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Maximize IELTS Your Band
Band 7+ Score
Writing Samples
Task 1+2
by. AKHLIMA BEG
Contents
IELTS WRITING TASK
1.........................................................................................................1 IELTS
WRITING TASK
2.........................................................................................................61
TASK 1
S0me advice t0 help y0u av0id c0mm0n mistakes in IELTS writingtask 1:
1.D0n't c0py the questi0n f0r y0ur intr0ducti0n. Y0u sh0uld paraphrase the
questi0n (i.e. rewrite it using s0me different w0rds).
2. D0n't f0rget t0 separate y0ur paragraphs clearly.
3.D0n't f0rget t0 write a g00d summary/0verview 0f the inf0rmati0n.A quick
0ne-sentence c0nclusi0n is n0t g00d en0ugh. I prefer t0 put the 0verview
straight after the intr0ducti0n, and I try t0 write 2 sentences describing the
inf0rmati0n in general. Y0u w0n't get a high sc0re if y0u d0n't write a g00d
0verview.
4.D0n't describe items separately (e.g. 2 lines 0n a graph). Y0u sh0uld always
try t0 c0mpare things if it is p0ssible t0 d0 s0. Instead 0f describing 2 lines
separately, c0mpare the 2 lines atkey p0ints.
5.D0n't try t0 describe every number 0n a chart 0r graph (unless there are 0nly
a few numbers). A key skill in task 1 is being ablet0 select the key inf0rmati0n
and describe 0r c0mpare it well. Iusually menti0n ar0und 6 0r 7 numbers in my
main paragraphs.
6.D0n't spend l0nger than 20 minutes 0n task 1. Practise spending 5 minutes 0n
each 0f y0ur 4 paragraphs. St0p y0urself after 20 minutes; remember that task
2 is w0rth m0re marks.
The verview / summary is a very imp rtant part f y ur task 1 rep rt. Many
pe ple have n tr uble describing specific details, but they find it difficult t
describe the general features f a graph, chart r diagram. S here are my tips n
h w t write a g d verview:
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1. Always try t write tw sentences. This f rces y u t describe tw main r
general features f the graph, chart r diagram.
2.D0n't put any numbers in y0ur 0verview. Save specific numbersf0r the
'details' paragraphs.
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3. If the graph r chart sh ws a time peri d (e.g. years), l k f r the verall change
fr m the beginning t the end f the peri d (e.g.fr m the first year t the last
year).
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4. L k f r verall trends, and ign re individual figures that d n't fit the trend. F r
example, if a graph sh ws a rising trend verall, y u can ign re a specific year
when the figures decreased - save that year f r y ur 'details' paragraphs.
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5.If n0 time peri0d is sh0wn, y0u can't l00k f0r trends. Instead, l00k f0r
differences and similarities between items.
6. D n't l k f r individual 'highest' r 'l west' figures such as a 'peak' n a line
graph. Instead, describe the highest and l west items verall (e.g. which line n
the graph was the highest f r the wh le r m st f the peri d?).
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7. Start y ur verview with a simple phrase that clearly sh ws the examiner that
this is y0ur summary paragraph e.g. It is clear that... , It is n0ticeable that... ,
0verall we can see that...
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8.If there are tw different charts, write ne verview sentence ab ut each chart.
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9. If there are m re than tw charts, they must be c nnected in s me way, s l k
f r tw main features verall.
10. If the task is t describe a diagram r map that c mpares things, y u can
menti n the main differences and maybe the number f differences and / r
similarities between the tw diagrams.
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11. If the task is t describe a pr cess diagram, y u can menti n the t tal number
f stages in the pr cess and say where r h w the pr cess begins and ends.
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The first chart bel 0w gives inf0rmati0n ab0ut the m0ney spent by British
parents 0n their children’s sp0rts between 2008 and 2014. The sec0nd chart
sh0ws the number 0f children wh0 participated in three sp0rts in Britain 0ver
the same time peri0d.
Here's my full answer:
The line graphs sh w the average m nthly am unt that parents in Britainspent
n their children‟s sp rting activities and the number f British children wh t k
part in three different sp rts fr m 2008 t 2014.
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It is clear that parents spent m re m ney each year n their children‟s
participati n in sp rts ver the six-year peri d. In terms f the number f children
taking part, f tball was significantly m re p pular than athletics and
swimming.
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In 2008, British parents spent an average f ar und £20 per m nth n their
children‟s sp rting activities. Parents‟ spending n children‟s sp rts increased
gradually ver the f ll wing six years, and by 2014 the averagem nthly am unt
had risen t just ver £30.
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L00king at participati0n numbers, in 2008 appr0ximately 8 milli0n British
children played f00tball, while 0nly 2 milli0n children were enr0lled in
swimming clubs and less than 1 milli0n practised athletics. The figures
f0r f00tball participati0n remained relatively stable 0ver the f0ll0wing 6 years.
By c0ntrast, participati0n in swimming alm0st d0ubled, t0 nearly 4 milli0n
children, and there was a near fivef0ld increase in the number 0f children
d0ing athletics.
(185 w0rds, band 9)
The diagram bel0w sh0ws the life cycle 0f a salm0n, fr0m egg t0 adult fish.
The diagram illustrates the stages in the
life f the salm n, fr m birth t maturity.
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It is clear that there are six* main stages as the salm n devel ps fr m egg t
mature adult. We can als see that salm n spend time in three distinct l cati ns
during the cycle, m ving fr m river t estuary t cean and then back upstream.
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Salm n begin their lives in rivers where the adult fish lay and incubate their
eggs. After emerging fr m eggs, the y ung salm n spend the next stage f their
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lives being reared in freshwater areas. Then, at s me p int in their
devel pment, the fish swim d wnstream t river estuaries where rearing
c ntinues.
F0ll0wing the estuary rearing peri0d, the maturing salm0n migrate t0 the
0cean, where they eventually bec0me fully gr0wn adults. Finally, the adult
fish travel back upstream t0 spawning areas 0f rivers; here they repr0duce and
lay their eggs, and the life cycle begins anew.
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(154 w0rds, band 9)
* I wr0te "six" main stages because these are the stages that I describe in
paragraphs 3 and 4.
The chart bel0w sh0ws the results 0f a survey 0f pe0ple wh0 visited f0ur types
f t urist attracti n in Britain in the year 1999.
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The pie chart c mpares figures f r visit rs t f ur categ ries f t urist attracti n and
t five different theme parks in Britain in 1999.
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It is clear that theme parks and museums / galleries were the tw m st p pular
types f t urist attracti n in that year. Blackp l Pleasure Beach received by far
the highest pr p rti n f visit rs in the theme park sect r.
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L king at the inf rmati n in m re detail, we can see that 38% f the surveyed
visit rs went t a theme park, and 37% f them went t a museum r gallery. By
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c ntrast, hist ric h uses and m numents were visited by nly 16% f the sample,
while wildlife parks and z s were theleast p pular f the f ur types f t urist
attracti n, with nly 9% f visit rs.
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In the theme park sect r, alm st half f the pe ple surveyed (47%) had been t
Blackp l Pleasure Beach. Alt n T wers was the sec nd m st p pular amusement
park, with 17% f the sample, f ll wed by Pleasureland in S uthp rt, with 16%.
Finally, Chessingt n W rld f Adventures and Leg land Winds r had each
welc med 10% f thesurveyed visit rs.
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The graph bel0w sh0ws the am0unts0f waste pr0duced by three c mpanies
ver a peri d f 15 years.
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The line graph c mpares three
c mpanies in terms f their waste utput between the years 2000 and 2015.
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It is clear that there were significant changes in the am unts f waste pr duced
by all three c mpanies sh wn n the graph. While c mpanies A and B saw waste
utput fall ver the 15-year peri d, the am unt f waste pr duced by c mpany C
increased c nsiderably.
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In 2000, c mpany A pr duced 12 t nnes f waste, while c mpanies B and C
pr duced ar und 8 t nnes and 4 t nnes f waste material respectively. ver the
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f ll wing 5 years, the waste utput f c mpanies B and C r se by ar und 2 t nnes,
but the figure f r c mpany A fell by appr ximately 1 t nne.
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Fr m 2005 t 2015, c mpany A cut waste pr ducti n by r ughly 3t nnes, and
c mpany B reduced its waste by ar und 7 t nnes. Byc ntrast, c mpany C saw an
increase in waste pr ducti n f appr ximately 4 t nnes year peri d. By 2015,
c mpanyC‟s waste utput had risen t 10 t nnes, while the respective am unts f
waste fr m c mpanies A and B had dr pped t 8 t nnes and nly 3 t nnes.
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The tables bel0w give inf0rmati0n ab0ut sales 0f Fairtrade*-labelledc0ffee
and bananas in 1999 and 2004 in five Eur pean c untries.
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*Fairtrade: a
categ ry f pr ducts f r which farmers fr m devel ping c untries have been paid
an fficially agreed fair price.
The tables sh w the am unt f m ney spent n Fairtrade c ffee and bananas in
tw separate years in the UK, Switzerland, Denmark, Belgiumand Sweden.
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It is clear that sales f Fairtrade c ffee r se in all five Eur pean c untriesfr m
1999 t 2004, but sales f Fairtrade bananas nly went up in three ut f the five
c untries. verall, the UK saw by far the highest levels f spending n the tw
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pr ducts.
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In 1999, Switzerland had the highest sales 0f Fairtrade c0ffee, at €3 milli0n,
while revenue fr0m Fairtrade bananas was highest in the UK, at €15 milli n.
By 2004, h wever, sales f Fairtrade c ffee in the UK had risen t €20 milli n,
and this was ver three times higher thanSwitzerland‟s sales figure f0r
Fairtrade c0ffee in that year. The year 2004 als0 saw dramatic increases in the
m ney spent n Fairtrade bananas in the UK and Switzerland, with revenues
rising by €32 milli n and €4.5 milli n respectively.
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Sales f the tw Fairtrade pr ducts were far l wer in Denmark, Belgium and
Sweden. Small increases in sales f Fairtrade c ffee can be seen, but revenue
remained at €2 milli n r bel w in all three c untries in b th years. Finally, it is
n ticeable that the m ney spent n Fairtrade bananasactually fell in Belgium
and Sweden.
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N0te:
This rep0rt is a bit l0nger (216 w0rds) than necessary, but I think it's a useful
m0del answer in terms 0f its structure and the language used.
The diagrams bel w sh w the site f a sch l in 2004 and the planf r changes t
the sch l site in 2024.
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(S urce: fficial IELTS Practice
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Materials 2)
The tw pictures c mpare the lay ut f a sch l as it was in the year 2004 with a
pr p sed site design f r the year 2024.
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It is clear that the main change f r 2024 inv lves the additi n f a new sch l
building. The sch l will then be able t acc mm date a c nsiderably larger
number 0f students.
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In 2004, there were 600 pupils attending the sch l, and the tw sch l
buildings were separated by a path running fr m the main entrance t the sp rts
field. By 2024, it is expected that there will be 1000 pupils, and a third
building will have been c nstructed. Furtherm re, the plan is t j in the tw
riginal buildings t gether, creating a sh rter path that links the buildings nly.
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As the third building and a sec nd car park will be built n the site f the
riginal sp rts field, a new, smaller sp rts field will need t be laid. A newr ad
will als be built fr m the main entrance t the sec nd car park. Finally, n
changes will be made t the main entrance and riginal car park.
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(183 w0rds, band 9)
The charts bel0w sh0w the results 0f a questi0nnaire that asked visit0rs t0 the
Parkway H tel h w they rated the h tel's cust mer service. The same
questi nnaire was given t 100 guests in the years 2005 and 2010.
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The pie charts
c mpare visit rs‟ resp nses t a survey ab ut cust mer service at the Parkway
H0tel in 2005 and in 2010.
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It is clear that verall cust mer satisfacti n increased c nsiderably fr m 2005 t
2010. While m st h tel guests rated cust mer service as satisfact ry r p r in
2005, a clear maj rity described the h tel‟s service as g d r excellent in 2010.
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L king at the p sitive resp nses first, in 2005 nly 5% f the h tel‟s visit rs rated
its cust mer service as excellent, but this figure r se t 28% in 2010.
Furtherm re, while nly 14% f guests described cust mer service in the h tel as
g d in 2005, alm st three times as many pe plegave this rating five years later.
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With regard t negative feedback, the pr p rti n f guests wh c nsidered the
h tel‟s cust mer service t be p r fell fr m 21% in 2005 t nly 12% in 2010.
Similarly, the pr p rti n f pe ple wh th ught cust mer service was very p r
dr pped fr m 15% t nly 4% ver the 5-year peri d. Finally, a fall in the number
f„satisfact ry‟ ratings in 2010reflects the fact that m re pe ple gave p sitive
resp nses t the survey in that year.
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The pie charts bel0w c0mpare water usage in San Dieg0, Calif0rnia and the
rest f the w rld.
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The pie charts give inf rmati n ab ut the water used f r residential, industrial
and agricultural purp ses in San Dieg C unty, Calif rnia, and the w rld as a
wh le.
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It is n ticeable that m re water is c nsumed by h mes than by industry r
agriculture in the tw American regi ns. By c ntrast, agriculture acc unts f r the
vast maj rity f water used w rldwide.
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In San Dieg C unty and Calif rnia State, residential water c nsumpti n
acc unts f r 60% and 39% f t tal water usage. By c ntrast, a mere 8% f the
water used gl bally g es t h mes. The pp site trend can be seen when we l k at
water c nsumpti n f r agriculture. This acc unts f r a massive 69% f gl bal
water use, but nly 17% and 28% f water usage in San Dieg and Calif rnia
respectively.
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Such dramatic differences are n t seen when we c mpare the figures f r
industrial water use. The same pr p rti n f water (23%) is used by industry in
San Dieg and w rldwide, while the figure f r Calif rnia is 10%higher, at 33%.
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The chart bel0w sh0ws the am0unt 0f time that 10 t0 15-year0lds spend
chatting n the Internet and playing n games c ns les n an average sch l
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day in the UK.
The bar
chart c mpares the time spent by 10 t 15-year lds in the UK n tw activities,
namely chatting nline and playing c mputer games.
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verall, we can see that playing c mputer games is marginally m re p pular
than chatting n the Internet. H wever, c mpletely different trends can be seen
if we l k at the specific figures f r b ys and girls.
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B ys aged between 10 and 15 clearly fav ur playing n games c ns les ver
chatting nline. Acc rding t the chart, while 85% f b ys play c mputer games
every day, nly 55% chat nline daily. Furtherm re, themaj rity f b ys play n
their c ns les f r m re than ne h ur each day,and 10% d this activity f r f ur
h urs r m re.
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By c ntrast, girls prefer chatting nline. Cl se t 70% f 10 t 15-year ld girls
engage in nline c nversati n each day, c mpared t ab ut 50% f this c h rt wh
play c mputer games. f the girls wh d play n c ns les, m st f them play f r less
than an h ur, whereas m st girls wh chat nline d s f r m re than ne h ur, and
nearly 10% chat f r f ur h urs r m re.
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N te:
I decided t write ab ut b ys in ne paragraph and girls in the ther. H wever, it
w uld als be fine t write paragraphs ab ut chatting n the Internet and playing
n c ns les.
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The line graph c mpares the percentage f pe ple in three c untries wh used the
Internet between 1999 and 2009.
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It is clear that the pr p rti n f the p pulati n wh used the Internet increased in
each c untry ver the peri d sh wn. verall, a much larger percentage f
Canadians and Americans had access t the Internet in c mparis n with
Mexicans, and Canada experienced the fastest gr wth in Internet usage.
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In 1999, the pr p rti n f pe ple using the Internet in the USA was ab ut20%.
The figures f r Canada and Mexic were l wer, at ab ut 10% and 5%
respectively. In 2005, Internet usage in b th the USA and Canada r se t ar und
70% f the p pulati n, while the figure f r Mexic reachedjust ver 25%.
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By 2009, the percentage0f Internet users was highest in Canada. Alm0st
100% 0f Canadians used the Internet, c0mpared t0 ab0ut 80% 0f Americans
and nly 40% f Mexicans.
The f ll wing bar chart has a t tal f 24 bars. It's imp ssible t describe 24 pieces
f inf rmati n in nly 20 minutes, s y u need t select.
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A simple rule is t select at
least ne key thing ab ut each c untry. Here are s me examples:
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Britain: highest spending n all 6 pr ducts, give the figure f r ph t graphic film.
France: sec0nd highest f0r 3 pr0ducts, but l0west f0r the0ther 3. Italy:
Italians spent m re m ney n t ys than n any ther pr duct. Germany: l west
spending verall, similar figures f r all 6 pr ducts.
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The bar chart c mpares c nsumer spending n six different items in Germany,
Italy, France and Britain.
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It is clear that British pe ple spent significantly m re m ney than pe plein the
ther three c untries n all six g ds. f the six items, c nsumers spent the m st
m ney n ph t graphic film.
