Achieve IELTS Academic Writing Success

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83




Ach ie ve I E LTS
Aca d em ic W rit in g S u cce ss

Ju li e H all
, B .A ., M .E d.

A N ote f r o m t h e A uth or:
My n am e is J u lie H all
, a n d I ’v e b een te ach in g I E LTS p re p ara to ry c la sse s fo r m ore th an
te n y ears , b oth in t h e U SA a n d in N ew Z eala n d. I n a d dit io n t o t e ach in g I E LTS c la sse s, I
als o t e ach E SL t e ach ers . I h ave a B ach elo r o f A rts i n E nglis h a n d a M aste r o f E du ca tio n . I
am a n e xp erie n ce d E SL t e ach er, a n d I ’v e s p en t a lo t o f t im e h elp in g s tu den ts p re p are f o r
th e I E LTS e xam in atio n . I g et a l o t o f p ers o n al s a tis fa ctio n w atc h in g m y s tu den ts i m pro ve
th eir s co re s a n d a ch ie ve s u cce ss.

I’v e p u t t h is b ook t o geth er w it h m ate ria ls I ’v e u se d a n d im pro ved in m y c la sse s o ver t h e
te n y ears I ’v e b een t e ach in g. M an y, m an y s tu den ts h ave im pro ved t h eir a ca d em ic I E LTS
writ in g s co re s b y u sin g t h e t e ch niq u es o u tlin ed i n t h is b ook. I ’m c o n fid en t t h at y o u rs w ill
be t h e n ext s u cce ss s to ry .

ACH IE V E I E LTS
ACA D EM IC W RIT IN G S U CCESS
p ro vid es 1 6 a ca d em ic T ask O ne
qu estio n s a n d 1 6 a ca d em ic T ask T w o q u estio n s*. E ach q u estio n is f o llo w ed b y a h elp fu l
exp la n atio n a b ou t a s p ecif ic a sp ect o f I E LTS w rit in g. A nd e ach q u estio n is a ls o f o llo w ed
by a n e xerc is e th at w ill h elp y o u p ra ctic e th e sk ills y o u n eed to im pro ve y o u r IE LTS
writ in g s co re . I n a d dit io n , e ach q u estio n in th is b ook is fo llo w ed b y a c o m ple te m odel
an sw er; t h ese m odel a n sw ers w ill s h ow y o u 1 ) h ow t o c ra ft a n e xce lle n t e ssa y, 2 ) h ow t h e
poin ts o u tlin ed in th e le sso n s a n d e xerc is e s c a n b e u se d to im pro ve y o u r IE LTS e ssa y
writ in g s k ills .

In P art 3 o f t h e b ook, I s h ow h ow I E LTS e ssa ys a re e valu ate d . I ’v e u se d s o m e o f m y o w n
stu den ts ’ e ssa ys to p oin t o u t s o m e o f th e s tr e n gth s a n d w eak n esse s o f th e w rit in g, a n d
have o ffe re d g u id an ce t o w ard s im pro vin g t h e e ssa ys. I ’v e a ls o p ro vid ed s a m ple a n sw ers
to se vera l o f th ese e ssa y q u estio n s, so y o u ca n co m pare a lo w er b an d e ssa y w it h a n
im pro ved , h ig h er b an d e ssa y.

* F or c o pyrig h t r e a so n s, t h e I E LTS q u estio n s s h ow n in t h is b ook a re n ot id en tic a l t o I E LTS c o pyrig h te d t e stin g
mate ria ls . T he q u estio n s p ro vid ed in t h is b ook a re , h ow ev er, v ery s im ila r t o a u th en tic I E LTS m ate ria ls , a n d t h e s a m ple
essa ys p ro vid ed
here
are s p ecif ic a lly d esig n ed a n d w rit te n t o a n sw er
b oth t h e s im ila rly -w ord ed
a u th en tic I E LTS q u estio n s
an d t h e q u estio n s p ro vid ed in t h is b ook
.
Let’s g et s ta rte d !

PA R T O N E
Task 2 W rit in g
Let’
s s ta rt w it h T ask 2 e ssa y.

You m ig h t b e t h in kin g: w
hy? S h ou ld n ’t w e s ta rt w it h t h e T ask 1 e ssa y?


I a lw ays a d vis e m y s tu den ts t o w rit e t h e T ask 2 e ssa y f ir s t. T here a re t w o r e aso n s f o r t h is :

1)

The T ask 2 e ssa y is w orth m ore to w ard s y o u r fin al b an d s co re th an th e T ask 1
essa y.

2)

The T ask 1 e ssa y d oes
not
r e q u ir e a c o n clu sio n , s o if y o u r u n o u t o f tim e w hile
yo u ’r e w rit in g y o u r T ask 1 e ssa y, it w on ’t im pact y o u r s co re a s m uch a s if y o u r u n
ou t o f t im e w rit in g y o u r T ask 2 e ssa y.

In fo rm atio n a b ou t t h e T ask 2
e ssa y:

·
You w ill b e g iv en 4 0 m in ute s t o w rit e y o u r T ask 2 e ssa y.
·
You n eed t o w rit e A T L E AST 2 50 w ord s. I f y o u w rit e l e ss t h an 2 50 w ord s, y o u w ill
be p en alis e d a n d y o u r s co re w ill b e l o w er.
·
Task 2 e ssa ys re q u ir e y o u to w rit e a b ou t a c u rre n t g lo bal to pic , to g iv e y o u r
opin io n , a n d to sh ow th at y o u a re a b le to co n str u ct a co h ere n t a ca d em ic e ssa y.
Som e p oin ts y o u w ill b e e valu ate d o n :
·
Have y o u a n sw ere d t h e q u estio n ?
·
Have y o u o rg an is e d y o u r e ssa y i n to c le ar, l o gic a l p ara gra p h s?
·
Is y o u r a rg u m en t c o n vin cin g?
·
Have y o u s u pporte d y o u r p oin t o f v ie w w it h e xam ple s a n d e vid en ce ?
·
Is y o u r g ra m mar c o rre ct?
·
Have y o u u se d c o rre ct p u nctu atio n ?
·
Have y o u e ffe ctiv ely a n d c o rre ctly u se d a ca d em ic v o ca b u la ry ?
·
Is y o u r e ssa y l o n g e n ou gh ?
·
Task 2 e ssa ys a re s co re d in w hole b an ds, 1 -9 . 9 is a p erfe ct s co re . A ll t h e e ssa ys
pre se n te d i n t h is b ook w ou ld l ik ely b e s co re d a s a 9 .

Tip :
You s h ou ld s p en d 3 -5 m in ute s p la n nin g y o u r e ssa y b efo re y o u b egin t o w rit e . T his b ook
will h elp y o u p ra ctic e h ow t o p la n y o u r e ssa y.

This b ook w ill g iv e y o u s o m e h elp fu l t ip s a b ou t a ll t h e p oin ts m en tio n ed a b ove, a n d w ill
als o p ro vid e y o u w it h s u cce ssfu l, p ro ven m eth ods o f e ffe ctiv ely o rg an is in g a n d w rit in g
both yo u r T ask 1 an d yo u r T ask 2 essa ys.
Man y stu den ts h ave b een a b le to
sig n if ic a n tly im pro ve th eir IE LTS w rit in g sc o re s b y u tilis in g th e m eth ods
ou tlin ed i n t h is b ook.

A
Task 2 q u estio n
l o ok
s l ik e t h is :

Task T w o Q uestio n
1
You s h o uld s p end 4 0 m in ute s o n th is ta sk .
Write a b out th e f o llo w in g to pic :


Defin e t h e t e rm ‘ g lo balis a tio n ’ a n d e x pla in t h e p ro s a n d c o n s o f t h e e ffe cts o f g lo balis a tio n .


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Let’s l o ok a t h ow t o b eg in :

Org a n is in g Y ou r E ssa y

Most I E LTS T ask 2 e ssa ys
lo oks lik e t h is :


IN TR O D UCTIO N

SU PPO RTIN G P A R AG RAPH # 1

SU PPO RTIN G P A R AG RAPH # 2

CO N CLU SIO N


Som e T ask 2 e ssa ys w ill r e q u ir e t h re e
su pportin g p ara gra p h s
, b u t m ost w ill r e q u ir e
on ly t w o. E very T ask 2 e ssa y
MUST
h ave a n
in tr o du ctio n
a n d a
co n clu sio n
.
This
book w ill s h ow y o u h ow t o w rit e e ach o f t h ese p ara gra p h s t o c re ate a s tr o n g, c o h ere n t
Task 2 e ssa y.

NOTE:

It’s v ery i m porta n t t h at y o u r e ssa y b e o rg an is e d i n to c le a r, n ea t, w ell-
org an is e d p ara gra p h s. M ak e s u re t o l e a ve s p aces b etw een e a ch p ara gra p h , o r
to c le a rly i n den t e a ch p ara gra p h .






Essa y T em pla te

Look a t th e te m pla te
o n th e n ext p age
. T his te m pla te s h ow s th e fo rm o f a n a ca d em ic
essa y. O nce y o u b eco m e fa m ilia r w it h th is fo rm , w rit in g a ca d em ic e ssa ys w ill b eco m e
easie r. E very T ask 2 e ssa y in th is b ook c a n fit in to th is te m pla te .
Each a sp ect o f th e
te m pla te b elo w w ill b e e xp la in ed i n d eta il a
s w e p ro gre ss t h ro u gh t h is b ook.

Essa y T em pla te

In tr o du ctio n ( 1 -3 s e n te n ces)
Bro ad s ta te m en t a bou t t o pic
More s p ecif ic s ta te m en t a bou t t o pic ( o ptio n )
Thesis S ta te m en t ( a n sw ers q u estio n )

Su pportin g P ara gra p h # 1 ( 3 -6 s e n te n ces)
Topic s e n te n ce ( in tr o du ces t o pic o f p ara gra ph )
Su pportin g s e n te n ces
·
Evid en ce
·
Exam ple s

Su pportin g P ara gra p h # 2
( 3 -6 s e n te n ces)
Topic s e n te n ce ( in tr o du ces t o pic o f p ara gra ph )
Su pportin g s e n te n ces
·
Evid en ce
·
Exam ple s

Con clu sio n ( 1 -2 s e n te n ces)
·
Beg in s w it h “ I n c o n clu sio n ,” o r “ T o s u m u p,”
·
Resta te s T hesis S ta te m en t
·
Does n ot in tr o du ce n ew id ea s

The
Task 2
Essa y

Let’s lo ok a t h ow t h e t e m pla te is u se d t o o rg an is e a T ask 2 e ssa y.

Questio n 1
:

Defin e t h e t e rm ‘ g lo balis a tio n ’ a n d e x pla in t h e p ro s a n d c o n s o f t h e
effe cts o f g lo balis a tio n .

In tr o du ctio n

Bro ad s ta te m en t
ab ou t t o p ic
In t h e p ast f if ty y ea rs, a s t h e w orld ’s e co n om ie s
have e n te re d t h e n ew a ge o f in fo rm atio n
te ch nolo gy, c o m munic a tio n h as b eco m e f a ste r
an d e a sie r t h an e v er b efo re .
More s p ecif ic
sta te m en t
( o ptio n al)
Tele p h on es, t e le v is io n s a n d c o m pu te rs h ave m ade
co m munic a tio n a n d t h e m ed ia in sta n t a n d f a r-
re a ch in g.
Thesis S ta te m en t:
( Addre sse s q u estio n
an d o u tlin es p oin ts o f
su pportin g
para gra ph s)
‘G lo balis a tio n ’ r e fe rs t o t h e b re a kdow n o f b arrie rs
an d b ord ers in c o m munic a tio n ; t h ro u gh t h e
med ia , t h e w orld ’s c u lt u re s c o m munic a te a n d
in flu en ce e a ch o th er m ore t h an t h ey e v er h ave
befo re , a n d t h is in flu en ce p re se n ts b oth p osit iv es
an d n eg ativ es.

Su pportin g P ara gra p h # 1


Top ic s e n te n ce
(in tr o du ces t o pic o f
para gra ph )
Fir stly , t h e p ro s o f g lo balis a tio n a re m an y.
·
ex am ple s
·
ev id en ce
Thro u gh t h e I n te rn et, it is e a sy t o a ccess
in fo rm atio n , c o m munic a te w it h o th er p eo ple ,
an d le a rn a bou t a n y t o pic . T ele v is io n p re se n ts
th e c u lt u re , d is c o verie s, a n d e n te rta in m en t o f
fo re ig n c o u ntr ie s. T ra n sp orta tio n is e a sy a n d
qu ic k , s o p eo ple c a n t r a vel w id ely , n ot o n ly
sp re a din g a sp ects o f t h eir o w n c u lt u re , b u t a ls o
adoptin g a sp ects o f t h eir h osts ’ c u lt u re . T hese
te ch nolo gie s h elp p eo ple t o b eco m e m ore
to le ra n t, a n d b re a k d ow n c u lt u ra l b arrie rs t h at
ex is te d o n ly a d eca de a go.

Su pportin g P ara gra p h # 2

Top ic s e n te n ce
(in tr o du ces t o pic o f
para gra ph )
How ev er, t h ere a re a ls o n eg ativ e e ffe cts o f
glo balis a tio n .
·
ex am ple s
·
ev id en ce
As a r e su lt o f g lo balis a tio n , t h e w orld ’s c u lt u re s
are b eco m in g le ss d iv erse ; p eo ple a re a doptin g
th e c u sto m s o f c o u ntr ie s w it h s tr o n g
eco n om ie s. Y ou ng p eo ple a re a ttr a cte d t o t h e
med ia ’s in flu en ce a n d a re le ss lik ely t o c a rry o n
th e t r a dit io n s a n d la n gu ages o f t h eir n ativ e
la n ds. E nglis h h as b eco m e t h e in te rn atio n al
la n gu age b eca u se it is t h e la n gu age o f t h e
In te rn et a n d e -c o m merc e, b u t t h is a doptio n o f
an in te rn atio n al la n gu age is le a din g t o t h e
pote n tia l lo ss o f m an y lo ca l la n gu ages.

Con clu sio n
To s u m u p, g lo balis a tio n , o r t h e m eld in g o f t h e w orld ’s c u lt u re s
th ro u gh in fo rm atio n a n d c o m munic a tio n t e ch nolo gy, h as b oth p ro s
an d c o n s.

Questio n 1 : E xercis e

Defin e t h e t e rm ‘ g lo balis a tio n ’ a n d e x pla in t h e p ro s a n d c o n s o f t h e
effe cts o f g lo balis a tio n .


Exercis e : U sin g t h e w ord s i n t h e t a ble b elo w , f ill i n t h e b la nks t o t h e f o llo w in g s a m ple a nsw er.
e-c o m merce
eco n om ie s
te le v is io n s
deca d e
div erse
effe cts
su m
tr a d it io n s
en te rta in m en t
ad op tin g
Fir stly
posit iv es

In t h e p ast f if ty y ea rs, a s t h e w orld ’s
(1 )_ ________________
h ave e n te re d th e n ew a ge o f in fo rm atio n te ch nolo gy,
co m munic a tio n h as b eco m e f a ste r a n d e a sie r t h an e v er b efo re . T ele p h on es,
(2 )_ _____________
a n d c o m pu te rs h ave
made c o m munic a tio n a n d th e m ed ia in sta n t a n d fa r-re a ch in g. ‘G lo balis a tio n ’ r e fe rs to th e b re a kdow n o f b arrie rs a n d
bord ers in c o m munic a tio n ; th ro u gh th e m ed ia , th e w orld ’s c u lt u re s c o m munic a te a n d in flu en ce e a ch o th er m ore th an
th ey e v er h ave b efo re , a n d t h is in flu en ce p re se n ts b oth
(3 )_ __________
a n d n eg ativ es.

(4 )_ _________
, th e pro s of glo balis a tio n are m an y. Thro u gh th e In te rn et, it is ea sy to access in fo rm atio n ,
co m munic a te w it h oth er peo ple , an d le a rn abou t an y to pic . Tele v is io n pre se n ts th e cu lt u re , dis c o verie s, an d
(5 )_ ____________
o f fo re ig n c o u ntr ie s. T ra n sp orta tio n is e a sy a n d q u ic k , so p eo ple c a n tr a vel w id ely , n ot o n ly
sp re a din g a sp ects o f th eir o w n c u lt u re , b u t a ls o
(6 )_ __________
a sp ects o f th eir h osts ’ c u lt u re . T hese te ch nolo gie s
help p eo ple t o b eco m e m ore t o le ra n t, a n d b re a k d ow n c u lt u ra l b ar
rie rs t h at e x is te d o n ly a ( 7 )_ __________
a go.

How ev er,
th ere a re a ls o n eg ativ e ( 8 )_ __________
o f g lo balis a tio n . A s a r e su lt o f g lo balis a tio n , th e w orld ’s c u
lt u re s
are b eco m in g le ss ( 9 )_ ____________
; p eo ple a re a doptin g th e c u sto m s o f c o u ntr ie s w it h s tr o n g e co n om ie s. Y ou n g
peo ple a re a ttr a cte d to th e m ed ia ’s in flu en ce a n d a re le ss l
ik ely to c a rry o n th e ( 1 0 )_ ________ ___
a n d la n gu ages o f
th eir n ativ e la n ds. E nglis h h as b eco m e th e in te rn atio n al la n gu age b eca u se it is th e la n gu ag
e o f th e In te rn et a n d
(1 1)_ ______________
, b u t th is a doptio n o f a n in te rn atio n al la n gu age is le a din g to th e p ote n tia l lo ss o f m an y lo ca l
la n gu ages.

To ( 1 2 )_ _______
u p, g lo balis a tio n , o r th e m eld in g o f th e w orld ’s c u lt u re s th ro u gh in fo rm atio n a n d c o m munic a tio n
te ch nolo gy, h as b oth p ro s a n d c o n s.
(2 62 w ord s)

Exercis e :
Look a gain a t t h e e ssa y t e m pla te . W rit e y our o w n e ssa y f o r
Questio n 1 u sin g t h e o utlin e p rese n te d i n t h e t e m pla te .

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( 262 words)

Task T w o Q uestio n 2

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


The qu ality of co m pu te r la n gu age tr a n sla tio n has im pro ve d
sig n if ic a n tly in re cen t ye a rs. T
here fo re it is n ot n ecessa ry fo r
ch ild re n t o l e a rn a f o re ig n l a n gu age.

To w hat e x te n t t o y o u a gre e o r d is a gre e?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Pla n nin g Y ou r E ssa y

Now t h at y ou ’r e f a m ilia r w it h t h e t e m pla te a n d k n ow h ow t o o rg an is e y ou r e ssa y, it w ill b e e a sie r t o
pla n
y ou r e ssa y. I t
is u se fu l t o s p en d 3 - 5 m in ute s p la n nin g y ou r e ssa y b efo re y ou b eg in t o w rit e .
Le
t’s lo ok a gain a t t h e q u estio n :

The qu ality of co m pu te r la n gu age tr a n sla tio n has im pro ve d
sig n if ic a n tly in re cen t ye a rs. T
here fo re it is n ot n ecessa ry fo r
ch ild re n t o l e a rn a f o re ig n l a n gu age.

To w hat e x te n t t o y o u a gre e o r d is a gre e?


Here’s a n e x am ple o f a P LAN
f o r t h is e ssa y q uestio n ( 3 -5 m in ute s):

In tr o du ctio n
Bro ad s ta te m en t
ab ou t t o p ic
Advan ces in t e ch nolo gy
More s p ecif ic
sta te m en t a b ou t t o p ic
(o p tio n al)
Com munic a te b y u sin g c o m pu te ris e d t r a n sla tio n
Thesis S ta te m en t:
(A nsw ers q uestio n )
Dis a gre e:
Lea rn in g f o re ig n la n gu ages im pro ves
understa n din g o f f ir st la n gu age
Lea rn in g la n gu ages e x pan ds c ro ss-c u lt u ra l
co m munic a tio n

Su pportin g P ara gra p h # 1
Top ic S en te n ce
(in tr o d uces t o p ic o f
para gra p h)
Fir stly , le a rn in g a f o re ig n la n gu age is o fte n a
help fu l w ay t o g et a b ette r in sig h t in to o n e’s o w n
la n gu age.
Supportin g S en te n ces
·
ev id en ce
·
ex am ple s
-I ta lia n
- Span is h

Su pportin g P ara gra p h # 2
Top ic S en te n ce
(in tr o d uces t o p ic o f
para gra p h)
Seco n dly , c o m pu te ris e d t r a n sla tio n s o ftw are c a n
help p eo ple t r a n sla te f o re ig n t e x t o r e v en c o n verse
wit h a p erso n w ho s p ea ks a d if fe re n t la n gu age,
bu t c o m pu te rs c a n not c o m munic a te o n a
perso n al o r c u lt u ra l le v el.
Supportin g S en te n ces
·
ev id en ce
·
ex am ple s
- co m munic a te o n p erso n al le v el
- sh are a sp ects o f c u lt u re

Con clu sio n
·
Begin s w it h “ In
co n clu sio n ,” o r “ T o
su m u p,”
·
Resta te s T hesis
Sta te m en t
·
Does n ot i n tr o d uce
new i d ea s
Dis a gre e: ch ild re n sh ou ld be ta u gh t
fo re ig n la n gu ages to bro aden th eir
kn ow le d ge an d to help th em
co m munic a te wit h peo ple of oth er
cu lt u re s

I u se d t h e p la n s h ow n a b ove t o h elp m e
org an is e t h e e ssa y b elo w .

Exercis e : W rit e y ou r o w n e ssa y f o r Q uestio n 2 u sin g
th e o u tlin e a n d p la n p rese n te d i n t h e t e m pla te a bove.


The qu ality of co m pu te r la n gu age tr a n sla tio n has im pro ve d
sig n if ic a n tly in re cen t ye a rs. T
here fo re it is n ot n ecessa ry fo r
ch ild re n t o l e a rn a f o re ig n l a n gu age.

To w hat e x te n t t o y o u a gre e o r d is a gre e?


Exercis e :

Fill in th e m is sin g
verb s
. U se th e v erb s in th e ta ble b elo w to
co m ple te t h e s a m ple e ssa y. T hen lo ok o n t h e n ex t p ages f o r t h e c o m ple te d
essa y.

sp ea k s
do
sh are
co n su lt
ad va n ced
tr a n sla te
co n verse
dis a gre e
fo u nd
help

In re ce n t y ears , c o m pu te r te ch nolo gy
has (1 )_ ____________
s ig n if ic a n tly . N ow w e
ca
n c o m munic a te
w it h p eo ple w ho s p eak d if fe re n t la n gu ages w it h th e u se o f c o m pu te r
tr a n sla tio n so ftw are . Desp it e th e develo pm en t of th ese use fu l re so u rc e s, I
(2 )_ __________
th at
ch ild re n sh ou ld n ot le arn fo re ig n la n gu ages, b eca u se le arn in g
an oth er la n gu age c a n n ot o n ly
(3 )_ __________
a n in div id u al b ette r u nders ta n d th eir
ow n l a n gu age, b u t a ls o
co m munic a te
o n b oth p ers o n al a n d c u lt u ra l l e vels .

Fir s tly , l e arn in g a f o re ig n l a n gu age i s o fte n a h elp fu l w ay t o g et a b ette r i n sig h t i n to o n e’s
ow n la n gu age. F or e xam ple , f
ro m p ers o n al e xp erie n ce , I ( 4 )_ _________
th at le arn in g
Ita lia n w as u se fu l in t h e a cq u is it io n o f m ore v o ca b u la ry in m y n ativ e la n gu age: S pan is h .
While co m pu te rs ca n h elp tr a n sla te Span is h in to Ita lia n , if I h ad exclu si
vely use d
co m pu te rs t o ( 5 )_ _________
f o r m e, I w ou ld n ot h ave g ain ed f u rth er k n ow le d ge o f m y
ow n a n d o th er la n gu ages, lik e E ngl
is h a n d G erm an , w hic h a ls o ( 6 )_ _________
s o m e
sim ila r w ord fo rm atio n s. I n th is w ay, le arn in g fo re ig n la n gu ages h as m an y a d van ta ges
beyo n d j u st c o m munic a tio n .

Seco n dly , co m pu te ris e d tr a n sla tio n so ftw are ca n h elp p eo ple tr a n sla
te fo re ig n te xt o r
even ( 7 )_ __________
w it h a p ers o n w ho s p eak s a d if fe re n t la n gu age, b u t c o m pu te rs
ca n not c o m munic a te o n a p ers o n al o r c u lt u ra l le vel. F or e xam ple , o
ne o f m y clo se st
fr ie n ds (8 )_ __________
Ita lia n a s a fir s t la n gu age. W e c o u ld
(9 )_ ____________
ou r co m pu te rs to h ave a co n vers a tio n , bu t ou r co n vers a tio n s are ric h er an d m ore
in te re stin g w hen w e a tte m pt t o c o m munic a te b y a ctu ally s p eak in g t o e ach o th er. A ls o , w e
are a b le t o s h are t h e d if fe re n t a sp ects o f o u r c u lt u re s a n d h om e c o u ntr ie s, t h e t a ste o f
ou r
nativ e d is h es an d th e exp re ssio n s u niq u e to o u r lo ca l d ia le cts , all th in
gs w hic h o u r
co m pu te rs c a n not ( 1 0 )_ ___________
.

In c o n clu sio n , I d is a gre e w it h p eo ple w ho b elie ve t h at c o m pu te r t r a n sla tio n is s u ffic ie n t
fo r c o m munic a tio n b etw een p eo ple w ho s p eak d if fe re n t la n gu ages. I b elie ve c h ild re n
sh ou ld be ta u gh t fo re ig n la n gu ages to bro ad en th eir kn ow le d ge an d to h elp th em
co m munic a te w it h p eo ple o f o th er c u lt u re s.

Questio n 2 :

The qu ality of co m pu te r la n gu age tr a n sla tio n has im pro ve d
sig n if ic a n tly in re cen t ye a rs. T
here fo re it is n ot n ecessa ry fo r
ch ild re n t o l e a rn a f o re ig n l a n gu age.

To w hat e x te n t t o y o u a gre e o r d is a gre e?


Com ple te S am ple A nsw er:

In re ce n t years , co m pu te r te ch nolo gy has
ad va n ced
sig n if ic a n tly . N ow w e ca n
co m munic a te w it h peo ple w ho sp eak dif fe re n t la n gu ages w it h th e u se of co m pu te r
tr a n sla tio n s o ftw are . D esp it e t h e d evelo pm en t o f t h ese u se fu l r e so u rc e s, I
dis a gre e
th at
ch ild re n s h ou ld n ot le arn fo re ig n la n gu ages, b eca u se le arn in g a n oth er la n gu age c a n n ot
on ly
help
a n in div id u al b ette r u nders ta n d t h eir o w n la n gu age, b u t a ls o c o m munic a te o n
both p ers o n al a n d c u lt u ra l l e vels .

Fir s tly , l e arn in g a f o re ig n l a n gu age i s o fte n a h elp fu l w ay t o g et a b ette r i n sig h t i n to o n e’s
ow n la n gu age. F or e xam ple , f r o m p ers o n al e xp erie n ce , I
fo u nd
t h at le arn in g I ta lia n w as
use fu l in th e a cq u is it io n o f m ore v o ca b u la ry in m y n ativ e la n gu age: S pan is h . W hile
co m pu te rs c a n h elp t r a n sla te S pan is h in to I ta lia n , if I h ad e xclu siv ely u se d c o m pu te rs t o
tr a n sla te
fo r m e, I w ou ld n ot h ave g ain ed fu rth er k n ow le d ge o f m y o w n a n d o th er
la n gu ages, l ik e E nglis h a n d G erm an , w hic h a ls o
sh are
s o m e s im ila r w ord f o rm atio n s. I n
th is w ay, l e arn in g f o re ig n l a n gu ages h as m an y a d van ta ges b eyo n d j u st c o m munic a tio n .

