outside
the study The CO~1 of [his lest is a few hundred dollars

In many cases such as this, the finclncial reward is the only
thing thal makes it worthwhile for a volunteer to take the
risk But why should that both r ethics corn mitlees) We
make such decisions every day. Do we always make them
against our better judgement?

Similarly, an unemployed man sees an cldvertlsement for
a construction worke(s job. AI the interview, the
employer te"!) him tile job in\lolves working on high
scaffolding and that the risk of dYing on thE' Sill" IS


• Read the text around
each gap carefully.
lt10K a( (ne wnotE

paragraph. before and
after the gap.
• Read paragraphs A-H.
Check for topic and
language links \vith {he
paragraphs in Ihe base
lext.

• Highlight words that
refer 10 people and
places.

• Highlight lime
references; this will
help YOll to follow the
development of the
argument.

• Re-read the completed
text to be sure it makes

sense.

m


trouble.

B In many countries today such a scenario
is inconceivable. Researchers are not
allowed to offer significant sums of
money to participants in a medical trial.
even for ow-risk experiments. Offering
money
is
considered
'undue
inducement' that could interlere with a
'Volumeer's judgement on whether to
take part, and turn the relationship
between scientist and subject into a
commercial, unethical one.
C Benefits in kind like this are permissible,
and many volunteers receive them.
They are not considered undue
inducements, yet money is.. This is
paternalistic and nonsensical. It would
be far more respectful to volunteers if

researchers could offer them the cholce.
D Could you say that either situation
fe5ulted 10 unsound judgements? In
both cases they are effectively being
paid for taking on a greater risk. There
appears nothing objectionable in [heir
decisions, yet participants in medical

~rticular group of people the equivalent
of just 10 US dollars ror completing an
anonymous qUe5tionnaire about their
behaViour for a study on the spread of
hepatitis C.
H If (his is the case. surely it is only fair
tha t they share In the rewards? Publicly
funded research is perhaps more
complicated, as participants may be
acting in the public interest. Bul my
mam argument applies equally to
commercial and non-commercial trials:
researchers should be allowed fa pay
volunteers, and to pay them well. even
ror high-risk research.

TEST

1 ,

PAPER

1