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Pe ple in Britain spent just ver £170,000 n ph t graphic film, which is the
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highest figure sh0wn0n the chart. By c0ntrast, Germans were the l0west verall
spenders, with r ughly the same figures (just under
£150,000) f r each f the six pr ducts. The figures f r spending n t ys were the
same in b th France and Italy, at nearly £160,000. H wever, while French
pe ple spent m re than Italians n ph t graphic film and CDs, Italians paid ut
m re f r pers nal stere s, tennis racquets and perfumes. The am unt spent by
French pe ple n tennis racquets, ar und £145,000, is the l west figure sh wn n
the chart.
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N te:
- I tried t0 keep the essay sh0rt (154 w0rds) by selecting carefully.
- It's difficult t change spend, but I used spending, spenders and paid ut.
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The diagrams bel0w sh0w s0me principles 0f h0use design f0r c00land f0r
warm climates.
Alth ugh
this questi n is different fr m the n rmal graph/chart questi ns, y u sh uld
structure y ur answer in the same way. Try t write 4 paragraphs:
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1. Intr ducti n: paraphrase the questi n.
2.Summary: describe the main differences - the design f the r fand wind ws,
and the use f insulati n.
3.Details: c mpare the r f design and use f insulati n. 4.Details: c mpare the
wind w design and h w wind ws are used
during the day and at night.
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The diagrams sh w h w h use designs differ acc rding t climate.
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The m st n ticeable difference between h uses designed f r c l and warm
climates is in the shape f the r f. The designs als differ with regard t the
wind ws and the use f insulati n.
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We can see that the c l climate h use has a high-angled r f, whichall ws
sunlight t enter thr ugh the wind w. By c ntrast, the r f f the warm climate
h use has a peak in the middle and r f verhangs t shade the wind ws.
Insulati n and thermal building materials are used in c l climates t0 reduce
heat l0ss, whereas insulati0n and reflective materials are used t0 keep the heat
0ut in warm climates.
Finally, the c l climate h use has ne wind w which faces the directi n f the
sun, while the warm climate h use has wind ws n tw sides which are shaded
fr m the sun. By pening the tw wind ws at night, the h use designed f r warm
climates can be ventilated.
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(162 w rds, band 9)
The diagram bel0w sh0ws the water cycle, which is the c0ntinu0us m vement
f water n, ab ve and bel w the surface f the Earth.
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The picture
illustrates the way in which water passes fr0m 0cean t0 air t0land during the
natural pr cess kn wn as the water cycle.
Three main stages are sh wn n the diagram. cean water evap rates,falls as
rain, and eventually runs back int the ceans again.
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Beginning at the evap rati n stage, we can see that 80% f water vap urin the
air c mes fr m the ceans. Heat fr m the sun causes water t evap rate, and water
vap ur c ndenses t f rm cl uds. At the sec nd stage, labelled „precipitati n‟ n
the diagram, water falls as rain r sn w.
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At the third stage in the cycle, rainwater may take vari us paths. S me f it
may fall int lakes r return t the ceans via „surface run ff‟. therwise,
rainwater may filter thr ugh the gr und, reaching the impervi us layer f the
earth. Salt water intrusi n is sh wn t take place just bef re gr undwater passes
int the ceans t c mplete the cycle.
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(156 w rds, band 9)
The diagrams bel0w are existing and pr0p0sed fl00r plans f0r the
redevel pment f an art gallery.
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Here's my advice:
1.Intr ducti n: paraphrase the questi n
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2.Summary: the main changes t the gallery (entrance and use f space)
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3. Paragraph c mparing entrance, l bby, ffice, educati n area
4.Paragraph c mparing use f space f r exhibiti ns
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The first picture sh ws the lay ut f an art gallery, and the sec ndsh ws s me
pr p sed changes t the gallery space.
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It is clear that significant changes will be made in terms 0f the use 0f fl00r
space in the gallery. There will be a c0mpletely new entrance and m0re space
f0r exhibiti0ns.
At present, visit rs enter the gallery thr ugh d rs which lead int a l bby.
H wever, the plan is t m ve the entrance t the Parkins n C urt side f the
building, and visit rs will walk straight int the exhibiti n area. In place f the
l bby and ffice areas, which are sh wn n the existing plan, the new gallery
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plan sh ws an educati narea and a small st rage area.
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The permanent exhibiti n space in the redevel ped gallery will be ab ut twice
as large as it is n w because it will ccupy the area that is n w used f r
temp rary exhibiti ns. There will als be a new r m
f r special exhibiti ns. This r m is sh wn in red n the existing planand is n t
currently part f the gallery.
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(178 w rds, band 9)
The table bel w gives inf rmati n ab ut the undergr und railway systems in
six cities.
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Full essay (band 9):
The table sh ws data ab ut the undergr und rail netw rks in six maj r cities.
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The table c0mpares the six netw0rks in terms 0f their age, size and the number
f pe ple wh use them each year. It is clear that the three ldest undergr und
systems are larger and serve significantly m re passengersthan the newer
systems.
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The L nd n undergr und is the ldest system, having pened in 1863. Itis als
the largest system, with 394 kil metres f r ute. The sec nd largest system, in
Paris, is nly ab ut half the size f the L nd n undergr und, with 199
kil metres f r ute. H wever, it serves m re pe ple per year. While nly third in
terms f size, the T ky system is easily the m st used, with 1927 milli n
passengers per year.
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f the three newer netw rks, the Washingt n DC undergr und is the m st
extensive, with 126 kil metres f r ute, c mpared t nly 11 kil metres and 28
kil metres f r the Ky t and L s Angeles systems. The L s Angeles netw rk is
the newest, having pened in 2001, while the Ky t netw rk is the smallest and
serves nly 45 milli n passengersper year.
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(185 w rds)
Cambridge IELTS b00k 7, page 101:
The pie charts c mpare the am unt f electricity pr duced using five different
s urces f fuel in tw c untries ver tw separate years.
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T tal electricity pr ducti n increased dramatically fr m 1980 t 2000 in b th
Australia and France. While the t0tals f0r b0th c0untries were similar, there
were big differences in the fuel s0urces used.
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C al was used t pr duce 50 f the t tal 100 units f electricity in Australia in
1980, rising t 130 ut f 170 units in 2000. By c ntrast, nuclear p wer became
the m st imp rtant fuel s urce in France in 2000, pr ducing alm st 75% f the
c untry‟s electricity.
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Australia depended n hydr p wer f r just under 25% f its electricity in b th
years, but the am unt f electricity pr duced using this type f p werfell fr m 5 t
nly 2 units in France. il, n the ther hand, remained a relatively imp rtant fuel
s urce in France, but its use declined in Australia.B th c untries relied n
natural gas f r electricity pr ducti n significantlym re in 1980 than in 2000.
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(170 w rds)
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Full essay (159 w rds):
The chart gives inf rmati n ab ut UK immigrati n, emigrati n and net migrati n
between 1999 and 2008.
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B th immigrati n and emigrati n rates r se ver the peri d sh wn, but the figures
f r immigrati n were significantly higher. Net migrati n peaked in 2004 and
2007.
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In 1999, ver 450,000 pe ple came t live in the UK, while the number f pe ple
wh emigrated st d at just under 300,000. The figure f r net migrati n was
ar und 160,000, and it remained at a similar level until 2003. Fr m 1999 t
2004, the immigrati n rate r se by nearly 150,000 pe ple, but there was a much
smaller rise in emigrati n. Net migrati n peaked at alm st 250,000 pe ple in
2004.
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After 2004, the rate f immigrati n remained high, but the number f pe ple
emigrating fluctuated. Emigrati n fell suddenly in 2007, bef re peaking at
ab ut 420,000 pe ple in 2008. As a result, the net migrati n figure r se t ar und
240,000 in 2007, but fell back t ar und 160,000 in2008.
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The charts bel0w sh0w the levels0f participati0n in educati0n and science in
devel ping and industrialised c untries in 1980 and 1990.
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The three bar charts sh0w average years 0f sch00ling, numbers 0f scientists and
technicians, and research and devel pment spending in devel ping and
devel ped c untries. Figures are given f r 1980 and 1990.
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It is clear fr m the charts that the figures f r devel ped c untries are much
higher than th se f r devel ping nati ns. Als , the charts sh w an verall increase
in participati n in educati n and science fr m 1980 t 1990.
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Pe0ple in devel0ping nati0ns attended sch00l f0r an average 0f ar0und3 years,
with nly a slight increase in years f sch ling fr m 1980 t 1990. n the ther
hand, the figure f r industrialised c untries r se fr mnearly 9 years f sch ling in
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1980 t0 nearly 11 years in 1990.
Fr m 1980 t 1990, the number f scientists and technicians in industrialised
c untries alm st d ubled t ab ut 70 per 1000 pe ple.
Spending n research and devel pment als saw rapid gr wth in these c untries,
reaching $350 billi n in 1990. By c ntrast, the number f science w rkers in
devel ping c untries remained bel w 20 per 1000 pe ple, and research spending
fell fr m ab ut $50 billi n t nly $25 billi n.
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(187 w rds)
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The diagram bel0w sh0ws h0w the Australian Bureau0f Mete0r0l0gy c llects
up-t -the-minute inf rmati n n the weather in rder t pr duce reliable
f recasts.
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Here is my full essay
(170 w rds):
The figure illustrates the pr cess used by the Australian Bureau fMete r l gy t
f recast the weather.
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There are f ur stages in the pr cess, beginning with the c llecti n f inf rmati n
ab ut the weather. This inf rmati n is then analysed, prepared f r presentati n,
and finally br adcast t the public.
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L king at the first and sec nd stages f the pr cess, there are three ways f
c llecting weather data and three ways f analysing it. Firstly, inc ming
inf rmati n can be received by satellite and presented f r analysis as a satellite
ph t . The same data can als be passed t a radar stati n and presented n a radar
screen r syn ptic chart. Sec ndly, inc ming inf rmati n may be c llected directly
by radar and analysed n a radar screen r syn ptic chart. Finally, drifting bu ys
als receive data which can be sh wn n a syn ptic chart.
At the third stage f the pr cess, the weather br adcast is prepared n c mputers.
Finally, it is delivered t the public n televisi n, n the radi , r as a rec rded
teleph ne ann uncement.
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The table bel w gives inf rmati n n c nsumer spending ndifferent items in
five different c untries in 2002.
Percentage f nati nal c nsumer expenditure by categ ry– 2002
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The table sh ws
percentages f c nsumer expenditure f r three categ ries f pr ducts and services
in five c untries in 2002.
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It is clear that the largest pr0p0rti0n 0f c0nsumer spending in each c0untry
went0n f00d, drinks and t0bacc0.0n the0ther hand, the leisure/educati0n
categ0ry has the l0west percentages in the table.
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ut f the five c untries, c nsumer spending n f d, drinks and t bacc was
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n ticeably higher in Turkey, at 32.14%, and Ireland, at nearly 29%. The
pr p rti n f spending n leisure and educati n was als highest in Turkey, at
4.35%, while expenditure n cl thing and f twear was significantly higher in
Italy, at 9%, than in any f the ther c untries.
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It can be seen that Sweden had the l west percentages f nati nal c nsumer
expenditure f r f d/drinks/t bacc and f r cl thing/f twear,at nearly 16% and
just ver 5% respectively. Spain had slightly higher figures f r these categ ries,
but the l west figure f r leisure/educati n, at nly 1.98%.
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N te:
- Which inf rmati n did I ch se t include in my 'summary' paragraph?
- Why did I use past and present tenses in paragraph 2?
- H0w did I gr0up the inf0rmati0n f0r paragraphs 3 and 4?
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The graph and table bel w give inf rmati n ab ut water usew rldwide and
water c0nsumpti0n in tw0 different c0untries.
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The charts c mpare the am unt f water used f r agriculture, industry and
h mes ar und the w rld, and water use in Brazil and the Dem craticRepublic f
C ng .
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It is clear that gl bal water needs r se significantly between 1900 and 2000,
and that agriculture acc unted f r the largest pr p rti n f water used. We can
als see that water c nsumpti n was c nsiderably higher in Brazil than in the
C ng .
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In 1900, ar0und 500km³ 0f water was used by the agriculture sect0r
w0rldwide. The figures f0r industrial and d0mestic water c0nsumpti0n st00d at
ar0und 0ne fifth 0f that am0unt. By 2000, gl0bal water use f0r agriculture had
increased t0 ar0und 3000km³, industrial water use had risen t0 just under half
that am unt, and d mestic c nsumpti n had reached appr ximately 500km³.
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In the year 2000, the p pulati ns f Brazil and the C ng were 176 milli n and
5.2 milli n respectively. Water c nsumpti n per pers n in Brazil, at 359m³, was
much higher than that in the C ng , at nly 8m³, and this c uld be explained by
the fact that Brazil had 265 times m re irrigated land.
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The table bel0w sh0ws the pr0p0rti0n 0f different categ0ries0f families living
in p verty in Australia in 1999.
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The table gives
inf rmati n ab ut p verty rates am ng six types f h useh ld in Australia in the
year 1999.
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It is n ticeable that levels f p verty were higher f r single pe ple than f r
c uples, and pe ple with children were m re likely t be p r than th se with ut.
P verty rates were c nsiderably l wer am ng elderly pe ple.
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verall, 11% f Australians, r 1,837,000 pe ple, were living in p verty in
1999. Aged pe ple were the least likely t be p r, with p verty levels f 6% and
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4% f r single aged pe ple and aged c uples respectively.
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Just 0ver 0ne fifth 0f single parents were living in p0verty, whereas 0nly 12%
0f parents living with a partner were classed as p00r. The same pattern can be
seen f r pe ple with n children: while 19% f single pe ple in this gr up were
living bel w the p verty line, the figure f r c uples was much l wer, at nly 7%.
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The map bel0w is0f the t0wn0f Garlsd0n. A new supermarket (S) is planned
f r the t wn. The map sh ws tw p ssible sites f r the supermarket.
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(Fr m Cambridge
0
IELTS 5)Here
is s me advice:
1.Intr ducti n - Just paraphrase the questi n (instead f 'tw p ssible sites' y u
c uld write 'tw p tential l cati ns').
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2. Summary - The main p int is that the first site (S1) is utside thet wn,
whereas the sec0nd site is in the t0wn centre. Als0, y0u c0uld menti n that the
map sh ws the p siti n f b th sites relative t a railway and three r ads which
lead t three smallert wns.
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3. Details (2 paragraphs) - D n't write a separate paragraph ab uteach site;
it's much better t c mpare the sites. I'd write ne paragraph c mparing the
p siti n f each site relative t Garlsd n (menti n the different areas f the t wn),
and an therparagraph ab ut the p siti ns relative t transp rt links with the ther
three t wns.
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The map sh ws tw p tential l cati ns (S1 and S2) f r a newsupermarket in a
t wn called Garlsd n.
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The main difference between the tw sites is that S1 is utside thet wn,
whereas S2 is in the t wn centre. The sites can als be
c mpared in terms f access by r ad r rail, and their p siti ns relative t three
smaller t wns.
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L king at the inf rmati n in m re detail, S1 is in the c untryside t the n rth
west f Garlsd n, but it is cl se t the residential area f thet wn. S2 is als cl se t
the h using area, which surr unds the t wncentre.
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There are main r0ads fr0m Hind0n, Bransd0n and Cransd0n t0 Garlsd0n t0wn
centre, but this is a n0 traffic z0ne, s0 there w0uld be n0 access t0 S2 by car.
By c ntrast, S1 lies n the main r ad t Hind n, but it w uld be m re difficult t0
reach fr0m Bransd0n and Cransd0n. B0th supermarket sites are cl0se t0 the
railway that runs thr0ugh Garlsd0n fr0m Hind0n t0 Cransd0n.
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The clim0graph bel0w sh0ws average m0nthly temperatures and rainfall in
the city f K lkata.
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The chart c mpares average
figures f r temperature and precipitati n ver the c urse f a calendar year in
K lkata.
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It is n ticeable that m nthly figures f r precipitati n in K lkata vary
c nsiderably, whereas m nthly temperatures remain relatively stable. Rainfall
is highest fr m July t August, while temperatures are highest in April and
May.
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Between the m0nths0f January and May, average temperatures in K0lkata rise
fr0m their l0west p0int at ar0und 20°C t0 a peak 0f just 0ver30°C. Average
rainfall in the city als0 rises 0ver the same peri0d, fr0m appr0ximately 20mm
0f rain in January t0 100mm in May.
While temperatures stay r ughly the same f r the next f ur m nths, the am unt
f rainfall m re than d ubles between May and June. Figures f r precipitati n
remain ab ve 250mm fr m June t September, peaking at ar und 330mm in
July. The final three m nths f the year see a dramatic fall in precipitati n, t a
l w f ab ut 10mm in December, and a steady dr p in temperatures back t the
January average.
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The bar charts c mpare students f different ages in terms f why they are
studying and whether they are supp rted by an empl yer.