Seco n dly , co m pu te ris e d tr a n sla tio n so ftw are ca n h elp p eo ple tr a n sla te fo re ig n te xt o r
even
co n verse
w it h a p ers o n w ho s p eak s a d if fe re n t la n gu age, b u t c o m pu te rs c a n not

co m munic a te o n a p ers o n al o r c u lt u ra l le vel. F or e xam ple , o n e o f m y c lo se st fr ie n ds
sp ea k s
Ita lia n as a fir s t la n gu age. W e co u ld
co n su lt
ou r co m pu te rs to have a
co n vers a tio n , b u t o u r c o n vers a tio n s a re r ic h er a n d m ore in te re stin g w hen w e a tte m pt t o
co m munic a te b y a ctu ally s p eak in g t o e ach o th er. A ls o , w e a re a b le t o s h are t h e d if fe re n t
asp ects o f o u r cu lt u re s an d h om e co u ntr ie s, th e ta ste o f o u r n ativ e d is h es an d th e
exp re ssio n s u niq u e t o o u r l o ca l d ia le cts , a ll t h in gs w hic h o u r c o m pu te rs c a n not
do
.

In c o n clu sio n , I d is a gre e w it h p eo ple w ho b elie ve t h at c o m pu te r t r a n sla tio n is s u ffic ie n t
fo r c o m munic a tio n b etw een p eo ple w ho s p eak d if fe re n t la n gu ages. I b elie ve c h ild re n
sh ou ld be ta u gh t fo re ig n la n gu ages to bro ad en th eir kn ow le d ge an d to h elp th em
co m munic a te w it h p eo ple o f o th er c u lt u re s.

(3 12 w ord s)

Task T w o Q uestio n 3

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Man y p eo ple b elie ve th at s tr o n g tr a ditio n
help s to c iv ilis e a n atio n
an d t h at g ove rn m en ts s h ou ld
th ere fo re
s u bsid is e
m usic ia n s, th ea tr e
co m pan ie s, a cto rs a n d a rtis ts .

Expla in w heth er y o u a gre e o r d is a gre e w ith t h is s ta te m en t a n d w hat
yo u t h in k g ove rn m e
nts s h ou ld d o t o p ro m ote t h e t r a ditio n al c u ltu ra l
herita ge o f a c o u ntr y
.


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

The I n tr o du ctio n
As w e n ote d a b ove, t h e
in tr o du ctio n
i s t h e f ir s t p ara gra p h o f y o u r e ssa y.
An
i ntr o du ctio n i n tr o du ce s t h e t o pic o f y o u r e ssa y. I t u su ally c o n sis ts o f b etw een 1 a n d 3
se n te n ce s.
NOTE:

The e ssa y i n tr o du ctio n s i n t h is b ook m ig h t b e l o n ger t h an i n tr o du ctio n s y o u ’v e
se en b efo re . L on g i n tr o du ctio n s i n cre ase a n e ssa y’s w ord c o u nt. I n tr o du ctio n s u su ally
co n ta in 1 , 2 o r 3 s e n te n ce s.
Man y t e ach ers e n co u ra ge t h eir s tu den ts t o k eep t h e in tr o du ctio n s h ort, a t o n e s e n te n ce .
In
ACH IE V E I E LTS A ca dem ic W rit in g S u ccess
, y o u ’l l le arn h ow to in cre ase y o u r
word c o u nt, s in ce o n e o f t h e m ost d if fic u lt a sp ects o f w rit in g a T ask 2 e ssa y i s h it tin g t h at
250 -w ord m ark . R em em ber, t h ere a re m an y s u cce ssfu l w ays t o w rit e a T ask 2 e ssa y. T his
book i n tr o du ce s
on e
pro ven m eth od o f o bta in in g i n cre asin gly a n d c o n sis te n tly h ig h b an d
sco re s o n I E LTS a ca d em ic W rit in g t e sts .

Writ in g a 2 o r 3 -s e n te n ce
in tr o du ctio n
h as t w o a d van ta ges:
·
You w ill a ccu m ula te m ore w ord s.
·
By fo llo w in g th e m eth od o u tlin ed in th is b ook, th e la st se n te n ce o f y o u r
in tr o du ctio n
(th e
th esis sta te m en t
) will be sim ila r in co n te n t to th e
co n clu sio n
o f y o u r e ssa y . In o th er w ord s, th e
co n clu sio n
is
rep h ra sin g
th e
th esis s ta te m en t
. L et’s l o ok a t w hat t h is m ean s:

Here , a gain , i s t h e t e m pla te f o r t h e
i n tr o du ctio n
o f a n a ca d em ic e ssa y:

In tr o d uctio n
Bro ad s ta te m en t
ab ou t t o p ic

More s p ecif ic
sta te m en t a b ou t t o p ic
(o p tio n al)

Thesis S ta te m en t:
(A nsw ers q uestio n )

Exercis e :
Writ e a n i n tr o du c
tio n t o t h e e ssa y q u estio n b elo w
.
Use t h e t e m pla te t o g u id e
you .
Giv e y ou rse lf 5 m in ute s t o c o m ple te t h is e x ercis e :


Man y p eo ple b elie ve th at s tr o n g tr a ditio n
help s to c iv ilis e a n atio n
an d t h at g ove rn m en ts s h ou ld
th ere fo re
s u bsid is e
m usic ia n s, th ea tr e
co m pan ie s, a cto rs a n d a rtis ts .

Expla in w heth er y o u a gre e o r d is a gre e w ith t h is s ta te m en t a n d w hat
yo u t h in k g ove rn m e
nts s h ou ld d o t o p ro m ote t h e t r a ditio n al c u ltu ra l
herita ge o f a c o u ntr y
.

In tr o d uctio n
Bro ad s ta te m en t
ab ou t t o p ic

More s p ecif ic
sta te m en t a b ou t
to p ic ( o p tio n al)

Thesis S ta te m en t:
(A nsw ers
questio n )

Pra ctic e w rit in g a n i n tr o d uctio n i n t h e s p ace b elo w .

Here is a n e x am ple o f a n
i ntr o d uctio n
t o t h e q u estio n
a bove
:
In tr o du ctio n
Bro ad s ta te m en t
ab ou t t o p ic
Man y c o u ntr ie s’ c u lt u re s a re p re se rv ed b y
th e s tr o n g t r a d it io n i n here n t i n t h e m usic ,
art a n d t h eatr e o f t h at c o u ntr y .

More s p ecif ic
sta te m en t a b ou t t o p ic
(o p tio n al)
It h as b een a rg u ed t h at t h e g o vern m en t
sh ou ld p ay t o p ro m ote t h e u niq u en ess o f a
co u ntr y ’s c u lt u re b y s u bsid is in g t h e a rtis ts ,
music ia n s a n d a cto rs w hic h k eep c u lt u re
aliv e.

Thesis S ta te m en t:
(A nsw ers q uestio n )
I a gre e th at a g o vern m en t s h ou ld fu nd it s
cit iz e n s’ c u lt u ra l p u rs u it s , s in ce p art o f a
go vern m en t’s re sp on sib ilit y in clu des th e
pre se rv atio n of it s peo ple ’s ow n u niq u e
cu lt u ra l t r a d it io n s.

Tip :
Mak e s u re y o u
do n ot c o py
t h e I E LTS q u estio n in to y o u r e ssa y.
You m ust r e p h ra se
th e I E LTS q u estio n , o r t h e w ord s y o u h ave c o pie d w ill n ot b e c o u nte d in y o u r f in al w ord
co u nt. R ep eat th e id ea, b u t u se d if fe re n t v o ca b u la ry w ord s a n d a d if fe re n t se n te n ce
str u ctu re .

Now l e t’s l o ok a t a s a m ple
c on clu sio n
t o t h is e ssa y. N otic e h ow t h e
th esis s
ta te m en t
an d t h e
c on clu sio n
a re a ls o t h e s a m e i d ea, b u t r e p h ra se d . T his c a n b e a u se fu l w ay t o
begin a n d e n d y o u r e ssa y, a n d w ill g iv e y o u r e ssa y a s e n se o f c o h ere n ce .

Con clu sio n
·
Begin s w it h “ In
co n clu sio n ,” o r “ T o
su m u p,”
·
Resta te s T hesis
Sta te m en t
·
Does n ot i n tr o d uce
new i d ea s
In co n clu sio n , I belie ve th at
go vern m en ts s h ou ld p ro vid e v en ues
an d offe r gra n ts an d su bsid ie s to
artis ts a n d m usic ia n s o f tr a d it io n al
music an d art, to m ain ta in th e
str o n g t r a d it io n o f t h e c o u ntr y .

Exercis e : W rit e y ou r o w n e ssa y f o r Q uestio n 3 . M ake
su re t h at y ou r t h esis s ta te m en t a n d y ou r c o n clu sio n
are r ep h ra sin g t h e q u estio n a n d s ta tin g y ou r o pin io n .


Now l e t’s l o ok a t t h e c o m ple te s a m ple a nsw er.

Questio n 3 :

Man y p eo ple b elie ve th at s tr o n g tr a ditio n
help s to c iv ilis e a n atio n
an d t h at g ove rn m en ts s h ou ld
th ere fo re
s u bsid is e
m usic ia n s, th ea tr e
co m pan ie s, a cto rs a n d a rtis ts .

Expla in w heth er y o u a gre e o r d is a gre e w ith t h is s ta te m en t a n d w hat
yo u t h in k g ove rn m e
nts s h ou ld d o t o p ro m ote t h e t r a ditio n al c u ltu ra l
herita ge o f a c o u ntr y
.

Sam ple A nsw er:
Man y c o u ntr ie s’ c u lt u re s a re p re se rv ed b y t h e s tr o n g t r a d it io n in here n t in t h e m usic , a rt
an d th eatr e o f th at co u ntr y .
It h as b een a rg u ed th at th e g o vern m en t sh ou ld p ay to
pro m ote th e u niq u en ess o f a c o u ntr y ’s c u lt u re b y s u bsid is in g th e a rtis ts , m usic ia n s a n d
acto rs w hic h k eep cu lt u re a liv e.
I a gre e th at a g o vern m en t sh ou ld fu nd it s cit iz e n s’
cu lt u ra l p u rs u it s , s in ce p art o f a g o vern m en t’s r e sp on sib ilit y in clu des t h e p re se rv atio n o f
it s p eo ple ’s o w n u niq u e c u lt u ra l t r a d it io n s.
If a g o vern m en t w an ts to p re se rv e a n d m ain ta in th e a rt a n d m usic w hic h is h is to ric a lly
tr a d it io n al t o i t s c o u ntr y , t h en i t m ust t a k e s te p s t o i n su re t h at t h ose t r a d it io n s a re v alu ed
an d f o ste re d .
F ir s tly , a g o vern m en t c a n h elp m ain ta in t h e c u lt u ra l t r a d it io n s o f a c o u ntr y
by u sin g t a x m on ey t o b u ild t h eatr e s, m usic a n d c o n ce rt h alls , g alle rie s a n d m use u m s.
B y
pro vid in g v en ues fo r a rtis ts , m usic ia n s a n d a cto rs to p ra ctic e , p erfo rm a n d e xh ib it th eir
arts , t h e g o vern m en t i s h elp in g p eo ple c o m e t o geth er t o p artic ip ate i n t r a d it io n al c re ativ e
activ it ie s.
Furth erm ore , g o vern m en ts co u ld p ro vid e g ra n ts , sch ola rs h ip s a n d e d u ca tio n to a rtis ts
an d m usic ia n s w ho a re p re p are d to m ak e s p ecia l c o n tr ib u tio n s to th e p re se rv atio n o f a
co u ntr y ’s tr a d it io n al m usic a n d a rt.
B y g iv in g s tu den ts o f a rt a n d m usic in ce n tiv es to
main ta in cu lt u ra l tr a d it io n s, go vern m en ts ca n pro m ote th e lo n gevit y of it s peo ple ’s
tr a d it io n s.
F or e xam ple , if a s tu den t w ho w as in te re ste d in fin e a rts w as o ffe re d a fu ll
sch ola rs h ip t o e xp lo re a n d p ain t in t r a d it io n s ty le s, t h at s tu den t w ou ld b e m ore in clin ed
to f o llo w t h at o ptio n t h an i f n o s ch ola rs h ip w as o ffe re d .
In c o n clu sio n , I b elie ve th at g o vern m en ts s h ou ld p ro vid e v en ues a n d o ffe r g ra n ts a n d
su bsid ie s to a rtis ts a n d m usic ia n s o f tr a d it io n al m usic a n d a rt, to m ain ta in th e s tr o n g
tr a d it io n o f t h e c o u ntr y .
(2 80 w ord s)
_____________________________________________
Usin g th is te ch niq u e o f r e p h ra sin g y o u r
th esis s
ta te m en t
in y o u r
c on clu sio n
c a n b e
help fu l i n s e vera l w ays:
·
It i n cre ase s y o u r w ord c o u nt.
·
It e n su re s y o u h ave a n sw ere d t h e q u estio n .

·
It m ak es y o u r
c on clu sio n
e asie r to w rit e s in ce y o u a lr e ad y k n ow w hat y o u ’r e
go in g t o s a y.
·
It g iv es y o u r e ssa y a s e n se o f c o h ere n ce .

Task T w o Q uestio n 4

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

W rite a b out th e f o llo w in g to pic :

At sc h ool, ch ild re n sh ou ld eith er be ta u gh t to
co m pete or to
co opera te
. W hic h fo rm of ed u ca tio n
do yo u th in k
wou ld best
ben efit s o cie ty ?

Desc rib e b oth s id es o f t h e a rg u m en t a n d e x pla in y o u r o w n o pin io n .


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Topic S en te n ce s

Let’s l o ok n ow a t t h e
su pportin g p ara gra p h s
o f a T ask 2 e ssa y. S u pportin g p ara gra p h s
are t h e p ara gra p h s
betw een t h e i n tr o d uctio n a n d t h e c o n clu sio n
. S u pportin g p ara gra p h s
pre se n t y o u r a rg u m en t. M ost I E LTS T ask 2 e ssa ys w ill h ave 2 s u pportin g p ara gra p h s.
Occa sio n ally y o u w ill u se o n ly 1 s u pportin g p ara gra p h , o r s o m etim es y o u m ig h t c h oose t o
in clu de 3 s u pportin g p ara gra p h s, b u t u su ally 2 w ork s w ell.

Su pportin g p ara gra p h s m ust b egin w it h a
to pic s e n te n ce
. A t o pic s e n te n ce i s u su ally a
sh ort, c o n cis e s e n te n ce t h at s ta te s t h e m ain i d ea o f t h e p ara gra p h . A ll t h e s u pportin g
se n te n ce s i n t h at p ara gra p h w ill d is cu ss a n d s u pport t h e i d ea p re se n te d i n t h e t o pic
se n te n ce .


Here ’s a n e xam ple ( fr o m a s u pportin g p ara gra p h f r o m e ssa y q u estio n # 1):

Fir s tly , t h e p ro s o f g lo balis a tio n a re m an y.
Thro u gh t h e I n te rn et, i t i s e asy t o a cce ss
in fo rm atio n , c o m munic a te w it h o th er p eo ple , a n d l e arn a b ou t a n y t o pic . T ele vis io n
pre se n ts t h e c u lt u re , d is co verie s, a n d e n te rta in m en t o f f o re ig n c o u ntr ie s. T ra n sp orta tio n
is e asy a n d q u ic k , s o p eo ple c a n t r a vel w id ely , n ot o n ly s p re ad in g a sp ects o f t h eir o w n
cu lt u re , b u t a ls o a d optin g a sp ects o f t h eir h osts ’ c u lt u re . T hese t e ch nolo gie s h elp p eo ple
to b eco m e m ore t o le ra n t, a n d b re ak d ow n c u lt u ra l b arrie rs t h at e xis te d o n ly a d eca d e a go .

Here ’s a n oth er e xam ple ( fr o m a s u pportin g p ara gra p h f r o m e ssa y q u estio n # 12 ):

Seco n dly , c o m pu te rs h elp s tu den ts b eco m e m ore p ro du ctiv e t h an t h ey h ave b een i n t h e
past.
Befo re s tu den ts u se d c o m pu te rs , t h ey h ad t o c o n su lt a l im it e d n um ber o f t e ach ers ,
writ e e ssa ys b y h an d, c o rre ct e rro rs , r e co py w rit te n w ork , t h en d eliv er t h eir a ssig n m en ts
to t h eir t e ach ers . N ow , w it h t h e h elp o f c o m pu te rs , s tu den ts c a n f in d t h e i n fo rm atio n
th ey n eed f r o m s p ecia lis ts a ro u nd t h e w orld a n d t y p e t h eir e ssa ys o n to c o m pu te rs q u ic k ly
an d e asily . T here fo re , t h e m odern iz a tio n o f e d u ca tio n h as h elp ed t o i n cre ase t h e
pro du ctiv it y o f s tu den ts .


You c a n s e e t h at t h e
to pic s e n te n ce
i s o fte n q u it e s h ort ( b u t n ot a lw ays). I t t y p ic a lly
will b egin w it h a
lin kin g w ord
( w e’l l d is cu ss t h ese l a te r). T he t o pic s e n te n ce s ta te s t h e
main i d ea o f t h is p ara gra p h , a n d a ll t h e s u pportin g s e n te n ce s w it h in t h at p ara gra p h g iv e
ex am ple s
a n d
evid en ce
t o s u pport t h e t o pic s e n te n ce .

TIP :
A
th esis s ta te m en t
( th e l a st s en te n ce o f t h e i n tr o d uctio n ) c a n a ls o i n clu de t h e

id ea s t h at w ill b e p resen t i n t h e t o pic s en te n ces. I n s u bseq u en t p ages, w e’l l l o ok a t h ow
th is i s d on e. B ut f ir st, l e t’s t r y a n e x ercis e i n w rit in g t o pic s en te n ces.



Exercis e :

Writ e a
to pic s e n te n ce
f o r e a ch o f t h e s u pportin g p ara gra ph s s h ow n b elo w . T hese
para gra ph s a re t a ken f r o m d if fe ren t T ask 2 e ssa ys i n t h is b ook.


1.
____________________________________________________. F ir s tly , fa st
fo od r e sta u ra n ts a re p le n tif u l a n d p ro vid e t a k e-a w ay m eals t h at c a n b e c o n su m ed o n t h e
ru n, s o b u sy in div id u als d o n ot h ave to s a crif ic e v alu ab le tim e to e at th eir m eals . P re -
pack aged m eals c a n a ls o b e p re p are d a t h om e w it h lit tle e ffo rt a n d c a n b e p re p are d in
min ute s. H ow ever, f a st f o od a ls o h as it s d is a d van ta ges. F or e xam ple , f a st f o od is o fte n
exp en siv e. F ast fo od is fr e q u en tly h ig h in fa t a n d sa lt , w hic h , w hen co n su m ed o n a
re gu la r b asis , c a n c o n tr ib u te t o h ealt h p ro ble m s l ik e o besit y a n d h ig h b lo od p re ssu re .

2.
______________________________________________________________________________________.
Mobile p h on es m ak e i t e asy f o r p are n ts t o k eep i n t o u ch w it h t h eir c h ild re n . A ls o , m an y
peo ple t o day h ave m obile p h on es w hic h a cce ss t h e I n te rn et, s o t h ey c a n n ot o n ly
co m munic a te w it h t h eir m obile p h on es, b u t a ls o s e n d e -m ails , a n d c o n du ct b u sin ess v ia
th eir p h on es. T his i s e xtr e m ely a d van ta geo u s a s i t m ean s t h at p eo ple d o n ot h ave t o b e
co n fin ed t o t h eir h om es o r o ffic e s i n o rd er t o g et i n t o u ch w it h f r ie n ds, f a m ily , o r
bu sin ess a sso cia te s; c o m munic a tio n c a n t a k e p la ce a n yw here a n d a t a n y t im e.


3.
___________________________________________________.
T hese t y p es
of p eo ple m ay c h oose t o l iv e i n t h e s a m e c it y t h eir e n tir e l iv es, c h oose o n e j o b o r c a re er
path a n d f o llo w i t u ntil t h ey r e tir e . F or e xam ple , I h ave a n eig h bou r t h at h as l iv ed i n t h e
sa m e h ou se s in ce h is c h ild h ood, b eca m e a m usic t e ach er, a n d s ta yed i n t h at j o b f o r t h e
en tir e ty o f h is w ork in g l if e ; h is c a re er c h oic e w as c o n du civ e t o h is p re fe re n ce t o a vo id
ch an ge. T his t y p e o f l if e sty le i s c o m fo rtin g t o m an y p eo ple a s t h ey k n ow w hat t o e xp ect
each d ay; t h ere a re f e w u nkn ow ns a n d t h e m ap s o f t h eir l iv es a re p re d ic ta b le a n d r e lia b le .


4.

________________________________________________________________________.
Fir s tly , a c h ild t h at l e arn s h ow t o c o m pete a n d s u cce ed w ill h ave a d van ta ges o ver t h e
ch ild w ho s h ie s a w ay f r o m c o m petit io n . F or e xam ple , t h e c h ild t h at
has c o m petit iv e d riv e
an d w ord s h ard t o e xce l w ill c re ate o pportu nit ie s f o r h im se lf o r h ers e lf , a n d w ill b e b ette r
eq u ip ped t o h an dle c h alle n ges a n d f in d s o lu tio n s. H ealt h y c o m petit io n c a n b en efit
so cie ty b y e n co u ra gin g i n div id u als t o w ork h ard , s tr iv e a n d s u cce ed .


Answ ers:
(N ote :
There a re m an y p ossib le a n sw ers
.)

1.
Fast fo od h as a d van ta ges a n d d is a d van ta ges.
F ir s tly , fa st fo od r e sta u ra n ts a re p le n tif u l
an d p ro vid e t a k e-a w ay m eals t h at c a n b e c o n su m ed o n t h e r u n, s o b u sy i n div id u als d o n ot
have to sa crif ic e valu ab le tim e to eat th eir m eals . P re -p ack aged m eals ca n als o b e
pre p are d a t h om e w it h lit tle e ffo rt a n d c a n b e p re p are d in m in ute s. H ow ever, fa st fo od
als o h as it s d is a d van ta ges. F or exam ple , fa st fo od is o fte n exp en siv e. F ast fo od is
fr e q u en tly h ig h in f a t a n d s a lt , w hic h , w hen c o n su m ed o n a r e gu la r b asis , c a n c o n tr ib u te
to h ealt h p ro ble m s l ik e o besit y a n d h ig h b lo od p re ssu re .

2.
Mobile p h on es h ave b eco m e v ery w id ely u se d a n d h ave i m pacte d t h e a vera ge p ers o n ’s
lif e sty le i n m an y p osit iv e w ays.
M obile p h on es m ak e i t e asy f o r p are n ts t o k eep i n t o u ch
wit h t h eir c h ild re n . A ls o , m an y p eo ple t o day h ave m obile p h on es w hic h a cce ss t h e
In te rn et, s o t h ey c a n n ot o n ly c o m munic a te w it h t h eir m obile p h on es, b u t a ls o s e n d e -
mails , a n d c o n du ct b u sin ess v ia t h eir p h on es. T his i s e xtr e m ely a d van ta geo u s a s i t m ean s
th at p eo ple d o n ot h ave t o b e c o n fin ed t o t h eir h om es o r o ffic e s i n o rd er t o g et i n t o u ch
wit h f r ie n ds, f a m ily , o r b u sin ess a sso cia te s; c o m munic a tio n c a n t a k e p la ce a n yw here a n d
at a n y t im e.


3.
Man y p eo ple p re fe r t o c o n du ct t h eir l iv es i n a w ay t h at a vo id s c h an ge.
T hese t y p es o f
peo ple m ay c h oose t o l iv e i n t h e s a m e c it y t h eir e n tir e l iv es, c h oose o n e j o b o r c a re er p ath
an d f o llo w i t u ntil t h ey r e tir e . F or e xam ple , I h ave a n eig h bou r t h at h as l iv ed i n t h e s a m e
hou se s in ce h is c h ild h ood, b eca m e a m usic t e ach er, a n d s ta yed i n t h at j o b f o r t h e e n tir e ty
of h is w ork in g l if e ; h is c a re er c h oic e w as c o n du civ e t o h is p re fe re n ce t o a vo id c h an ge.
This t y p e o f l if e sty le i s c o m fo rtin g t o m an y p eo ple a s t h ey k n ow w hat t o e xp ect e ach d ay;
th ere a re f e w u nkn ow ns a n d t h e m ap s o f t h eir l iv es a re p re d ic ta b le a n d r e lia b le .


4.

Com petit iv en ess i s a n a ttr ib u te t h at i s e n co u ra ged i n m an y c u lt u re s, a n d i t c a n b e u se fu l
in m an y w ays.
F ir s tly , a c h ild t h at l e arn s h ow t o c o m pete a n d s u cce ed w ill h ave
ad van ta ges o ver t h e c h ild w ho s h ie s a w ay f r o m c o m petit io n . F or e xam ple , t h e c h ild t h at
has c o m petit iv e d riv e a n d w ord s h ard t o e xce l w ill c re ate o pportu nit ie s f o r h im se lf o r
hers e lf , a n d w ill b e b ette r e q u ip ped t o h an dle c h alle n ges a n d f in d s o lu tio n s. H ealt h y
co m petit io n c a n b en efit s o cie ty b y e n co u ra gin g i n div id u als t o w ork h ard , s tr iv e a n d
su cce ed .



You c a n s ee th at
to pic s e n te n ces
h ave a v ery s p ecif ic a n d im porta n t jo b: to c le a rly
in tr o d uce t h e t o pic o r i d ea o f t h e p ara gra ph .



Anoth er t e ch niq u e t o k eep i n m in d:

A
th esis sta te m en t
ca n als o in clu de th e id eas th at w ill b e p re se n te d in th e
to pic
se n te n ces
. T his i s n ot a t e ch niq u e t h at n eed s t o b e u se d i n e very e ssa y, b u t i t ’s o n e m ore
th in g to keep in m in d as yo u co n tin ue to im pro ve yo u r w rit in g an d yo u r essa y
org an is a tio n . Rem em ber th at a
th esis sta te m en t
is th e la st se n te n ce of th e
in tr o du ctio n
.

Edu ca tio n al m eth ods vary aro u nd th e w orld . In so m e co u ntr ie s, co m petit io n is
co n sid ere d m ore im porta n t, w hile in o th er c o u ntr ie s, c o opera tio n is v ie w ed a s a m ore
esse n tia l s k ill.

In m y o pin io n , b oth c o opera tio n a n d c o m petit io n a re v it a l c o m pon en ts o f
a c o m ple te e d u ca tio n .

A
th esis s ta te m en t
an sw ers th e q u estio n
. In so m e ca se s, y o u ca n u se y o u r th esis
sta te m en t t o
in tr o d uce th e id ea s y ou w ill p resen t in y ou r s u pportin g p ara gra ph s.
This
essa y s h ow s h ow t h is c a n b e d on e.


At sc h ool, ch ild re n sh ou ld eith er be ta u gh t to
co m pete or to
co opera te
. W hic h fo rm of ed u ca tio n
do yo u th in k
wou ld best
ben efit s o cie ty ? D esc rib e b oth s id es o f th e a rg u m en
t a n d e x pla in
yo u r o w n o pin io n .


Sam ple A nsw er:
Edu ca tio n al m eth ods vary aro u nd th e w orld . In so m e co u ntr ie s,
co m petit io n
is
co n sid ere d m ore im porta n t, w hile in o th er c o u ntr ie s,
co opera tio n
is v ie w ed a s a m ore
esse n tia l s k ill. I n m y o pin io n , b oth
co opera tio n
a n d
co m petit io n
a re v it a l c o m pon en ts o f

a c o m ple te e d u ca tio n .

Com petit iv en ess
is a n a ttr ib u te t h at is e n co u ra ged in m an y c u lt u re s, a n d it c a n b e u se fu l
in m an y w ays. F ir s tly , a ch ild th at le arn s h ow to
co m pete
an d su cce ed w ill h ave
ad van ta ges o ver t h e c h ild w ho s h ie s a w ay f r o m
co m petit io n
. F or e xam ple , t h e c h ild t h at
has
co m petit iv e
d riv e a n d w ork s h ard to e xce l w ill c re ate o pportu nit ie s fo r h im se lf o r
hers e lf , a n d w ill b e b ette r e q u ip ped to h an dle ch alle n ges a n d fin d so lu tio n s. H ealt h y
co m petit io n
ca n b en efit so cie ty b y en co u ra gin g in div id u als to w ork h ard , str iv e an d
su cce ed .

On th e o th er h an d,
co opera tio n
is a ls o a n e sse n tia l s k ill. M em bers o f s o cie ty m ust b e
ab le t o
co opera te
i n o rd er t o c re ate s u cce ssfu l, p eace fu l c o m munit ie s. I f i n div id u als w ork
on ly c o m petit iv ely , w it h ou t
co opera tin g
, th en s o cie ty w ill b eco m e fr a gm en te d . A g o od
exam ple t o i llu str a te t h is p oin t i s a s p orts t e am ; i f o n e i n div id u al s tr iv es a lo n e t o s u cce ed ,
his o r h er t a sk w ill b e m ore d if fic u lt . B ut if t h e t e am
work s t o geth er
t o w ard s a c o m mon
go al th ro u gh
co opera tio n
, th eir ch an ce s of w in nin g are bette r. F or th ese re aso n s,
co opera tio n
s h ou ld b e t a u gh t in s ch ools t o c re ate s tr o n g c o m munit ie s a n d a
co opera tiv e
so cie ty .

There fo re , it is m y o pin io n t h at
co opera tio n
a n d
co m petit io n
a re b oth e sse n tia l e le m en ts
of e d u ca tio n a n d s h ou ld b oth b e t a u gh t i n s ch ools . I f e d u ca tio n i s a p pro ach ed f r o m b oth
an gle s, a c h ild m ig h t b e t a u gh t t o s tr iv e a n d s u cce ed , b u t a ls o t o h elp t h ose a ro u nd h im o r
her to d o th e s a m e, th ere fo re b en efit in g s o cie ty b y in stillin g b oth a s e n se o f p ers o n al
sa tis fa ctio n b u t a ls o o f h elp fu ln ess.

In c o n clu sio n ,
co opera tio n
a n d
co m petit io n
, w hen ta u gh t to geth er to y o u ng p eo ple , w ill
cre ate a f u tu re g en era tio n o f s u cce ssfu l a n d c o n sid era te c it iz e n s.

Task T w o Q uestio n 5

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Fath erh ood i s e q u ally a s i m porta n t
a s m oth erh ood.

What i s y o u r o pin io n ?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Su pportin g Y ou r T opic S en te n ce s


You n ow
kn ow h ow t o w rit e a
to pic s e n te n ce
. L et’s l o ok n ext a t h ow t o
su pport
yo u r
to pic s e n te n ce s. S u pportin g p ara gra p h s n eed t o p re se n t
evid en ce
an d
e x am ple s
t h at
will u ph old t h e a rg u m en t p re se n te d i n y o u r t o pic s e n te n ce .

If y o u r a rg u m en t i s n ot s u pporte d w it h e xam ple s a n d e vid en ce , i t w ill n ot b e c o n vin cin g.
Man y s tu den ts h ave t h is p ro ble m : t h eir a rg u m en ts a re w eak a n d u nco n vin cin g a n d t h is
weak n ess h as a n egativ e i m pact o n t h eir b an d s co re . Y ou c a n r e ad a b ou t t h e t o pic s
pre se n te d i n t h is a n d o th er I E LTS b ooks t o h elp y o u p re p are f o r t h e t e st. F in d a rtic le s o n
th e I n te rn et o r n ew sp ap ers , l e arn r e le van t v o ca b u la ry a n d b egin t o p re p are y o u r
arg u m en t s o y o u a re w ell p re p are d . P re se n tin g a s tr o n g a rg u m en t i s a n i m porta n t a sp ect
of I E LTS T ask 2 e ssa y w rit in g. S ee
Questio n 9
f o r m ore i n fo rm atio n a b ou t h ow t o d o
th is .


ev.i.d en ce
[ ev
-i- d
uh
n s]
nou n

1.
th at w hic h t e n ds t o p ro ve o r d is p ro ve s o m eth in g; g ro u nd f o r b elie f; p ro of.

2.
so m eth in g t h at m ak es p la in o r c le ar; a n i n dic a tio n o r s ig n :
His f lu sh ed l o ok w as v is ib le
ev id en ce
o f h is f e v er.


ex .a m .p le
[ ig
- za m
-p u hl]
n ou n

1.
on e o f a n um ber o f t h in gs, o r a p art o f s o m eth in g, t a k en t o s h ow t h e c h ara cte r o f t h e
whole :
This p ain tin g i s a n
ex a m ple
o f h is e a rly w ork .

2.
an i n sta n ce s e rv in g f o r i llu str a tio n ; s p ecim en

Exam ple s a n d e vid en ce p ro ve o r d is p ro ve y o u r a rg u m en t. E vid en ce a n d e xam ple s m ak e
yo u r v ie w poin t b elie vab le . A nd t h ey s h ow h ow y o u r v ie w poin t i s i llu str a te d i n y o u r o w n
exp erie n ce o r o bse rv atio n s.

Let’s l o ok a t h ow t h is i s d on e:

But f ir s t, l e t’s d o a n e xerc is e t o p ra ctic e p ro vid in g e vid en ce a n d e xam ple s. A s y o u w rit e ,
tr y t o u se d eta ils f r o m y o u r o w n p ers o n al e xp erie n ce t o s u pport t h e t o pic s e n te n ce s.
You ’l l n otic e t h at t h e t o pic s e n te n ce s i n t h ese p ara gra p h s a re l o n ger t h an i n e arlie r
exam ple s; t h is h as b een d on e t o h elp y o u c o m ple te t h e e xerc is e b elo w .


Exercis e : W rit e t h e s u pportin g s e n te n ces t o s u pport t h e t o pic s e n te n ces i n
th e f o llo w in g e ssa y. U se
ev id en ce
an d
ex a m ple s
to s u pport y ou r o pin io n a n d
str en gth en t h e a rg u m en t p rese n te d i n t h e t h esis s ta te m en t.

Fath erh ood is e q ually a s im porta nt a s m oth erh ood .

What is y ou r o p in io n ?


Both p are n ts p la y a n i m porta n t r o le i n r a is in g c h ild re n . A w ell- a d ju ste d c h ild n eed s
nurtu rin g a n d g u id an ce f r o m b oth p are n ts .
There fo re , i n m y o pin io n , f a th erh ood i s j u st
as i m porta n t a s m oth erh ood b eca u se f a th ers a n d m oth ers p la y d if fe re n t r o le s i n t h e l iv es
of c h ild re n , a n d b oth i n flu en ce s a re e q u ally i m porta n t t o t h e h ealt h y e m otio n al
develo pm en t o f c h ild re n .

The r o le o f m oth erh ood i s o fte n t h ou gh t o f a s t h e m ore i m porta n t p are n ta l i n flu en ce
beca u se t h e m oth er i s t h e p rin cip al c a re giv er i n t h e e arly s ta ges o f a c h ild ’s l if e .
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

The r o le o f f a th erh ood i s o fte n t h ou gh t o f a s a l e ss i m porta n t o n e, b u t i n m y o pin io n , a
fa th er’s i n flu en ce i s e q u ally i m porta n t t o t h at o f t h e m oth er.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

In c o n clu sio n , I b elie ve t h at f a th ers a n d m oth ers a re e q u ally i m porta n t i n a c h ild ’s l if e .
Id eally , t h e r o le s o f t h e t w o p are n ts w ill c o m ple m en t e ach o th er a n d t h e c o m bin atio n o f
both w ill h elp c h ild re n r e ach t h eir f u ll p ote n tia l.

Now l e t’s l o ok a t a S am ple A nsw er t o t h is q u estio n :

Questio n 5 :
Fath erh ood is e q ually a s im porta nt a s m oth erh ood .

What is y ou r o p in io n ?


Both p are n ts p la y a n i m porta n t r o le i n r a is in g c h ild re n . A w ell- a d ju ste d c h ild n eed s
nurtu rin g a n d g u id an ce f r o m b oth p are n ts . T here fo re , i n m y o pin io n , f a th erh ood i s j u st
as i m porta n t a s m oth erh ood b eca u se f a th ers a n d m oth ers p la y d if fe re n t r o le s i n t h e l iv es
of c h ild re n , a n d b oth i n flu en ce s a re e q u ally i m porta n t t o t h e h ealt h y e m otio n al
develo pm en t o f c h ild re n .

The r o le o f m oth erh ood i s o fte n t h ou gh t o f a s t h e m ore i m porta n t p are n ta l i n flu en ce
beca u se t h e m oth er i s t h e p rin cip al c a re giv er i n t h e e arly s ta ges o f a c h ild ’s l if e .

It i s t h e
moth er w ho n urtu re s t h e c h ild p h ysic a lly , f e ed s t h e c h ild a n d m ost o fte n f o rm s t h e f ir s t
str o n g p are n ta l b on d w it h t h e c h ild . A m oth er u su ally o ffe rs t h e c h ild g en tle c o m fo rts
an d c o n sta n t s e cu rit y i n t h e f ir s t f e w y ears . T his r o le i s c rit ic a l i n t h e e m otio n al a n d
so cia l d evelo pm en t o f c h ild re n , a s i t i s t h ese t ie s t h at g iv e a c h ild c o n fid en ce a n d s e cu rit y .

The r o le o f f a th erh ood i s o fte n t h ou gh t o f a s a l e ss i m porta n t o n e, b u t i n m y o pin io n , a
fa th er’s i n flu en ce i s e q u ally i m porta n t t o t h at o f t h e m oth er.

The f a th er o fte n p la ys t h e
ro le o f p ro vid er a n d p ro te cto r. W hile t h ese a re g en era lis a tio n s, t h ey s till a p ply t o t h e
majo rit y o f f a th er/ ch ild r e la tio n sh ip s. I n m y o w n e xp erie n ce , m y f a th er t a u gh t m e
dis cip lin e, c o n tr o l, a n d e n co u ra ged m e t o w ork h ard . H e w as l e ss o f a p h ysic a l p re se n ce
in m y l if e , b u t h is i n flu en ce w as s tr o n g n on eth ele ss. I b elie ve i t i s t h e c o m bin atio n o f
both m y p are n ts ’ i n flu en ce s t h at h elp ed m e b eco m e s u cce ssfu l i n l if e .

In c o n clu sio n , I b elie ve t h at f a th ers a n d m oth ers a re e q u ally i m porta n t i n a c h ild ’s l if e .
Id eally , t h e r o le s o f t h e t w o p are n ts w ill c o m ple m en t e ach o th er a n d t h e c o m bin atio n o f
both w ill h elp c h ild re n r e ach t h eir f u ll p ote n tia l.

(2 88 w ord s)



As y o u c o n tin ue t o p ra ctic e y o u r w rit in g i n p re p ara tio n f o r y o u r I E LTS e xam , m ak e s u re
yo u r e se arc h t h e t o pic s p re se n te d i n t h ese a n d o th er I E LTS q u estio n s. C on sid er e xam ple s
an d e vid en ce t h at c o u ld s u pport y o u r a rg u m en ts a s y o u p re p are .

In t h e n ext q u estio n , l o ok a gain a t h ow
evid en ce
a n d
exam ple s
are u se d . I n t h e n ext

essa y,
sta tis tic s
a re a ls o p ro vid ed t o m ak e t h e a rg u m en t e ven m ore c o n vin cin g.
Sta tis tic s
are n um eric a l f a cts o r d ata , a n d c a n b e v ery e ffe ctiv e i n s tr e n gth en in g a n a rg u m en t.

Task T w o Q uesti
on 6

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Sm ok in g in p u
blic p la ces s h ou ld b e b a nned .
Do y ou a gre e o r d is a gre e?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Exercis e :
Rese a rch t h is t o pic o n t h e I n te rn et. F in d o n e
sta tis tic
to i n clu de i n y ou r e ssa y, t o s u pport y ou r a rg u m en t.
Writ e y ou r o w n e ssa y f o r Q uestio n 6 . I n clu de y ou r
sta tis tic i n o n e o f y ou r s u pportin g p ara gra ph s.

Revie w
Let’s r e vie w t h e t e m pla te a gain a n d l o ok a t h ow t h is q u estio n c a n b e o rg an is e d :


Questio n 6 :

Sm ok in g in p u
blic p la ces s h ou ld b e b a nned .
Do y ou a gre e o r d is a gre e?

I ntrodu<
0046>WLRn

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0044>ce.

Supportin g P ara gra p h # 1

Top ic s e n te n ce
(in tr od u ces
to p ic o f p ara gra ph )
In m an y c o u ntr ie s, p eo ple h ave t h e f r e ed om t o m ake
th eir o w n c h oic es a bou t t h eir lif e sty le , t h eir d ie t a n d t h eir
daily r o u tin es.
·
ex am ple s
·
ev id en ce
There fo re , w hen t h ey a re c o n fr o n te d w it h n ew r u le s
whic h lim it t h eir c h oic es, t h ey o bje ct t o t h e c h an ged
la w s. I f s m okin g w ere b an ned in p u blic p la ces, p eo ple
use d t o s m okin g w here v er t h ey c h ose w ou ld f e el t h at
th ey w ere lo sin g a p ie ce o f t h eir f r e ed om . I n t h is c a se ,
th at r e str ic tio n is w arra n te d , h ow ev er, b eca u se b y
sm okin g in p u blic p la ces, t h ey a re c a u sin g a h ea lt h r is k
not ju st t o t h em se lv es, b u t t o e v ery on e a ro u nd t h em .

Supportin g P ara gra p h # 2

Top ic s e n te n ce
(in tr od u ces
to p ic o f p ara gra ph )
Sm okin g n ot o n ly c a u se s h ea lt h p ro ble m s f o r t h e s m oker,
bu t a ls o f o r p eo ple w ho b re a th e t h e s e co n d-h an d s m oke.
·
ex am ple s
·
ev id en ce
·
sta tis tic s
In f a ct,
se co n d-h an d s m oke h as b een p ro ven t o d ou ble
th e r is k o f lu ng c a n cer a n d e m ph yse m a f o r n on -sm okers
if t h ey a re e x pose d t o s m oke in a c o n fin ed s p ace o ver a
fiv e-y ea r p erio d
. T here fo re , b y s m okin g in p u blic p la ces,
sm okers a re n ot ju st d am agin g t h eir o w n h ea lt h , b u t a ls o
ca u sin g s ig n if ic a n t r is k t o t h ose a ro u nd t h em .

Con clu sio n

In c o n clu sio n , I a gre e th at sm okin g sh ou ld b e b an ned in a ll p u blic p la ces b eca u se
se co n d-h an d s m oke is a lm ost a s d an gero u s a s f ir st- h an d s m oke. P eo ple s h ou ld h ave
th e r ig h t to m ain ta in th eir h ea lt h w hen th ey g o to b ars a n d r e sta u ra n ts , a n d s h ou ld
not b e s u bje cte d t o t h e h ea lt h r is k s im pose d b y s o m eo n e e ls e ’s h abit .

Com ple te S am ple E ssa y:

Questio n 6 :

Sm ok in g in p ublic p la ces s h ou ld b e b a nned .
Do y ou a gre e o r d
is a gre e?


Sm okin g i n p u blic p la ce s h as b eco m e a w id ely d is p u te d i s su e a n d m an y p eo ple b elie ve
th at a ll p u blic s m okin g s h ou ld b e b an ned .
Oth ers b elie ve t h at p eo ple s h ou ld h ave t h e
rig h t t o s m oke w here a n d w hen t h ey c h oose . I a gre e t h at s m okin g i n p u blic s h ou ld b e
ban ned b eca u se s e co n d-h an d s m oke h as b een p ro ven t o b e j u st a s d an gero u s a s f ir s t-
han d s m oke, s o a s m oker i s n ot j u st r is k in g h is o r h er o w n h ealt h , b u t a ls o a ll o th ers w ho
sh are a c o n fin ed s p ace .

In m an y c o u ntr ie s, p eo ple h ave t h e f r e ed om t o m ak e t h eir o w n c h oic e s a b ou t t h eir
lif e sty le , t h eir d ie t a n d t h eir d aily r o u tin es. T here fo re , w hen t h ey a re c o n fr o n te d w it h
new r u le s w hic h l im it t h eir c h oic e s, t h ey o bje ct t o t h e c h an ged l a w s. I f s m okin g w ere
ban ned i n p u blic p la ce s, p eo ple u se d t o s m okin g w here ver t h ey c h ose w ou ld f e el t h at t h ey
were l o sin g a p ie ce o f t h eir f r e ed om . I n t h is c a se , t h at r e str ic tio n i s w arra n te d , h ow ever,
beca u se b y s m okin g i n p u blic p la ce s, t h ey a re c a u sin g a h ealt h r is k n ot j u st t o t h em se lv es,
bu t t o e very o n e a ro u nd t h em .

Sm okin g n ot o n ly c a u se s h ealt h p ro ble m s f o r t h e s m oker, b u t a ls o f o r p eo ple w ho b re ath e
th e s e co n d-h an d s m oke.
In f a ct, s e co n d-h an d s m oke h as b een p ro ven t o d ou ble t h e r is k
of l u ng c a n ce r a n d e m ph yse m a f o r n on -s m okers i f t h ey a re e xp ose d t o s m oke i n a
co n fin ed s p ace o ver a f iv e-y ear p erio d. T here fo re , b y s m okin g i n p u blic p la ce s, s m okers
are n ot j u st d am agin g t h eir o w n h ealt h , b u t a ls o c a u sin g s ig n if ic a n t r is k t o t h ose a ro u nd
th em .

In c o n clu sio n , I a gre e t h at s m okin g s h ou ld b e b an ned i n a ll p u blic p la ce s b eca u se s e co n d-
han d s m oke i s a lm ost a s d an gero u s a s f ir s t-h an d s m oke. P eo ple s h ou ld h ave t h e r ig h t t o
main ta in t h eir h ealt h w hen t h ey g o t o b ars a n d r e sta u ra n ts , a n d s h ou ld n ot b e s u bje cte d
to t h e h ealt h r is k s i m pose d b y s o m eo n e e ls e ’s h ab it .

(2 99 w ord s)

Did y o u r e ssa y i n clu de a s ta tis tic ? Y ou c a n s e e t h at s ta tis tic s, e xam ple s a n d e vid en ce
mad e a n a rg u m en t m ore c o n vin cin g. P re se n tin g a s tr o n g a rg u m en t w ill e arn y o u a h ig h er
ban d s co re o n y o u r I E LTS a ca d em ic w rit in g t e st.

Task T w o Q uestio n 7

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Lis t s o m e o f
th e c a u se
s a n d e ffe cts o f g lo bal w arm in g.
O ffe r o n e
so lu tio n th at m ig h t h elp s lo w o r s to p th e p ro ble m s a sso cia te d w ith
glo bal w arm in g.


Use f a cts a nd e v id ence to s u p port y o ur a nsw er.

Write a t l e ast 2 50 w ord s.

The C on clu sio n
Let’s r e tu rn t o t h e
c o n clu sio n
. T he c o n clu sio n i s t h e l a st p ara gra p h o f a n e ssa y. A
co n clu sio n :

·
Su m s u p t h e p oin ts m ad e i n t h e e ssa y
·
Does n ot i n tr o du ce a n y n ew i d eas
·
(R esta te s t h e t h esis s ta te m en t) *

As w e’v e d is cu sse d s o f a r i n t h is b ook, I e n co u ra ge m y s tu den ts t o u se t h e a ca d em ic e ssa y
model f o r t h eir T ask 2 e ssa ys. A ca d em ic e ssa y i n tr o du ctio n s i n clu de a
th esis s ta te m en t
as t h eir l a st s e n te n ce s; t h esis s ta te m en ts a n sw er t h e q u estio n .
A c o n clu sio n s h ou ld a ls o
resta te t h e a n sw er t o t h e e ssa y q u estio n
. T his g iv es y o u r
essa y a s tr o n g, c o n clu siv e f in is h .
I e n co u ra ge s tu den ts t o u se o n e o f t w o p h ra se s t o b egin a c o n clu sio n . T here a re m an y
oth ers y o u c o u ld u se , b u t t h e f o llo w in g t w o s u ggestio n s w ork e very t im e:

·
In c o n clu sio n ,
·
To s u m u p,

Choose o n e o f t h ese t o b egin y o u r c o n clu sio n . D on ’t f o rg et t o i n clu de a c o m ma ( ,) a fte r
th e p h ra se s u se d a b ove. C orre ct p u nctu atio n i s i n cre asin gly i m porta
nt i n I E LTS e ssa y
evalu atio n .
A c o n clu sio n u su ally c o n sis ts o f 1 o r 2 s e n te n ce s, o r, r a re ly , 3 .
* ACH IE V E I E LTS A ca dem ic W rit in g S u ccess
sh ow s y o u
on e w ay
t o w rit e a n
aca d em ic /T ask 2 e ssa y. T here a re o th er m eth ods t h at a re a ls o e ffe ctiv e. N ot
all I E LTS i n str u cto rs w ill r e q u ir e a t h esis s ta te m en t, b u t m y s tu den ts h ave
fo u nd t h at t h e m eth od o f p re p ara tio n p re se n te d i n t h is b ook
gets e x celle n t
re su lt s
.

Exercis e :
Rea d t h e e ssa y a n d w rit e a s u it a ble
co n clu sio n
. R esta te t h e i d ea p rese n te d i n
th e
th esis s ta te m en t
.
Note t h at t h is e ssa y h as 3 s u pportin g p ara gra ph s b eca u se t h e q u estio n l e n ds i t s elf t o 3
para gra ph s:
·
ca u ses
·
effe cts
·
so lu tio n


Lis t s o m e o f
th e c a u se
s a n d e ffe cts o f g lo bal w arm in g.
O ffe r o n e
so lu tio n th at m ig h t h elp s lo w o r s to p th e p ro ble m s a sso cia te d w ith
glo bal w arm in g.


Glo bal w arm in g is c a u sin g in cre asin g c o n ce rn a ro u nd th e w orld a s th e h ealt h e ffe cts o f
th is p ro ble m a re b eco m in g m ore u nders to od. A s s cie n tis ts s tu dy t h e c a u se s a n d e ffe cts o f
glo bal w arm in g, p u blic a w are n ess o f t h is p ro ble m is in cre asin g.
Now th at p eo ple b ette r
unders ta n d th at p ollu tio n is th e m ain c a u se o f g lo bal w arm in g, a n d th at th e e ffe cts o f
pollu tio n in clu de o zo n e d ep le tio n a n d th e g re en hou se e ffe ct, s o lu tio n s c a n b e p u t in to
pla ce t o m in im is e i t s e ffe cts .

Fir s tly , t h e c a u se s o f g lo bal w arm in g s te m f r o m p ollu tio n . S om e o f t h e m ain p ro du ce rs o f
air p ollu tio n a re fa cto rie s a n d c a rs , w hic h e m it to xic g ase s lik e c a rb on d io xid e in to th e
atm osp h ere . A ls o , a s t h e p opu la tio n o f t h e e arth g ro w s, m ore a n d m ore f a rm a n im als a re
need ed to fe ed th e g ro w in g p opu la tio n , a n d it is n ow k n ow n th at fa rm a n im als e m it
meth an e g as. M eth an e, c a rb on d io xid e a n d o th er c h em ic a ls d ep le te t h e o zo n e l a yer o f t h e
atm osp h ere a n d a re c a u sin g a la rg e h ole to fo rm in th e o zo n e la yer. T his h ole a llo w s
ult r a vio le t r a ys t o c o m e t h ro u gh a n d, a s a r e su lt , t h e e arth ’s t e m pera tu re is b egin nin g t o
ris e .

The e ffe cts o f g lo bal w arm in g a re n um ero u s. S cie n tis ts n ow k n ow th at th e u lt r a vio le t
ra ys c o m in g th ro u gh th e d ep le te d o zo n e la yer a re h arm fu l to h um an s a n d a re c a u sin g
in cre asin g c a se s o f s k in c a n ce r. A ls o , r is in g t e m pera tu re s a re c a u sin g c h an gin g w eath er
patte rn s a n d a n i n cre ase o f n atu ra l d is a ste rs l ik e d ro u gh ts , f lo ods a n d f ir e s.

As w e r e alis e t h e e xte n t o f t h e d am age b ein g d on e, w e c a n t a k e s te p s t o s lo w t h e e ffe cts o f
glo bal w arm in g. N ew te ch nolo gie s lik e c a rs th at u se h yd ro gen a s fu el e m it o n ly p u re
wate r. A nd re n ew ab le e n erg y s o u rc e s lik e w in d, w ate r a n d s o la r p ow er d o n ot re le ase

harm fu l e m is sio n s i n to t h e a tm osp h ere .

Add y ou r c o n clu sio n h ere:

Now l o ok a t t h e c o m ple te e ssa y:


Lis t s o m e o f
th e c a u se
s a n d e ffe cts o f g lo bal w arm in g.
O ffe r o n e
so lu tio n th at m ig h t h elp s lo w o r s to p th e p ro ble m s a sso cia te d w ith
glo bal w arm in g.


Glo bal w arm in g is c a u sin g in cre asin g c o n ce rn a ro u nd th e w orld a s th e h ealt h e ffe cts o f
th is p ro ble m a re b eco m in g m ore u nders to od. A s s cie n tis ts s tu dy t h e c a u se s a n d e ffe cts o f
glo bal w arm in g, p u blic a w are n ess o f th is p ro ble m is in cre asin g.
Now th at p eo ple b ette r
unders ta n d th at p ollu tio n is th e m ain c a u se o f g lo bal w arm in g, a n d th at th e e ffe cts o f
pollu tio n in clu de o zo n e d ep le tio n a n d th e g re en hou se e ffe ct, s o lu tio n s c a n b e p u t in to
pla ce t o m in im is e i t s e ffe cts .

Fir s tly , t h e c a u se s o f g lo bal w arm in g s te m f r o m p ollu tio n . S om e o f t h e m ain p ro du ce rs o f
air p ollu tio n a re fa cto rie s a n d c a rs , w hic h e m it to xic g ase s lik e c a rb on d io xid e in to th e
atm osp h ere . A ls o , a s t h e p opu la tio n o f t h e e arth g ro w s, m ore a n d m ore f a rm a n im als a re
need ed to fe ed th e g ro w in g p opu la tio n , a n d it is n ow k n ow n th at fa rm a n im als e m it
meth an e g as. M eth an e, c a rb on d io xid e a n d o th er c h em ic a ls d ep le te t h e o zo n e l a yer o f t h e
atm osp h ere a n d a re c a u sin g a la rg e h ole to fo rm in th e o zo n e la yer. T his h ole a llo w s
ult r a vio le t r a ys t o c o m e t h ro u gh a n d, a s a r e su lt , t h e e arth ’s t e m pera tu re is b egin nin g t o
ris e .

The e ffe cts o f g lo bal w arm in g a re n um ero u s. S cie n tis ts n ow k n ow th at th e u lt r a vio le t
ra ys c o m in g th ro u gh th e d ep le te d o zo n e la yer a re h arm fu l to h um an s a n d a re c a u sin g
in cre asin g c a se s o f s k in c a n ce r. A ls o , r is in g t e m pera tu re s a re c a u sin g c h an gin g w eath er
patte rn s a n d a n i n cre ase o f n atu ra l d is a ste rs l ik e d ro u gh ts , f lo ods a n d f ir e s.

As w e r e alis e t h e e xte n t o f t h e d am age b ein g d on e, w e c a n t a k e s te p s t o s lo w t h e e ffe cts o f
glo bal w arm in g. N ew te ch nolo gie s lik e c a rs th at u se h yd ro gen a s fu el e m it o n ly p u re
wate r. A nd re n ew ab le e n erg y s o u rc e s lik e w in d, w ate r a n d s o la r p ow er d o n ot re le ase
harm fu l e
mis sio n s i n to t h e a tm osp h ere .

In co n clu sio n , as th e ca u se s an d effe cts of glo bal w arm in g are bette r u nders to od,
in div id u als , c o m munit ie s a n d c o u ntr ie s c a n t a k e s te p s t o s lo w a n d e ven tu ally s to p g lo bal
warm in g.

(3 10 w ord s)

Again , note th at th e
co n clu sio n
resta te s th e
th esis sta te m en t
; both sen te n ces
an sw er t h e q u estio n
.