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It is clear that the pr p rti n f students wh study f r career purp ses is far
higher am ng the y unger age gr ups, while the ldest students are m re likely t
study f r interest. Empl yer supp rt is m re c mm nlygiven t y unger students.
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Ar und 80% f students aged under 26 study t further their careers, whereas
0nly 10% study purely 0ut 0f interest. The gap between these tw0 pr0p0rti0ns
narr0ws as students get 0lder, and the figures f0r th0se in their f0rties are the
same, at ab ut 40%. Students aged ver 49 verwhelmingly study f r interest
(70%) rather than f r pr fessi nalreas ns (less than 20%).
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Just ver 60% f students aged under 26 are supp rted by their empl yers. By
c ntrast, the 30-39 age gr up is the m st self-sufficient, with nly 30% being
given time ff and help with fees. The figures rise slightly f r students in their
f rties and f r th se aged 50 r m re.
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The chart bel0w sh0ws numbers 0f incidents and injuries per 100 milli0n
passenger miles travelled (PMT) by transp rtati n type in 2002.
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The bar chart c mpares the number f incidents and injuries f r every 100
milli n passenger miles travelled n five different types f public transp rt in
2002.
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It is clear that the m st incidents and injuries t k place n demand- resp nse
vehicles. By c ntrast, c mmuter rail services rec rded by far the l west figures.
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A t tal f 225 incidents and 173 injuries, per 100 milli n passenger miles
travelled, t k place n demand-resp nse transp rt services. These figures were
nearly three times as high as th se f r the sec nd highest categ ry, bus services.
There were 76 incidents and 66 pe ple were injured n buses.
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Rail services experienced fewer pr blems. The number f incidents n light
rail trains equalled the figure rec rded f r buses, but there were significantly
fewer injuries, at nly 39. Heavy rail services saw l wer numbers f such
events than light rail services, but c mmuter rail passengers were even less
likely t experience pr blems. In fact, nly 20incidents and 17 injuries ccurred
n c mmuter trains.
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(165 w rds, band 9)
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N te:
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D n't w rry ab ut the repetiti n f "incidents and injuries" in this essay. There
are n perfect syn nyms f r these w rds, alth ugh I managed t use "pr blems"
and "such events" later in the essay. The m st imp rtantthing is t describe the
data clearly and make s me g d c mparis ns.
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The graph bel0w sh0ws the pr0p0rti0n 0f the p0pulati0n aged 65 and 0ver
between 1940 and 2040 in three different c untries.
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The line graph c mpares the
percentage f pe ple aged 65 r m re in three c untries ver a peri d f 100 years.
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It is clear that the pr p rti n f elderly pe ple increases in each c untry between
1940 and 2040. Japan is expected t see the m st dramatic changes in its
elderly p pulati n.
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In 1940, ar und 9% f Americans were aged 65 r ver, c mpared t ab ut 7% f
Swedish pe ple and 5% f Japanese pe ple. The pr p rti ns f elderly pe ple in
the USA and Sweden r se gradually verthe next 50 years, reaching just under
15% in 1990. By c ntrast, the figures f r Japan remained bel w 5% until the
early 2000s.
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L king int the future, a sudden increase in the percentage f elderly pe ple is
predicted f r Japan, with a jump f ver 15% in just 10 years fr m 2030 t 2040.
By 2040, it is th ught that ar und 27% f theJapanese p pulati n will be 65 years
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ld r m re, while the figures f r Sweden and the USA will be slightly l wer, at
ab ut 25% and 23% respectively.
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36
Average weekly h0useh0ld expenditure by regi0n, 2007-09
Weekly expenditure (£)
Here are
my 10 sentences:
1. The bar chart sh ws average weekly spending by h useh lds in different
areas f England between 2007 and 2009.
2.H useh lds in the s uth f the c untry spent m re n averagethan th se in the
n rth.
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3.Average weekly spending by h useh lds was highest in L nd nand l west in
the N rth East.
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4. English h useh lds spent n average ar und £470 per week. 5.The average
expenditure f r h useh lds in L nd n was ab ut £560 per week, alm st £100 m re
than the verall figure f r
England.
6.H useh lds in the S uth East, East and S uth West als spent m re
than the nati nal average.
7.Weekly h0useh0ld spending figures f0r th0se three regi0ns were
appr0ximately £520, £490 and £480 respectively.
8.Similar levels f h useh ld spending were seen in the West Midlands,
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the N rth West and the East Midlands, at ab ut £430 t £450 per
week.
9.In the regi n f Y rkshire and the Humber, h useh lds spent
appr ximately £400 per week, while expenditure in the N rth East
was ar und £10 per week l wer than this.
10. It is n0ticeable that average weekly expenditure by h0useh0ldsin the
N0rth East was ar0und £80 less than the nati0nal average, and
ar und £170 less than the L nd n average.
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The chart bel0w sh0ws the t0tal number 0f 0lympic medals w0n bytwelve
different c untries.
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The bar chart
c mpares twelve c untries in terms f the verall number f medals that they
have w n at the lympic Games.
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It is clear that the USA is by far the m st successful lympic medal winning
nati n. It is als n ticeable that the figures f r g ld, silver and br nze medals w n
by any particular c untry tend t be fairly similar.
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The USA has w n a t tal f ar und 2,300 lympic medals, including
appr ximately 900 g ld medals, 750 silver and 650 br nze. In sec nd place n
the all-time medals chart is the S viet Uni n, with just ver 1,000 medals.
Again, the number f g ld medals w n by this c untry is slightly higher than the
number f silver r br nze medals.
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nly f ur ther c untries - the UK, France, Germany and Italy - have w nm re
than 500 lympic medals, all with similar pr p rti ns f each medalc l ur. Apart
fr m the USA and the S viet Uni n, China is the nly ther c untry with a
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n ticeably higher pr p rti n f g ld medals (ab ut 200) c mpared t silver and
br nze (ab ut 100 each).
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(178 w0rds, band 9)
The table c mpares the percentages f pe ple using different functi ns f their
m bile ph nes between 2006 and 2010.
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Thr ugh ut the peri d sh wn, the main reas n why pe ple used their m bile
ph nes was t make calls. H wever, there was a marked increase in the
p pularity f ther m bile ph ne features, particularly the Internet search feature.
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In 2006, 100% f m bile ph ne wners used their ph nes t make calls, while the
next m st p pular functi ns were text messaging (73%) and taking ph t s
(66%). By c ntrast, less than 20% f wners played games r music n their
ph nes, and there were n figures f r users d ing Internet searches r rec rding
vide .
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ver the f ll wing 4 years, there was relatively little change in the figuresf r the
t p three m bile ph ne features. H wever, the percentage f pe ple using their
ph nes t access the Internet jumped t 41% in 2008and then t 73% in 2010.
There was als a significant rise in the use f m biles t play games and t rec rd
vide , with figures reaching 41% and 35% respectively in 2010.
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N te:
The ab ve essay isn't perfect, but it's still g d en ugh f r a band 9. Y uare n t
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expected t write a masterpiece in nly 20 minutes.
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The tw maps bel w sh w an island, bef re and after the c nstructi n f s me
t urist facilities.
Summarize the inf rmati n by selecting and rep rting the main features,
andmake c mparis ns where relevant.
Write at least 150 w0rds
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The diagrams illustrate s me
changes t a small island which has been devel ped f r t urism.
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It is clear that the island has changed c nsiderably with the intr ducti n f
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t urism, and six new features can be seen in the sec nd diagram. The main
devel pments are that the island is accessible and visit rs have s mewhere t
stay.
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L king at the maps in m re detail, we can see that small huts have beenbuilt
t0 acc0mm0date visit0rs t0 the island. The 0ther physical structures that have
been added are a recepti n building, in the middle f the island, and a
restaurant t the n rth f the recepti n. Bef re these devel pments, the island was
c0mpletely bare apart fr0m a few trees.
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As well as the buildings menti ned ab ve, the new facilities n the island
include a pier, where b ats can d ck. There is als a sh rt r ad linking the pier
with the recepti n and restaurant, and f tpaths c nnect the huts. Finally, there
is a designated swimming area f r t urists ff a beach n the western tip f the
island.
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(175 w rds, band 9)
The graph bel0w sh0ws the average number 0f UK c0mmuters travelling
each day by car, bus r train between 1970 and 2030.
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Here's the essay I
wr te with my students' help:
The line graph c0mpares figures f0r daily travel by w0rkers in the UK using
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three different f rms f transp rt ver a peri d f 60 years.
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It is clear that the car is by far the m st p pular means f transp rt f r UK
c mmuters thr ugh ut the peri d sh wn. Als , while the numbers fpe ple wh use
the car and train increase gradually, the number f bus users falls steadily.
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In 1970, ar und 5 milli n UK c mmuters travelled by car n a daily basis,while
the bus and train were used by ab0ut 4 milli0n and 2 milli0n pe0ple
respectively. In the year 2000, the number f th se driving t w rk r se t 7
milli n and the number f c mmuting rail passengers reached 3 milli n.
H0wever, there was a small dr0p 0f appr0ximately 0.5 milli0n in the number 0f
bus users.
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By 2030, the number f pe ple wh c mmute by car is expected t reachalm st 9
milli n, and the number f train users is als predicted t rise, t nearly 5 milli n.
By c ntrast, buses are predicted t bec me a less p pular ch ice, with nly 3
milli n daily users.
Here's my full essay using last week's ideas:
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The line graph c mpares average yearly spending by Americans n m bile and
landline ph ne services fr m 2001 t 2010.
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It is clear that spending n landline ph nes fell steadily ver the 10-year peri d,
while m bile ph ne expenditure r se quickly. The year 2006 marks the p int at
which expenditure n m bile services vert k that f rresidential ph ne services.
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In 2001, US c nsumers spent an average f nearly $700 n residential ph ne
services, c0mpared t0 0nly ar0und $2000n cell ph0ne services.0ver the
f0ll0wing five years, average yearly spending 0n landlines dr0pped by nearly
$200. By c ntrast, expenditure n m biles r se by appr ximately $300.
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In the year 2006, the average American paid ut the same am unt f m ney n
b th types f ph ne service, spending just ver $500 n each. By 2010,
expenditure n m bile ph nes had reached ar und $750, while the figure f r
spending n residential services had fallen t just ver halfthis am unt.
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nymph = immature f rm f an insect m ult = shed r l se ld feathers, hair r skin
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t all w f r new gr wth
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The diagram illustrates the vari0us stages in the life 0f a h0ney bee. We can
see that the c mplete life cycle lasts between 34 and 36 days. It is als
n ticeable that there are five main stages in the devel pment f theh ney bee,
fr0m egg t0 mature adult insect.
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The life cycle f the h ney bee begins when the female adult lays an egg;the
female typically lays ne r tw eggs every 3 days. Between 9 and 10 days
later, each egg hatches and the immature insect, r nymph, appears.
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During the third stage f the life cycle, the nymph gr ws in size and sheds its
skin three times. This m ulting first takes place 5 days after the egg hatches,
then 7 days later, and again an ther 9 days later. After a t tal f 30 t 31 days
fr m the start f the cycle, the y ung adult h ney bee emerges fr m its final
m ulting stage, and in the space f nly 4 days it reaches full maturity.
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The bar graph sh0ws the gl0bal sales (in billi0ns 0f d0llars) 0f different types
f digital games between 2000 and 2006.
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The bar chart c mpares the turn ver in d llars fr m sales f vide gamesf r f ur
different platf rms, namely m bile ph nes, nline, c ns les and handheld
devices, fr m 2000 t 2006.
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It is clear that sales f games f r three ut f the f ur platf rms r se each year,
leading t a significant rise in t tal gl bal turn ver ver the 7-year peri d. Sales
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figures f r handheld games were at least twice as high as th se f r any ther
platf rm in alm st every year.
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In 2000, w rldwide sales f handheld games st d at ar und $11 billi n,while
c ns le games earned just under $6 billi n. N figures are given f r m bile r
nline games in that year. ver the next 3 years, sales f handheld vide games
r se by ab ut $4 billi n, but the figure f r c ns les decreased by $2 billi n. M bile
ph ne and nline games started t bec me p pular, with sales reaching ar und $3
billi n in 2003.
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In 2006, sales f handheld, nline and m bile games reached peaks f 17, 9 and
7 billi0n d0llars respectively. By c0ntrast, turn0ver fr0m c0ns0le games
dr0pped t0 its l0west p0int, at ar0und $2.5 billi0n.
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The map sh ws the gr wth f a village called Ch rleyw d between 1868 and
1994.
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It is clear that the village grew as the transp rt infrastructure was impr ved.
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F ur peri ds f devel pment are sh wn n the map, and each f the p pulated areas
is near t the main r ads, the railway r the m t rway.
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Fr m 1868 t 1883, Ch rleyw d c vered a small area next t ne f the main r ads.
Ch rleyw d Park and G lf C urse is n w l cated next t this riginal village area.
The village grew al ng the main r ad t the s uth between 1883 and 1922, and
in 1909 a railway line was built cr ssing this area fr m west t east. Ch rleyw d
stati n is in this part f the village.
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The expansi n f Ch rleyw d c ntinued t the east and west al ngside the
railway line until 1970. At that time, a m t rway was built t the east f the
village, and fr m 1970 t 1994, further devel pment f the village t k place
ar und m t rway intersecti ns with the railway and ne f themain r ads.
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D n't just read this essay nce. Spend s me time analysing it:  In what 0rder
did I describe the inf0rmati0n sh0wn 0n the map?  What inf rmati n did I
ch se f r paragraphs 3 and 4?
 What g d v cabulary d es the essay c ntain?
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N te: I've underlined
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s me g d phrases.
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The bar chart sh ws the number f h t d gs and buns eaten in 15 minutes by
the winners f„Nathan‟s H t D g Eating C ntest‟ in Br klyn, USA between
1980 and 2010.
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It is n0ticeable that the number 0f h0t d0gs and buns eaten by winners 0f the
c0ntest increased dramatically 0ver the peri0d sh0wn. The maj0rity 0f winners
were American 0r Japanese, and 0nly 0ne w0man had ever w0n the c0ntest.
Americans d minated the c ntest fr m 1980 t 1996, and the winning number
f h t d gs and buns c nsumed r se fr m nly 8 t ar und 21 during that time.
1983 and 1984 were n table excepti ns t the trend f rAmerican winners. In
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1983 a Mexican w n the c ntest after eating 19.5 h t d gs, alm st d uble the
am unt that any previ us winner had eaten, and 1984 saw the nly female
winner, Birgit Felden fr m Germany.
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A Japanese c ntestant, Takeru K bayashi, reigned as h t d g eating champi n f r
six years fr m 2001 t 2006. K bayashi‟s winning t tals far und 50 h t d gs
were r ughly d uble the am unt that any previ us winner had managed.
H wever, the current champi n, American J ey Chestnut, t k h t d g eating t
new heights in 2009 when he c nsumed an incredible 68 h t d gs and buns in
the all tted 15 minutes.
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The graph bel0w sh0ws trends in US meat and p0ultry c nsumpti n.
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(N te: I'm ign ring
the f recast and treating 2012 as a past year) The line graph sh0ws changes in
the per capita c0nsumpti0n 0f beef, p0rk, br0ilers and turkey in the United
States between 1955 and 2012.
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It is n ticeable that beef was by far the m st p pular f the f ur types f meat f r
the maj rity f the 57-year peri d. H wever, a c nsiderable risecan be seen in the
c nsumpti n f br ilers, with figures eventuallysurpassing th se f r beef.
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Between 1955 and 1976, US beef c nsumpti n r se fr m ar und 60 t a peak f
90 p unds per pers n per year. During the same peri d, c nsumpti n f br0ilers
als0 r0se, t0 nearly 30 p0unds per pers0n, while the figures f0r p0rk fluctuated
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between 50 and 40 p unds per pers n. Turkey was by far the least p pular
meat, with figures bel w 10 p unds per capita each year.
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By 2012, the am unt f beef c nsumed by the average American had
plummeted t ar und 50 p unds, but the c nsumpti n f br ilers had d ubled since
the 1970s, t appr ximately 55 p unds per capita. By c ntrast, there were n
significant changes in the trends f r p rk and turkey c nsumpti n ver the peri d
as a wh le.
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Task:
Analyse the ab ve paragraphs carefully. L k at which figures I decided t
include, the language used f r c mparis ns, and the way I divided the
descripti n int tw separate paragraphs.
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The chart bel0w sh0ws the pr0cess 0f waste paper recycling.
The fl w chart sh ws h w waste paper is recycled. It is clear that there are six
distinct stages in this pr cess, fr m the initial c llecti n f waste paper t the
eventual pr ducti n f usable paper.
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At the first stage in the paper recycling pr cess, waste paper is c llected either
fr m paper banks, where members f the public leave their used paper, r
directly fr m businesses. This paper is then s rted by hand and separated
acc rding t its grade, with any paper that is n t suitable f r recycling being
rem ved. Next, the graded paper is transp rted t a paper mill.