Task T w o Q uestio n
8

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Com pu te rs a re u se d
more a n d m ore
wid ely in e d u ca tio n a n d s o m e
peo ple b elie ve th at te a ch ers n ow p la y a le ss im porta n t r o le in th e
cla ssro om
th an eve r befo re
. To w hat ex te n t do yo u agre e or
dis a gre e
w ith t h is i d ea
?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Lin kin g W
ord s
a n d P hra se s

Lin kin g w ord s a n d p h ra se s a re w ord s th at lin k o n e id ea to th e fo llo w in g id ea. L in kin g
word s g iv e y o u r e ssa y
flo w
. I n o th er w ord s, a n e ssa y b eco m es e asie r t o r e ad s in ce o n e
id ea flo w s o r le ad s e asily in to th e n ext. I n clu din g lin kin g w ord s in y o u r e ssa y w ill a ls o
in cre ase y o u r w ord c o u nt.

Here i s a l is t o f l in kin g w ord s a n d p h ra se s:

To b egin ,
Fir s tly ,
Seco n dly ,
Thir d ly ,
On t h e o th er h an d,
In c o n tr a st,
Furth erm ore ,
Sim ila rly ,
How ever,
In t h is c a se ,
In f a ct,
And,
But,
There fo re ,
As a r e su lt ,
For e xam ple ,
Als o ,
Now ,
In t h e p ast,
In c o n clu sio n ,
To s u m u p,

Lin kin g w ord s a n d p h ra se s a re u su ally (b u t n ot a lw ays) fo u nd a t th e b egin nin g o f a
se n te n ce s. L in kin g w ord s a n d p h ra se s a re u su ally ( b u t n ot a lw ays) f o llo w ed b y a c o m ma
(,) .

Take a m om en t t o r ea d t h ro u gh s o m e o f t h e s a m ple T ask 2 e ssa y a n sw ers i n
th is b ook. P ay a tte n tio n to th e lin kin g w ord s a n d p h ra se s, w here th ey
appea r i n t h e s e n te n ce a n d w hat p u rp ose t h ey s e rv e. P ra ctic e u sin g l in kin g
word s i n y ou r o w n e ssa ys.

Questio n 8 :


Com pu te rs a re u se d
more a n d m ore
wid ely in e d u ca tio n a n d s o m e
peo ple b elie ve th at te a ch ers n ow p la y a le ss im porta n t r o le in th e
cla ssro om
th an eve r befo re
. To w hat ex te n t do yo u agre e or
dis a gre e
w ith t h is i d ea
?


Exercis e :
Fill i n t h e b la n ks b elo w u sin g o n e o f t h e l in kin g w ord s l is te d a bove.

Com pu te rs a re b ein g u se d m ore f r e q u en tly i n e very a sp ect o f o u r d aily l iv es, i n clu din g
ed u ca tio n . S om e p eo ple b elie ve t h at t e ach ers a re b eco m in g l e ss i m porta n t i n t h e
cla ssro om a s c o m pu te rs p la y a n i n cre asin gly i m porta n t r o le . I a gre e t h at c o m pu te rs a re
ben efic ia l t o l e arn in g a n d i n s o m e w ays a re e ven r e p la cin g t h e r o le o f t e ach ers i n t h e
cla ssro om b eca u se t h ey i m pro ve c o m munic a tio n a n d i n cre ase p ro du ctiv it y .

__________, c o m pu te rs h ave i m pro ved c o m munic a tio n d ra m atic a lly i n t h e l a st d eca d e
an d h ave n ow b eco m e a n e sse n tia l t o ol i n m an y a sp ects o f o u r d aily l iv es, i n clu din g
ed u ca tio n . _ _________, s tu den ts t o day c a n a cce ss a lm ost a n y p ie ce o f i n fo rm atio n i n a
matte r o f s e co n ds u sin g a h om e o r s ch ool c o m pu te r. S tu den ts c a n c o m munic a te n ot j u st
wit h o n e t e ach er, w ho m ay h ave l im it e d e xp ertis e , b u t w it h a n y e xp ert a ro u nd t h e w orld .
So m odern s tu den ts n o l o n ger h ave j u st o n e t e ach er, b u t c a n c o m munic a te w it h m an y.
These a d van ce s i n c o m munic a tio n t e ch nolo gy u nden ia b ly m ak e e d u ca tio n m ore
acce ssib le a n d u nlim it e d t h an e ver b efo re .

___________, c o m pu te rs h elp s tu den ts b eco m e m ore p ro du ctiv e t h an t h ey h ave b een
in t h e p ast. B efo re s tu den ts u se d c o m pu te rs , t h ey h ad t o c o n su lt a l im it e d n um ber o f
te ach ers , w rit e e ssa ys b y h an d, c o rre ct e rro rs , r e co py w rit te n w ork , t h en d eliv er t h eir
assig n m en ts t o t h eir t e ach ers . _ __________, w it h t h e h elp o f c o m pu te rs , s tu den ts c a n
fin d t h e i n fo rm atio n t h ey n eed f r o m s p ecia lis ts a ro u nd t h e w orld a n d t y p e t h eir e ssa ys
on to c o m pu te rs q u ic k ly a n d e asily . _ __________, t h e m odern iz a tio n o f e d u ca tio n h as
help ed t o i n cre ase t h e p ro du ctiv it y o f s tu den ts .

____________, c o m pu te rs h ave r e vo lu tio n iz e d e d u ca tio n a n d a re t a k in g o ver m an y o f
th e t e ach ers ’ r o le s i n t h e c la ssro om . C om pu te rs p ro vid e s tu den ts w it h i n sta n t, w orld w id e
co m munic a tio n s n etw ork s, i n cre ase t h eir p ro du ctiv it y a n d e n ab le s tu den ts t o w ork t o
th eir o w n p ace a n d l e vel, a n d h ave t h ere fo re b eco m e a s i m porta n t a s t e ach ers i n t h e
modern c la ssro om .

Now c h eck y ou r a n sw ers.

Note : T here m ay b e m ore t h an o n e c o rrect a n sw er.

Questio n 8 :

Com pu te rs a re u se d
more a n d m ore
wid ely in e d u ca tio n a n d s o m e
peo ple b elie ve th at te a ch ers n ow p la y a le ss im porta n t r o le in th e
cla ssro om
th an eve r befo re
. To w hat ex te n t do yo u agre e or
dis a gre e
w ith t h is i d ea
?



Com ple te S am ple A nsw er:

Com pu te rs a re b ein g u se d m ore f r e q u en tly i n e very a sp ect o f o u r d aily l iv es, i n clu din g
ed u ca tio n . S om e p eo ple b elie ve t h at t e ach ers a re b eco m in g l e ss i m porta n t i n t h e
cla ssro om a s c o m pu te rs p la y a n i n cre asin gly i m porta n t r o le . I a gre e t h at c o m pu te rs a re
ben efic ia l t o l e arn in g a n d i n s o m e w ays a re e ven r e p la cin g t h e r o le o f t e ach ers i n t h e
cla ssro om b eca u se t h ey i m pro ve c o m munic a tio n a n d i n cre ase p ro du ctiv it y .

Fir s tly
, c o m pu te rs h ave i m pro ved c o m munic a tio n d ra m atic a lly i n t h e l a st d eca d e a n d
have n ow b eco m e a n e sse n tia l t o ol i n m an y a sp ects o f o u r d ail
y l iv es, i n clu din g
ed u ca tio n .
For e xam ple
, s
tu den ts t o day c a n a cce ss a lm ost a n y p ie ce o f i n fo rm atio n i n a
matte r o f s e co n ds u sin g a h om e o r s ch ool c o m pu te r. S tu den ts c a n c o m munic a te n ot j u st
wit h o n e t e ach er, w ho m ay h ave l im it e d e xp ertis e , b u t w it h a n y e xp ert a ro u nd t h e w orld .
So m odern s tu den ts n o l o n ger h ave j u st o n e t e ach er, b u t c a n c o m munic a te w it h m an y.
These a d van ce s i n c o m munic a tio n t e ch nolo gy u nden ia b ly m ak e e d u ca tio n m ore
acce ssib le a n d u nlim it e d t h an e ver b efo re .

Seco n dly
, c o m pu te rs h elp s tu den ts b eco m e m ore p ro du ctiv e t h an t h ey h ave b een i n t h e
past. B efo re s tu den ts u se d c o m pu te rs , t h ey h ad t o c o n su lt a l im it e d n um ber o f t e ach ers ,
writ e e ssa ys b y h an d, c o rre ct e rro rs , r e co py w rit te n w ork , t h en d eliv er t h eir a ssig n m en ts
to t h eir t e ach ers .
Now
, w it h t h e h elp o f c o m pu te rs , s tu den ts c a n f in d t h e i n fo rm atio n t h ey
need f r o m s p ecia lis ts a ro u nd t h e w orld a n d t y p e t h eir e ssa ys o n to c o m pu te rs q u ic k ly a n d
easily .
There fo re
, t h e m odern iz a tio n o f e d u ca tio n h as h elp ed t o i n cre ase t h e p ro du ctiv it y
of s tu den ts .

In c o n clu sio n
, c
om pu te rs h ave r e vo lu tio n iz e d e d u ca tio n a n d a re t a k in g o ver m an y o f t h e
te ach ers ’ r o le s i n t h e c la ssro om . C om pu te rs p ro vid e s tu den ts w it h i n sta n t, w orld w id e
co m munic a tio n s n etw ork s, i n cre ase t h eir p ro du ctiv it y a n d e n ab le s tu den ts t o w ork t o
th eir o w n p ace a n d l e vel, a n d h ave t h ere fo re b eco m e a s i m porta n t a s t e ach ers i n t h e
modern c la ssro om .

(2 95
w ord s)

Task T w o Q uestio n 9

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Som e p eo ple p re fe r to s p en d th eir liv e s d oin g th e s a m e th in gs a n d
avo id in g
c h an ge. O th er p eo ple b elie ve
t h at c h an ge i s a g ood t h in g.

Dis c u ss b oth t h ese v ie w s a n d g iv e y o u r o pin io n .


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Hin t:
Exercis e : A s y ou p ro gress t h ro u gh t h is b ook,
pra ctic e w rit in g e ssa ys f o r e a ch q u estio n .
Rem em ber t o :
·
use t h e t e m pla te t o o rg an is e y o u r e ssa y
·
ta k e 3 -5 m in ute s t o p la n y o u r e ssa y
·
pra ctic e w ork in g q u ic k ly ! – 4 0 m in ute s i s n ot a l o t
of t im e
·
mak e t h ere a re c le ar d iv is io n s b etw een p ara gra p h s
·
in tr o du ce y o u r s u pportin g p oin ts w it h t o pic
se n te n ce s
·
use e xam ple s, e vid en ce a n d s ta tis tic s t o s u pport
yo u r a rg u m en ts
·
use l in kin g w ord s t o c o n nect y o u r i d eas

NOTE:
U se t h e m odel a n sw ers i n t h is b ook t o
gu id e y o u . D o N OT m em oris e t h em . I t i s v ery
easy f o r a n I E LTS e xam in er t o t e ll w hen a
stu den t h as m em oris e d a n e ssa y.

Answ erin g t h e Q uestio n

This m ay s e em o bvio u s. B ut in m y e xp erie n ce a s a te ach er, I’v e b een a m aze d a t h ow
ofte n s tu den ts n egle ct to
an sw er t h e q u estio n
a s th ey s h ou ld . E ven if y o u w rit e a n
exce lle n t e ssa y, y o u c a n lo se p oin ts if y o u d o n ot a d eq u ate ly a n sw er t h e q u estio n
th at is
bein g a sk ed .

Let’s l o ok a t t h e q u estio n a gain :

Questio n 9 :
Som e p eo ple p re fe r to s p en d th eir liv e s d oin g th e s a m e th in gs a n d
avo id in g
c h an ge. O th er p eo ple b elie ve
t h at c h an ge i s a g ood t h in g.

Dis c u ss b oth t h e
se v ie w s a n d g iv e y o u r o pin io n .

In t h is q u estio n , y o u a re b ein g a sk ed t o :

·
Dis cu ss v ie w # 1: p eo ple w ho p re fe r t o s p en d t h eir liv es d oin g t h e s a m e t h in g a n d
avo id in g c h an ge
·
Dis cu ss v ie w # 2: p eo ple w ho t h in k t h at c h an ge i s p osit iv e
·
Giv e y o u r o pin io n a b ou t w hic h v ie w y o u t h in k i s b ette r

If y o u d o n ot d is cu ss a ll t h re e o f t h ese p oin ts in y o u r e ssa y, y o u w ill lo se p oin ts t o w ard s
yo u r f in al b an d s co re .

When y o u t a k e 3 -5 m in ute s t o p la n y o u r e ssa y, m ak e s u re y o u a re p la n nin g t o
an sw er a ll p arts o f t h e q u estio n b ein g a sk ed .

When I p la n ned m y e ssa y fo r th e q u estio n a b ove, m y p la n lo oked lik e th is (I a lw ays
vis u alis e t h e t e m pla te w hen I p la n m y T ask 2 e ssa ys):

Questio n
9
:

Som e p eo ple p re fe r to s p en d th eir liv e s d oin g th e s a m e th in gs a n d
avo id in g
c h an ge. O th er p eo ple b elie ve
t h at c h an ge i s a g ood t h in g.

Dis c u ss b oth t h ese v ie w s a n d g iv e y o u r o pin io n .


You a re b
ein g a sk ed t o :
·
Dis c u ss v ie w # 1: p eo ple w ho p re fe r t o s p en d t h eir liv es d oin g t h e s a m e t h in g a n d a void in g c h an ge
·
Dis c u ss v ie w # 2: p eo ple w ho t h in k t h at c h an ge is p osit iv e
·
Giv e y ou r o pin io n a bou t w hic h v ie w y ou t h in k is b ette r

Pla n :
In tr o d uctio n
Bro ad s ta te m en t a bou t
to pic
Peo ple h ave d if fe re n t a ttit u des t o w ard s c h an ge
More s p ecif ic s ta te m en t
abou t t o pic ( o ptio n al)
Som e lik e c h an ge, s o m e d on ’t
Thesis S ta te m en t:
(A nsw ers q u estio n )
In m y o pin io n , a b ala n ce is id ea l
Supportin g P ara gra p h # 1
Topic S en te n ce
(in tr o du ces t o pic o f
para gra ph )
Vie w # 1: S om e p eo ple d on ’t lik e c h an ge.
Su pportin g S en te n ces
·
ev id en ce
·
ex am ple s
·
sta y in s a m e t o w n, s a m e jo b
·
ex am ple : n eig h bou r
·
co m fo rtin g, p re d ic ta ble , r e lia ble
Supportin g P ara gra p h # 2
Topic S en te n ce
(in tr o du ces t o pic o f
para gra ph )
Vie w # 2: S om e p eo ple d o lik e c h an ge.
Su pportin g S en te n ces
·
ev id en ce
·
ex am ple s
·
tr a vel
·
ex cit e m en t
·
jo bs
Supportin g P ara gra p h # 3
Topic S en te n ce
(in tr o du ces t o pic o f
para gra ph )
My o pin io n : a b ala n ce o f t h e t w o is id ea l
Su pportin g S en te n ces
·
ev id en ce
·
ex am ple s
·
occa sio n al t r a vel a n d c h an ge
Con clu sio n
·
Beg in s w it h “ I n
co n clu sio n ,” o r “ T o s u m
up,”
·
Resta te s T hesis
Sta te m en t
·
Does n ot in tr o du ce n ew
id ea s
Bala n ce ( re sta te )

Exercis e :
Exercis e : W rit e y ou r o w n e ssa y f o r Q uestio n 9 . U se
th e p la n p rese n te d a bove.

Questio n 9 :

Som e p eo ple p re fe r to s p en d th eir liv e s d oin g th e s a m e th in gs a n d
avo id in g
c h an ge. O th er p eo ple b elie ve
t h at c h an ge i s a g ood t h in g.

Dis c u ss b oth t h ese v ie w s a n d g iv e y o u r o pin io n .


Sam ple A nsw er:

Every p ers o n h as a d if fe re n t a ttit u de t o w ard s c h an ge. W hile s o m e p eo ple p re fe r t o l iv e
th eir l iv es w it h a s l it tle d is tu rb an ce a s p ossib le , o th ers c ra ve c h an ge a n d n ew
exp erie n ce s. I n m y o pin io n , a b ala n ce o f n ew a n d f a m ilia r s it u atio n s i s t h e i d eal.

Vie w # 1:
M an y p eo ple p re fe r t o c o n du ct t h eir l iv es i n a w ay t h at a vo id s c h an ge. T hese
ty p es o f p eo ple m ay c h oose t o l iv e i n t h e s a m e c it y t h eir e n tir e l iv es, c h oose o n e j o b o r
ca re er p ath a n d f o llo w i t u ntil t h ey r e tir e . F or e xam ple , I h ave a n eig h bou r t h at h as l iv ed
in t h e s a m e h ou se s in
ce h is c h ild h ood, b eca m e a n a rt
t e ach er, a n d s ta yed i n t h at j o b f o r
th e e n tir e ty o f h is w ork in g l if e ; h is c a re er c h oic e w as c o n du civ e t o h is p re fe re n ce t o a vo id
ch an ge. T his t y p e o f l if e sty le i s c o m fo rtin g t o m an y p eo ple a s t h ey k n ow w hat t o e xp ect
each d ay; t h ere a re f e w u nkn ow ns a n d t h e m ap s o f t h eir l iv es a re p re d ic ta b le a n d r e lia b le .

Vie w # 2:
O th er p eo ple , h ow ever, t h riv e o n c h an ge. T hese p eo ple m ay m ove t o d if fe re n t
cit ie s a n d c o u ntr ie s t o e xp erie n ce n ew c u lt u re s, l iv in g e n vir o n m en ts a n d j o b
opportu nit ie s. T hey m ay f in d a l if e w it h ou t c h an ge u nexcit in g a n d s tif lin g. A nd m an y
jo bs c a te r t o t h e d esir e t o e xp erie n ce n ew s e ttin gs. J o u rn alis ts , t r a vel w rit e rs a n d p ilo ts
are s o m e c a re er p ath s t h at m ig h t b e c h ose n b y t h ose w ho e n jo y c h an ge. T oo m uch
ch an ge, h ow ever, c a n b e u nse ttlin g.

My o pin io n :
I n m y o pin io n , a b ala n ce o f c h an ge a n d r e lia b ilit y i s t h e b est w ay t o l iv e.
Much c o m fo rt c a n b e d eriv ed f r o m h avin g a h om e t h at i s f a m ilia r a n d w here f r ie n ds a n d
fa m ily c a n p ro vid e s u pport. O cca sio n al t r a vel a n d c h an ge, h ow ever, p ro vid es n ew
exp erie n ce t h at c a n b e r e fr e sh in g, e d u ca tio n al a n d e n jo yab le .

In c o n clu sio n , I b elie ve t h at s o m e s ta b ilit y i s i m porta n t f o r a g ro u nded l if e sty le , b u t I a ls o

belie ve t h at s o m e c h an ge m ak es f o r a m ore i n te re stin g l if e .

(3 0 1
w ord s)

Mak e s u re y o u a n sw er t h e q u estio n .

Task T w o Q uestio n
10

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Gen etic e n gin eerin g fo r b oth
med ic a l a n d a gric u ltu ra l
p u rp ose s is
ca u sin g
a n i n cre a sin g a m ou nt o f
c o n tr o ve rsy.

Dis c u ss th e a dva n ta ges a n d d is a dva n ta ges o f g en etic en gin eerin g
an d e x pla in y o u r o pin io n .


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Spellin g


Once y o u f in is h w rit in g y o u r e ssa y, i f y o u h ave
tim e, g o b ack a n d r e ad t h ro u gh y o u r e ssa y t o
lo ok f o r m is ta k es i n g ra m mar, p u nctu atio n a n d
sp ellin g
. A n um ber o f w ord s h ave b een
mis sp elle d i n t h e f o llo w in g s a m ple a n sw er t o t h e
te st q u estio n # 10 . R ead t h ro u gh t h e e ssa y, f in d
an d f ix t h e s p ellin g e rro rs . T hen c h eck y o u r
an sw ers o n t h e n ext p age. I f y o u m is se d s o m e o f
th e e rro rs , o r i f y o u ’r e n ot f a m ilia r w it h a n y o f
th e v o ca b u la ry w ord s, w rit e t h em d ow n a n d l e arn
th em . O ne o f t h e k eys t o i m pro vin g y o u r I E LTS
sco re i s a g o od k n ow le d ge o f a ca d em ic
vo ca b u la ry .

Exercis e :
Fin d t h e s p ellin g e rro rs i n t h is s a m ple a n sw er:

New a d van ce s in s cie n tif ic te ch nolo gy h ave a llo w ed s ie n tis ts to d evelo p th e m ean s to
ch an ge t h e b io lo gic a l m ak e-u p o f l iv in g o rg an iz m s t o e n gin eer a gric u lt u ru l a n d m ed ic a n al
pro du cts .
C le arly , t h ere a re b oth a d van ta ges a n d d is a d van ta ges t o g in etic e n gin eerin g a n d
I pers o n ally belie ve th at gen etic m odif ic a tio n sh ou ld be use d to ad ap t m ed ic a n al
pro du cts , b u t n ot a gric u lt u ru l p ro du cts .
There a re m an y e th aca l a n d h ealt h is su es a sso cia te d w it h g en etic e n gin eerin g, a n d it is a
co m ple x a n d h ig h ly c o n tr o vertia l is su e. I b elie ve t h at g en etic e n gin eerin g is b en nefic ia l
when u se d t o d evelo p n ew m ed acin es o r s cie n tif ic t e ch nolo gy t h at h elp s p ro lo n g p eo ple ’s
liv es. F or e xam ple , if a p ers o n is d yein g o f a n in cu ra b le d is e ese a n d g en etic e n gin eerin g
te ch nolo gy c a n p ro vid e a n ew m ed acin e o r a tr e etm en t th at w ill k eep th at p ers o n a liv e
an d w ell f o r s e vera l m ore y ears , t h en I b ele iv e i t s h ou ld b e u se d . H ow ever, I b elie ve t h at
te ck n iq u es lik e c lo n in g a re u neth aca l a n d p ote n tia lly d an gero u s b eca u se th e e ffe cts o f
th ese t e ck n iq u es a re
unkn ow n a n d l a rg ely u nnece sa ry .
Gen etic e n gin eerin g h as a ls o b een u se d t o c h an ge t h e b io lo gic a l m ak e-u p o f a gric u lt u ra l
pro du cts . F or e xam ple , p eo ple p re ffe r t o b u y b an an as t h at a re b rig h t y ello w b eca u se t h ey
lo ok fr e sh a n d h ealt h y. N atu ra ly g ro w n, o rg an nic b an an as, h ow ever, a re n ot p erfe ctly
yello w , b u t o fte n h ave n atu ra lly o cu rrin g b ro w n s p ots c a u se d b y s u gar. S cie n tis ts h ave
develo ped m eth ods o f ch an gin g th e je an s o f b an an as to p re ven t th em fr o m tu rn in g
bro w n. T his s o rt o f g en etic e n gin eerin g is u nnece ssa ry in m y o pin io n , a n d m ay s u bje ct
peo ple to u nnece ssa ry r is k s s in ce it h as n ot y et b een d ete rm uned w hat k in ds o f h ealt h
ris k s t
he g en etic c h an ges m ig h t c a u se .
In c o n clu sh io n , g en etic m odif ic k atio n s h ou ld b e u se d f o r n ece ssa ry a n d u se fu l p u rp ose s
lik e s a vin g l iv es, n ot f o r r e arra n gin g g ean es t o c h an ge t h e a p peara n ce o f a gric u lt u ra l
pro du cts , a p ote n sh ia lly d an gero u s a n d u nnece ssa ry p ro ce d u re .

Now c h eck y ou r a n sw ers:
Questio n 1 0 :

Gen etic e n gin eerin g fo r b oth
med ic a l a n d a gric u ltu ra l
p u rp ose s is
ca u sin g
a n i n cre a sin g a m ou nt o f
c o n tr o ve rsy.

Dis c u ss th e a dva n ta ges a n d d is a dva n ta ges o f g en etic en gin eerin g
an d e x pla in y o u r o pin io n .


Correcte d S am ple A nsw er:
New a d van ce s in s cie n tif ic te ch nolo gy h ave a llo w ed
s c ie n tis ts
to d evelo p th e m ean s to
ch an ge th e bio lo gic a l m ak e-u p of liv in g
o rg an is m s
to en gin eer
agric u lt u ra l
an d
med ic in al
p ro du cts .
C le arly , th ere a re b oth a d van ta ges a n d d is a d van ta ges to
gen etic
en gin eerin g a n d I p ers o n ally b elie ve th at g en etic m odif ic a tio n s h ou ld b e u se d to a d ap t
med ic in al
p ro du cts , b u t n ot
agric u lt u ra l
p ro du cts .
There a re m an y
eth ic a l
a n d h ealt h i s su es a sso cia te d w it h g en etic e n gin eerin g, a n d i t i s a
co m ple x an d hig h ly
co n tr o versia l
is su e. I belie ve th at gen etic en gin eerin g is
ben efic ia l
w hen u se d to d evelo p n ew
med ic in es
or scie n tif ic te ch nolo gy th at h elp s
pro lo n g p eo ple ’s liv es. F or e xam ple , if a p ers o n is
dyin g
o f a n in cu ra b le d is e ase a n d
gen etic e n gin eerin g te ch nolo gy c a n p ro vid e a n ew
med ic in e
o r a
tr e a tm en t
th at w ill
keep t h at p ers o n a liv e a n d w ell f o r s e vera l m ore y ears , t h en I b elie ve it s h ou ld b e u se d .
How ever, I belie ve th at
te ch niq u es
lik e clo n in g are
uneth ic a l
an d pote n tia lly
dan gero u s beca u se th e effe cts of th ese
te ch niq u es
are unkn ow n an d la rg ely
unnecessa ry
.
Gen etic e n gin eerin g h as a ls o b een u se d t o c h an ge t h e b io lo gic a l m ak e-u p o f a gric u lt u ra l
pro du cts . F or e xam ple , p eo ple
pre fe r
t o b u y b an an as t h at a re b rig h t y ello w b eca u se t h ey
lo ok f r e sh a n d h ealt h y.
Natu ra lly
g ro w n,
org an ic
b an an as, h ow ever, a re n ot p erfe ctly
yello w , b u t o fte n h ave n atu ra lly
occu rrin g
b ro w n s p ots c a u se d b y s u gar. S cie n tis ts h ave
develo ped m eth ods o f ch an gin g th e
gen es
o f b an an as to p re ven t th em fr o m tu rn in g
bro w n. T his s o rt o f g en etic e n gin eerin g is u nnece ssa ry in m y o pin io n , a n d m ay s u bje ct
peo ple t o u nnece ssa ry r is k s s in ce it h as n ot y et b een
dete rm in ed
w hat k in ds o f h ealt h
ris k s t
he g en etic c h an ges m ig h t c a u se .
In
co n clu sio n
, g en etic
modif ic a tio n
s h ou ld b e u se d f o r n ece ssa ry a n d u se fu l p u rp ose s
lik e s a vin g l iv es, n ot f o r r e arra n gin g
gen es
to c h an ge t h e a p peara n ce o f a gric u lt u ra l
pro du cts , a
pote n tia lly
dan gero u s a n d u nnece ssa ry p ro ce d u re .
(2 92 w ord s)

Task T
wo Q uestio n 1 1
You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Dis c u ss th e a dva n ta ges a n d d is a dva n ta ges o f
tr a ditio n al fo od a n d
fa st f o od
.

Whic h
ty p e o f f o od
do y o u p re fe r a n d w hy?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Punctu atio n


Once y o u f in is h w rit in g y o u r e ssa y, i f y o u h ave t im e,
go b ack a n d r e ad t h ro u gh y o u r e ssa y t o l o ok f o r
mis ta k es i n g ra m mar,
pu nctu atio n
a n d s p ellin g.
In co rre ct p u nctu atio n c a n n egativ ely i m pact y o u r
IE LTS W rit in g s co re .