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Stages f0ur and five 0f the pr0cess b0th inv0lve cleaning. The paper is cleaned
and pulped, and f reign bjects such as staples are taken ut. F ll wing this, all
remnants f ink and glue are rem ved fr m the paper at the de-inking stage.
Finally, the pulp can be pr0cessed in a paper making machine, which makes
the end pr0duct: usable paper.
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(160 w rds, band 9)
The diagrams bel0w sh0w h0w h0uses can be pr0tected in areas which are
pr ne t fl ding.
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Here's my full
band 9 rep rt:
The diagrams c mpare tw different meth ds f defence f r h mes which are at
risk f being fl ded.
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The key difference between the diagrams is that they sh0w fl00d pr0tecti0n
with and with0ut a st0pbank. In either case, the at-risk h0meis raised 0n stilts
ab ve gr und level.
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The first diagram sh ws h w a st pbank acts as a fl d barrier t st p river water
fr m fl ding h mes. The st pbank is a small m und f land next t the river that
is higher than the 100-year fl d level, and prevents the river fr m bursting its
banks. Nearby h uses can be built n stilts t prevent fl ding fr m rainwater,
and a fl dgate beneath the st pbank can be pened t all w this „p nding‟ t
drain ff int the river.
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When there is n st pbank, as sh wn in the sec nd diagram, there will be
n thing t st p the river fr m fl ding. In this case, the s luti n is t put buildings n
stilts. The height f the stilts is measured s that the fl r f the h use is 300mm
ab ve the 100-year fl d level. This measurementis called the „freeb0ard‟.
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The table bel0w sh0ws the am0unt0f waste pr0ducti0n (in milli0ns 0f t nnes)
in six different c untries ver a twenty-year peri d.
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The chart c0mpares
the am0unts 0f waste that were pr0duced in six c0untries in the years 1980,
1990 and 2000.
In each f these years, the US pr duced m re waste than Ireland, Japan, K rea,
P land and P rtugal c mbined. It is als n ticeable that K rea was the nly c untry
that managed t reduce its waste utput by the year2000.
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Between 1980 and 2000, waste pr ducti n in the US r se fr m 131 t 192
milli n t nnes, and rising trends were als seen in Japan, P land and P rtugal.
Japan‟s waste utput increased fr m 28 t 53 milli n t nnes, while P land and
P rtugal saw waste t tals increase fr m 4 t
6.6 and fr m 2 t 5 milli n t nnes respectively.
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The trends f r Ireland and K rea were n ticeably different fr m th se described
ab ve. In Ireland, waste pr ducti n increased m re than eightf ld, fr m nly 0.6
milli n t nnes in 1980 t 5 milli n t nnes in 2000. K rea, by c0ntrast, cut its
waste 0utput by 12 milli0n t0nnes between 1990 and 2000.
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The pie charts c mpare the expenditure f a sch l in the UK in three different
years 0ver a 20-year peri0d.
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It is clear that teachers‟ salaries made up the largest pr p rti n f the sch l‟s
spending in all three years (1981, 1991 and 2001). By c ntrast, insurance was
the smallest c st in each year.
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In 1981, 40% f the sch l‟s budget went n teachers‟ salaries. This figure r se
t 50% in 1991, but fell again by 5% in 2001. The pr p rti n f spending n ther
w rkers‟ wages fell steadily ver the 20-year peri d, fr m 28% f the budget in
1981 t nly 15% in 2001.
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Expenditure n insurance st d at nly 2% f the t tal in 1981, but reached 8% in
2001. Finally, the percentages f r res urces and furniture/equipment
fluctuated. The figure f r res urces was highest in 1991, at 20%, and the
pr p rti n f spending n furniture and equipmentreached its peak in 2001, at
23%.
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The table bel0w sh0ws changes in the numbers0f residents cycling t0 w rk in
different areas f the UK between 2001 and 2011.
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The table c mpares the numbers f pe ple wh cycled t w rk in twelveareas 0f
the UK in the years 2001 and 2011.
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verall, the number f UK c mmuters wh travelled t w rk by bicycle r se
c nsiderably ver the 10-year peri d. Inner L nd n had by far the highest
number f cycling c mmuters in b th years.
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In 2001, well ver 43 th usand residents f inner L nd n c mmuted by bicycle,
and this figure r se t m re than 106 th usand in 2011, an increase f 144%. By
c ntrast, alth ugh uter L nd n had the sec nd highest number f cycling
c mmuters in each year, the percentagechange, at nly 45%, was the l west f
the twelve areas sh wn in the table.
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Bright n and H ve saw the sec nd biggest increase (109%) in the number f
residents cycling t w rk, but Brist l wasthe UK‟s sec nd cityin terms f t tal
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numbers f cycling c mmuters, with 8,108 in 2001 and 15,768 in 2011.
Figures f r the ther eight areas were bel w the 10 th usand mark in b th years.
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The diagram bel0w sh0ws h0w s0lar panels can be used t0 pr0vide electricity
f r d mestic use.
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The picture
illustrates the pr cess f pr ducing electricity in a h me usings lar panels.
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It is clear that there are five distinct stages in this pr cess, beginning withthe
capture f energy fr m sunlight. The final tw steps sh w h w d mestic
electricity is c nnected t the external p wer supply.
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At the first stage in the pr cess, s lar panels n the r f f a n rmal h use take
energy fr m the sun and c nvert it int DC current. Next, thiscurrent is passed t
an inverter, which changes it t AC current and regulates the supply f
electricity. At stage three, electricity is supplied t the h me fr m an electrical
panel.
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At the f0urth step sh0wn0n the diagram, a utility meter in the h0me is
resp nsible f r sending any extra electric p wer utside the h use int the grid.
Finally, if the s lar panels d n t pr vide en ugh energy f r the h useh ld,
electricity will fl0w fr0m the utility grid int0 the h0me thr0ugh the meter.
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N te:
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I've underlined examples0f the tw0 language features that make pr0cess
diagram descripti ns special: 'steps' language, and passive verbs.
0
The charts bel0w c0mpare the age structure 0f the p0pulati0ns 0f France and
India in 1984.
The tw charts
c mpare the p pulati ns f France and India in terms f age distributi n by
gender in the year 1984.
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It is clear that the p pulati n f India was y unger than that f France in 1984,
with a n ticeably larger pr p rti n f pe ple aged under 20.France, n the ther
hand, had a significantly larger percentage f elderlyinhabitants.
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In India, cl se t 14% f pe ple were aged 5 r under, and each five-year age
bracket ab ve this c ntained an increasingly smaller pr p rti n f the p pulati n.
France‟s p pulati n, by c ntrast, was m re evenly distributed acr ss the age
ranges, with similar figures (ar und 7% t 8% f all pe ple) f r each five-year
c h rt between the ages f 0 and 40. S mewhere between 10% and 15% f all
French pe ple were aged 70 r lder, but the equivalent figure f r India was nly
2%.
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L00king m0re cl0sely at gender, there was a n0ticeably higher pr0p0rti0n 0f
French w men than men in every c h rt fr m age 50 upwards. F r example,
alm st 3% f French 70- t 75-year lds were w men, while just under 2% were
men. N significant gender differences can be seen n the Indian p pulati n
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chart.
The pie charts bel0w sh0w h0w danger0us waste pr0ducts aredealt with in
three c untries.
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The charts c mpare K rea, Sweden and the UK in terms f the meth dsused in
each c untry t disp se f harmful waste.
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It is clear that in b th the UK and Sweden, the maj rity f danger us waste
pr ducts are buried undergr und. By c ntrast, m st hazard us materials in the
Republic f K rea are recycled.
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L king at the inf rmati n in m re detail, we can see that 82% f theUK‟s
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danger us waste is put int landfill sites. This disp sal technique is used f r
55% f the harmful waste in Sweden and nly 22% f similar waste in K rea.
The latter c untry recycles 69% f hazard us materials,which is far m re than
the ther tw nati ns.
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While 25% 0f Sweden's danger0us waste is recycled, the UK d0es n0t recycle
at all. Instead, it dumps waste at sea 0r treats it chemically. Thesetw0 meth0ds
are n0t empl0yed in K0rea 0r Sweden, which fav0ur incinerati0n f0r 9% and
20% f danger us waste respectively.
(159 w rds, band 9)
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The chart bel0w sh0ws the t0tal number 0f minutes (in billi0ns) 0f teleph ne
calls in the UK, divided int three categ ries, fr m 1995-2002.
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The bar chart c0mpares
the am0unt 0f time spent by pe0ple in the UK 0nthree different types f ph ne
call between 1995 and 2002.
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It is clear that calls made via l cal, fixed lines were the m st p pular type, in
terms f verall usage, thr ugh ut the peri d sh wn. The l west figures n the
chart are f r m bile calls, but this categ ry als saw the m st dramatic increase
in user minutes.
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In 1995, pe ple in the UK used fixed lines f r a t tal f just ver 70 billi n
minutes f r l cal calls, and ab ut half f that am unt f time f r nati nal r
internati nal calls. By c ntrast, m bile ph nes were nly used f r ar und 4 billi n
minutes. ver the f ll wing f ur years, the figures f r all three types f ph0ne call
increased steadily.
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By 1999, the am unt f time spent n l cal calls using landlines had reached a
peak at 90 billi n minutes. Subsequently, the figure f r this categ ry fell, but
the rise in the ther tw types f ph ne call c ntinued. In 2002, the number f
minutes f nati nal / internati nal landline calls passed 60 billi n, while the
figure f r m biles r se t ar und 45 billi n minutes.
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(197 w rds, band 9)
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The bar chart bel0w sh0ws the pr0p0rti0ns 0f English men and w0men 0f
different ages wh were living al ne in 2011. The pie chart c mpares the
numbers f bedr ms in these ne-pers n h useh lds.
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Living al ne in England by age and gender, 2011
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Number f bedr ms in
0
ne-pers n h useh lds (England, 2011)
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The tw charts give inf rmati n ab ut single ccupant h useh lds in England in
the year 2011. The bar chart c mpares figures f r ccupants' age and gender,
and the pie chart sh ws data ab ut the number f bedr ms in these h0mes.
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verall, females made up a higher pr p rti n f pe ple living al ne thanmales,
and this difference is particularly n ticeable in the lder age categ ries. We can
als see that the m st c mm n number f bedr ms in a single ccupant h me was
tw .
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A significant maj rity f the pe ple aged 65 r ver wh were living al ne in
England in 2011 were female. W men made up ar und 72% f single ccupants
aged 75 t 84, and 76% f th se aged 85 r ver. By c ntrast,am ng y unger adults
the figures f r males were higher. F r example, in the 35-49 age categ ry, men
acc unted f r nearly 65% f pe ple living al ne.
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In the same year, 35.4% f ne-pers n h useh lds in England had tw bedr ms,
while ne-bedr m and three-bedr m h mes acc unted f r28% and 29.8% f the
t tal. Under 7% f single ccupant h mes had f ur r m re bedr ms.
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(189 w0rds, band 9)
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TASK 2
IELTS Writing Task 2: h0w t0 answer any questi0n T day I want t sh w
y u what happens in my brain when Isee any IELTS Writing Task 2 questi n.
Here are my thinking steps:
1.I read the questi n very carefully, maybe three times. I ask myself "What's
the t0pic? What is the questi0n asking me t0 write ab0ut?" 2.I underline the
key things that must be included in the essay. I always answer every part f the
questi n.
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3. N w I think ab ut my 4 paragraph structure. I can write any type f essay in
4 paragraphs; I just need t decide what t put in each paragraph.
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4.If I need t0 give my0pini0n, I think "What is the easiest0pini0n t0 explain?
What g00d v0cabulary c0uld I use?"
5.Then I write d wn s me v cabulary ideas that are related t thet pic.
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6. I try t write 2 sentences f r the intr ducti n: I intr duce the t pic, then give a
simple answer (including my pini n if the questi nasks f r it).
7.I write sh0rt 't0pic sentences' t0 start each paragraph, thendevel0p my ideas
by explaining and supp rting with examples.
8.I l k at the questi n fr m time t time in rder t check that I'm answering
every part f it.
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9.I kn w that I write ab ut 10 w rds per line; I can quickly check the
appr ximate number f w rds that I've written.
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10. If I need m re w rds (t reach 250), I expand ne f my examples in the
main b dy paragraphs. If necessary, I draw an arr w t sh w where I want t add
the extra w rds.
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 Is it acceptable t use "I" r "my" in IELTS writing?
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As an ex-examiner, my advice is that y u sh uld use phrases like "I believe"
r "in my pini n" when the questi n asks f r y ur pini n e.g T what extent d
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y u agree r disagree?
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S me teachers tell students n t t use "I" in academic essays, but this advice is
really f r university academic writing, n t IELTS.
 D y u AGREE?
If the questi n asks whether Y U agree r disagree, d n't write a paragraph ab ut
what ther pe ple think. The wh le essay sh uld be ab ut Y UR views. 
IELTS Writing Task 2: the c nfidence t be 'simple'
F r many f the students I've taught, a breakthr ugh ( r big impr vement) came
when they f und the c nfidence t write in a m re 'simple' way.
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When y u st p w rrying ab ut whether y u need t include passives, c nditi nals
r 'difficult academic w rds' in y ur essays, y u are free t f cus n answering the
questi n and explaining y ur ideas c herently. It takes c nfidence t change y ur
appr ach and t believe that the 'simple' way will w rk.
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N te: Remember that 'simple' is n t the same thing as 'easy'!
 IELTS Writing Task 2: agree, disagree r partly agree?
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Here's s me advice f r pe ple wh are still c nfused ab ut "agree r disagree"
questi ns:
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If y u c mpletely agree r c mpletely disagree:
 Make y ur pini n clear in the intr ducti n and c nclusi n.
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
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Explain ne reas n f r y ur pini n in paragraph 2 and an ther in paragraph 3.
Imagine that y u are persuading the examiner that y ur pini n is right.
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
D0n't write a paragraph ab0ut what '0ther pe0ple' think. If y0u d0that, y u
are in danger f writing a "discuss b th views" essay. If y u menti n the pp site
argument, make sure that y u refute it (explain why y0u think it's wr0ng), like
I did in paragraph2 0f this essay.
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If y0u partly agree:

Make it clear in the intr ducti n and c nclusi n that y u have a balanced view
i.e. that y u accept b th sides f the argument t s me extent, like I did in last
week's less n.
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
Write ne paragraph ab ut each side f the argument. But d this fr m y ur
p int f view e.g. n the ne hand, I accept that... / n the ther hand, I als believe
that...
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
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D n't write a discussi n essay e.g. s me pe ple believe / therpe ple argue...
PS. This week's (free) vide less n will als help with this "agree,disagree r
partly agree" pr blem. It will be ready t m rr w.
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Families wh0 send their children t0 private sch00ls sh0uld n0t be required t
pay taxes that supp rt the state educati n system.T what extent d y u agree r
disagree with this statement?
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S0me pe0ple believe that parents 0f children wh0 attend private sch00lssh0uld
n0t need t0 c0ntribute t0 state sch00ls thr0ugh taxes. Pers0nally, I c0mpletely
disagree with this view.
F r a variety f reas ns, it w uld be wr ng t reduce taxes f r families wh pay f r
private educati n. Firstly, it w uld be difficult t calculate thec rrect am unt f
tax reducti n f r these families, and staff w uld be required t manage this
c mplex pr cess. Sec ndly, we all pay a certain am unt f tax f r public services
that we may n t use. F r example, m st pe ple are f rtunate en ugh n t t have t
call the p lice r fire brigade at any time in their lives, but they w uld n t expect
a tax reducti n f r this. Finally, if wealthy families were given a tax disc unt f r
sending their children t private sch ls, we might have a situati n where p rer
pe ple pay higher taxes than the rich.
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In my pini n, we sh uld all be happy t pay ur share f the m ney that supp rts
public sch ls. It is beneficial f r all members f s ciety t havea high quality
educati n system with equal pp rtunities f r all y ung pe ple. This will result in
a well-educated w rkf rce, and in turn a m re pr ductive and pr sper us nati n.
Parents f children in private sch ls may als see the advantages f this in their
wn lives. F r example, a c mpany wner will need well qualified and c mpetent
staff, and a well- funded educati n system can pr0vide such empl0yees.
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In c nclusi n, I d n t believe that any financial c ncessi ns sh uld be made f r
pe ple wh ch se private educati n.
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We cann0t help every0ne in the w0rld that needs help, s0 we sh0uld0nly be
c ncerned with ur wn c mmunities and c untries. T what extent d y u agree
r disagree with this statement?
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S me pe ple believe that we sh uld n t help pe ple in ther c untries as l ng as
there are pr blems in ur wn s ciety. I disagree with this view because I believe
that we sh uld try t help as many pe ple as p ssible.