Exercis e :
Put th e c o rrect p u nctu atio n ( , . -) in to th e fo llo w in g e ssa y, th en r ea d th e
co m ple te s a m ple a n sw er o n t h e n ex t p age t o c h eck y ou r a n sw ers. C ir cle t h e
le tte rs t h at s h ou ld b e U PPER C A SE .


in o u r m odern fa st p ace d s o cie ty tr a d it io n al fo od h as o fte n b een re p la ce d b y fa st fo od
alt e rn ativ es th ere a re a d van ta ges a n d d is a d van ta ges to b oth tr a d it io n al a n d fa st fo od
meals bu t i pre fe r tr a d it io n al fo od beca u se it is h ealt h ie r le ss exp en siv e an d m ore
en jo yab le t o p re p are
e at a n d s h are
fa st f o od h as a d van ta ges a n d d is a d van ta ges f ir s tly f a st f o od r e sta u ra n ts a re p le n tif u l a n d
pro vid e t a k e a w ay m eals t h at c a n b e c o n su m ed o n t h e r u n s o b u sy i n div id u als d o n ot h ave
to s a crif ic e v alu ab le tim e to e at th eir m eals p re p ack aged m eals c a n a ls o b e p re p are d a t
hom e w it h l it tle e ffo rt a n d c a n b e p re p are d i n m in ute s
how ever f a st f o od a ls o h as i t s d is a d van ta ges f o r e xam ple f a st f o od i s o fte n e xp en siv e f a st
fo od is fr e q u en tly h ig h in fa t a n d sa lt w hic h w hen co n su m ed o n a re gu la r b asis ca n
co n tr ib u te t o h ealt h p ro ble m s l ik e o besit y a n d h ig h b lo od p re ssu re
sim ila rly tr a d it io n al fo od als o has ad van ta ges an d dis a d van ta ges th e ad van ta ges of
tr a d it io n al fo od p re p ara tio n are th at th e in gre d ie n ts o f a tr a d it io n al m eal are o fte n
healt h y in exp en siv e in se aso n an d p ro du ce d lo ca lly su sta in in g lo ca l fa rm ers an d
gro w ers t h e s e aso n in gs a d ded t o t r a d it io n al m eals a re u su ally v arie d a n d e n ric h in g t o t h e
die t th e d is a d van ta ges o f tr a d it io n al co okin g a re th at th e m eals o fte n ta k e tim e a n d
ca re fu l e ffo rt t o p re p are s o m e p eo ple m ay v ie w t h is a s a n a d van ta ge h ow ever b eca u se
th e s k ill o f th e c o ok b eco m es m ore im porta n t th e in gre d ie n ts a n d fla vo u rs a re s tu die d
an d sa vo u re d an d th e tr a d it io n su rro u ndin g th e rit u al of m eal pre p ara tio n an d th e
fo llo w in g g ath erin g p la ce s v alu e o n f a m ily c o m munit y a n d c u lt u ra l t r a d it io n
in m y o pin io n w hile f a st f o od i s c o n ven ie n t a n d e asy i t i s o fte n u nhealt h y a n d e xp en siv e
pers o n ally I p re fe r to ta k e a fe w extr a m in ute s to p re p are a m eal w hic h is w orth
sa vo u rin g a n d s h arin g t h an t o in du lg e in e xp en siv e f a st f o od m eals t h at a re g re asy s a lt y
an d i n m y o pin io n u nsa tis fy in g

Questio n
1 1
:

Dis c u ss th e a dva n ta ges a n d d is a dva n ta ges o f
tr a ditio n al fo od a n d
fa st f o od
.

Whic h
ty p e o f f o od
do y o u p re fe r a n d w hy?



Corre cte d
Sam ple A nsw er:

In o u r m odern , fa st-p ace d s o cie ty , tr a d it io n al fo od h as o fte n b een r e p la ce d b y fa st fo od
alt e rn ativ es. T here a re a d van ta ges a n d d is a d van ta ges to b oth tr a d it io n al a n d fa st fo od
meals , b u t I p re fe r tr a d it io n al fo od b eca u se it is h ealt h ie r, le ss exp en siv e an d m ore
en jo y
ab le t o p re p are , e at a n d s h are .
Fast fo od h as a d van ta ges a n d d is a d van ta ges. F ir s tly , fa st fo od r e sta u ra n ts a re p le n tif u l
an d p ro vid e t a k e-a w ay m eals t h at c a n b e c o n su m ed o n t h e r u n, s o b u sy i n div id u als d o n ot
have to sa crif ic e valu ab le tim e to eat th eir m eals . P re -p ack aged m eals ca n als o b e
pre p are d a t h om e w it h lit tle e ffo rt a n d c a n b e p re p are d in m in ute s. H ow ever, fa st fo od
als o h as it s d is a d van ta ges. F or exam ple , fa st fo od is o fte n exp en siv e. F ast fo od is
fr e q u en tly h ig h in f a t a n d s a lt , w hic h , w hen c o n su m ed o n a r e gu la r b asis , c a n c o n tr ib u te
to h ealt h p ro ble m s l ik e o
besit y a n d h ig h b lo od p re ssu re .
Sim ila rly , tr a d it io n al fo od a ls o h as a d van ta ges a n d d is a d van ta ges. T he a d van ta ges o f
tr a d it io n al fo od p re p ara tio n are th at th e in gre d ie n ts o f a tr a d it io n al m eal are o fte n
healt h y, in exp en siv e, in se aso n , an d pro du ce d lo ca lly , su sta in in g lo ca l fa rm ers an d
gro w ers . T he s e aso n in gs a d ded to tr a d it io n al m eals a re u su ally v arie d a n d e n ric h in g to
th e d ie t. T he d is a d van ta ges o f t r a d it io n al c o okin g a re t h at t h e m eals o fte n t a k e t im e a n d
ca re fu l e ffo rt t o p re p are . S om e p eo ple m ay v ie w t h is a s a n a d van ta ge, h ow ever, b eca u se
th e s k ill o f th e c o ok b eco m es m ore im porta n t, th e in gre d ie n ts a n d fla vo u rs a re s tu die d
an d sa vo u re d , an d th e tr a d it io n su rro u ndin g th e rit u al o f m eal p re p ara tio n an d th e
fo llo w in g g ath erin g p la ce s v alu e o n f a m ily , c o
mmunit y a n d c u lt u ra l t r a d it io n .
In m y opin io n , w hile fa st fo od is co n ven ie n t an d easy , it is ofte n unhealt h y an d
exp en siv e. P ers o n ally , I p re fe r to ta k e a fe w e xtr a m in ute s to p re p are a m eal w hic h is
worth s a vo u rin g a n d s h arin g t h an t o i n du lg e i n e xp en siv e f a st f o od m eals t h at a re g re asy ,
sa lt y a n d,
i n m y o pin io n , u nsa tis fy in g.
(3 0 7 w ord s)

Exercis e : V oca bu la ry

Whic h se n te n ce o n th e L EFT (
A-J
) m atc h es th e co rrect se n te n ce o n th e
RIG H T (
1-1 0
)?
You r ta sk in th is e x ercis e is to id en tif y th e
SE N TEN CE ( 1 -1 0 )
th at
CO N TIN UES
t h e t o pic a n d v oca bu la ry f r o m t h e s en te n ce g iv en i n e a ch q u estio n
(A -J ).

This e x ercis e w ill h elp y ou b eco m e fa m ilia r w it h s o m e u sefu l
vo ca bu la ry
r ele v an t to
th e T ask 2 e ssa y q u estio n a bove.

Use t h e k ey w ord s in
bold
t o h elp y ou .

Exercis e :
A I a lw ays tr y to b u y
fr ee r a n ge
eg gs.
1 These a re fo od w hic h a re g ro w n
wit h ou t th e u se o f p estic id es o r
ch em ic a l f e rtiliz ers.
B The
ch ef
pre p are d a delic io u s
mea l.
2 It w as th e fir st tim e I’v e ev er
tr ie d d eer m ea t.
C Fast fo od
is usu ally gre a sy ,
sa lt y a n d h ig h in f a t.
3 The ch ic k en s fr o m th ose fa rm s
are n ot c o n fin ed t o c a ges.
D It’s im porta n t to ea t a
bala n ced d ie t
in o rd er to sta y
hea lt h y.
4 There fo re , a d ie t o f h am bu rg ers,
fis h a n d c h ip s, a n d p iz za is n ot
partic u la rly h ea lt h y.
E Peo ple who ea t to o man y
ca rb oh yd ra te s
o fte n g ain w ait
unle ss t h ey a re v ery a ctiv e.
5 Sh e h as w on m an y a w ard s fo r
her c u lin ary a ch ie v em en ts .
F I wou ld pre fe r not to tr y
gen etic a lly mod if ie d
fo od
pro du cts .
6 You n ev er k n ow if th ey ’r e r e a lly
sa fe o r n ot sin ce th ey ’r e so n ew
an d u nte ste d .
G Dair y p ro d ucts
a re h ea lt h y a s
lo n g as th ey are ea te n in
modera tio n .
7 A fe w of m y fa vou rit e s are
ro se m ary , ore g an o an d ch illi
pep pers.
H Last nig h t I ord ere d
ven is o n
fo r d in ner.
8 So I tr y n ot to ea t to o m uch
bre a d, pasta , or gra in s unle ss
I’m e x erc is in g a lo t.
I Herb s a n d s p ic es
m ake a d is h
more f la vou rfu l.
9 Serv in gs of fo ods lik e m ilk , ic e
cre a m an d bu tte r sh ou ld be
lim it e d t o o n ce o r t w ic e a d ay.
J Man y peo ple pre fe r to ea t
orga n ic
p ro du ce.
10
Peo ple sh ou ld ea t a varie ty of
fo od co n ta in in g dif fe re n t
vit a m in s a n d m in era ls .

Have y ou m atc h ed e a ch s e n te n ce i n t h e l e ft c o lu m n w it h t h e b est c o rresp ondin g s e n te n ce i n t h e r ig ht- h and
co lu m n? T hen y ou a re r ea dy t o c h eck t h e a nsw ers o n t h e n ex t p age.

AN SW ER S
A3
I alw ays tr y to bu y
fr ee
ra n ge
e g gs.
1J
Th
ese are fo od
s whic h are
gro w n wit h ou t th e use of
pestic id es or ch em ic a l
fe rtiliz ers.
B5
The
ch ef
p re p are d a d elic io u s
mea l.
2H
It w as th e fir st tim e I’v e ev er
tr ie d d eer m ea t.
C4
Fast fo od
is u su ally g re a sy ,
sa lt y a n d h ig h in f a t.
3A
The c h ic k en s fr o m th ose fa rm s
are n ot c o n fin ed t o c a ges.
D10
It’s im porta n t to ea t a
bala n ced d ie t
in ord er to
sta y h ea lt h y.
4C
There fo re , a die t of
ham bu rg ers, fis h an d ch ip s,
an d piz za is not partic u la rly
hea lt h y.
E8
Peo ple w ho ea t to o m an y
ca rb oh yd ra te s
ofte n gain
wait unle ss th ey are very
activ e.
5B
Sh e h as w on m an y a w ard s fo r
her c u lin ary a ch ie v em en ts .
F6
I w ou ld pre fe r not to tr y
gen etic a lly m od if ie d
fo od
pro du cts .
6F
You nev er kn ow if th ey ’r e
re a lly sa fe o r n ot sin ce th ey ’r e
so n ew a n d u nte ste d .
G9
Dair y p ro d ucts
a re h ea lt h y
as lo n g a s th ey a re ea te n in
modera tio n .
7I
A fe w of m y fa vou rit e s are
ro se m ary , ore g an o an d ch illi
pep pers.
H2
Last n ig h t I o rd ere d
ven is o n
fo r d in ner.
8E
So I tr y n ot to ea t to o m uch
bre a d, pasta , or gra in s u nle ss
I’m e x erc is in g a lo t.
I7
Herb s a n d sp ic es
m ake a
dis h m ore f la vou rfu l.
9G
Serv in gs o f fo ods lik e m ilk , ic e
cre a m an d bu tte r sh ou ld be
lim it e d t o o n ce o r t w ic e a d ay.
J1
Man y peo ple pre fe r to ea t
orga n ic
p ro du ce.
10 D
Peo ple sh ou ld ea t a v arie ty o f
fo od co n ta in in g dif fe re n t
vit a m in s a n d m in era ls .

Turn t o t h e n ex t q uestio n t o l e a rn m ore a bout u sin g
aca dem ic v o ca bula ry
in y our T ask 2 e ssa y.

Task T w o Q uestio n
12

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

W rite a b out th e f o llo w in g to pic :
Som e p eo ple b elie ve
th at u niv e rsitie s s h ou ld p ro vid e g ra du ate s w ith
th e k n ow le d ge a n d
pra ctic a l
sk ills n eed ed i n t h e w ork pla ce. O th ers
th in k th at th e tr u e fu nctio n o f a u ni
ve rsity sh ou ld b e to p ro vid e,
dis c u ss a n d e n co u ra ge
k n ow le d ge fo r its o w n sa ke,
re g ard le ss o f
wheth er t h e s u bje ct
i s u se fu l t o a n e m plo ye r.

In y o u r o pin io n , w hat
s h ou ld b e t h e
m ain f u nctio n o f a u niv e rsity ?

Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Usin g A ca d em ic V oca b u la ry

In t h e I E LTS T ask 2 e ssa y, y o u s h ou ld t r y t o u se
aca d em ic v o ca b u la ry
to a rg u e y o u r
poin t. I f y o u u se o n ly s im plis tic v o ca b u la ry , o r if y o u r e p eat th e s a m e w ord s o ver a n d
over, y o u r e ssa y w ill n ot b e a s s tr o n g.

Learn in g
vo ca b u la ry
is a v ery im porta n t a sp ect o f I E LTS p re p ara tio n . E xp an din g y o u r
kn ow le d ge o f a w id e r a n ge o f v o ca b u la ry w ord s w ill h elp y o u in a ll a re as o f th e I E LTS
te st. A s y o u s tu dy, y o u s h ou ld le arn a t le ast 1 0 n ew v o ca b u la ry w ord s a d ay.
Use t h ese
word s!
P ra ctic e s p eak in g, w rit in g, r e ad in g a b ou t a n d l is te n in g f o r t h e w ord s t h at y o u a re
le arn in g.

Som e u se fu l t ip s f o r l e a rn in g v o ca b u la ry :
·
Keep a n ote b ook.
W rit e d ow n n ew v o ca b u la ry w ord s i n y o u r n ote b ook. K eep i t
wit h y o u a n d s tu dy t h e w ord s w hen y o u h ave f r e e t im e.
·
Rea d t h e n ew sp ap er.
W rit e d ow n n ew v o ca b u la ry w ord s in y o u r n ote b ook.
Read in g t h e n ew sp ap er w ill a ls o e xp ose y o u t o t o pic a l g lo bal i s su es t h at m ay a p pear
on I E LTS t e sts .
·
Jo in a c lu b.

This
is a g re at w ay to fin d fr ie n ds a n d p ra ctic e s p eak in g a n d
lis te n in g w it h n ativ e-E nglis h s p eak ers . I h ad o n e s tu den t w ho j o in ed a b ook c lu b i n
New Z eala n d. S h e m ad e g re at f r ie n ds, r e ad n ew b ooks, p ra ctic e d s p eak in g E nglis h –
an d w as a b le t o o bta in h er d esir e d I E LTS s co re w it h in 3 m on th s.
·
Watc h t h e n ew s.
A gain , t h is w ill e xp ose y o u t o t o pic a l is su es a n d h elp s y o u r
lis te n in g s k ills a n d v o ca b u la ry k n ow le d ge.
·
Ask f o r h elp .
I ’v e h ad s tu den ts w ho h ave a sk ed t h eir h ost f a m ilie s t o h elp t h em
stu dy, sp eak , an d p ra ctic e u sin g n ew vo ca b u la ry w ord s. S tu den ts w ho p ra ctic e
re gu la rly a re s tu den ts w ho p ro gre ss q u ic k ly .
·
Watc h m ovie s.
M ovie s a re f u n, a n d a ls o f u ll o f r ic h v o ca b u la ry . I f y o u c a n , w rit e
dow n n ew w ord s i n y o u r n ote b ook a s y o u w atc h .
·
Get a l ib ra ry c a rd .
I f y o u d on ’t a lr e ad y h ave o n e, g o t o y o u r l o ca l l ib ra ry a n d a sk
fo r a c a rd – t h ey’r e f r e e! G et a n ew b ook ( in E nglis h !) e ach w eek . W rit e d ow n n ew
vo ca b u la ry w ord s i n y o u r n ote b ook. S tu dy t h em !
·
Keep a j o u rn al.
W rit e a p age e ach d ay u sin g y o u r n ew v o ca b u la ry w ord s. W rit e
ab ou t y o u r e xp erie n ce s. U se a s m uch d eta il a s y o u c a n t o d escrib e t h e p eo ple y o u
meet a n d t h e n ew p la ce s y o u a re e xp lo rin g.
·
Lis te n t o t h e r a d io .
L is te n in g to th e r a d io is p erfe ct p ra ctic e fo r th e I E LTS
lis te n in g te st, a n d c a n a ls o h elp y o u e xp an d y o u r v o ca b u la ry to b en efit y o u in a ll
are as o f t h e I E LTS e xam in atio n .

As y o u p ra ctic e w it h th e T ask 2 e ssa y q u estio n s in th is b ook, m ak e a lis t o f u se fu l
vo ca b u la ry f o r e ach q u estio n /to pic . L earn t h e v o ca b u la ry w ord s. P ra ctic e u sin g t h em .

On t h e n ex t p age, lo ok a t t h e lis t o f v o ca bu la ry w ord s t h at a re r ele v a n t f o r
Questio n 1 1. T hen p ra ctic e u sin g th e w ord s in th e lis t to w rit e a c o m ple te
Task 2 e ssa y. W hen y ou a re f in is h ed , c h eck t h e s a m ple a n sw er.

Questio n
1 2
:

Som e peo ple belie ve
th at univ e rsitie s sh ou ld pro vid e
gra du ate s w ith t h e k n ow le d ge a n d
pra ctic a l
sk ills n eed ed i n
th e w ork pla ce. O th ers th in k th at th e tr u e fu nctio n o f a
uni
ve rsity sh ou ld be to pro vid e, dis c u ss an d en co u ra ge
kn ow le d ge fo r its ow n sa ke,
re g ard le ss of w heth er th e
su bje ct
i s u se fu l t o a n e m plo ye r.

In yo u r o pin io n , w hat
sh ou ld b e th e m ain fu nctio n o f a
univ e rsity ?

Nou ns
: Verb s
: Adje ctiv es
:
un iv ers it y
fu n ctio n
so cie ty
le a rn in g
pre p ara tio n
work p la ce
ca re er
en vir o n m en t
in nova tio n
ex p lo ra tio n
sk ill
in div id ual
se cto r
stu den t
kn ow le d ge
polic y
in te re st
gra d uate
fie ld
op portu n it y
va lu e
s erv e
fu n ctio n
pre p are
fo ste r
ex p lo re
belie ve
pro vid e
vie w
stu dy
en co u ra ge
purs u e
in te re st
in dulg e
agre e
offe r
gra d uate
ex p an d
va lu e
t ertia ry
main
so u n d
sp ecific
tr u e
im porta n t
in nova tiv e
se co n dary
public
priv a te
sp ecia lis e d
use fu l

Exercis e :
Take 4 0 m in ute s to w rit e th e T ask 2 essa y fo r
Questio n 1 2 . U se a s m an y v o ca bu la ry w ord s f r o m
th e l is t a s y ou c a n .



Questio n
1 2
:
Som e p eo ple b elie ve
th at u niv e rsitie s s h ou ld p ro vid e g ra du ate s w ith
th e k n ow le d ge a n d
pra ctic a l
sk ills n eed ed i n t h e w ork pla ce. O th ers
th in k th at th e tr u e fu nctio n o f a u ni
ve rsity sh ou ld b e to p ro vid e,
dis c u ss a n d e n co u ra ge
k n ow le d ge fo r its o w n sa ke,
re g ard le ss o f
wheth er t h e s u bje ct
i s u se fu l t o a n e m plo ye r.

In y o u r o pin io n , w hat
s h ou ld b e t h e m ain f u nctio n o f a u niv e rsity ?

Exercis e :
Fill i n t h e b la n ks w it h a w ord f r o m t h e v o ca bu la ry l is t. ( v .) i n dic a te s a v erb ,
(n .) in dic a te s a n ou n, a n d ( a .) in dic a te s a n a dje ctiv e. D ecid e w heth er th e
nou ns s h ou ld b e s in gu la r o r p lu ra l.

Univ ers it ie s _ __________(v .) a n im porta n t fu nctio n in _ ________ (n .) , p ro vid in g
an d e n co u ra gin g e d u ca tio n a n d h ig h er le arn in g. W hile s o m e p eo ple v ie w u niv ers it ie s a s
mere ly pre p ara tio n fo r th e ___________ (n .) , oth ers se e te rtia ry ed u ca tio n as
so m eth in g m ore . I n m y o pin io n , t h e m ain f u nctio n o f a u niv ers it y s h ou ld b e a s a p la ce
not on ly to pre p are fo r a _________ (n .) , bu t als o as an en vir o n m en t th at
___________ ( v .) a n d e n co u ra ges i n novatio n a n d e xp lo ra tio n .

Fir s tly , I b elie ve it is _ __________ ( a .) t h at u niv ers it ie s s h ou ld p ro vid e s tu den ts w it h
sk ills a n d k n ow le d ge r e le van t to a s p ecif ic c a re er in th e w ork pla ce . F or e xam ple , a /a n
___________ ( n .) w ho a tt e n ds la w s ch ool s h ou ld g ra d u ate w it h a s o u nd k n ow le d ge o f
la w p olic ie s, a n d b e re ad y to p ro vid e u se fu l se rv ic e in th at _ __________ (n .) u pon
gra d u atio n . S ocie ty d ep en ds o n u niv ers it y g ra d u ate s t o b rin g t h eir _ ___________ ( a .)
exp ertis e to la w o ffic e s, s ch ools , b u sin esse s, b an ks, a n d m an y, m an y o th er fie ld s a cro ss
both t h e p u blic a n d p riv ate _ _________ ( n .) .

But u niv ers it ie s s h ou ld a ls o _ __________ ( v .) in novatio n a n d e xp lo ra tio n . U niv ers it y
years a re a t im e f o r e xp lo ra tio n ; o n ce a n i n div id u al g ra d u ate s a n d g ets a j o b, h e o r s h e w ill
be le ss lik ely to h ave th e tim e o r r e so u rc e s to _ ________ ( v .) k n ow le d ge fo r it s o w n
sa k e. F or e xam ple , w hen I w as a u niv ers it y s tu den t w ork in g t o w ard s a B ach elo r o f A rts i n
Englis h , I t o ok c la sse s i n p sy ch olo gy, a str o n om y a n d a ls o m usic . I _ _______ ( v .) t h ese
exp erie n ce s g re atly , s in ce e ach o f t h ose c la sse s e xp an ded m y k n ow le d ge a n d a llo w ed m e
to p u rs u e _ _________ ( a .) i n te re sts I m ay n ot h ave t h e c h an ce t o i n du lg e a gain .

In c o n clu sio n , w hile I d o a gre e t h at u niv ers it ie s s h ou ld p ro vid e k n ow le d ge a n d s k ills t h at
are _ ______________ ( a .) i n t h e w ork pla ce , I a ls o t h in k a n e q u ally i m porta n t p u rp ose
of th e u niv ers it y e xp erie n ce s h ou ld b e to e xp lo re th e m an y _ _____________ (n .) a
te rtia ry e d u ca tio n h as t o o ffe r.

Now c h eck t h e f o llo w in g s a m ple a n sw er:

Questio n
1 2
:

Som e p eo ple b elie ve
th at u niv e rsitie s s h ou ld p ro vid e g ra du ate s w ith
th e k n ow le d ge a n d
pra ctic a l
sk ills n eed ed i n t h e w ork pla ce. O th ers
th in k th at th e tr u e fu nctio n o f a u ni
ve rsity sh ou ld b e to p ro vid e,
dis c u ss a n d e n co u ra ge
k n ow le d ge fo r its o w n sa ke,
re g ard le ss o f
wheth er t h e s u bje ct
i s u se fu l t o a n e m plo ye r.

In y o u r o pin io n , w hat
s h ou ld b e t h e m ain f u nctio n o f a u niv e rsity ?



Sam ple A nsw er:

Univ ers it ie s s e rv e a n i m porta n t f u nctio n i n s o cie ty , p ro vid in g a n d e n co u ra gin g e d u ca tio n
an d h ig h er le arn in g. W hile s o m e p eo ple v ie w u niv ers it ie s a s m ere ly p re p ara tio n f o r t h e
work pla ce , o th ers s e e te rtia ry e d u ca tio n a s s o m eth in g m ore . In m y o pin io n , th e m ain
fu nctio n o f a u niv ers it y s h ou ld b e a s a p la ce n ot o n ly t o p re p are f o r a c a re er, b u t a ls o a s
an e n vir o n m en t t h at f o ste rs a n d e n co u ra ges i n novatio n a n d e xp lo ra tio n .

Fir s tly , I b elie ve it is tr u e th at u niv ers it ie s sh ou ld p ro vid e stu den ts w it h sk ills an d
kn ow le d ge r e le van t t o a s p ecif ic c a re er i n t h e w ork pla ce . F or
exam ple ,
an in div id u al w ho
atte n ds l a w s ch ool s h ou ld g ra d u ate w it h a s o u nd k n ow le d ge o f l a w p olic ie s, a n d b e r e ad y
to p ro vid e u se fu l s e rv ic e in th at fie ld u pon g ra d u atio n . S ocie ty d ep en ds o n u niv ers it y
gra d u ate s to b rin g th eir s p ecia lis e d e xp ertis e to la w o ffic e s, s ch ools , b u sin esse s, b an ks,
an d m an y, m an y o th er f ie ld s a cro ss b oth t h e p u blic a n d p riv ate s e cto rs .

But u niv ers it ie s s h o
uld a ls o e n co u ra ge
i n novatio n a n d e xp lo ra tio n . U niv ers it y y ears a re a
tim e fo r e xp lo ra tio n ; o n ce a n in div id u al g ra d u ate s a n d g ets a jo b, h e o r s h e w ill b e le ss
lik ely t o h ave t h e t im
e o r r e so u rc e s t o p u rs u e
k n ow le d ge f o r it s o w n s a k e. F or e xam ple ,
when I w as a u niv ers it y s tu den t w ork in g to w ard s a B ach elo r o f A rts in E nglis h , I to ok
cla sse s i n p sy ch olo g
y, a str o n om y a n d a ls o m usic . I v alu e
t h ese e xp erie n ce s g re atly , s in ce
each o f th ose cla sse s exp an ded m y k n o
wle d ge an d allo w ed m e to p u rs u e se co n dary
in te re sts I m ay n ot h ave t h e c h an ce t o i n du lg e a gain .

In c o n clu sio n , w hile I d o a gre e t h at u niv ers it ie s s h ou ld p ro vid e k n ow le d ge a n d s k il
ls t h at
are u se fu l
in th e w ork pla ce , I a ls o th in k a n e q u ally im porta n t p u rp ose o f th e u niv ers it y
exp erie n ce s h ou ld b e t o e xp l
ore t h e m an y o pportu nit ie s
a t e rtia ry e d u ca tio n h as t o o ffe r.

(2 85 w ord s)


It i s i m porta n t t o u se a v a rie ty o f a ca dem ic v o ca bu la ry i n y ou r T ask 2 e ssa y.
Pra ctic e u sin g n ew v o ca bu la ry r eg u la rly a n d o fte n a s y ou r ea d, l is te n , s p ea k
an d w rit e i n E nglis h .

Task T w o Q uestio n
13
You s h ou ld s p en d a bou t 4 0 m in ute s o n t h is t a sk .

The in cre a se in th e u se o f m obile p hon es in r e cen t y ea rs h as tr a nsfo rm ed th e w ay w e
com munic a te , liv e, a nd d o b u sin ess. M obile p hon es c a n a ls o , h ow ever, b e th e c a use o f
so cia l o r m ed ic a l p ro ble m s. W hat a re s o m e o f th e p ro ble m s c a use d b y m obile p hon e
usa ge? D o y ou th in k th e a dva nta ges o f m obile p hon es o u tw eig h th e d is a dva nta ges?

Giv e r e a so n s f o r y ou r a n sw er a n d in clu de a n y r e le v an t e x am ple s f r o m y ou r o w n k n ow le d ge o r e x perie n ce.
Writ e a t le a st
250
w ord s.

Nou n/V erb /A dje ctiv e/A dverb
As y ou p re
pare f o r y ou r I E LTS t e st, b e
a w are o f t h e d if fe re n t
parts o f s p eech
in E nglis h , s p ecif ic a lly
n ou ns, v erb s,
ad je ctiv es
a n d
a d verb s
. M an y, m an y w ord s in E nglis h c a n
be u se d in m ore t h an o n e f o rm . L
ook a t t h is t a ble :
Voca b u la ry r e la tin g t o Q uestio n 1 3 :
NOU N
VER B
AD JE CTIV E
AD VER B
mobilit y
mobilis e
mobile
---
ex pon en t
---
ex pon en tia l
ex pon en tia lly
advan ta ge
advan ta ge
advan ta geo u s
advan ta geo u sly
im pact
im pact
---
---
access/
accessib ilit y
access
accessib le
accessib ly
agre em en t
agre e
agre ea ble
agre ea bly
in cre a se
in cre a se
in cre a se d /
in cre a sin g
in cre a sin gly
popu la rit y
popu la ris e
popu la r
popu la rly
wid th
wid en
wid e
wid ely
co m munic a tio n
co m munic a te
co m munic a tiv e
co m munic a tiv ely

Learn in g v o ca b u la ry w ord s a n d t h e d if fe re n t f o rm s t h ese w ord s c a n t a k e w ill h elp y o u
cre ate m ore c o m ple x s e n te n ce s i n y o u r T ask 2 e ssa ys. I f y o u i n clu de c o m ple x s e n te n ce s
th at i n clu de a r a n ge o f c o rre ctly -u se d a ca d em ic v o ca b u la ry i n y o u r e ssa ys, y o u r b an d
sco re w ill g o u p. R ead t h ro u gh t h e S am ple A nsw er t o Q uestio n 1 3 o n t h e n ext p age a n d
lo ok a t h ow t h ese v o ca b u la ry w ord s a re u se d . N ow y o u t r y :

Exercise:
Fill in the yellow bla<
0051>NVLQWKHWDEOHEHORZZLWK<00
030057>he correct form<
00030052>IWKe
vocabulary word s<004b
>RZQ.

Let’s re<00
59>LHZWKHYRFDEXODU\OLVWIURP4XHVW<00
4c>on 12:
NOUN V E R B ADJECTIVE A D V E R B
functi<00
52>n 1. functio<00
510044>l functio<00
510044>OOy
specific<
0044[ tion s p e c i f y 2 . specifi<00460044
>OOy
exploration 3 . explorative ---
prepa ra tion prepa re prepa red - - -
4. believ e believ a <
0045004f>e 5.
innov a tion 6 . 7. innov a tiv ely
interest 8 . interes<
0057>LQg 9 .
10. value valuable ---

As you write, study and lea<0055
>QQHZYRFDEXODU\<000300
50>ake tables like these to h<
0048>OS\RXS<
0055>actice
changing words into differe<00
510057>SDUWVR<
0049> speech<0011
>6KRZLQJWKDW\RX<
0003004e>now how<000300
57>RXVHa
vocabulary word in more than one form in a Task 2 essay will help<00
03005c>RXHDUQDKLJKHr
score on your IELT<
0036>DFDGHP<004c
>c writing test.

Answers can be f<
0052>XQGDWWKHERWWRPRIWKHIROORZLQJSDJH<00
56>.

Questio n 1 3 :
The in cre a se in th e u se o f m obile p hon es in r e cen t y ea rs h as tr a nsfo rm ed th e w ay w e
com munic a te , liv e, a nd d o b u sin ess. M obile p hon es c a n a ls o , h ow ever, b e th e c a use o f
so cia l o r m ed ic a l p ro ble m s. W hat a re s o m e o f th e p ro ble m s c a use d b y m obile p hon e
usa ge? D o y ou th in k th e a dva nta ges o f m obile p hon es o u tw eig h th e d is a dva nta ges?

Sam ple A nsw er
:

Over t h e p ast d eca d e, t h e p opu la rit y o f m obile p h on es h as i n cre ase d e xp on en tia lly ,
ch an gin g m an y a sp ects o f t h e w ay p eo ple l iv e. M ost p eo ple a gre e t h at t h e m ajo rit y o f
th ese c h an ges a re p osit iv e, b u t t h ere a re a ls o n egativ e a sp ects t o t h e o veru se o f m obile
ph on es. I n m y o pin io n , t h e a d van ta ges o f m obile p h on es o u tw eig h t h e d is a d van ta ges.

Mobile p h on es h ave b eco m e v ery w id ely u se d a n d h ave i m pacte d t h e a vera ge p ers o n ’s
lif e sty le i n m an y p osit iv e w ays. M obile p h on es m ak e i t e asy f o r p are n ts t o k eep i n t o u ch
wit h t h eir c h ild re n . A ls o , m an y p eo ple t o day h ave m obile p h on es w hic h a cce ss t h e
In te rn et, s o t h ey c a n n ot o n ly c o m munic a te w it h t h eir m obile p h on es, b u t a ls o s e n d e -
mails , a n d c o n du ct b u sin ess v ia t h eir p h on es. T his i s e xtr e m ely a d van ta geo u s a s i t m ean s
th at p eo ple d o n ot h ave t o b e c o n fin ed t o t h eir h om es o r o ffic e s i n o rd er t o g et i n t o u ch
wit h f r ie n ds, f a m ily , o r b u sin ess a sso cia te s; c o m munic a tio n c a n t a k e p la ce a n yw here a n d
at a n y t im e.

The p ro lif ic u se o f m obile p h on es c a n a ls o h ave n egativ e i m pacts o n i n div id u als a n d
so cie ty , h ow ever. F or e xam ple , i f c h ild re n a re g iv en m obile p h on es t o u se w hen t h ey a re
unsu perv is e d , t h ey m ay a cce ss i n ap pro pria te c o n te n t o n t h e I n te rn et. I n a d dit io n , s o m e
peo ple w ho r e ly t o o h eavily o n I n te rn et-e q u ip ped m obile p h on es m ig h t b eco m e m ore
is o la te d t h an a n i n div id u al w ho m ust r e ly o n s o cia l i n te ra ctio n f o r t h eir e n te rta in m en t.
Som e s tu die s h ave a ls o s h ow n t h at t h e o veru se o f m obile p h on es c a n p ose h ealt h r is k s
lik e c a n ce r, a lt h ou gh a d dit io n al r e se arc h n eed s t o b e c o n du cte d t o p ro ve t h is t h eo ry . I f
peo ple a re a w are o f t h ese d ow nsid es t o m obile p h on e u se , I b elie ve t h ey c a n t a k e s te p s t o
pre ven t m ost s o cia l a n d m ed ic a l p ro ble m s f r o m o ccu rrin g.

In c o n clu sio n , i n m y o pin io n , m obile p h on es’ a d van ta ges f a r o u tw eig h t h eir
dis a d van ta ges.

(2 90 w ord s)

Answ ers t o v o ca bula ry t a ble o n t h e p rev io us p age
s :
1. f u nctio n


2. s p ecif ic


3. e xp lo re
4. b elie f


5. b elie vab ly


6. i n novate
7. i n novativ e


8. i n te re st


9. i n te re stin gly
10 . v alu e

Task T w o
Questio n 1
4
You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Som e p eo ple th in k
th at
keep in g an im als in zo os is cru el to th e
an im als , w hile o th ers b elie ve
th at zo os k eep m an y a n im al sp ecie s
aliv e t h at w ou ld o th erw is e b e e x tin ct.

Expla in b oth s id es o f
th is
a rg u m en t a n d g iv e y o u r o pin io n .


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

The U se o f A rtic le s

A f e w r u le s a bou t a rtic le s
( th is i s n ot a n a ll- in clu siv e l is t)
:

TH E
The
is c a lle d t h e
defin it e a rtic le
. I t is u se d :
·
w hen it is
obvio u s
w hat
n ou n
is b ein g r e fe rre d t o :
o
The t e le v is io n is b ro ken .
(I o n ly h ave o n e t e le v is io n .)
·
when t h e n ou n b ein g r e fe rre d t o is
uniq u e
( o n ly o n e o f t h em e x is ts ):
o
The P arth en on is lo ca te d in A th en s.
·
w hen
a
partic u la r
n ou n is b ein g r e fe rre d t o :
o
The w in ner o f t h e e le ctio n w as _ _____.

…an d:
o
th e E arth , t h e s u n a n d t h e m oon ( b u t a ll o th er p la n ets t a ke
ø )
o
The m oon r e v olv es a ro u nd t h e E arth .
o
riv ers
o
The S ein e r u ns t h ro u gh t h e c it y o f P aris .
o
mou nta in r a n ges
o
The H im ala yas a re h om e t o M t. E vere st.
o
plu ra l c o u ntr ie s, in clu din g t h ose w hose n am es in clu de
Unit e d
a n d
Rep u blic
:
o
th e U nit e d S ta te s, t h e U nit e d K in gdom , t h e P eo ple ’s R ep u blic o f C hin a, t h e C zech R ep u blic , t h e
Neth erla n ds, t h e P hilip pin es
o
is la n d g ro u ps
o
th e M ald iv es, t h e C ook I sla n ds, t h e S ey ch elle s

A a n d A N
A a n d
A n
a re c a lle d t h e
in defin it e a rtic le s
.
A is u se d w hen t h e f o llo w in g w ord b eg in s w it h a c o n so n an t.
An
is u se d
when t h e f o llo w in g w ord b eg in s w it h a v ow el.

A a n d
An
a re u se d w hen t h e n ou n b ein g r e fe rre d t o is a s in gu la r p erso n o r t h in g: “ o n e o f m an y”. F or e x am ple :
·
This is a v ery in te re stin g t h eo ry a bou t e co n om ic p olic y in A sia .
·
I h ave d ecid ed t o t a ke a n a str o n om y c la ss.

…an d w it h :
o
jo bs o r p ro fe ssio n s:
o
I a m g oin g t o m ed ic a l s c h ool t o b eco m e a d octo r.

Ø
Ø is c a lle d t h e
zero a rtic le
. I t is u se d w hen r e fe rrin g
t o id ea s t h at a re u nco u nta ble :
pollu tio n f r eed om
i n dustr y
kn ow le d ge
hea lt h s h op pin g
in fo rm atio n
o
Som e p eo ple b elie v e t h at p ollu tio n is c a u sin g g lo bal w arm in g.
o
Hea lt h is m ore im porta n t t h an w ea lt h .

… a n d w it h :
o
pla n ets , c o u ntr ie s, c it ie s, s ta te s, c o n tin en ts
o
la n gu ages a n d s c h ool s u bje cts
o
wit h t h e f o llo w in g p la ces, b u t
on ly
w hen t h ey a re b ein g u se d f o r t h eir
main p urp ose
:
sc h ool c la ss c h urch u niv ersit y b ed h om e
I w as la te f o r c la ss t h is m orn in g.
BU T
T he c la ss is in r o om 2 0 3.

He g oes t o s c h ool in S w it z erla n d.
BU T
I t is a v ery la rg e s c h ool.
Afte r c la ss, I ’m g oin g h om e.
BU T
Y ou h ave a b ea u tif u l h om e.

Exercis e
:
Fill i n t h e b la n ks w it h a n a rtic le : a , a n , t h e, o r ø


There a re t h ou sa n ds o f z o os a ro u nd _ _______
w orld w hic h h ou se m illio n s o f a n im als
world w id e. M an y p eo ple
t h in k t h at k eep in g a n im als i n _ _______
c a ge i s c ru el a n d
unnatu ra l, b u t o th ers a rg u e t h at z o os p ro te ct a n im als a n
d t h at w it h ou t z o os, m an y o f
_________
a n im als t h at a re h ou se d i n t h em w ou ld b e i n d an ge
r o f d yin g o u t. I b elie ve
th at
zo os a re n ece ssa ry t o p ro te ct a n im als t h at w ou ld o th erw is e h ave n o r e m ain in g
natu ra l h ab it a t a n d w ou ld t h ere fo re b e e n dan gere d o r e xtin ct.

In _ ________
p ast, i t h as o fte n b een c o n sid ere d c ru el t o c o n fin e w ild a n im a
ls t o s m all
ca ges p u re ly f o r _ ________
a m use m en t a n d c u rio sit y o f h um an b ein gs. M an y p eo ple
belie ve t h at w ild a n im als s h ou ld b e a llo w ed t o r o am f r e e i n t h eir n atu ra l h ab it a t a n d t o
hunt t h eir n atu ra l p re y. I a ls o b elie ve t h is w ou ld b e i d eal, b u t u nfo rtu nate ly , d u e t o
__________
hum an k
in d’s p ro lif ic p opu la tio n o f _ _________
E arth , m an y a n im als ’
natu ra l h ab it a ts h ave b een d estr o yed a n d m an y w ild a n im als ’ p re y a re n o l o n ger s u ffic ie n t
in n um ber t o s u sta in t h em . C it ie s, t o w ns a n d
________
in du str y h ave t a k en o ver
la n d
whic h w as o n ce h om e t o _ _____ v arie ty o f
d if fe re n t s p ecie s.

There fo re , I a gre e w it h _ ________
s e n tim en t t h at z o os h ave b eco m e n ece ssa ry t o
pro te ct a n d s u sta in m an y s p ecie s w hic h w ou ld h ave l it tle
o r n o c h an ce o f s u rv iv al i n
_________ w ild . F or e xam ple , _ _______ p an da b ear o f C hin a i s _ _________
en dan gere d s p ecie s w hic h h as b een s u cce ssfu lly b re d i n z o os, t h us h elp in g t o k eep t h e
sp ecie s a liv e. S im ila rly , t ig ers h ave g ro w n i n n um bers s in ce l iv in g i n z o os a n d m an y
an im als t o day h ave b een b re d i n c a p tiv it y , a n d
kn ow n oth in g e ls e . I d eally , _ _______
man m ad e h ab it a t o f _ _______
z o o a n im als s h ou ld r e p lic a te t h eir n atu ra l h ab it a t a s
much a s p ossib le . O fte n , p an da b ear p en s i n z o os h ave b am boo a vaila b le , s o t h ey c a n f e ed
on t h eir f a
vo u rit e f o od a s t h ey w ou ld i n _ _______
w ild .

In c o n clu sio n , b eca u se m an y w ild a n im als ’ n atu ra l h ab it a ts h ave b een d estr o yed b y
hum an s, w e c a n d o o u r b est t o m ak e t h eir m an m ad e e n vir o n m en ts i n z o os a s s p acio u s
an d n atu ra l a s p ossib le , s o t h at m an y e n dan gere d s p ecie s c a n s u rv iv e.

Now c h e
ck y ou r a n sw ers
.

Questio n 1 4 :

Som e p eo ple th in k
th at
keep in g an im als in zo os is cru el to th e
an im als , w hile o th ers b elie ve
th at zo os k eep m an y a n im al sp ecie s
aliv e t h at w ou ld o th erw is e b e e x tin ct.

Expla in b oth s id es o f
th is
a rg u m en t a n d g iv e y o u r o pin io n .



Com ple te
Sam ple A nsw er:

There a re t h ou sa n ds o f z o os a ro u nd t h e w orld w hic h h ou se m illio n s o f a n im als
world w id e. M an y p eo ple t h in k t h at k eep in g a n im als i n a c a ge i s c ru el a n d u nnatu ra l, b u t
oth ers a rg u e t h at z o os p ro te ct a n im als a n d t h at w it h ou t z o os, m an y o f t h e a n im als t h at
are h ou se d i n t h em w ou ld b e i n d an ger o f d yin g o u t. I b elie ve t h at z o os a re n ece ssa ry t o
pro te ct a n im als t h at w ou ld o th erw is e h ave n o r e m ain in g n atu ra l h ab it a t a n d w ou ld
th ere fo re b e e n dan gere d o r e xtin ct.

In t h e p ast, i t h as o fte n b een c o n sid ere d c ru el t o c o n fin e w ild a n im als t o s m all c a ges
pu re ly f o r t h e a m use m en t a n d c u rio sit y o f h um an b ein gs. M an y p eo ple b elie ve t h at w ild
an im als s h ou ld b e a llo w ed t o r o am f r e e i n t h eir n atu ra l h ab it a t a n d t o h unt t h eir n atu ra l
pre y. I a ls o b elie ve t h is w ou ld b e i d eal, b u t u nfo rtu nate ly , d u e t o h um an kin d’s p ro lif ic
popu la tio n o f t h e E arth , m an y a n im als ’ n atu ra l h ab it a ts h ave b een d estr o yed a n d m an y
wild a n im als ’ p re y a re n o l o n ger s u ffic ie n t i n n um ber t o s u sta in t h em . C it ie s, t o w ns a n d
in du str y h ave t a k en o ver
la n d w hic h w as o n ce h om e t o a v arie ty o f
d if fe re n t s p ecie s.

There fo re , I a gre e w it h t h e s e n tim en t t h at z o os h ave b eco m e n ece ssa ry t o p ro te ct a n d
su sta in m an y s p ecie s w hic h w ou ld h ave l it tle o r n o c h an ce o f s u rv iv al i n t h e w ild . F or
exam ple , t h e p an da b ear o f C hin a i s a n e n dan gere d s p ecie s w hic h h as b een s u cce ssfu lly
bre d i n z o os, t h us h elp in g t o k eep t h e s p ecie s a liv e. S im ila rly , t ig ers h ave g ro w n i n
num bers s in ce l iv in g i n z o os a n d m an y a n im als t o day h ave b een b re d i n c a p tiv it y , a n d
kn ow n oth in g e ls e . I d eally , t h e m an m ad e h ab it a t o f t h e z o o a n im als s h ou ld r e p lic a te
th eir n atu ra l h ab it a t a s m uch a s p ossib le . O fte n , p an da b ear p en s i n z o os h ave b am boo
availa b le , s o t h ey c a n f e ed o n t h eir f a vo u rit e f o od a s t h ey w ou ld i n t h e w ild .

In co n clu sio n , b eca u se m an y w ild a n im als ’ n atu ra l h ab it a ts h ave b een d estr o yed b y
hum an s, w e c a n d o o u r b est to m ak e th eir m an m ad e e n vir o n m en ts in z o os a s s p acio u s
an d n atu ra l a s p ossib le , s o t h at m an y e n dan gere d s p ecie s c a n s u rv iv e.

(3 36 w ord s)


Be a w are o f y ou r u se o f a rtic le s. R ea d t h ro u gh t h e e ssa ys in t h is b ook a n d
lo ok a t h ow a rtic le s a re u se d .

Task T w o
Q uestio n 1 5
You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Ma
ny p eo ple b elie ve th at a c o u ntr y’s
w ea lth is d ep en dan t o n th e
hea lth
of its c itiz e n s. O th er p eo ple a rg u e
th at e d u ca tio n is a b ette r
in dic a to r o f a n atio n ’s w ea lth
a n d w ell- b ein g
.

What i s y o u r o pin io n ? W hat
are s o m e
oth er f a cto rs
th at
co n tr ib u te
to t h e g ro w th a n d p ro sp erity o f a c o u ntr y?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Gra m mar

Accu ra te g ra m mar is o bvio u sly a n im porta n t a sp ect o f w rit in g a h ig h -s co rin g T ask 2
essa y. Y ou sh ou ld co n sid er p u rc h asin g a g o od E nglis h g ra m mar b ook a n d p ra ctic in g
re gu la rly .

Questio n 1 5 :
Ma
ny p eo ple b elie ve th at a c o u ntr y’s
w ea lth is d ep en dan t o n th e
hea lth
of its c itiz e n s. O th er p eo ple a rg u e
th at e d u ca tio n is a b ette r
in dic a to r o f a n atio n ’s w ea lth
a n d w ell- b ein g
.

What i s y o u r o pin io n ? W hat
are s o m e
oth er f a cto rs
th at
co n tr ib u te
to t h e g ro w th a n d p ro sp erity o f a c o u ntr y?

Exercis e :

Rea d th ro u gh th e fo llo w in g essa y a n d co rrect th e
gra m mar
mis ta kes
.

It h as o fte n b een sa id th at th e w ealt h o f a n atio n
is d ep en din g
o n th e h ealt h o f it s
cit iz e n s. In m odern so cie ty , kn ow le d ge an d ed u ca tio n
are bein g
als o in cre asin gly
im porta n t f a cto r b eh in d a s tr o n g
eco n om ic
. I n m y o pin io n , h ealt h ca re a n d e d u ca tio n
is
eq u ally i m porta n t p rio rit ie s o f a g o vern m en t.

Fir s tly , in o rd er f o r a c o u ntr y t o b e
eco n om ic a l
s tr o n g, c it iz e n s
must h ave b een a cce ss
to
go od h ealt h ca re . If a c it iz e n
are
u nhealt h y a n d w eak , it
ca n b e a ssu m ptio n
th at th at
in div id u al
is n ot co n tr ib u te
h is o r h er p ote n tia l en erg y, o ptim um w ork ab ilit ie s an d
kn ow le d ge to h is o r h er c o m munit y . B y p ro vid in g q u alit y h ealt h ca re , a g o vern m en t
is
en su re
th at each cit iz e n is as h ealt h y an d ca p ab le as possib le . In th is w ay, both
develo pin g a n d d evelo ped c o u ntr ie s
have c re ate
s tr o n ger in div id u al c it iz e n s a n d, in t u rn ,
str o n ger n atio n s.

Good e d u ca tio n
are
eq u ally im porta n t in m odern s o cie tie s. In o rd er fo r a c o u ntr y to
ad van ce in a n y a re a, it s c it iz e n s
must b e e d u ca tio n
s o t h at t h ey c a n a ctiv ely
co n tr ib u tio n
new i d eas t o t h e w ork fo rc e a n d t o t h e e co n om y. F or e xam ple , o ver t h e p ast t w o d eca d es,
ad van ce s in te ch nolo gy
are h elp
n atio n s lik e In dia an d C hin a, am on g m an y o th ers ,
cre atin g
str o n g eco n om ie s an d a b ette r sta n dard o f liv in g fo r m an y cit iz e n s. T hese
ad van ce s in te ch nolo gy a n d th e b u sin ess o pportu nit ie s
cre atin g
fr o m th em
is
d ir e ctly
attr ib u ta b le t o e d u ca tio n .

Asid e f r o m h ealt h ca re a n d
ed u ca te
, o th er f a cto rs a ls o
are c o n tr ib u te
to th e d evelo pm en t
of n atio n s. F or e xam ple , a b u ndan t n atu ra l r e so u rc e s, p osit iv e r e la tio n sh ip s w it h o th er
natio n s le ad in g to tr a d e, e ffic ie n t m etr o polit a n in fr a str u ctu re s a n d a s tr o n g a gric u lt u ra l
se cto r
a m
a ll fa cto rs w hic h
ca n h elp in g
natio n s
pro sp erit y
. H ow ever, I s till b elie ve th at
healt h ca re a n d e d u ca tio n a re th e tw o m ost
im porta n ce
p rio rit ie s o f a n y g o vern m en t,
beca u se i f t h e h ealt h ca re a n d e d u ca tio n s y ste m s o f a n atio n a re
effe ctiv ely
, t h en a ll o th er
are as o f a n e co n om y a re
posit iv e
a ffe cte d .

In co n clu sio n , in m y opin io n , qu alit y healt h ca re an d ed u ca tio n sy ste m s
is
eq u al
im porta n t t o t h e
develo p
o f a s tr o n g n atio n .

Now c h eck y ou r a n sw ers.

Questio n 1 5 :
Ma
ny p eo ple b elie ve th at a c o u ntr y’s
w ea lth is d ep en dan t o n th e
hea lth
of its c itiz e n s. O th er p eo ple a rg u e
th at e d u ca tio n is a b ette r
in dic a to r o f a n atio n ’s w ea lth
a n d w ell- b ein g
.

What i s y o u r o pin io n ? W hat
are s o m e
oth er f a cto rs
th at
co n tr ib u te
to t h e g ro w th a n d p ro sp erity o f a c o u ntr y?

Com ple te S am ple A nsw er:

It h as o fte n b een s a id t h at t h e w ealt h o f a n atio n d ep en ds o n t h e h ealt h o f i t s c it iz e n s. I n
modern s o cie ty , k n ow le d ge a n d e d u ca tio n a re a ls o in cre asin gly im porta n t f a cto rs b eh in d
a str o n g eco n om y. In m y o pin io n , h ealt h ca re an d ed u ca tio n are eq u ally im porta n t
prio rit ie s o f a g o vern m en t.

Fir s tly , i n o rd er f o r a c o u ntr y t o b e e co n om ic a lly s tr o n g, c it iz e n s m ust h ave a cce ss t o g o od
healt h ca re . I f a c it iz e n is u nhealt h y a n d w eak , it c a n b e a ssu m ed t h at t h at in div id u al is
not c o n tr ib u tin g h is o r h er p ote n tia l e n erg y, o ptim um w ork a b ilit ie s a n d k n ow le d ge to
his o r h er c o m munit y . B y p ro vid in g q u alit y h ealt h ca re , a g o vern m en t c a n e n su re th at
each cit iz e n is a s h ealt h y a n d ca p ab le a s p ossib le . In th is w ay, b oth d evelo pin g a n d
develo ped c o u ntr ie s c re ate s tr o n ger i n div id u al c it iz e n s a n d, i n t u rn , s tr o n ger n atio n s.

Good e d u ca tio n is e q u ally im porta n t in m odern so cie tie s. In o rd er fo r a co u ntr y to
ad van ce i n a n y a re a, i t s c it iz e n s m ust b e e d u ca te d s o t h at t h ey c a n a ctiv ely c o n tr ib u te n ew
id eas to th e w ork fo rc e a n d to th e e co n om y. F or e xam ple , o ver th e p ast tw o d eca d es,
ad van ce s i n t e ch nolo gy h ave h elp ed n atio n s l ik e I n dia a n d C hin a, a m on g m an y o th ers , t o
cre ate s tr o n g e co n om ie s a n d a b ette r s ta n dard o f l iv in g f o r m an y c it iz e n s. T hese a d van ce s
in t e ch nolo gy a n d t h e b u sin ess o pportu nit ie s c re ate d f r o m t h em a re d ir e ctly a ttr ib u ta b le
to e d u ca tio n .

Asid e f r o m h ealt h ca re a n d e d u ca tio n , o th er f a cto rs a ls o c o n tr ib u te t o t h e d evelo pm en t o f
natio n s. F or exam ple , ab u ndan t n atu ra l re so u rc e s, p osit iv e re la tio n sh ip s w it h o th er
natio n s le ad in g to tr a d e, e ffic ie n t m etr o polit a n in fr a str u ctu re s a n d a s tr o n g a gric u lt u ra l
se cto r are all fa cto rs w hic h ca n h elp n atio n s p ro sp er. H ow ever, I still b elie ve th at
healt h ca re an d ed u ca tio n are th e tw o m ost im porta n t p rio rit ie s o f an y go vern m en t,
beca u se if t h e h ealt h ca re a n d e d u ca tio n s y ste m s o f a n atio n a re e ffe ctiv e, t h en a ll o th er
are as o f a n e co n om y a re p osit iv ely a ffe cte d .

In co n clu sio n , in m y o pin io n , q u alit y h ealt h ca re an d ed u ca tio n sy ste m s are eq u ally

im porta n t t o t h e d evelo pm en t o f a s tr o n g n atio n .

(3 2 2 w ord s)


Rea d t h ro u gh t h e s a m ple e ssa ys in t h is b ook a n d t a ke n ote o f t h eir c o rrect
use of gra m mar. If you m ake co n sis te n t erro rs in gra m mar, keep
pra ctic in g. C on sid er p u rch asin g a c o m preh en siv e E nglis h g ra m mar b ook t o
help y ou im pro ve. C orrect g ra m mar is a n im porta n t a sp ect t o a ch ie v in g a
hig h s c o re o n y ou r I E LTS a ca dem ic w rit in g t e st.

Task T w o
Q uestio n 1 6

You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


T he h ig h s a le s o f p opu la r c o n su m er g oods
are m ore
re fle ct
iv e o f
th e
pow er o f a dve rtis in g a n d le ss in dic a tiv e o f
th e re a l n eed s o f th e
so cie ty i n w hic h t h ey a re s o ld .