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n the ne hand, I accept that it is imp rtant t help ur neighb urs andfell w
citizens. In m st c mmunities there are pe ple wh are imp verished r
disadvantaged in s me way. It
example, in even the wealthiest
is p ssible t find h meless pe ple, f r
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f cities, and f r th se wh are c ncerned ab ut this pr blem, there are usually
pp rtunities t v lunteer time r give m ney t supp rt these pe ple. Inthe UK,
pe ple can help in a variety f ways, fr m d nating cl thing t serving free f d in
a s up kitchen. As the pr blems are n ur d rstep,and there are bvi us ways t
help, I can understand why s me pe ple feel that we sh uld pri ritise l cal
charity.
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At the same time, I believe that we have an bligati n t help th se wh live
bey nd ur nati nal b rders. In s me c untries the pr blems that pe ple face are
much m re seri us than th se in ur wn c mmunities, and it is ften even easier
t help. F r example, when children are dyingfr m curable diseases in African
c untries, g vernments and individuals in richer c untries can save lives simply
by paying f r vaccines that already exist. A small d nati n t an internati nal
charity might have a much greater impact than helping in ur l cal area.
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In c nclusi n, it is true that we cann t help every ne, but in my pini n nati nal
b undaries sh uld n t st p us fr m helping th se wh are in need.
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There are many different types 0f music in the w0rld t0day. Why d0we need
music? Is the traditi nal music f a c untry m re imp rtantthan the
internati nal music that is heard everywhere n wadays?
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It is true that a rich variety f musical styles can be f und ar und the w rld.
Music is a vital part f all human cultures f r a range f reas ns, and I w uld
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argue that traditi nal music is m re imp rtant than m dern, internati nal music.
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Music is s mething that acc mpanies all f us thr ugh ut ur lives. As children,
we are taught s ngs by ur parents and teachers as a means f learning
language, 0r simply as a f0rm 0f enj0yment. Children delight in singing with
thers, and it w uld appear that the act f singing in a gr up creates a c nnecti n
between participants, regardless f their age.Later in life, pe ple‟s musical
preferences devel p, and we c me t see ur fav urite s ngs as part f ur life
st ries. Music b th expresses and ar uses em ti ns in a way that w rds al ne
cann t. In sh rt, it is difficultt imagine life with ut it.
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In my pini n, traditi nal music sh uld be valued ver the internati nal music that
has bec me s p pular. Internati nal p p music is ften catchy and fun, but it is
essentially a c mmercial pr duct that is marketedand s ld by business pe ple.
Traditi nal music, by c ntrast, expresses the culture, cust ms and hist ry f a
c untry. Traditi nal styles, such as
...(example)..., c nnect us t the past and f rm part f ur cultural identity. It
w uld be a real pity if p p music became s pred minant that these nati nal
styles disappeared.
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In c nclusi n, music is a necessary part f human existence, and I believe that
traditi nal music sh uld be given m re imp rtance than internati nal music.
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S0me pe0ple think that all teenagers sh0uld be required t0 d0 unpaid w rk in
their free time t help the l cal c mmunity. They believe this w uld benefit
b th the individual teenager and s ciety as a wh le. D y u agree r disagree?
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Many y ung pe ple w rk n a v lunteer basis, and this can nly be beneficial f r
b th the individual and s ciety as a wh le. H wever, I d n t agree that we sh uld
theref re f rce all teenagers t d unpaid w rk.
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M st y ung pe ple are already under en ugh pressure with their studies, with ut
being given the added resp nsibility f w rking in their spare time. Sch l is just
as demanding as a full-time j b, and teachers expect their students t d
h mew rk and exam revisi n n t p f attending less ns every day. When y ung
pe ple d have s me free time, we sh uld enc urage them t enj y it with their
friends r t spend it d ing sp rts and ther leisure activities. They have many
years f w rk ahead f them when they finish their studies.
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At the same time, I d n t believe that s ciety has anything t gain fr m bliging
y ung pe ple t d unpaid w rk. In fact, I w uld argue that it g es against the
values f a free and fair s ciety t f rce a gr up f pe ple t d s mething against
their will. D ing this can nly lead t resentment am ngst y ung pe ple, wh
w uld feel that they were being used, and parents, wh w uld n t want t be t ld
h w t raise their children. Currently, n b dy is f rced t v lunteer, and this is
surely the best system.
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In c nclusi n, teenagers may ch se t w rk f r free and help thers, but in my
0pini0n we sh0uld n0t make this c0mpuls0ry.
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S0me pe0ple believe that h0bbies need t0 be difficult t0 beenj0yable. T what
extent d y u agree r disagree?
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S me h bbies are relatively easy, while thers present m re f a challenge.
Pers nally, I believe that b th types f h bby can be fun, and I theref re disagree
with the statement that h bbies need t be difficult in rder t be enj yable.
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n the ne hand, many pe ple enj y easy h bbies. ne example f an activity that
is easy f r m st pe ple is swimming. This h bby requires very little equipment,
it is simple t learn, and it is inexpensive. I remember learning t swim at my
l cal swimming p l when I was a child, and it never felt like a demanding r
challenging experience. An ther h bby that I find easy and fun is ph t graphy.
In my pini n, any ne can take interesting pictures with ut kn wing t much
ab ut the technicalities f perating a camera. Despite being straightf rward,
taking ph t s is a satisfying activity.
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n the ther hand, difficult h bbies can s metimes be m re exciting. If an
activity is m re challenging, we might feel a greater sense f satisfacti n when
we manage t d it successfully. F r example, film editing is a h bby that
requires a high level f kn wledge and expertise. In my case, it t k me ar und
tw years bef re I became c mpetent at this activity, but n w I enj y it much
m re than I did when I started. I believe that many h bbies give us m re
pleasure when we reach a higherlevel f perf rmance because the results are
better and the feeling f achievement is greater.
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In c nclusi n, simple h bbies can be fun and relaxing, but difficult h bbies can
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be equally pleasurable f r different reas ns.
N0te:
N0tice that we used examples as the basis 0f b0th main paragraphs.
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In the devel0ped w0rld, average life expectancy is increasing. What pr blems
will this cause f r individuals and s ciety? Suggest s me measures that c uld
be taken t reduce the impact f ageing p pulati ns.
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It is true that pe0ple in industrialised nati0ns can expect t0 live l0nger than
ever bef0re. Alth0ugh there will und0ubtedly be s0me negative c0nsequences f
this trend, s cieties can take steps t mitigate these p tential pr blems.
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As pe ple live l nger and the p pulati ns f devel ped c untries gr w lder,
several related pr blems can be anticipated. The main issue is that there will
bvi usly be m re pe ple f retirement age wh will be eligible t receive a
pensi n. The pr p rti n f y unger, w rking adults will be smaller, and
g vernments will theref re receive less m ney in taxes in relati n t the size f
the p pulati n. In ther w rds, an ageing p pulati n will mean a greater tax
burden f r w rking adults. Further pressures will include a rise in the demand
f r healthcare, and the fact y ung adults willincreasingly have t l k after their
elderly relatives.
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There are several acti ns that g vernments c uld take t s lve the pr blems
described ab ve. Firstly, a simple s luti n w uld be t increase the retirement
age f r w rking adults, perhaps fr m 65 t 70. N wadays, pe ple f this age tend
t be healthy en ugh t c ntinue a pr ductive w rking life. A sec nd measure
w uld be f r g vernments t enc urage immigrati n in rder t increase the
number f w rking adults wh pay taxes. Finally, m ney fr m nati nal budgets
will need t be taken fr m ther areas and spent n vital healthcare,
acc0mm0dati0n and transp0rt facilities f0r the rising numbers0f lder citizens.
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In c0nclusi0n, vari0us measures can be taken t0 tackle the pr0blems that are
certain t0 arise as the p0pulati0ns 0f c0untries gr0w 0lder.
S0me pe0ple regard vide0 games as harmless fun, 0r even as a useful
educati nal t l. thers, h wever, believe that vide s gamesare having an
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adverse effect n the pe ple wh play them. In y ur pini n, d the drawbacks f
vide games utweigh the benefits?
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Many pe ple, and children in particular, enj y playing c mputer games. While
I accept that these games can s metimes have a p sitive effect nthe user, I
believe that they are m re likely t have a harmful impact.
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n the ne hand, vide games can be b th entertaining and educati nal.Users,
r gamers, are transp rted int virtual w rlds which are ften m re exciting and
engaging than real-life pastimes. Fr m an educati nal perspective, these games
enc urage imaginati n and creativity, as well as c ncentrati n, l gical thinking
and pr blem s lving, all f which are useful skills utside the gaming c ntext.
Furtherm re, it has been sh wn that c mputer simulati n games can
impr veusers‟ m t r skills and helpt prepare them f r real-w rld tasks, such as
flying a plane.
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H wever, I w uld argue that these benefits are utweighed by the drawbacks.
Gaming can be highly addictive because users are c nstantly given sc res, new
targets and frequent rewards t keep them playing. Many children n w spend
h urs each day trying t pr gress thr ugh the levels f a game r t get a higher
sc re than their friends. This type f addicti n can have effects ranging fr m
lack f sleep t pr blems at sch l, when h mew rk is sacrificed f r a few m re
h urs n the c mputer r c ns le. The rise in besity in recent years has als been
linked in part t the sedentary lifestyle and lack f exercise that ften acc mpany
gaming addicti n.
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In c nclusi n, it seems t me that the p tential dangers f vide games are m re
significant than the p ssible benefits.
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F0reign visit0rs sh0uld pay m0re than l0cal visit0rs f0r cultural and hist rical
attracti ns. T what extent d y u agree r disagree with this pini n?
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It is s0metimes argued that t0urists fr0m 0verseas sh0uld be charged m0re than
l0cal residents t0 visit imp0rtant sites and m0numents. I c0mpletely disagree
with this idea.
The argument in fav ur f higher prices f r f reign t urists w uld be that cultural
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r hist rical attracti ns ften depend n state subsidies t keep them g ing, which
means that the resident p pulati n already pays m ney t these sites thr ugh the
tax system. H wever, I believe this t be a very sh rtsighted view. F reign
t urists c ntribute t the ec n my f the h st c untry with the m ney they spend n a
wide range f g ds and services, including f d, s uvenirs, acc mm dati n and
travel. Theg vernments and inhabitants f every c untry sh uld be happy t
subsidise imp rtant t urist sites and enc urage pe ple fr m the rest f the w rld t
visit them.
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If travellers realised that they w uld have t pay m re t visit hist rical and
cultural attracti ns in a particular nati n, they w uld perhaps deciden t t g t
that c untry n h liday. T take the UK as an example, the t urism industry and
many related j bs rely n visit rs c ming t the c untry t see places like Winds r
Castle r Saint Paul‟s Cathedral. These tw sites charge the same price
regardless f nati nality, and this helps t pr m te the nati n‟s cultural heritage.
If verseas t urists st pped c ming due t higher prices, there w uld be a risk 0f
insufficient funding f0r the maintenance0f these imp0rtant buildings.
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In c0nclusi0n, I believe that every eff0rt sh0uld be made t0 attract t0urists fr0m
0verseas, and it w0uld be c0unterpr0ductive t0 make them pay m0re than l0cal
residents.
S0me pe0ple think that g0vernments sh0uld give financial supp0rt t0 creative
artists such as painters and musicians. thers believe that creative artists
sh uld be funded by alternative s urces. Discuss b th views and give y ur wn
pini n.
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Pe ple have different views ab ut the funding f creative artists. While s me
pe ple disagree with the idea f g vernment supp rt f r artists, I believe that
m ney f r art pr jects sh uld c me fr m b th g vernments and ther s urces.
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S me art pr jects definitely require help fr m the state. In the UK, there are
many w rks f art in public spaces, such as streets r squares in citycentres. In
Liverp l, f r example, there are several new statues and sculptures in the d cks
area f the city, which has been redevel ped recently. These artw rks represent
culture, heritage and hist ry. They serve t educate pe ple ab ut the city, and
act as landmarks r talking p ints f r visit rs and t urists. G vernments and l cal
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c uncils sh uld pay creative artists t pr duce this kind f art, because with ut
their funding ur cities w uld be much less interesting and attractive.
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n the ther hand, I can understand the arguments against g vernment funding
f r art. The main reas n f r this view is that g vernments have m re imp rtant
c ncerns. F r example, state budgets need t be spent n educati n, healthcare,
infrastructure and security, am ng ther areas. These public services are vital
f r a c untry t functi n pr perly, whereasthe w rk f creative artists, even in
public places, is a luxury. An ther reas n f r this pini n is that artists d a j b
like any ther pr fessi nal, and they sh uld theref re earn their wn m ney by
selling their w rk.
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In c nclusi n, there are g d reas ns why artists sh uld rely n alternative s urces
f financial supp rt, but in my pini n g vernment help is s metimes necessary.
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N wadays animal experiments are widely used t devel p new medicines and
t0 test the safety 0f 0ther pr0ducts. S0me pe0ple argue that these experiments
sh uld be banned because it is m rally wr ng t cause animals t suffer, while
thers are in fav ur f them because f their benefits t humanity. Discuss b th
views and give y ur wn pini n.
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It is true that medicines and ther pr ducts are r utinely tested n animals bef re
they are cleared f r human use. While I tend t wards theviewp int that animal
testing is m rally wr ng, I w uld have t supp rt a limited am unt f animal
experimentati n f r the devel pment f medicines.
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n the ne hand, there are clear ethical arguments against animal
experimentati n. T use a c mm n example f this practice, lab rat ry mice may
be given an illness s0 that the effectiveness 0f a new drug can be measured.
0pp0nents 0f such research argue that humans have n0 right t0 subject animals
t0 this kind 0f trauma, and that the lives 0f all creatures sh0uld be respected.
They believe that the benefits t0 humans d0 n0t justify the suffering caused,
and that scientists sh0uld use alternative meth0ds0f research.
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n the ther hand, reliable alternatives t animal experimentati n may n t
always be available. Supp0rters 0f the use0f animals in medical research
believe that a certain am unt f suffering n the part f mice r rats can be
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justified if human lives are saved. They argue that pp nents f such research
might feel differently if a member f their wn families needed a medical
treatment that had been devel ped thr ugh the use fanimal experimentati n.
Pers nally, I agree with the banning f animal testing f r n n-medical pr ducts,
but I feel that it may be a necessary evil where new drugs and medical
pr cedures are c ncerned.
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In c nclusi n, it seems t me that it w uld be wr ng t ban testing n animals f r
vital medical research until equally effective alternatives have been
devel ped.
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In recent years, there has been gr wing interest in the relati nship between
equality and pers nal achievement. S me pe ple believe that individuals can
achieve m re in egalitarian s cieties. thers believe that high levels f pers nal
achievement are p ssible nly if individuals are free t0 succeed 0r fail
acc0rding t0 their individualmerits.
What is y ur view f the relati nship between equality and pers nal success?
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In my 0pini0n, an egalitarian s0ciety is 0ne in which every0ne has the same
rights and the same 0pp0rtunities. I c0mpletely agree that pe0ple can achieve
m0re in this kind 0f s0ciety.
Educati n is an imp rtant fact r with regard t pers nal success in life. I believe
that all children sh uld have access t free sch ling, and higher educati n sh uld
be either free r aff rdable f r all th se wh ch se t pursue a university degree. In
a s ciety with ut free sch ling r aff rdable higher educati n, nly children and
y ung adults fr m wealthier families w uld have access t the best learning
pp rtunities, and they w uld theref re be better prepared f r the j b market. This
kind f inequality w uld ensure the success f s me but harm the pr spects f
thers.
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I w uld argue that equal rights and pp rtunities are n t in c nflict with pe ple‟s
freed m t succeed r fail. In ther w rds, equality d es n t mean that pe ple l se
their m tivati n t succeed, r that they are n t all wed t fail. n the c ntrary, I
believe that m st pe ple w uld feel m re m tivated t w rk hard and reach their
p tential if they th ught that they lived in a fair s ciety. Th se wh did n t make
the same eff rt w uldkn w that they had wasted their pp rtunity. Inequality, n
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the ther hand, w uld be m re likely t dem tivate pe ple because they w uld
kn w that the dds f success were stacked in fav ur f th se fr m privileged
backgr unds.
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In c nclusi n, it seems t me that there is a p sitive relati nship between equality
and pers nal success.
(260 w rds)
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N te:
I'm n t sure that this was a 'real' IELTS questi n (maybe the student wh sent it
t me remembered it wr ngly) because it is a bit c nfusing: it seems strange t
me t imply that "egalitarian/equality" is the pp site f "free t succeed r fail".
Anyway, I h pe y u still find the essay useful.
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Explain s0me0f the ways in which humans are damaging the envir nment.
What can g vernments d t address these pr blems? What can individual
pe ple d ?
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Humans are resp0nsible f0r a variety 0f envir0nmental pr0blems, but we can
als0 take steps t0 reduce the damage that we are causing t0 the planet. This
essay will discuss envir nmental pr blems and the measures that g vernments
and individuals can take t address these pr blems.
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Tw f the biggest threats t the envir nment are air p lluti n and waste. Gas
emissi ns fr m fact ries and exhaust fumes fr m vehicles lead t gl bal warming,
which may have a devastating effect n the planet in thefuture. As the human
p pulati n increases, we are als pr ducing ever greater quantities f waste,
which c ntaminates the earth and p llutes rivers and ceans.
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G vernments c uld certainly make m re eff rt t reduce air p lluti n. They c uld
intr duce laws t limit emissi ns fr m fact ries r t f rce c mpanies t use
renewable energy fr m s lar, wind r water p wer. They c uld als imp se „green
taxes‟ n drivers and airline c mpanies. In this way, pe ple w uld be
enc uraged t use public transp rt and t take fewer flights abr ad, theref re
reducing emissi ns.
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Individuals sh uld als take resp nsibility f r the impact they have n the
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envir nment. They can take public transp rt rather than driving, ch se pr ducts
with less packaging, and recycle as much as p ssible. M st supermarkets n w
pr vide reusable bags f r sh ppers as well as„banks‟f r recycling glass, plastic
and paper in their car parks. By reusing and recycling, we can help t reduce
waste.
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In c nclusi n, b th nati nal g vernments and individuals must play theirpart in
l king after the envir nment.
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N te:
This essay is exactly 250 w rds l ng. I've tried t make it as simple as p ssible,
but it's still g d en ugh t get a band 9.
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Universities sh0uld accept equal numbers 0f male and female students in
every subject. T what extent d y u agree r disagree?
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In my pini n, men and w men sh uld have the same educati nal pp rtunities.
H wever, I d n t agree with the idea f accepting equal pr p rti ns f each gender
in every university subject.
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Having the same number f men and w men n all degree c urses is simply
unrealistic. Student numbers n any c urse depend n the applicati ns that the
instituti n receives. If a university decided t fill c urses with equal numbers f
males and females, it w uld need en ugh applicants f each gender. In reality,
many c urses are m re p pular with ne gender than the ther, and it w uld n t be
practical t aim f r equal pr p rti ns. F r example, nursing c urses tend t attract
m re female applicants, and it w uld be difficult t0 fill these c0urses if fifty per
cent 0f the places needed t0 g0 t0 males.
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Apart fr0m the practical c0ncerns expressed ab0ve, I als0 believe that it w0uld
be unfair t0 base admissi0n t0 university c0urses 0n gender. Universities sh0uld
c0ntinue t0 select the best candidates f0r each c0urse acc0rding t0 their
qualificati0ns. In this way, b0th men and w0men have the same 0pp0rtunities,
and applicants kn0w that they will be successful if they w0rk hard t0 achieve
g00d grades at sch00l. If a female student isthe best candidate f0r a place 0n a
c0urse, it is surely wr0ng t0 reject her in fav0ur 0f a male student with l0wer
grades r fewer qualificati ns.
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In c nclusi n, the selecti n f university students sh uld be based n merit, and it
w uld be b th impractical and unfair t change t a selecti n pr cedure based n
gender.
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S0me pe0ple think that museums sh0uld be enj0yable places t0 entertain
pe ple, while thers believe that the purp se f museumsis t educate. Discuss
b th views and give y u wn pini n.
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Pe0ple have different views ab0ut the r0le and functi0n 0f museums. In my
0pini0n, museums can and sh0uld be b0th entertaining and educati0nal.
n the ne hand, it can be argued that the main r le f a museum is t entertain.
Museums are t urist attracti ns, and their aim is t exhibit a c llecti n f
interesting bjects that many pe ple will want t see. The average visit r may
bec me b red if he r she has t read r listen t t much educati nal c ntent, s
museums ften put m re f an emphasis n enj yment rather than learning. This
type f museum is designed t be visually spectacular, and may have
interactive activities r even games as part f its exhibiti ns.
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n the ther hand, s me pe ple argue that museums sh uld f cus n educati n.
The aim f any exhibiti n sh uld be t teach visit rs s mething that they did n t
previ usly kn w. Usually this means that the hist ry behind the museum‟s
exhibits needs t be explained, and this can be d ne in vari us ways. S me
museums empl y pr fessi nal guides t talk t their visit rs, while ther museums
ffer headsets s that visit rs can listen t detailed c0mmentary ab0ut the
exhibiti0n. In this way, museums can play an imp0rtant r0le in teaching pe0ple
ab0ut hist0ry, culture, science and many 0ther aspects f life.
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In c0nclusi0n, it seems t0 me that a g00d museum sh0uld be able t0 0ffer an
interesting, enj yable and educati nal experience s that pe ple canhave fun and
learn s mething at the same time.
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S 0me pe0ple believe that studying at university 0r c0llege is the best r0ute t0
a successful career, while 0thers believe that it is better t0 get a j0b straight
after sch00l.
Discuss b0th views and give y0ur 0pini0n.
When they finish sch 00l, teenagers face the dilemma 0f whether t0 get aj0b 0r
c0ntinue their educati0n. While there are s0me benefits t0 getting a j0b straight
after sch00l, I w0uld argue that it is better t0 g0 t0 c0llege 0r university.
The 0pti0n t0 start w0rk straight after sch00l is attractive f0r several reas0ns.
Many y0ung pe0ple want t0 start earning m0ney as s00n as p0ssible. In this
way, they can bec0me independent, and they will be able t0 aff0rd their 0wn
h0use 0r start a family. In terms 0f their career, y0ung pe0ple wh0 decide t0
find w0rk, rather than c0ntinue their studies, may pr0gress m0re quickly. They
will have the chance t0 gain real experienceand learn practical skills related t0
their ch0sen pr0fessi0n. This may leadt0 pr0m0ti0ns and a successful career.
n the 0ther hand, I believe that it is m0re beneficial f0r students t0 c0ntinue
their studies. Firstly, academic qualificati0ns are required in many pr0fessi0ns.
F0r example, it is imp0ssible t0 bec0me a d0ct0r, teacher 0r lawyer with0ut
having the relevant degree. As a result, university graduates have access t0
m0re and better j0b 0pp0rtunities, and they tend t0 earn higher salaries than
th0se with fewer qualificati0ns. Sec0ndly, the j0b market is bec0ming
increasingly c0mpetitive, and s0metimes there are hundreds 0f applicants f0r
0ne p0siti0n in a c0mpany. Y0ung pe0ple wh0 d0 n0t have qualificati0ns fr0m a
university0r c0llege will n0t be able t0 c0mpete.
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F 0r the reas0ns menti0ned ab0ve, it seems t0 me that students are m0relikely t0
be successful in their careers if they c0ntinue their studies bey0nd sch00l level.
Several languages are in danger 0f extincti0n because they are sp0ken by
very small numbers 0f pe0ple. S0me pe0ple say that g0vernments sh0uld
spend public m0ney 0n saving these languages, while 0thers believe that
w0uld be a waste 0f m0ney. Discuss b0th these views and give y0ur 0pini0n.
It is true that s 0me min0rity languages may disappear in the near future.
Alth0ugh it can be argued that g0vernments c0uld save m0ney by all0wing this
t0 happen, I believe that these languages sh0uld be pr0tected and preserved.
There are several reas 0ns why saving min0rity languages c0uld be seenas a
waste 0f m0ney. Firstly, if a language is 0nly sp0ken by a small number 0f
pe0ple, expensive educati0n pr0grammes will be needed t0 make sure that
m0re pe0ple learn it, and the state will have t0 pay f0r facilities, teachers and
marketing. This m0ney might be better spent 0n 0ther public services.
Sec0ndly, it w0uld be much cheaper and m0re efficient f0r c0untries t0 have
just 0ne language. G0vernments c0uld cut all kinds 0f c0sts related t0
c0mmunicating with each min0rity gr0up.
Despite the ab 0ve arguments, I believe that g0vernments sh0uld try t0
preserve languages that are less widely sp0ken. A language is much m0re than
simply a means 0f c0mmunicati0n; it has a vital c0nnecti0n with the cultural
identity 0f the pe0ple wh0 speak it. If a languagedisappears, a wh0le way 0f
life will disappear with it, and we will l0se therich cultural diversity that
makes s0cieties m0re interesting. By spending m0ney t0 pr0tect min0rity
languages, g0vernments can als0 preserve traditi0ns, cust0ms and behavi0urs
that are part 0f a c0untry‟s hist0ry.
In c 0nclusi0n, it may save m0ney in the sh0rt term if we all0w min0rity
languages t0 disappear, but in the l0ng term this w0uld have an extremely
negative impact 0n 0ur cultural heritage.
(258 w0rds)
N0wadays the way many pe0ple interact with each 0ther has changed
because 0f techn0l0gy.
In what ways has techn0l0gy affected the types 0f relati0nships that pe0ple
make? Has this been a p0sitive 0r negative devel0pment?
It is true that new techn 0l0gies have had an influence 0n c0mmunicati0n
between pe0ple. Techn0l0gy has affected relati0nships in vari0us ways,and in
my 0pini0n there are b0th p0sitive and negative effects.
Techn 0l0gy has had an impact 0n relati0nships in business, educati0n and
s0cial life. Firstly, teleph0nes and the Internet all0w business pe0ple in
different c0untries t0
Sec0ndly, services like
interact with0ut ever meeting each 0ther.
Skype create new p0ssibilities f0r relati0nships between students and teachers.
F0r example, a student can n0w take vide0 less0ns with a teacher in a different
city 0r c0untry. Finally, many pe0ple use s0cial netw0rks, like Faceb00k, t0
make new friends and find pe0ple wh0 share c0mm0n interests, and
theyinteract thr0ugh their c0mputers rather than face t0 face.
n the 0ne hand, these devel0pments can be extremely p0sitive. C00perati0n
between pe0ple in different c0untries
c0mmunicati0n was limited t0 written
was much m0re difficult when
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letters 0r telegrams. N0wadays, interacti0ns by email, ph0ne 0r vide0 are
alm0st as g00d as face-t0-face meetings, and many 0f us benefit fr0m these
interacti0ns, either in w0rk 0r s0cial c0ntexts. 0n the 0ther hand, the availability
0f new c0mmunicati0n techn0l0gies can als0 have the result 0f is0lating
pe0pleand disc0uraging real interacti0n. F0r example, many y0ung pe0ple
ch00se t0 make friends 0nline rather than mixing with their peers in the real
w0rld, and these „virtual‟ relati0nships are a p00r substitute f0r real
friendships.
In c0nclusi0n, techn0l0gy has certainly rev0luti0nised c0mmunicati0n between
pe0ple, but n0t all 0f the 0utc0mes 0f this rev0luti0n have beenp0sitive.
N0wadays celebrities are m0re fam0us f0r their glam0ur and wealththan f0r
their achievements, and this sets a bad example t0 y0ung pe0ple. T0 what
extent d0 y0u agree 0r disagree with this statement?
It is true that s 0me celebrities are kn0wn f0r their glam0r0us lifestyles rather
than f0r the w0rk they d0. While I agree that these celebrities set a bad
example f0r children, I believe that 0ther fam0us pe0ple act as p0sitive r0le
m0dels.
n the 0ne hand, many pe0ple d0 achieve fame with0ut really w0rking f0r it.
They may have inherited m0ney fr0m parents, married a fam0us 0r wealthy
pers0n, 0r they may have appeared in g0ssip magazines 0r 0n a reality TV
pr0gramme. A g00d example w0uld be Paris Hilt0n, wh0 is rich and fam0us f0r
the wr0ng reas0ns. She spends her time attending partiesand nightclubs, and
her behavi0ur pr0m0tes the idea that appearance, glam0ur and media pr0file
are m0re imp0rtant than hard w0rk and g00d character. The message t0 y0ung
pe0ple is that success can be achieved easily, and that sch00l w0rk is n0t
necessary.
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n the 0ther hand, there are at least as many celebrities wh0se
acc0mplishments make them excellent r0le m0dels f0r y0ung pe0ple. Act0rs,
musicians and sp0rts stars bec0me fam0us id0ls because they have w0rked
hard and applied themselves t0 devel0p real skills and abilities. They
dem0nstrate great eff0rt, determinati0n and ambiti0n, which is required f0r
s0me0ne wh0 wants t0 be truly successful in their ch0sen field. An example is
the act0r and martial artist Jackie Chan, wh0 has bec0me w0rld fam0us thr0ugh
years 0f practice and hard w0rk. This kind 0f self-made celebrity can inspire
children t0 devel0p their talents thr0ugh applicati0n and perseverance.
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(Add y0ur 0wn c0nclusi0n)
When ch00sing a j0b, the salary is the m0st imp0rtant c0nsiderati0n. T0 what
extent d0 y0u agree 0r disagree?
Many pe 0ple ch00se their j0bs based Pers0nally, I disagree with the idea that
m0ney is the key c0nsiderati0n when deciding 0n a career, because I believe
that 0ther fact0rs are equally imp0rtant.
n the 0ne hand, I agree that m0ney is necessary in 0rder f0r pe0ple t0 meet
their basic needs. F0r example, we all need m0ney t0 pay f0r h0using, f00d,
bills, health care, and educati0n. M0st pe0ple c0nsider it a pri0rity t0 at least
earn a salary that all0ws them t0 c0ver these needs and have a reas0nable
quality 0f life. If pe0ple ch0se their j0bs based 0n enj0yment 0r 0ther
n0nfinancial fact0rs, they might find it difficult t0 supp0rt themselves. Artists
and musicians, f0r instance, are kn0wn f0r ch00sing a career path that they
l0ve, but that d0es n0t always pr0vide them with en0ugh m0ney t0 live
c0mf0rtably and raise a family.
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Nevertheless, I believe that 0ther c0nsiderati0ns are just as imp0rtant aswhat
we earn in 0ur j0bs. Firstly, pers0nal relati0nships and the atm0sphere in a
w0rkplace are extremely imp0rtant when ch00sing a j0b. Having a g00d
manager 0r friendly c0lleagues, f0r example, can make a huge difference t0
w0rkers‟ levels 0f happiness and general quality 0f life. Sec0ndly, many
pe0ple‟s feelings 0f j0b satisfacti0n c0me fr0m their pr0fessi0nal achievements,
the skills they learn, and the p0siti0n they reach, rather than the m0ney they
earn. Finally, s0me pe0ple ch00se a career because they want t0 help 0thers and
c0ntribute s0mething p0sitive t0 s0ciety.
In c0nclusi0n, while salaries certainly affect pe0ple‟s ch0ice 0f pr0fessi0n, I d0
n0t believe that m0ney 0utweighs all 0ther m0tivat0rs.
0n the size 0f the salary 0ffered.
S 0me pe0ple think that in the m0dern w0rld we are m0re dependent 0n each
0ther, while 0thers think that pe0ple have bec0me m0re independent. Discuss
b0th views and give y0ur 0wn 0pini0n.
Pe 0ple have different views ab0ut whether we are m0re 0r less dependent 0n
0thers n0wadays. In my view, m0dern life f0rces us t0 be m0re independent
than pe0ple were in the past.
There are tw 0 main reas0ns why it c0uld be argued that we are m0re
dependent 0n each 0ther n0w. Firstly, life is m0re c0mplex and difficult,
especially because the c0st 0f living has increased s0 dramatically. F0r
example, y0ung adults tend t0 rely 0n their parents f0r help when buying a
h0use. Pr0perty prices are higher than ever, and with0ut help it w0uld be
imp0ssible f0r many pe0ple t0 pay a dep0sit and a m0rtgage. Sec0ndly, pe0ple
seem t0 be m0re ambiti0us n0wadays, and they want a better quality 0f life f0r
their families. This means that b0th parents usually need t0 w0rk full-time,
and they depend 0n supp0rt fr0m grandparents and babysitters f0r child care.
H 0wever, I w0uld agree with th0se wh0 believe that pe0ple are m0re
independent these days. In m0st c0untries, families are bec0ming smaller and
m0re dispersed, which means that pe0ple cann0t c0unt 0n relatives as much as
they used t0. We als0 have m0re freed0m t0 travel and live far away fr0m 0ur
h0me t0wns. F0r example, many students ch00se t0 study abr0ad instead 0f
g0ing t0 their l0cal university, and thisexperience makes them m0re
independent as they learn t0 live al0ne. An0ther fact0r in this gr0wing
independence is techn0l0gy, which all0wsus t0 w0rk al0ne and fr0m any part 0f
the w0rld.
In c0nclusi0n, while there are s0me reas0ns t0 believe that pe0ple n0w depend
0n each 0ther m0re, my 0wn view is that we are m0re independent than ever.
N 0te:
As usual, try t0 analyse this essay in terms 0f task resp0nse (d0es it fully
answer the questi0n?), 0rganisati0n, 'band 7-9' v0cabulary, andgrammar.
Wild animals have n0 place in the 21st century, s0 pr0tecting them is a waste
f res urces. T what extent d y u agree r disagree?
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S me pe ple argue that it is p intless t spend m ney n the pr tecti n f wild
animals because we humans have n need f r them. I c mpletely disagree with
this p int f view.