To w hat e x te n t t o y o u a gre e o r d is a gre e?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Revie w

Exercis e :
The se n te n ces in th e fo llo w in g co m ple te sa m ple an sw er to Task Tw o
Questio n 1 6 h ave b een m ix e
d u p.
L ook a gain a t t h e e ssa y t e m pla te
. N um ber
th e
s e n te n ces
to p u t th em in th e c o rrect s e q u en ce
. T he fir st o n e h as b een
don e f o r y ou .

Questio n 1 6 :
T he h ig h s a le s o f p opu la r c o n su m er g oods
are m ore
re fle ct
iv e o f
th e
pow er o f a dve rtis in g a n d le ss in dic a tiv e o f
th e re a l n eed s o f th e
so cie ty i n w hic h t h ey a re s o ld .

To w hat e x te n t t o y o u a gre e o r d is a gre e?

Exercis e :
Advertis in g c a n b e f o u nd e very w here w e l o ok.
1
Ite m s lik e th e ip h on e, ip ad a n d ip od a re n ot
esse n tia l fo r d aily lif e ; co n su m ers , h ow ever,
bu y th em not on ly beca u se th e
ad vertis e m en ts e n tic e th em to b u y, b u t a ls o
beca u se s o m an y o th er p eo ple a re u sin g t h ese
it e m s, in div id u als fe el lik e th ey need to
belo n g t o t h e t r e n d.

In cre asin gly , peo ple fe el lik e th ey need
co n su m er it e m s lik e th e ip h on e an d ip ad
beca u se , if t h ey d o n ot p osse ss o n e, t h ey m ay
not b e a b le t o c o n du ct t h eir b u sin ess in w hat
is c o n sid ere d a m odern , u p-to -d ate a p pro ach .

Ite m s lik e th e ip h on e help peo ple
co m munic a te e asily a n d q u ic k ly ; t h ey p ro vid e
navig atio n al to ols , in fo rm atio n , e-m ail,
en te rta in m en t an d easy acce ss to bu sin ess
an d d ocu m en t f ile s.

And, w hile I a gre e th at s o m e o f th e p opu la r
co n su m er i t e m s a re n ot e sse n tia l f o r d aily l if e ,
it e m s s u ch a s m obile p h on es a n d c o m pu te rs
have beco m e in cre asin gly nece ssa ry fo r
bu sin ess a n d c o m munic a tio n .

And, w hile ce rta in co n su m er it e m s m ay n ot
be esse n tia l as fa r as basic need s are
co n ce rn ed , th ey have beco m e in cre asin gly
nece ssa ry f o r b u sin ess a n d c o m munic a tio n .

For exam ple , th e su cce ss of th e co m pan y
Apple – at th e m om en t th e m ost valu ab le
co m pan y o n E arth – sh ow s th at a d vertis in g
boosts s a le s.

In co n clu sio n , I agre e th at ad vertis in g
co n tr ib u te s to th e su cce ss of n on -e sse n tia l
co n su m er g o ods, b u t I a ls o b elie ve th at o n ce
th ese it e m s beco m e popu la r in th e
mark etp la ce , th eir in here n t v alu e, e sp ecia lly
in b u sin ess s u cce ss, d oes b eco m e i n cre asin gly
re le van t.

Busin essp eo ple ca n ca rry th eir en tir e o ffic e

wit h th em w here ver th ey go , m ak in g w ork
an d co m munic a tio n easie r, fa ste r, more
co n ven ie n t an d m ore acce ssib le th an ever
befo re .
The popu la rit y of m an y co n su m er it e m s is
ofte n d ir e ctly a ttr ib u ta b le to th e a d vertis in g
bu dget s p en t o n t h ose i t e m s.

Fir s tly , t h ere is n o d en yin g t h at a d vertis in g is
a p ow erfu l to ol th at co m pels p eo ple to b u y
partic u la r c o n su m er i t e m s.

Answ ers:
Advertis in g c a n b e f o u nd e very w here w e l o ok.
1
Ite m s lik e th e ip h on e, ip ad a n d ip od a re n ot
esse n tia l fo r d aily lif e ; co n su m ers , h ow ever,
bu y th em not on ly beca u se th e
ad vertis e m en ts e n tic e th em to b u y, b u t a ls o
beca u se s o m an y o th er p eo ple a re u sin g t h ese
it e m s, in div id u als fe el lik e th ey need to
belo n g t o t h e t r e n d.
6
In cre asin gly , peo ple fe el lik e th ey need
co n su m er it e m s lik e th e ip h on e an d ip ad
beca u se , if t h ey d o n ot p osse ss o n e, t h ey m ay
not b e a b le t o c o n du ct t h eir b u sin ess in w hat
is c o n sid ere d a m odern , u p-to -d ate a p pro ach .
10
Ite m s lik e th e ip h on e help peo ple
co m munic a te e asily a n d q u ic k ly ; t h ey p ro vid e
navig atio n al to ols , in fo rm atio n , e-m ail,
en te rta in m en t an d easy acce ss to bu sin ess
an d d ocu m en t f ile s.
8
And, w hile I a gre e th at s o m e o f th e p opu la r
co n su m er i t e m s a re n ot e sse n tia l f o r d aily l if e ,
it e m s s u ch a s m obile p h on es a n d c o m pu te rs
have beco m e in cre asin gly nece ssa ry fo r
bu sin ess a n d c o m munic a tio n .
3
And, w hile ce rta in co n su m er it e m s m ay n ot
be esse n tia l as fa r as basic need s are
co n ce rn ed , th ey have beco m e in cre asin gly
nece ssa ry f o r b u sin ess a n d c o m munic a tio n .
7
For exam ple , th e su cce ss of th e co m pan y
Apple – at th e m om en t th e m ost valu ab le
co m pan y o n E arth – sh ow s th at a d vertis in g
boosts s a le s.
5
In co n clu sio n , I agre e th at ad vertis in g
co n tr ib u te s to th e su cce ss of n on -e sse n tia l
co n su m er g o ods, b u t I a ls o b elie ve th at o n ce
th ese it e m s beco m e popu la r in th e
mark etp la ce , th eir in here n t v alu e, e sp ecia lly
in b u sin ess s u cce ss, d oes b eco m e i n cre asin gly
re le van t.
11
Busin essp eo ple ca n ca rry th eir en tir e o ffic e
9

wit h th em w here ver th ey go , m ak in g w ork
an d co m munic a tio n easie r, fa ste r, more
co n ven ie n t an d m ore acce ssib le th an ever
befo re .
The popu la rit y of m an y co n su m er it e m s is
ofte n d ir e ctly a ttr ib u ta b le to th e a d vertis in g
bu dget s p en t o n t h ose i t e m s.
2
Fir s tly , t h ere is n o d en yin g t h at a d vertis in g is
a p ow erfu l to ol th at co m pels p eo ple to b u y
partic u la r c o n su m er i t e m s.
4

Questio n 1 6 :

T he h ig h s a le s o f p opu la r c o n su m er g oods
are m ore
re fle ct
iv e o f
th e
pow er o f a dve rtis in g a n d le ss in dic a tiv e o f
th e re a l n eed s o f th e
so cie ty i n w hic h t h ey a re s o ld .

To w hat e x te n t t o y o u a gre e o r d is a gre e?


Com ple te
Sam ple A nsw er:

Advertis in g c a n b e f o u nd e very w here w e l o ok. T he p opu la rit y o f m an y c o n su m er i t e m s i s
ofte n d ir e ctly a ttr ib u ta b le to th e a d vertis in g b u dget s p en t o n th ose it e m s. A nd, w hile I
agre e t h at s o m e o f t h e p opu la r c o n su m er i t e m s a re n ot e sse n tia l f o r d aily l if e , i t e m s s u ch
as m obile p h on es a n d c o m pu te rs h ave b eco m e in cre asin gly n ece ssa ry fo r b u sin ess a n d
co m munic a tio n .

Fir s tly , t h ere i s n o d en yin g t h at a d vertis in g i s a p ow erfu l t o ol t h at c o m pels p eo ple t o b u y
partic u la r co n su m er it e m s. F or e xam ple , th e su cce ss o f th e co m pan y A pple – a t th e
mom en t th e m ost v alu ab le co m pan y o n E arth – sh ow s th at a d vertis in g b oosts sa le s.
Ite m s lik e t h e ip h on e, ip ad a n d ip od a re n ot e sse n tia l f o r d aily lif e ; c o n su m ers , h ow ever,
bu y th em n ot o n ly b eca u se th e a d vertis e m en ts e n tic e th em to b u y, b u t a ls o b eca u se s o
man y o th er p eo ple a re u sin g t h ese it e m s, in div id u als f e el lik e t h ey n eed t o b elo n g t o t h e
tr e n d.

And, w hile ce rta in co n su m er it e m s m ay n ot be esse n tia l as fa r as basic n eed s are
co n ce rn ed , th ey h ave b eco m e in cre asin gly n ece ssa ry fo r b u sin ess a n d c o m munic a tio n .
Ite m s lik e th e ip h on e help peo ple co m munic a te easily an d qu ic k ly ; th ey pro vid e
navig atio n al to ols , in fo rm atio n , e -m ail, e n te rta in m en t a n d e asy a cce ss to b u sin ess a n d
docu m en t f ile s. B usin essp eo ple c a n c a rry t h eir e n tir e o ffic e w it h t h em w here ver t h ey g o ,
mak in g w ork a n d c o m munic a tio n e asie r, fa ste r, m ore c o n ven ie n t a n d m ore a cce ssib le
th an e ver b efo re . I n cre asin gly , p eo ple f e el l ik e t h ey n eed c o n su m er i t e m s l ik e t h e i p h on e
an d ip ad b eca u se , if th ey d o n ot p osse ss o n e, th ey m ay n ot b e a b le to co n du ct th eir
bu sin ess i n w hat i s c o n sid ere d a m odern , u p-to -d ate a p pro ach .

In co n clu sio n , I agre e th at ad vertis in g co n tr ib u te s to th e su cce ss of non -e sse n tia l
co n su m er go ods, bu t I als o belie ve th at on ce th ese it e m s beco m e popu la r in th e
mark etp la ce , th eir in here n t valu e, esp ecia lly in bu sin ess su cce ss, does beco m e
in cre asin gly r e le van t.

(2 95 w ord s)

By i m pro vin g t h e s k ills o u tlin ed i n t h is b ook, a n d b y p ra ctic in g y o u r e ssa y
writ in g u sin g t h e q u estio n s l is te d a b ove, y o u r T ask 2 e ssa ys w ill b eg in t o
im pro ve.

Part T W O
Task 1 W rit in g

In fo rm atio n a b ou t t h e T ask 1
e ssa y:

·
You w ill b e g iv en 2 0 m in ute s t o w rit e y o u r T ask 1 e ssa y.
·
You n eed t o w rit e A T L E AST 1 5 0 w ord s. I f y o u w rit e l e ss t h an 1 5 0 w ord s, y o u w ill
be p en alis e d a n d y o u r s co re w ill b e l o w er.
·
Task 1 e ssa ys r e q u ir e y o u t o s u m maris e i n fo rm atio n p re se n te d i n a g ra p h , t a b le , o r
dia gra m . I t is y o u r t a sk t o r e p ort o n t h e s ig n if ic a n t d eta ils o f t h e d ia gra m , b u t y o u
may n ot n eed t o w rit e a b ou t e very d eta il s h ow n – o n ly t h ose t h at a re m ost r e le van t.
·
Som e p oin ts y o u w ill b e e valu ate d o n :
·
Have y o u id en tif ie d th e s ig n if ic a n t d eta ils o f th e d ia gra m ? T he lo w est
num ber? T he h ig h est?
·
Have y o u o rg an is e d y o u r e ssa y i n to c le ar, l o gic a l p ara gra p h s?
·
Have y o u u se d a v arie ty o f v o ca b u la ry t o d escrib e t h e s ta tis tic a l d eta ils o f t h e
dia gra m ?
·
Have y o u c o m pare d a n d c o n tr a ste d t h e r e le van t s ta tis tic s a ccu ra te ly ?
·
Have y o u u se d a v arie ty o f s e n te n ce s tr u ctu re s, b oth s im ple a n d c o m ple x?
·
Is y o u r g ra m mar c o rre ct?
·
Have y o u u se d c o rre ct p u nctu atio n ?
·
Is y o u r e ssa y l o n g e n ou gh ?
·
Task 1 e ssa ys a re s co re d i n w hole b an ds, 1 -9 . 9 i s a p erfe ct s co re . A ll o f t h e T ask 1
essa ys i n t h is b ook w ou ld l ik ely b e s co re d a s a 9 .

Tip :
o
You s h ou ld s p en d 1 - 3 m in ute s p la n nin g y o u r e ssa y b efo re y o u b egin t o w rit e .

Task O ne
Questio n 1

You s h o uld s p end 2 0 m in ute s o n th is ta sk .

The b ar c h art o u tlin es
A sia n e x ports t o t h e U nite d S ta te s i n 1 992 i n
perc en ta ge o f t o ta l e x ports .

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

You s h o uld w rite a t l e ast 1 50 w ord s.

Org a n is in g Y ou r E ssa y

Most I E LTS T ask 1 e ssa ys lo oks lik e t h is :



In tr o du ctio n








Main B ody P ara gra ph

Main B ody P ara gra ph # 1





Main B ody P ara gra ph # 2

OR lik e t h is :



In tr o du ctio n

S om e T ask 1 e ssa ys w ill r e q u ir e o n e m ain b ody p
ara gra p
h ,
an d s o m e w ill re q u ir e tw o.
Occa sio n ally , y o u m ig h t e ven u se t h re e m ain b ody p ara gra p h s. E very T ask 1
e ssa
y s h ou ld
in clu de
a
n i n tr o du ctio n .

ACH IE V E
IE LTS
A ca dem ic
W rit in g S u ccess
w ill s h ow y o u h ow to w rit e e ach o f
th ese p ara gra p h s t o
cre ate a s tr o n g T ask 1
e ssa y.

This b ook w ill a ls o s h ow y o u h ow t o
in cre a se y o u r w ord c o u nt
b y i n clu din g
optio n al
:
o
Seco n d s e n te n ce s i n y o u r i n tr o du ctio n s
o
Sh ort c o n clu sio n s

NOTE:
It’s v ery i m porta n t t h at y ou r e ssa y b e o rga n is e d i n to c le a r, n ea t, w ell- o rga n is e d p ara gra p hs. M ake s u re
to l e a ve s p aces b etw een e a ch p ara gra p h
, o r t o c le a rly i n den t e a ch p ara gra p h
.

Task 1
Essa y T em pla te

Look at th e te m pla te belo w
. This te m pla te sh ow s on e re co m men ded m eth od to
org an is in g a T ask 1 e ssa y
. O nce y o u b eco m e f a m ilia r
wit h t h is f o rm , w rit in g T ask 1
e ssa ys
will b eco m e e asie r
.
Each a sp ect o f th e te m pla te b elo w w ill b e e xp la in ed in d eta il a s w e
pro gre ss t h ro u gh t h is b ook.

Note t h at s h aded a rea s a re
optio nal
a n d a re in clu ded a s a r eco m men datio n f o r s tu den ts w ho h ave d if fic u lt y r ea ch in g
a 1 5 0 w ord c o u nt, t o c rea te lo n ger e ssa y s.

In tr o du ctio n
(1 – 2 s e n te n ces)
Resta te q uestio n
o
WHAT is b ein g
sh ow n in t h e d ia gra m ?
o
WHAT is b ein g
mea su re d ?
o
HOW is it b ein g
mea su re d ?
o
WHEN is it b ein g
mea su re d ?

(O ptio n al: B rie f o verv ie w o f a
sig n if ic a n t t r en d O R s ta te m en t
abou t h ow in fo rm atio n is
prese n te d )


Main B ody P ara gra p h # 1
(3 – 6 s e n te n ces)
Rep orts
sta tis tic s/d ata
o
Com pare s
o
Con tr a sts
o
Id en tif ie s
tr e n ds


Main B ody P ara gra p h # 2
(le n gth v arie s)
Rep orts
sta tis tic s/d ata
o
Com pare s
o
Con tr a sts
o
Id en tif ie s
tr e n ds


Con clu sio n
(1 s e n te n ce)
·
Beg in s w it h “ I n
co n clu sio n ,” o r
“ T o s u m u p,”

Task O ne Q uestio n 1

You s h o uld s p end 2 0 m in ute s o n th is ta sk .

The b ar c h art i llu str a te s t h e u se o f c h eq u es a n d e le ctr o n ic p aym en ts
in N ew Z ea la n d b etw een 1 993 a n d 2 003.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

You s h o uld w rite a t l e ast 1 50 w ord s.

Task 1 E ssa y
Let’s lo ok a t h ow t h e t e m pla te is u se d t o o rg an is e
a T ask 1 e ssa y.

In tr o du ctio n
(1 – 2 s e n te n ces)
Resta te q uestio n
o
WHAT is b ein g s h ow n
in t h e d ia gra m ?
o
WHAT is b ein g
mea su re d ?
o
HOW is it b ein g
mea su re d ?
o
WHEN is it b ein g
mea su re d ?
The b ar c h art s h ow s t h e p erc en ta ge o f p eo ple
in N ew Z ea la n d u sin g c h eq u e, d ir e ct d eb it
ca rd s a n d c re d it c a rd s t o m ake p aym en ts ,
betw een 1 9 93 a n d 2 0 03.
(O ptio n al: B rie f o verv ie w o f a
sig n if ic a n t t r en d O R s ta te m en t
abou t h ow in fo rm atio n is
prese n te d )
Overa ll, t h e u se o f c h eq u es d ecre a se d w hile
th e u se o f d ir e ct d eb it c a rd s in cre a se d .

Main B ody P ara gra p h # 1
(3 – 6 s e n te n ces)
Rep orts
sta tis tic s/d ata
o
Com pare s
o
Con tr a sts
o
Id en tif ie s t r e n ds
To beg in , in 19 93, ch eq u es w ere by fa r th e m ost
popu la r p aym en t m eth od, a t 5 5% , w hile d ir e ct d eb it
ca rd s a n d cre d it ca rd s a cco u nte d fo r o n ly 8 % a n d
5% , re sp ectiv ely . Afte r 19 93, how ev er, th e
perc en ta ge of peo ple usin g ch eq u es ste a dily
decre a se d , fin is h in g at on ly 11% in 20 03.
Con verse ly , d ir e ct d eb it c a rd s in cre a se d in p opu la rit y ,
sh ow in g a n u pw ard tr e n d in u se u ntil 2 0 03, w hen
alm ost 4 0% o f a ll p u rc h ase s w ere m ade b y d ir e ct
deb it ca rd . C re d it ca rd u sa ge re m ain ed re la tiv ely
sta ble ; th e u se o f c re d it c a rd s ro se in a flu ctu atin g
tr e n d. T he p erc en ta ge o f p eo ple u sin g c re d it c a rd s
was e q u al to th e p erc en ta ge o f p eo ple u sin g c h eq u es
in 2 0 01 ( 1 5 % ). I n t h e f in al y ea r s h ow n o n t h e c h art
(2 0 03), c re d it c a rd u se a cco u nte d fo r a ppro xim ate ly
12 % o f t h e t o ta l p erc en ta ge o f p aym en ts .

Main B od y P ara gra p h # 2
(le n gth v arie s)
Rep orts
sta tis tic s/d ata
o
Com pare s
o
Con tr a sts
o
Id en tif ie s t r e n ds


Con clu sio n
(1 s e n te n ce)
·
Beg in s w it h “ I n
co n clu sio n ,” o r
“ T o s u m u p,”

Exercis e :
Use t h e b ar g ra ph t o f ill i n t h e b la n ks b elo w w it h t h e c o rrect i n fo rm atio n .

1.

The l e ast p opu la r p aym en t o ptio n i n 1 9 93 w as _ _______
_____
__.

2.

In 2 0 01, th e p erc e n ta ge o f p u rc h ase s p aid fo r w it h _ _ ___
___
______ a n d
_________
_____
___ w ere s im ila r.

3.

More p eo ple p aid w it h _ _____________ t h an w it h c h eq u es
i n 1 9 99.

4.

The y ear w it h t h e la rg est d is cre p an cy b etw een t h e p erc e n ta ge o f p aym en ts m ad e
wit h c h eq u es a n d w it h e le ctr o n ic p aym en ts w as i n _ ______
_____
___.

5.

In 2 0 02, m ore p eo ple p aid w it h c re d it c a rd s t h an w it h _ __________.

6.

Betw een 19 93 a n d 19 96
, th e m ost p opu la r fo rm o f e le ctr o n ic p aym en t w as
__
____
_________.

7.

The f o rm o f p aym en t t h at d ecre ase d
ste ad ily
in p opu la rit y b etw een 1 9 93 a n d 2 0 03
was _ __
___
__________.

8.

_____
___
_______ s h ow ed a s lig h t d ecre ase in p opu la rit y b etw een 2 0 02 a n d
20 03.

9.

The p erc e n ta ge o f p eo ple u sin g _ ___
____
_______ s u rp asse d t h e p erc e n ta ge o f
peo ple u sin g c h eq u es i n 1 9 98 .

10 .

The p erc e n ta ge
o f p eo ple u sin g d ir e ct d eb it ca rd s fo r p aym en t w as lo w est in

__
_____
________.

Now c h eck y ou r a n sw ers.


Questio n 1 :
Sam ple A nsw er
:

The b ar c h art s h ow s t h e p erc e n ta ge o f p eo ple in N ew Z eala n d u sin g c h eq u e, d ir e ct d eb it
ca rd s a n d c re d it c a rd s to m ak e p aym en ts , b etw een 1 9 93 a n d 2 0 03. O vera ll, th e u se o f
ch eq u es d ecre ase d w hile t h e u se o f d ir e ct d eb it c a rd s i n cre ase d .

To b egin , in 1 9 93, c h eq u es w ere b y f a r t h e m ost p opu la r p aym en t m eth od, a t 5 5% , w hile
dir e ct d eb it c a rd s a n d c re d it c a rd s a cco u nte d f o r o n ly 8 % a n d 5 % , r e sp ectiv ely . A fte r 1 9 93,
how ever, t h e p erc e n ta ge o f p eo ple u sin g c h eq u es s te ad ily d ecre ase d , f in is h in g a t o n ly 1 1%
in 2 0 03. C on vers e ly , d ir e ct d eb it c a rd s i n cre ase d i n p opu la rit y , s h ow in g a n u pw ard t r e n d
in u se u ntil 2 0 03, w hen a lm ost 4 0 % o f a ll p u rc h ase s w ere m ad e b y d ir e ct d eb it c a rd .
Cre d it c a rd u sa ge r e m ain ed r e la tiv ely s ta b le ; t h e u se o f c re d it c a rd s r o se in a f lu ctu atin g
tr e n d. T he p erc e n ta ge o f p eo ple u sin g c re d it c a rd s w as e q u al t o t h e p erc e n ta ge o f p eo ple
usin g c h eq u es i n 2 0 01 ( 1 5 % ). I n t h e f in al y ear s h ow n o n t h e c h art ( 2 0 03), c re d it c a rd u se
acco u nte d f o r a p pro xim ate ly 1 2 % o f t h e t o ta l p erc e n ta ge o f p aym en ts .

(1 7 0 w ord s)

Answ ers t o e x ercis e :
1.

cre d it c a rd s
2.

ch eq u es/ cre d it c a rd s
3.

dir e ct d eb it c a rd s
4.

19 93
5.

ch eq u es
6.

dir e ct d eb it c a rd s
7.

ch eq u es
8.

Cre d it c a rd s
9.

dir e ct d eb it c a rd s
10 .

19 93

Task O ne Q uestio n 2

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The b ar c h art illu str a te s A sia n e x ports to th e U nite d S ta te s in 1 992
in p erc en ta ge o f t o ta l e x ports .

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s h o uld w rite a t l e ast 1 50 w ord s.

The I n tr o du ctio n
Task 1 I n tr o du ctio n – F ir st S en te n ce
1)
The
fir st s e n te n ce o f t h e T ask 1 in tr o du ctio n
s h ou ld o u tlin e th e
d eta ils
o f th e
gra p h , c h art o r t a b le b ein g p re se n te d .
These d eta ils i n clu de:
·
WHAT i s b ein g s h ow n? ( a b ar c h art? o r p ie c h art? o r t a b le ?)
·
WHAT i s b ein g m ea su re d ?
·
HOW i s i t b ein g m ea su re d ?
·
WHEN i s i t b ein g m ea su re d ?

For m ost T ask 1 e ssa ys ( e xclu din g P ro ce ss e ssa ys, w hic h w ill b e d is cu sse d la te r in P art
Tw o) t h e f o rm at o f t h e
i n tr o du ctio n
w ill b e t h e s a m e
.
Ex
am ple o f a T ask 1 I n tr o du ctio n :
Questio n 1 :

The b ar c h art illu str a te s A sia n e x p orts to th e U nit e d
Sta te s i n 1 9 92 i n p ercen ta ge o f t o ta l e x p orts .


In tr o du ctio n , S en te n ce 1 :
The b ar c h art s h ow s A sia n i m ports t o t h e U nit e d S ta te s i n 1 9 92 i n t e n a re as o f A sia a n d i s
measu re d in p erc e n ta ges o f th e to ta l e xp orts o f T aiw an , J ap an , th e P hilip pin es, S ou th
Kore a, T haila n d, S in gap ore , M ala ysia , In don esia , H on g K on g a n d C hin a to th e U nit e d
Sta te s.
As y o u c a n s e e, t h is s e n te n ce i n clu des:
o
WHAT i s b ein g s h ow n:
a b ar c h art
o
WHAT i s b ein g m easu re d :
Asia n i m ports t o t h e U nit e d S ta te s
o
HOW i s i t b ein g m easu re d :
in p erc e n ta ges o f t o ta l e xp orts
o
WHEN i s i t b ein g m easu re d :
1 9 92

NOTE:
It is im porta n t t h at y ou d o N OT c o py t h e q u estio n a s it is w rit te n in y ou r e x a m
bookle t. I f y ou c o py t h e e x a ct w ord in g u sed in t h e I E LTS q u estio n , t h e w ord s
you h ave
co pie d w ill N OT B E C O UNTE D to w ard s y ou r to ta l w ord c o u nt. In ste a d , y ou s h ou ld
REPH RASE T H E Q U EST IO N
. T his i s t r u e o f b oth T ask 1 a n d T ask 2 e ssa ys.

TIP :
The v erb s “
to s h ow
” a n d “
to illu str a te
” a re e xce lle n t fo r th e fir s t s e n te n ce o f a
Task 1 e ssa y in tr o du ctio n . I f t h e I E LTS t e st q u estio n u se s “
illu str a te s
,” a s t h e e xam ple
use d a b ove, t h en y o u r e ssa y s h ou ld u se “
sh ow s
,” a n d v ic e v ers a .

IM PO RTA N T:
Mak e s u re y o u r s u bje ct a n d v erb a gre e! T his is
very im porta n t, e sp ecia lly in th
e fir s t s e n te n ce o f
yo u r e ssa y.
Exa m ple s:
The b ar c h art
s h ow
s …
The b ar c h art
s s h ow …

Let’s l o ok a ga in a t t h e f ir st s e n te n ce o f t h e i n tr o d uctio n :
The b ar c h art s h ow s A sia n i m ports t o t h e U nit e d S ta te s i n 1 9 92 i n t e n a re as o f A sia a n d i s
measu re d in p erc e n ta ges o f th e to ta l e xp orts o f T aiw an , J ap an , th e P hilip pin es, S ou th
Kore a, T haila n d, S in gap ore , M ala ysia , In don esia , H on g K on g a n d C hin a to th e U nit e d
Sta te s.
Oth er d eta ils t o c o n sid er:
o
WHAT i s b ein g
sh ow n: a b ar c h art
o
WHAT i s b ein g m easu re d : A sia n i m ports t o t h e U nit e d S ta te s
o
HOW i s i t b ein g m easu re d : i n p erc e n ta ges o f t o ta l e xp orts
o
WHEN i s i t b ein g m easu re d : 1 9 92
o
Have I r e p h ra se d t h e q u estio n ?


o
Do m y s u bje ct a n d v erb a gre e?