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In my pini n, it is absurd t argue that wild animals have n place in the21st
century. I d n t believe that planet Earth exists nly f r the benefit f humans,
and there is n thing special ab ut this particular century that means that we
suddenly have the right t all w r enc urage the extincti n f any species.
Furtherm re, there is n c mpelling reas n why we sh uld let animals die ut.
We d n t need t expl it r destr y every last square metre f land in rder t feed
r acc mm date the w rld‟s p pulati n. There is plenty f r m f r us t exist side
by side with wild animals, and this sh0uld be 0ur aim.
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I als0 disagree with the idea that pr0tecting animals is a waste 0f res0urces. It
is usually the pr0tecti0n 0f natural habitats that ensures the survival 0f wild
animals, and m0st scientists agree that these habitats are als0 crucial f0r
human survival. F0r example, rainf0rests pr0duce 0xygen,abs0rb carb0n
di0xide and stabilise the Earth‟s climate. If we destr0yed these areas, the c0sts
0f managing the resulting changes t0 0ur planet w0uld far 0utweigh the c0sts 0f
c0nservati0n. By pr0tecting wild animals and their habitats, we maintain the
natural balance f all life n Earth.
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In c nclusi n, we have n right t decide whether r n t wild animals sh uld exist,
and I believe that we sh uld d everything we can t pr tectthem.
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Happiness is c nsidered very imp rtant in life.Why
is it difficult t define?
What fact rs are imp rtant in achieving happiness?
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It is n0 d0ubt true that the maj0rity 0f pe0ple w0uld like t0 be happy in their
lives. While the pers nal nature f happiness makes it difficult t describe,
there d0 seem t0 be s0me c0mm0n needs that we all share with regard t0
experiencing 0r achieving happiness.
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Happiness is difficult t define because it means s mething different t each
individual pers n. N b dy can fully understand r experience an ther pers n‟s
feelings, and we all have ur wn particular passi ns fr m which we take
pleasure. S me pe ple, f r example, derive a sense f satisfacti n fr m earning
m ney r achieving success, whereas f r thers, health and family are much m re
imp rtant. At the same time, a range f ther feelings, fr m excitement t
peacefulness, may be ass ciated with the idea f happiness, and the same pers n
may theref re feel happy in a variety f different ways.
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Alth ugh it seems alm st imp ssible t give a precise definiti n f happiness,
m st pe ple w uld agree that there are s me basic prec nditi ns t achieving it.
Firstly, it is hard f r a pers n t be happy if he r she d es n t have a safe place t
live and en ugh f d t eat. ur basic survival needs must surely be met bef re we
can lead a pleasant life. Sec ndly, the greatest j y in life is usually f und in
shared experiences with family and friends, and it is rare t find a pers n wh
isc ntent t live in c mplete is lati n. ther key fact rs c uld be individualfreed m
and a sense f purp se in life.
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In c0nclusi0n, happiness is difficult t0 define because it is particular t0 each
individual, but I believe that 0ur basic needs f0r shelter, f00d and c0mpany
need t be fulfilled bef re we can experience it.
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The 0lder generati0ns tend t0 have very traditi0nal ideas ab0ut h0wpe0ple
sh uld live, think and behave. H wever, s me pe ple believe that these ideas
are n t helpful in preparing y unger generati ns f r m dern life.
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T what extent d y u agree r disagree with this view?
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It is true that many lder pe ple believe in traditi nal values that ften seem
inc mpatible with the needs f y unger pe ple. While I agree that s me
traditi nal ideas are utdated, I believe that thers are still useful and sh uld n t
be f rg tten.
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n the ne hand, many f the ideas that elderly pe ple have ab ut life are
bec ming less relevant f r y unger pe ple. In the past, f r example, pe ple were
advised t learn a pr fessi n and find a secure j b f r life, but t day‟s w rkers
expect much m re variety and diversity fr m their careers. At the same time,
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the „rules‟ ar und relati nships are being er ded as y ung adults make their wn
ch ices ab ut wh and when t marry. But perhaps the greatest disparity
between the generati ns can be seen in their attitudes t wards gender r les. The
traditi nal r les f men and w men, as breadwinners and h0usewives, are n0
l0nger accepted as necessary0r appr0priate by m0st y0unger pe0ple.
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n the ther hand, s me traditi nal views and values are certainly applicable t
the m0dern w0rld. F0r example, 0lder generati0ns attach great imp0rtance t0
w rking hard, d ing ne‟s best, and taking pride in ne‟s w rk, and these
behavi urs can surely benefit y ung pe ple as they enter t day‟s c mpetitive j b
market. ther characteristics that are perhaps seen as traditi nal are p liteness
and g d manners. In ur gl balised w rld, y ung adults can expect t c me int
c ntact with pe ple fr m a huge variety f backgr unds, and it is m re imp rtant
than ever t treat thers with respect. Finally, I believe that y ung pe ple w uld
lead happier lives if they had a m re „ ld-fashi ned‟ sense f c mmunity and
neighb urliness.
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In c nclusi n, alth ugh the views f lder pe ple may s metimes seem unhelpful
in t day‟s w rld, we sh uld n t dismiss all traditi nal ideas as irrelevant.
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Many pe0ple prefer t0 watch f0reign films rather than l0callypr0duced films.
Why c0uld this be?
Sh0uld g0vernments give m0re financial supp0rt t0 l0cal filmindustries?
It is true that f0reign films are m0re p0pular in many c0untries than
d0mestically pr0duced films. There c0uld be several reas0ns why this is the
case, and I believe that g0vernments sh0uld pr0m0te l0cal film- making by
subsidising the industry.
There are vari 0us reas0ns why many pe0ple find f0reign films m0re enj0yable
than the films pr0duced in their 0wn c0untries. Firstly, the established film
industries in certain c0untries have huge budgets f0r acti0n, special effects and
t0 sh00t scenes in spectacular l0cati0ns. H0llyw00d bl0ckbusters like „Avatar‟
0r the James B0nd films are examples 0f such pr0ducti0ns, and their gl0bal
appeal is undeniable. An0ther reas0n why these big-budget films are s0
successful is that they0ften star the m0st fam0us act0rs and actresses, and they
are made by the m0st acc0mplished pr0ducers and direct0rs. The p00r quality,
l0w- budget filmmaking in many c0untries suffers in c0mparis0n.
In my view, g 0vernments sh0uld supp0rt l0cal film industries financially. In
every c0untry, there may be talented amateur film-makers wh0 just need t0 be
given the 0pp0rtunity t0 pr0ve themselves. T0 c0mpete with big-budget
pr0ducti0ns fr0m 0verseas, these pe0ple need m0ney t0 pay f0r film crews,
act0rs and a h0st 0f 0ther c0sts related t0 pr0ducing high- quality films. If
g0vernments did help with these c0sts, they w0uld see an increase in
empl0yment in the film industry, inc0me fr0m film sales, and perhaps even a
rise in t0urist numbers. New Zealand, f0r example, has seen an increase in
t0urism related t0 the 'L0rd 0f the Rings' films, which were partly funded by
g0vernment subsidies.
In c 0nclusi0n, I believe that increased financial supp0rt c0uld help t0 raise the
quality 0f l0cally made films and all0w them t0 c0mpete with the f0reign
pr0ducti0ns that currently d0minate the market.
(294 w0rds, band 9)
N 0te:
I'm n0t really sure whether the New Zealand example is true, but it's fine t0
invent this kind 0f thing in the test!
S 0me pe0ple think that strict punishments f0r driving 0ffences are the key t0
reducing traffic accidents. 0thers, h0wever, believe that 0ther measures
w0uld be m0re effective in impr0ving r0ad safety. Discuss b0th these views
and give y0ur 0wn 0pini0n.
Pe 0ple have differing views with regard t0 the questi0n 0f h0w t0 make 0ur
r0ads safer. In my view, b0th punishments and a range 0f 0ther measures can
be used t0gether t0 pr0m0te better driving habits.
n the 0ne hand, strict punishments can certainly help t0 enc0urage pe0ple t0
drive m0re safely. Penalties f0r danger0us drivers can act as a deterrent,
meaning that pe0ple av0id repeating the same 0ffence. There are vari0us types
0f driving penalty, such as small fines, licence suspensi0n, driver awareness
c0urses, and even pris0n sentences. The aim 0f these punishments is t0 sh0w
danger0us drivers that their acti0ns have negative c0nsequences. As a result,
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we w0uld h0pe that drivers bec0me m0re disciplined and alert, and that they
f0ll0w the rules m0re carefully.
n the 0ther hand, I believe that safe driving can be pr0m0ted in several
different ways that d0 n0t punish drivers. Firstly, it is vitally imp0rtant t0
educate pe0ple pr0perly bef0re they start t0 drive, and this c0uld be d0ne in
sch00ls 0r even as part 0f an extended 0r m0re difficult driving test. Sec0ndly,
m0re attenti0n c0uld be paid t0 safe r0ad design. F0r example, signs can be
used t0 warn pe0ple, speed bumps and r0ad bends can be added t0 calm traffic,
and speed cameras can help t0 deter pe0ple fr0m driving t00 quickly. Finally,
g0vernments 0r l0cal c0uncils c0uld reduce r0ad accidents by investing in
better public transp0rt, which w0uld meanthat fewer pe0ple w0uld need t0
travel by car.
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In c0nclusi0n, while punishments can help t0 prevent bad driving, I believe
that 0ther r0ad safety measures sh0uld als0 be intr0duced.
These days m 0re fathers stay at h0me and take care 0f their childrenwhile
m0thers g0 0ut t0 w0rk. What c0uld be the reas0ns f0r this? D0 y0u think it is
a p0sitive 0r a negative devel0pment?
It is true that men are increasingly likely t 0 take 0n the r0le 0f h0usehusband,
while m0re w0men than ever are the breadwinners in their families. There
c0uld be several reas0ns f0r this, and I c0nsider it t0be a very p0sitive trend.
In recent years, parents have had t 0 adapt t0 vari0us changes in 0ur s0cieties.
Equal rights m0vements have made great pr0gress, and it hasbec0me n0rmal
f0r w0men t0 gain qualificati0ns and pursue a career. It has als0 bec0me
s0cially acceptable f0r men t0 stay at h0me and l00k after their children. At the
same time, the rising c0st 0f living has meant that b0th marriage partners
usually need t0 w0rk and save m0ney bef0restarting a family. Theref0re, when
c0uples have children, they may decide wh0 w0rks and wh0 stays at h0me
depending 0n the pers0nal preference 0f each partner, 0r based 0n which
partner earns the m0st m0ney.
In my view, the changes described ab 0ve sh0uld be seen as pr0gress. We
sh0uld be happy t0 live in a s0ciety in which men and w0men have equal
0pp0rtunities, and in which w0men are n0t put under pressure t0 sacrifice their
careers. Equally, it seems 0nly fair that men sh0uld be freet0 leave their j0bs in
0rder t0 assume childcare resp0nsibilities if this is what they wish t0 d0.
C0uples sh0uld be left t0 make their 0wn decisi0ns ab0ut which parental r0le
each partner takes, acc0rding t0 their particularcircumstances and needs.
In c 0nclusi0n, the changing r0les 0f men and w0men in the family are a result
0f wider changes in s0ciety, and I believe that these devel0pments are
desirable.
M0re and m0re pe0ple are migrating t0 cities in search 0f a better life, but
city life can be extremely difficult. Explain s me f the difficulties f living in
a city. H w can g vernments make urban life better f r every ne?
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Cities are ften seen as places f pp rtunity, but there are als s me maj r
drawbacks f living in a large metr p lis. In my pini n, g vernments c uld d
much m re t impr ve city life f r the average inhabitant.
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The main pr blem f r any ne wh h pes t migrate t a large city is thatthe c st f
living is likely t be much higher than it is in a small t wn r village.
Inhabitants f cities have t pay higher prices f r h using, transp rt, and even
f d. An ther issue is that urban areas tend t sufferfr m s cial pr blems such as
high crime and p verty rates in c mparis n with rural areas. Furtherm re, the air
quality in cities is ften p r, due t p lluti n fr m traffic, and the streets and
public transp rt systems are usually vercr wded. As a result, city life can be
unhealthy and stressful.
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H wever, there are vari us steps that g vernments c uld take t tackle these
pr blems. Firstly, they c uld invest m ney in the building f aff rdable r s cial
h using t reduce the c st f living. Sec ndly, p liticians have the p wer t ban
vehicles fr m city centres and pr m te the use f cleaner public transp rt, which
w uld help t reduce b th air p lluti n and traffic c ngesti n. In L nd n, f r
example, the intr ducti n f a c ngesti n charge f r drivers has helped t curb the
traffic pr blem.A third pti n w uld be t devel p pr vincial t wns and rural areas,
by m ving industry and j bs t th se regi ns, in rder t reduce the pressure n
maj r cities.
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In c nclusi n, g vernments c uld certainly implement a range f measures t
enhance the quality f life f r all city residents.
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In s0me c0untries, many m0re pe0ple are ch00sing t0 live al0ne n0wadays
than in the past. D0y0u think this is a p0sitive 0r negativedevel0pment?
In recent years it has bec 0me far m0re n0rmal f0r pe0ple t0 live al0ne,
particularly in large cities in the devel0ped w0rld. In my 0pini0n, this
trendc0uld have b0th p0sitive and negative c0nsequences in equal measure.
The rise in 0ne-pers0n h0useh0lds can be seen as p0sitive f0r b0th pers0nal and
br0ader ec0n0mic reas0ns. 0n an individual level, pe0ple wh0 ch00se t0 live
al0ne may bec0me m0re independent and self-reliant than th0se wh0 live with
family members. A y0ung adult wh0 lives al0ne,f0r example, will need t0 learn
t0 c00k, clean, pay bills and manage his 0r her budget, all 0f which are valuable
life skills; an increase in the number 0f such individuals can certainly be seen
as a p0sitive devel0pment. Fr0m an ec0n0mic perspective, the trend t0wards
living al0ne will result in greater demand f0r h0using. This is likely t0 benefit
the c0nstructi0n industry, estate agents and a wh0le h0st 0f 0ther c0mpaniesthat
rely 0n h0me0wners t0 buy their pr0ducts 0r services.
H 0wever, the pers0nal and ec0n0mic arguments given ab0ve can be
c0nsidered fr0m the 0pp0site angle. Firstly, rather than the p0sitive feeling 0f
increased independence, pe0ple wh0 live al0ne may experience feelings 0f
l0neliness, is0lati0n and w0rry. They miss 0ut 0n the em0ti0nal supp0rt and
daily c0nversati0n that family 0r flatmates canpr0vide, and they must bear the
weight 0f all h0useh0ld bills and resp0nsibilities; in this sense, perhaps the
trend t0wards living al0ne is a negative 0ne. Sec0ndly, fr0m the financial p0int
0f view, a rise in demand f0r h0using is likely t0 push up pr0perty prices and
rents. While this may benefit s0me businesses, the general p0pulati0n,
including th0se wh0 live al0ne, will be faced with rising living c0sts.
In c0nclusi0n, the increase in 0ne-pers0n h0useh0lds will have b0th beneficial
and detrimental effects 0n individuals and 0n the ec0n0my.
(band 9)
S 0me pe0ple think that all university students sh0uld study whatever they
like. 0thers believe that they sh0uld 0nly be all0wed t0 study subjects that will
be useful in the future, such as th0se related t0 science and techn0l0gy.
Discuss b0th these views and give y0ur 0wn 0pini0n.
Pe 0ple have different views ab0ut h0w much ch0ice students sh0uld have with
regard t0 what they can study at university. While s0me argue that it w0uld be
better f0r students t0 be f0rced int0 certain key subject areas, I believe that
every0ne sh0uld be able t0 study the c0urse 0f theirch0ice.
There are vari 0us reas0ns why pe0ple believe that universities sh0uld 0nly
0ffer subjects that will be useful in the future. They may assert that university
c0urses like medicine, engineering and inf0rmati0n techn0l0gyare m0re likely
t0 be beneficial than certain art degrees. Fr0m a pers0nalperspective, it can be
argued that these c0urses pr0vide m0re j0b 0pp0rtunities, career pr0gressi0n,
better salaries, and theref0re an impr0ved quality 0f life f0r students wh0 take
them. 0n the s0cietal level, by f0rcing pe0ple t0 ch00se particular university
subjects, g0vernments can ensure that any kn0wledge and skill gaps in the
ec0n0my arec0vered. Finally, a f0cus 0n techn0l0gy in higher educati0n c0uld
lead t0new inventi0ns, ec0n0mic gr0wth, and greater future pr0sperity.
In spite 0f these arguments, I believe that university students sh0uld be free t0
ch00se their preferred areas 0f study. In my 0pini0n, s0ciety will benefit m0re if
0ur students are passi0nate ab0ut what they are learning. Besides, n0b0dy can
really predict which areas 0f kn0wledge will be m0stuseful t0 s0ciety in the
future, and it may be that empl0yers begin t0 value creative thinking skills
ab0ve practical 0r technical skills. If this were the case, perhaps we w0uld
need m0re students 0f art, hist0ry and phil0s0phy than 0f science 0r techn0l0gy.
In c 0nclusi0n, alth0ugh it might seem sensible f0r universities t0 f0cus 0nly 0n
the m0st useful subjects, I pers0nally prefer the current system in which
pe0ple have the right t0 study whatever they like.
S0me pe0ple wh0 have been in pris0n bec0me g00d citizens later, and it is
ften argued that these are the best pe ple t talk t teenagers ab ut the
dangers f c mmitting a crime.
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T what extent d y u agree r disagree?
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It is true that ex-pris ners can bec me n rmal, pr ductive members f s ciety. I
c mpletely agree with the idea that all wing such pe ple t speak t teenagers
ab ut their experiences is the best way t disc urage them fr m breaking the
law.
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In my pini n, teenagers are m re likely t accept advice fr m s me ne wh can
speak fr m experience. Ref rmed ffenders can tell y ung pe ple ab ut h w they
became inv lved in crime, the dangers f a criminal lifestyle, and what life in
pris n is really like. They can als dispelany ideas that teenagers may have
ab ut criminals leading glam r us lives. While ad lescents are ften indifferent
t the guidance given by lder pe ple, I imagine that m st f them w uld be
extremely keen t hear the st ries f an ex ffender. The vivid and perhaps
sh cking nature f these st ries is likely t have a p werful impact.
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The alternatives t using ref rmed criminals t educate teenagers ab utcrime
w0uld be much less effective. 0ne 0pti0n w0uld be f0r p0lice0fficers t0 visit
sch ls and talk t y ung pe ple. This c uld be useful in terms f inf rming teens
ab ut what happens t lawbreakers when they are caught, but y ung pe ple are
ften reluctant t take advice fr m figures f auth rity. A sec nd pti n w uld be f r
sch l teachers t speak t their students ab ut crime, but I d ubt that students
w uld see teachers as credible s urces f inf rmati n ab ut this t pic. Finally,
educati nal films might be inf rmative, but there w uld be n pp rtunityf r y ung
pe ple t interact and ask questi ns.
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In c nclusi n, I fully supp rt the view that pe ple wh have turned their lives
ar und after serving a pris n sentence c uld help t deter teenagers fr m
c mmitting crimes.
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In many c0untries, a small number0f pe0ple earn extremely high salaries.
S me pe ple believe that this is g d f r the c untry, but thers think that
g vernments sh uld n t all w salaries ab ve a certain level.
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Discuss b th these views and give y ur wn pini n.
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Pe ple have different views ab ut whether g vernments sh uld intr duce a
maximum wage. While in s me ways it may seem reas nablet all w pe ple t
earn as much as c mpanies are willing t pay, I pers nally believe that
empl yee remunerati n sh uld be capped at a certain level.
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There are vari us reas ns why it might be c nsidered beneficial t all wpe ple t
be paid extremely high salaries. If c mpanies ffer excellent pay packages,
they can attract the m st talented pe ple in their fields t w rk f r them. F r
example, techn l gy c mpanies like G gle are able t empl y the best
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pr grammers because f the huge sums that they are willing t pay.
Furtherm re, these well-paid empl yees are likely t be highly m tivated t w rk
hard and theref re drive their businesses successfully. In the ry, this sh uld
result in a thriving ec n my and increased tax revenues, which means that
paying high salaries benefits every0ne.
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H0wever, I agree with th0se wh0 argue that there sh0uld be a maximumwage.
By intr0ducing a limit 0n earnings, the pay-gap between b0sses and empl0yees
can be reduced. Currently, the difference between n0rmal and t0p salaries is
huge, and this can dem0tivate w0rkers wh0 feel that the situati0n is unfair.
With l wer executive salaries, it might bec me feasible t intr duce higher
minimum wages, and everyb dy w uld be better ff. ne p ssible c nsequence f
greater equality c uld be that p verty and crime rates fall because the general
p pulati n will experience an impr ved standard f living.
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In c nclusi n, it seems t me that it w uld be better, n balance, f r g vernments t
set a limit n the wages f the highest earners in s ciety.
S0me pe0ple think that instead 0f preventing climate change, we need t0 find
a way t live with it. T what extent d y u agree r disagree?
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Climate change represents a maj r threat t life n Earth, but s me pe ple argue
that we need t accept it rather than try t st p it. I c mpletely disagree with this
pini n, because I believe that we still have time t tackle this issue and reduce
the human impact n the Earth's climate.
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There are vari us measures that g vernments and individuals c uld take t
prevent, r at least mitigate, climate change. G vernments c uld intr duce laws
t limit the carb n di xide emissi ns that lead t gl bal warming. They c uld
imp se “green taxes” n drivers, airline c mpanies and ther p lluters, and they
c uld invest in renewable energy pr ducti n fr m s lar, wind r water p wer. As
individuals, we sh uld als try t limit ur c ntributi n t climate change, by
bec ming m re energy efficient, by flying less, and by using bicycles and
public transp rt. Furtherm re, the public can affect the acti ns f g vernments
by v ting f r p liticians wh pr p se t tackle climate change, rather than f0r th0se
wh0 w0uld prefer t0 ign0re it.
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If instead f taking the ab ve measures we simply try t live with climate
change, I believe that the c nsequences will be disastr us. T give just ne
example, I am n t ptimistic that we w uld be able t c pe with even a small rise
in sea levels. Milli ns f pe ple w uld be displaced by fl ding, particularly in
c untries that d n t have the means t safeguard l w-lying areas. These pe ple
w uld l se their h mes and their j bs, and they w uld be f rced t migrate t0
nearby cities 0r perhaps t0 0ther c0untries. The p0tential f0r human suffering
w0uld be huge, and it is likelythat we w0uld see 0utbreaks 0f disease and
famine, as well as increasedh0melessness and p0verty.
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In c nclusi n, it is clear t me that we must address the pr blem f climate
change, and I disagree with th se wh argue that we can find ways t live with
it.
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Many g0vernments think that ec0n0mic pr0gress is their m0st imp0rtant g al.
S me pe ple, h wever, think that ther types f pr gress are equally imp rtant
f r a c untry.
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Discuss b th these views and give y ur wn pini n.
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Pe ple have different views ab ut h w g vernments sh uld measure their
c untries‟ pr gress. While ec n mic pr gress is f c urse essential,I agree with
th se wh believe that ther measures f pr gress are just as imp rtant.
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There are three key reas ns why ec n mic gr wth is seen as a fundamental g al
f r c untries. Firstly, a healthy ec n my results in j b creati n, a high level f
empl yment, and better salaries f r all citizens. Sec ndly, ec n mic pr gress
ensures that m re m ney is available f r g vernments t spend n infrastructure
and public services. F r example, a g vernment with higher revenues can
invest in the c untry's transp rt netw rk, its educati n system and its h spitals.
Finally, a str ngec n my can help a c untry‟s standing n the gl bal stage, in
terms f its p litical influence and trading p wer.
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H wever, I w uld argue that vari us ther f rms f pr gress are just as significant
as the ec0n0mic fact0rs menti0ned ab0ve. In particular, we sh0uld c0nsider the
area0f s0cial justice, human rights, equality and dem0cracy itself. F r example,
the treatment f min rity gr ups is ften seen as a reflecti n f the m ral standards
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and level f devel pment f a s ciety. Perhaps an ther key c nsiderati n when
judging the pr gress f a m dern c untry sh uld be h w well that c untry pr tects
the natural envir nment, and whether it is m ving t wards envir nmental
sustainability. Alternatively, the success f a nati n c uld be measured by
l king at the health, well-being and happiness f its residents.
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In c nclusi n, the ec n my is bvi usly a key marker f a c untry‟s success, but
s cial, envir nmental and health criteria are equally significant.
As well as making m0ney, businesses als0 have s0cial resp0nsibilities. T
what extent d y u agree r disagree?
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Businesses have always s ught t make a pr fit, but it is bec ming increasingly
c mm n t hear pe ple talk ab ut the s cial bligati ns that c mpanies have. I
c mpletely agree with the idea that businesses sh uld d m re f r s ciety than
simply make m ney.
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n the ne hand, I accept that businesses must make m ney in rder t survive in
a c mpetitive w rld. It seems l gical that the pri rity f any c mpany sh uld be t
c ver its running c sts, such as empl yees‟ wages and payments f r buildings
and utilities. n t p f these c sts, c mpanies als need t invest in impr vements
and inn vati ns if they wish t remain successful. If a c mpany is unable t pay
its bills r meet the changing needs f cust mers, any c ncerns ab ut s cial
resp nsibilities bec me irrelevant. In ther w rds, a c mpany can nly make a
p sitive c ntributi n t s ciety if it is in g d financial health.
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n the ther hand, c mpanies sh uld n t be run with the s le aim f maximising
pr0fit; they have a wider r0le t0 play in s0ciety. 0ne s0cial 0bligati0n that
0wners and managers have is t0 treat their empl0yees well, rather than
expl0iting them. F0r example, they c0uld pay a “living wage” t0 ensure that
w0rkers have a g00d quality 0f life. I als0 like the idea that businesses c0uld
use a pr0p0rti0n 0f their pr fits t supp rt l cal charities, envir nmental pr jects r
educati n initiatives. Finally, instead f trying t minimise their tax payments
by using acc0unting l00ph0les, I believe that c0mpany b0sses sh0uld be happy
t0 c ntribute t s ciety thr ugh the tax system.
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In c nclusi n, I believe that c mpanies sh uld place as much imp rtance n their
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s cial resp nsibilities as they d n their financial bjectives.
S0me universities n0w 0ffer their c0urses 0n the Internet s0 that pe0ple can
study nline. Is this a p sitive r negative devel pment?
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It is true that nline c urses are bec ming a c mm n feature f university
educati n. Alth ugh there are s me drawbacks f Internet-based learning, I
w uld argue that there are far m re benefits.
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The main drawback f the trend t wards nline university c urses is thatthere is
less direct interacti n. Students may n t have the pp rtunity t engage face-t face with their teachers, and will instead have t rely n written f rms f
c mmunicati n. Similarly, students wh study nline d n t c me int direct c ntact
with each ther, and this c uld have a negative impact n peer supp rt,
discussi n and exchange f ideas. F rexample, whereas students n traditi nal
c urses can attend seminars and even discuss their subjects ver c0ffee after
less0ns, 0nline learners are restricted t0 chatting thr0ugh website f0rum areas.
These learners may als0 lack the m0tivati0n and element0f c0mpetiti0n that
face-t0-facegr0up w0rk brings.
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Despite the negatives menti ned ab ve, I believe that nline university c0urses
are a p0sitive devel0pment f0r vari0us reas0ns. Firstly, they all0w learners t
study in a flexible way, meaning that they can w rk whenever and wherever is
c nvenient, and they can c ver the material at their wn pace. Sec0ndly, the c0st
0f a university educati0n can be greatly reduced, while revenues f0r
instituti0ns may increase as m0re students can be taught. Finally, 0nline
learning 0ffers 0pen access t0 anyb0dy wh0 is willing t0 study, regardless 0f
age, l0cati0n, ability and backgr0und. F0r example, my uncle, wh is 65 years
ld, has recently enr lled n an nline MBA c urse in a different c untry, which
w uld have been imp ssible in the days bef re Internet-based educati n.
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In c nclusi n, while I rec gnise the p ssible disadvantages f nline learning, I
c nsider it t be a p sitive devel pment verall.
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It is inevitable that traditi0nal cultures will be l0st as techn0l0gy devel ps.
Techn l gy and traditi nal cultures are inc mpatible. T what extent d y u
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agree r disagree with this view?
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S0me pe0ple believe that techn0l0gical devel0pments lead t0 the l0ss0f
traditi0nal cultures. I partly agree with this asserti0n; while it may be truein
the case f s me s cieties, thers seem t be unaffected by techn l gy and the
m dern w rld.
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n the ne hand, the advances in techn l gy that have driven industrialisati n in
devel ped c untries have certainly c ntributed t the disappearance f traditi nal
ways f life. F r example, in pre-industrial Britain, generati ns f families grew
up in the same small village c mmunities. These c mmunities had a str ng
sense f identity, due t their shared cust ms and beliefs. H wever,
devel pments in transp rt, c mmunicati ns and manufacturing led t the
dispersal f families and village c mmunities as pe ple m ved t the cities in
search f w rk. N wadays m st British villages are inhabited by c mmuters,
many f wh m d n t kn w their cl sest neighb urs.
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n the ther hand, in s me parts f the w rld traditi nal cultures still thrive.
There are tribes in the Amaz n Rainf rest, f r example, that have been
c mpletely unt uched by the techn l gical devel pments f the devel ped w rld.
These tribal c mmunities c ntinue t hunt and gather f d fr m the f rest, and
traditi nal skills are passed n t children by parents and elders. ther traditi nal
cultures, such as farming c mmunities in parts f Africa, are embracing
c mmunicati ns techn l gies. M bile ph nes give farmers access t inf rmati n,
fr m weather predicti ns t market prices, which helps them t pr sper and
theref re supp rts their culture.
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In c0nclusi0n, many traditi0nal ways0f life have been l0st as a result 0f
advances in techn0l0gy, but 0ther traditi0nal c0mmunities have survived and
even fl0urished.
M0st pe0ple have f0rg0tten the meaning behind traditi0nal0r religi0us
festivals; during festival peri ds, pe ple n wadays nly want t enj y
themselves. T what extent d y u agree r disagreewith this pini n?
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S0me pe0ple argue that we n0 l0nger remember the0riginal meaning0f
festivals, and that m0st 0f us treat them as 0pp0rtunities t0 have fun. While I
agree that enj yment seems t be the pri rity during festival times, I d n t agree
that pe ple have f rg tten what these festivals mean.
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n the ne hand, religi us and traditi nal festivals have certainly bec metimes f r
celebrati n. In the UK, Christmas is a g d example f a festivalperi d when
pe ple are m st c ncerned with sh pping, giving and receiving presents,
dec rating their h mes and enj ying traditi nal meals with their families. M st
pe ple l k f rward t Christmas as a h liday peri d, rather than a time t practise
religi n. Similar behavi ur can be seen during n n-religi us festivals, such as
B nfire Night. Pe ple ass ciate this ccasi n with making fires, watching
firew rk displays, andperhaps g ing t large events in l cal parks; in ther w rds,
enj ymentis pe ple‟s primary g al.
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H wever, I disagree with the idea that the underlying meaning f such
festivals has been f rg tten. In UK primary sch ls, children learn in detail ab ut
the religi us reas ns f r celebrating Christmas, Easter and a variety f festivals
in ther religi ns. F r example, in late December, children sing Christmas s ngs
which have a religi us c ntent, and they may even perf rm nativity plays
telling the st ry f Jesus‟ birth. Families als play a r le in passing kn wledge f
religi usfestivals‟ deeper significance n t the next generati n. The same is
true f r festivals that have a hist rical backgr und, such as B nfire Night r
Hall ween, in the sense that pe ple generally learn the st ries behind these
ccasi ns at an early age.
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In c nclusi n, alth ugh pe ple mainly want t enj y themselves during festivals,
I believe that they are still aware f the reas ns f r these celebrati ns.
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Extreme sp0rts such as sky diving and skiing are very danger0us and sh uld
be banned. T what extent d y u agree r disagree withthis view?
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In recent years, extreme sp rts have bec me increasingly p pular, and s me
pe ple argue that g vernments sh uld pr hibit them. I c mpletely disagree with
the idea that these sp rts are t danger us, and I theref re believe that they
sh uld n t be banned.
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In my pini n, s -called extreme sp rts are n t as danger us as many pe ple
think. All sp rts inv lve s me element f risk, and there sh uld always be clear
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regulati ns and safety pr cedures t reduce the p ssibility f accidents. Pe ple
wh take part in extreme sp rts are usually required t underg appr priate
training s that the dangers are minimised. F r example, any ne wh wants t try
skydiving will need t sign up f r less ns with a registered club, and beginners
are n t all wed t dive s l ; they must be acc mpanied by an experienced
pr fessi nal. Finally, the pr tective equipment and techn l gy used in sp rts fr m
m t r racing t m untain climbing is c nstantly impr ving safety.
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While I supp0rt regulati0ns and safety measures, I believe that it w0uld be
wr ng, and alm st imp ssible, t ban extreme sp rts. In the first place,we sh uld
all be free t decide h w we spend ur leisure time; as l ng as we understand the
risks, I d0 n0t believe that p0liticians sh0uld st0p us fr0m enj0ying 0urselves.
H0wever, an even str0nger argument againstsuch a ban w0uld be the difficulty
0f enf0rcing it. Many 0f the m0st risky sp0rts, like base jumping 0r big wave
surfing, are practised far away fr0m the reach0f any auth0rities. I cann0t
imagine the p lice being called t st p pe ple fr m parachuting ff a m untain
face r surfing n an is latedbeach.
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In c nclusi n,…
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