Now w e a re r e ad y t o w rit e t h e s e co n d s e n te n ce o f t h e i n tr o du ctio n .
Task 1 I n tr o du ctio n – S eco n d S en te n ce
2)
The
se co n d s e n te n ce o f a n i n tr o du ctio n
i s
optio n al
. I t i s n ot n ece ssa ry t o i n clu de
th is s e n te n ce . I r e co m men d i n clu din g a s e co n d s e n te n ce i n a T ask 1 i n tr o du ctio n b eca u se
it h elp s y o u
in crea se y ou r w ord c o u nt
. I f y o u d ecid e t o i n clu de a s e co n d s e n te n ce i n
yo u r in tr o du ctio n , it sh ou ld b e b rie f a n d sh ou ld m en tio n a n
overa ll tr e n d
whic h is
sig n if ic a n t.
Let’s l o ok a t h ow t h is i s d on e:
E xam ple :
Overa ll, T aiw an h ad t h e h ig h est p erc e n ta ge o f e xp orts s h ip ped t o t h e U .S . a n d C hin a h ad
th e s m alle st p erc e n ta ge.

This s e n te n ce:
o
poin ts o u t a s ig n if ic a n t t r e n d ( th e h ig h est a n d l o w est p erc e n ta ges)
o
does n ot i n clu de s ta tis tic s ( n um bers )
o
is b rie f

Com ple te i n tr o du ctio n :
The b ar c h art s h ow s A sia n i m ports t o t h e U nit e d S ta te s i n 1 9 92 i n t e n a re as o f A sia a n d i s
measu re d in p erc e n ta ges o f th e to ta l e xp orts o f T aiw an , J ap an , th e P hilip pin es, S ou th
Kore a, T haila n d, S in gap ore , M ala ysia , In don esia , H on g K on g a n d C hin a to th e U nit e d
Sta te s.
Overa ll, T aiw an h ad th e h ig h est p erc e n ta ge o f e xp orts s h ip ped to th e U .S . a n d
Chin a h ad t h e s m alle st p erc e n ta ge.

Belo w a re a f e w m ore
ex am ple s o f
co m ple te i n tr o du ctio n s t h
at i n clu de s e co n d
se n te n ces w hic h
b rie fly o u tlin e s ig n if ic a n t t r e n ds:


The b ar c h art s h ow s A sia n i m ports t o t h e U nit e d S ta te s i n 1 9 92 i n t e n a re as o f A sia a n d i s
measu re d in p erc e n ta ges o f th e to ta l e xp orts o f T aiw an , J ap an , th e P hilip pin es, S ou th
Kore a, T haila n d, S in gap ore , M ala ysia , In don esia , H on g K on g a n d C hin a to th e U nit e d
Sta te s.
Overa ll, T aiw an h ad th e h ig h est p erc e n ta ge o f e xp orts s h ip ped to th e U .S . a n d
Chin a h ad t h e s m alle st p erc e n ta ge.

The lin e g ra p h s h ow s th e a m ou nt o f fo re ig n to u ris ts v is it in g N ew Z eala n d in th e y ear
20 00, m easu re d in th ou sa n ds o f p eo ple . T he gra p h is d iv id ed in to tw elv e m on th s.
Overa ll, th e n um ber o f to u ris ts w as h ig h est in J u ly a n d th e lo w est in D ece m ber a n d
Jan uary .

The lin e g ra p h s h ow s t h e f ig u re s f o r v id eo r e n ta ls a n d s a le s in t h e U nit e d S ta te s a n d t h e
Unit e d K in gd om b etw een 1 9 97 a n d 2 0 02.
In g en era l, t h e f ig u re s f o r v id eo r e n ta ls in t h e
Unit e d S ta te s w ere t h e h ig h est, v id eo s a le s in t h e U nit e d K in gd om w ere t h e lo w est, a n d
th e n um bers f o r b oth s a le s a n d r e n ta ls o f v id eo s w ere h ig h er i n t h e U S t h an i n t h e U K.

The tw o pie ch arts
illu str a te th e perc e n ta ges of
univ ers it y degre es earn ed in eig h t
dif fe re n t s u bje ct c a te go rie s in th e y ears 1 9 75 a n d 1 9 90 .
The c h arts
sh ow th at b u sin ess
was th e m ost p opu la r s u bje ct in 1 9 75 , w hile th e h um an it ie s w ere th e m ost p opu la r in
19 90 .

NOTE:
This is
on e w ay
to w rit e a n in tr o d uctio n . T here a re a n um ber o f w ays to
effe ctiv ely w rit e a T ask 1 in tr o d uctio n . M an y in tr o d uctio n s c a n b e s u ccessfu l w it h O NE
sen te n ce o n ly , a n d m an y t e a ch ers w ill i n str u ct y ou t o w rit e o n e s en te n ce o n ly . H ow ev er,
th e m eth od o u tlin ed in
ACH IE V E I E LTS A ca dem ic W rit in g S u ccess
w ill h elp y ou
effe ctiv ely in crea se y ou r w ord co u nt if y ou h ave d if fic u lt y w rit in g 15 0 w ord s in 2 0
min ute s. M an y stu den ts w ho have used th is te ch niq u e have fo u nd th at it
gets
ex celle n t r esu lt s
.

Now l e t’s l o ok a t t h e c o m ple te S am ple A nsw er.
Questio n 2
:
The b ar c h art illu str a te s A sia n e x ports to th e U nite d S ta te s in 1 992
in p erc en ta ge o f t o ta l e x ports .

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

Sam ple A nsw er
:

The b ar c h art s h ow s A sia n i m ports t o t h e U nit e d S ta te s i n 1 9 92 i n t e n a re as o f A sia a n d i s
measu re d in p erc e n ta ges o f th e to ta l e xp orts o f T aiw an , J ap an , th e P hilip pin es, S ou th
Kore a, T haila n d, S in gap ore , M ala ysia , In don esia , H on g K on g a n d C hin a to th e U nit e d
Sta te s. O vera ll, T aiw an h ad th e h ig h est p erc e n ta ge o f e xp orts s h ip ped to th e U .S . a n d
Chin a h ad t h e s m alle st p erc e n ta ge.

Taiw an a n d J ap an h ad t h e l a rg est p erc e n ta ge o f t o ta l e xp orts s h ip ped t o t h e U nit e d S ta te s,
wit h a ro u nd 3 4% a n d 3 3% , r e sp ectiv ely . S im ila rly , t h e P hilip pin es a n d S ou th K ore a b oth
ap pear to h ave e xp orte d th e sa m e p erc e n ta ge o f th eir to ta l e xp orts to th e U S (2 9% ).
Thaila n d exp orte d ap pro xim ate ly 2 3% o f it s exp orte d go ods to A m eric a n s, ab ou t six
perc e n t le ss th an S ou th K ore a a n d th e P hilip pin es. S in gap ore a n d M ala ysia e xp orte d
aro u nd s ix p erc e n t le ss th an T haila n d, b oth e xp ortin g a ro u nd 1 7 % o f th eir to ta l e xp ort
go ods
; I n don esia ’s p erc e n ta ges w ere ju st u nder, a t a ro u nd 1 3 % . H on g K on g a n d C hin a
exp orte d t h e s m alle st p erc e n ta ges t o t h e U .S ., a t a ro u nd 6 % e ach .

(W ord c o u nt: 1 6 7)

Task O ne Q uestio n 3

You s h o uld s p end 2 0 m in ute s o n th is ta sk .

The bar ch art illu str a te s th e pro portio n o
f dif fe re n t age gro u ps
en ro lle d i n
a r a n ge o f c o u rse s i n a u niv e rsity i n 2 002.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

You s h o uld w rite a t l e ast 1 50 w ord s.

Rep ortin g D ata
In a T ask 1 e ssa y, y o u r jo b is to
re p ort t h e d ata
s h ow n in th e d ia gra m . Y ou a re n ot
re q u ir e d t o m ak e i n fe re n ce s, p re d ic tio n s o r t o g iv e y o u r o pin io n . Y ou d o n ot n eed t o w rit e
ab ou t e very d eta il o f t h e d ia gra m , o n ly t o f in d t h e
im porta n t t r e n ds a n d s ig n if ic a n t
deta ils
, a n d t o c o m pare a n d c o n tr a st t h ose d eta ils w here y o u c a n .

Let’s l o ok a gain a t t h e d ia gra m :

Questio n 3 :

Sig n if ic a n t
d eta ils a b ou t t h is d ia gra m i n clu de:
o
Tra d e w as t h e m ost p opu la r s u bje ct a re a f o r t h e a ge g ro u p 2 6-3 9.
o
All a ge g ro u ps c h ose S ports i n r e la tiv ely e q u al p erc e n ta ges.
o
Arts w as m ost p opu la r a m on g p eo ple a ged 4 0 a n d o ver.
o
Aca d em ic s u bje cts w ere c h ose n b y y o u nger s tu den ts , a ges 1 9 -2 5.

Look a t t h e T ask 1 d ia gra m t h ro u gh ou t t h is b ook a n d p ra ctic e
id en tif y in g s ig n if ic a n t
tr e n ds a n d d eta ils
. L earn in g t o id en tif y t h ese d eta ils is v ery im porta n t a s y o u p re p are
fo r y o u r T ask 1 e ssa y e xam in atio n .

Exercis e :

Fill i n t h e b la n ks u sin g t h e b ar c h art a bove:

The bar ch art _ _____________ fo u r dif fe re n t su bje ct are as of co u rs e s ta k en by
stu den ts o f d if fe re n t a ge g ro u ps a t a n u nnam ed u niv ers it y in 2 0 02. T he g en era l s u bje ct
are as in clu de tr a d e, sp orts , arts an d aca d em ic an d th e age gro u ps are div id ed in to
________________ y ear o ld s, 2 6-3 9 y ear o ld s a n d s tu den ts o ver 4 0 .

The h ig h est p ro portio n o f s tu den ts e n ro lle d in tr a d e-r e la te d c o u rs e s w ere b etw een th e
ages o f 2 6 a n d 2 9, w hic h a cco u nte d f o r a ro u nd _ _____________ o f a ll t r a d e s tu den ts .
Aro u nd 30 % of tr a d e stu den ts w ere betw een 19 an d _ _____________, an d on ly
ap pro xim ate ly _ _____________ o f a ll tr a d e s tu den ts w ere o ver th e a ge o f 4 0 . F or
sp orts -r e la te d c o u rs e s, t h e a ge g ro u ps w ere e ven ly d iv id ed ; e ach o f t h e t h re e a ge g ro u ps
sh ow n co m pris e d aro u nd 3 3% o f th e to ta l n um ber o f _ _____________. F or arts
co u rs e s, h ow ever, t h e m ajo rit y o f s tu den ts e n ro lle d i n t h ese c o u rs e s w ere o ver f o rty y ears
of age (6 1% ). 19 -2 5 year old s an d 26-3 9 year old s acco u nte d fo r 18 % an d
______________, re sp ectiv ely , o f th e to ta l p erc e n ta ge o f a rts s tu den ts . L astly , th e
ch art s h ow s t h at t h ere w ere m ore y o u ng p eo ple w ho e n ro lle d in a ca d em ic s u bje cts t h an
peo ple over 40 . A ro u nd _ ____________ of all aca d em ic co u rs e s w ere ta k en by
stu den ts b etw een 19 an d 2 5 years o f age. 3 0 % o f aca d em ic stu den ts w ere b etw een
_______________ a n d 3 9, a n d o n ly 2 0 % o f a ca d em ic s tu den ts w ere o ver t h e a ge o f 4 0 .

Now c h eck y ou r a n sw ers.

Notic e h ow t h e s ig n if ic a n t d eta ils a b ou t t h is d ia gra m w ere i n clu ded :
o
Tra d e w as t h e m ost p opu la r s u bje ct a re a f o r t h e a ge g ro u p 2 6-3 9.
o
All a ge g ro u ps c h ose S ports i n r e la tiv ely e q u al p erc e n ta ges.
o
Arts w as m ost p opu la r a m on g p eo ple a ged 4 0 a n d o ver.
o
Aca d em ic s u bje cts w ere c h ose n b y y o u nger s tu den ts , a ges 1 9 -2 5.

Com ple te d S am ple A nsw er
:
The b ar c h art s h ow s f o u r d if fe re n t s u bje ct a re as o f c o u rs e s t a k en b y s tu den ts o f d if fe re n t
age g ro u ps a t a n u nnam ed u niv ers it y in 2 0 02. T he g en era l s u bje ct a re as in clu de tr a d e,
sp orts , a rts a n d a ca d em ic a n d t h e a ge g ro u ps a re d iv id ed in to 1 9 -2 5 y ear o ld s, 2 6-3 9 y ear
old s a n d s tu den ts o ver 4 0 .

The h ig h est p ro portio n o f s tu den ts e n ro lle d in tr a d e-r e la te d c o u rs e s w ere b etw een th e
ages o f 2 6 a n d 2 9, w hic h a cco u nte d f o r a ro u nd 6 0 % o f a ll t r a d e s tu den ts . A ro u nd 3 0 % o f
tr a d e s tu den ts w ere b etw een 1 9 a n d 2 5, a n d o n ly a p pro xim ate ly 1 0 % o f a ll t r a d e s tu den ts
were o ver t h e a ge o f 4 0 .

For s p orts -r e la te d c o u rs e s, t h e a ge g ro u ps w ere e ven ly d iv id ed ;
each o f th e th re e age gro u ps sh ow n co m pris e d aro u nd 3 3% o f th e to ta l n um ber o f
stu den ts .

For a rts c o u rs e s, h ow ever, th e m ajo rit y o f s tu den ts e n ro lle d in th ese c o u rs e s
were o ver f o rty y ears o f a ge ( 6 1% ). 1 9 -2 5 y ear o ld s a n d 2 6-3 9 y ear o ld s a cco u nte d f o r 1 8 %
an d 1 1% , r e sp ectiv ely , o f t h e t o ta l p erc e n ta ge o f a rts s tu den ts .
Lastly , t h e c h art s h ow s t h at
th ere w ere m ore y o u ng p eo ple w ho e n ro lle d in a ca d em ic s u bje cts th an p eo ple o ver 4 0 .
Aro u nd 5 0 % o f a ll a ca d em ic c o u rs e s w ere t a k en b y s tu den ts b etw een 1 9 a n d 2 5 y ears o f
age. 3 0 % o f a ca d em ic stu den ts w ere b etw een 2 6 a n d 3 9, a n d o n ly 2 0 % o f a ca d em ic
stu den ts w ere o ver t h e a ge o f 4 0 .
(2 21 w ord s)

Task O ne Q uestio n 4

You s h o uld s p end 2 0 m in ute s o n th is ta sk .

The ta ble b elo w s h ow s th e p op u la tio n s o f f o u r d if fe re n t c itie s o ve r
fiv e d eca des.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

You s h o uld w rite a t l e ast 1 50 w ord s.


Fou r C it ie s’ P opu la tio n s

Pop ula tio n i n M illio n s o f P eo p le
19 70
19 8 0
19 90
20 00
20 10
Mex ic o
Cit y
15 .1
19
24.7
28
32.2
Tokyo
10 .9
13 .2
19
21.8
21.8
Sh an gh ai
13
14 .7
17 .6
22.3
27
New
York
7 8.5
10
12 .4
18

Id en tif y in g T re n ds
In T ask 1 e ssa ys, y o u s h ou ld r e p ort:

·
The h ig h est a n d l o w est n um bers
·
The g en era l t r e n ds
·
Any d ata t h at d oes n ot f it t h e o vera ll t r e n ds

Gro u p y o u r d ata i n to c le ar, l o gic a l p ara gra p h s.

TIP :
For t a ble s, i t c a n b e u sefu l t o d ra w m in i l in e g ra ph s a fte r e a ch r o w i n t h e t a ble a s y ou
prep are t o w rit e y ou r e ssa y. T hese l in e g ra ph s a re u sefu l i n dic a to rs o f t r en ds a n d
ex cep tio n s t o t r en ds. F or e x a m ple :

Questio n 4 :
19 70
19 8 0
19 90
20 00
20 10
Mex ic o
Cit y
15 .1
19
24.7
28
32.2
Tokyo
10 .9
13 .2
19
21.8

21.8
Sh an gh ai
13
14 .7
17 .6
22.3
27
New
York
7 8.5
10
12 .4
18

By u sin g th e m in i lin e g ra p h s, y o u ca n se e th at T okyo ’s p opu la tio n g ro w th sh ow s a
slig h tly d if fe re n t t r e n d t h an t h e o th er t h re e c it ie s. T his s h ou ld b e n ote d i n y o u r e ssa y.

Exercis e :
Fill i n t h e b la n ks w it h t h e c o rrect i n fo rm atio n , u sin g t h e t a ble s h ow n a bove.

1. _ _________________ h ad th e h ig h est p opu la tio n in a ll fiv e y ears s h ow n o n th e
ta b le , s h ow in g a p opu la tio n o f 1 5 .1 m illio n p eo ple in _ __________ a n d 3 2.2 m illio n
peo ple i n 2 0 10 , t h e _ ______________ n um ber i n t h e t a b le .

2. _ _______________ w as t h e s e co n d m ost p opu la te d c it y in _ ________ o f t h e f iv e
years , w it h T okyo th e _ _______________ m ost p opu la te d in 1 9 70 , 1 9 8 0, 2 0 00 a n d
_________________.

3. In ______________, how ever, Tokyo was more popu lo u s (w it h
________________ peo ple ) th an Sh an gh ai, whic h had a popu la tio n of
________________ i n 1 9 90 .

4. I t i s w orth n otin g t h at _ _________________’s p opu la tio n r e m ain ed s ta b le b etw een
_______________ a n d 2 0 10 .

5. A cco rd in g t o t h e t a b le , _ ____________________ h ad t h e s m alle st p opu la tio n i n a ll
_______________ y ears s h ow n; i t s p opu la tio n w as _ ___________ i n 1 9 70 a n d g re w
to 1 8 m illio n i n _ ________________.

Now c h eck y ou r a n sw ers:
Questio n 4 :

Fou r C it ie s’ P opu la tio n s

Pop ula tio n i n M illio n s o f P eo p le

19 70
19 8 0
19 90
20 00
20 10
Mex ic o
Cit y
15 .1
19
24.7
28
32.2
Tokyo
10 .9
13 .2
19
21.8
21.8
Sh an gh ai
13
14 .7
17 .6
22.3
27
New
York
7 8.5
10
12 .4
18

Sam ple A nsw er:
The ta b le illu str a te s th e popu la tio n , m easu re d in m illio n s of peo ple , of M exic o C it y ,
Sh an gh ai, T okyo a n d N ew Y
ork in fiv e d if fe re n t y ears : 1 9 70 , 1 9 8 0, 1 9 90 , 2 0 0
0
an d 2 0 1
Overa ll, M exic o C it y c o n sis te n tly h ad t h e h ig h est p opu la tio n a n d N ew Y ork h ad t h e s m alle st
popu la tio n o f t h e f o u r c it ie s s h ow n.

Of t h e f o u r c it ie s d ep ic te d in t h e t a b le , a ll c it ie s g re w c o n tin uou sly in p opu la tio n n um bers
over th e fo rty -y ear perio d, w it h n o decre ase s re co rd ed . M exic o C it y h ad th e h ig h est
popu la tio n in a ll fiv e y ears , s h ow in g a p opu la ti
on o f 1 5 .1 m illio n p eo ple in 1 9 70 a n d 3 2.2
millio n p eo ple in 2 0 1
0, th e h ig h est n um ber in th e ta b le . S h an gh ai w as th e s e co n d m ost
popu la te d c it y in t h e t a b le in f o u r o f t h e f iv e y ears , w it h T okyo
t h e t h ir d m ost p opu la te d in
19 70 , 1 9 8 0, 2 0 00 a n d 2 0 10 . I n 1 9 9
0, h ow ever, T okyo w as m ore p opu lo u s ( w it h 1 9 m illio n
peo ple ) t h an S h an gh ai, w hic h h ad a p
opu la tio n o f 1 7 .6 m illio n in 1 9 9
0. I t is w orth n otin g
th at T okyo ’s p opu la
tio n r e m ain ed s ta b le b etw ee n 2 0 00 a n d 2 0 1
0. A cco rd in g to th e ta b le ,
New Y ork h ad t h e s m alle st p opu la tio n in a ll f iv e y ears s h ow n; it s
p opu la tio n w as 7 m illio n
in 1 9 70 a n d g re w t o 1 8 m illio n i n 2 0 1
0.

(1 9 4
w ord s)

Task O ne Q uestio n 5
You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The p ie c h arts i llu str a te t h e f a vo u rite l e is u re a ctiv itie s i n B rita in i n
1982 a n d 2 002.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Com parin g a n d C on tr a stin g
When y o u w rit e a T ask 1 e ssa y, it is im porta n t to fin d th e s im ila rit ie s a n d d if fe re n ce s
betw een th e p arts o f th e d ia gra m . W it h a p ie c h art d ia gra m , c o m pare a n d c o n tr a st th e
deta ils o f t h e t w o p ie c h arts , o r i f t h ere i s o n ly o n e p ie c h art,
betw een t h e p ie ce s o f t h e p ie .
Sim ila rit ie s ( C om pare )
·
poin t o u t th e s im ila rit ie s b etw een th e
se ctio n s
o f th e tw o p ie c h arts th at a re
sim ila r i n s iz e :

In 1 9 8 2, p eo ple i n B rit a in s p en t a ro u nd 3 1% o f t h eir t im e w atc h in g T V . I n
20 02, h ow ever, p eo ple s p en t a lm ost t h e s a m e a m ou nt o f t im e ( 2 9% ) p la yin g
co m pu te r g am es, a n a ctiv it y n ot i n clu ded i n t h e l e is u re a ctiv it ie s i n 1 9 8 2.
·
poin t o u t t h e s im ila rit ie s i n t h e
sa m e a ctiv it ie s
i n t h e d if fe re n t p ie c h arts :

In 1 9 8 2, B rit o n s s p en t a ro u nd 9 % o f t h eir le is u re t im e s h oppin g, a n d t h is
perc en ta ge r o se o n ly s lig h tly t o 1 2 % i n 2 0 02.

Dif fe re n ces ( C on tr a st)

·
poin t o u t t h e d if fe re n ce s b etw een t h e
s e ctio n s
o f t h e t w o p ie c h arts :

Spen din g t im e w it h f r ie n ds w as t h e f a vo u rit
e a ctiv it y o f 2 5% o f B rit o n s in
19 8 2, a f ig u re t h at f e ll d ra m atic a lly b y 2 0 02 t o o n ly 1 6 % .


Sim ila rly , s p en din g t im e w it h
f a m ily d ro pped f r o m 2 1% o f t h e
popu la tio n ’s
fa vo u rit e a ctiv it y i n 1 9 8 2 t o 1 2 % i n 2 0 02, a s ig n if ic a n t d ecre a se o f 9 % .

In a s im ila r t r e n d, g o in g o u t t o e a t d eclin ed f r o m 1 4 % o f t h e
popu la tio n ’s p re fe rre d l e is u re a ctiv it y t o 8 % i n 2 0 02.


Note :
Rem em ber th at y ou a re N OT b ein g a sk ed to g iv e y ou r o pin io n a bou t W HY
sta tis tic s in th e T ask O ne d ia gra m s h ave c h an ged . I n a T ask O ne e ssa y, y ou a re o n ly
req u ir ed t 0 d escrib e a n d s u m maris e t h e d ata .

Exercis e :
Fill i n t h e b la n ks w it h t h e b est w ord o r p h ra se f r o m t h e
ta ble b elo w t o
accu ra te ly r ep ort t h e i n fo rm atio n i llu str a te d i n t h e p ie c h art d ia gra m i n
Questio n 5 . U se e a ch w ord o n ly o n ce. Y ou w ill n ot u se a ll o f t h e w ord s i n t h e
ta ble .
Acco rd in g t o
fr ie n ds
fa m ily
pla yin g
29%
in cre a se d
co m pare
watc h in g
te le vis io n
hig h est
25%
Sim ila rly
8%
In c o n tr a st
9%
popu la rit y

The t w o p ie c h arts
(1 )_ ________________
th e f a vo u rit e le is u re a ctiv it ie s in B rit a in
in tw o dif fe re n t years , 19 8 2 an d 20 02. In 19 8 2, th e fa vo u rit e activ it y was
(2 )_ ______________
, w hile in 2 0 02, t h e f a vo u rit e le is u re a ctiv it y w as s h ow n t o b e
(3 )_ _____________________
co m pu te r g am es, a n a ctiv it y n ot lis te d in t h e 1 9 8 2
pie c h art.

(4 )_ _______________
t h e f ir s t p ie c h art, i n 1 9 8 2 t h e f a vo u rit e l e is u re a ctiv it y o f 3 1
perc e n t of th e popu la tio n of Brit a in was watc h in g te le vis io n .
This was th e
(5 )_ ____________
perc e n ta ge in eit h er of th e pie ch arts .
Watc h in g te le vis io n
dro pped in
(6 )_ ____________
betw een 19 8 2 an d 20 02,
(7 )_ __________________
fr o m 3 1% to 2 3% .

In 2 0 02, w atc h in g te le vis io n w as
su rp asse d a s t h e f a vo u rit e l e is u re a ctiv it y b y p la yin g c o m pu te r g am es, w hic h w as l is te d a s
th e fa vo u rit e a ctiv it y b y
(8 )_ _______________
of B rit a in ’s p opu la tio n . S pen din g
tim e w it h
(9 )_ _____________
was t h e f a vo u rit e a ctiv it y o f 2 5% o f B rit o n s i n 1 9 8 2, a
fig u re th at fe ll d ra m atic a lly b y 2 0 02 to o n ly 1 6 %
. (1 0 )
_______________, s p en din g
tim e w it h f a m ily d ro pped f r o m 2 1% o f t h e p opu la tio n 's f a vo u rit e a ctiv it y i n 1 9 8 2 t o 1 2 % i n
20 02, a
sig n if ic a n t d ecre ase o f 9 % .
I n a
s im ila r t r e n d, g o in g o u t t o e at d eclin ed f r o m 1 4 %
of t h e p opu la tio n 's p re fe rre d
le is u re a ctiv it y
to 8 % i n 2 0 02.
S h oppin g, o n t h e o th er h an d,
in cre ase d f r o m
(1 1)_ ____________
of t h e p opu la tio n 's f a vo u rit e p astim e in 1 9 8 2 t o
12 % in 2 0 02, t h e o n ly a ctiv it y lis te d o n b oth p ie c h arts w hic h
(1 2 )_ _____________
du rin g t h e t w en ty -y ear p erio d.

Now c h eck y our a nsw ers.

Questio n 5 :
Com ple te S am ple A nsw er
:

The tw o p ie ch arts co m pare th e fa vo u rit e le is u re a ctiv it ie s in B rit a in in tw o d if fe re n t
years , 1 9 8 2 a n d 2 0 02. I n 1 9 8 2, th e fa vo u rit e a ctiv it y w a
s w atc h in g te le vis io n , w hile in
20 02, t h e f a vo u rit e le is u re a ctiv it y w as s h ow n t o b e p la yin g c o m pu te r g am es, a n a ctiv it y
not l is te d i n t h e 1 9 8 2 p ie c h art.

Acco rd in g t o t h e f ir s t p ie c h art, in 1 9 8 2 t h e f a vo u rit e le is u re a ctiv it y o f 3 1 p erc e n t o f t h e
popu la tio n o f B rit a in w as w atc h in g t e le vis io n . T his w as t h e h ig h est p erc e n ta ge i n e it h er o f
th e p ie ch arts . W atc h in g te le vis io n d ro pped in p opu la rit y b etw een 19 8 2 an d 2 0 02,
declin in g f r o m 3 1% t o 2 3% . I n 2 0 02, w atc h in g t e le vis io n w as s u rp asse d a s t h e f a vo u rit e
le is u re a ctiv it y b y p la yin g c o m pu te r g am es, w hic h w as lis te d a s th e fa vo u rit e a ctiv it y b y
29% o f B rit a in ’s p opu la tio n . S pen din g t im e w it h f r ie n ds w as t h e f a vo u rit e a ctiv it y o f 2 5%
of B rit o n s i n 1 9 8 2, a f ig u re t h at f e ll d ra m atic a lly b y 2 0 02 t o o n ly 1 6 % . S im ila rly , s p en din g
tim e w it h f a m ily d ro pped f r o m 2 1% o f t h e p opu la tio n ’s f a vo u rit e
activ it y i n 1 9 8 2 t o 1 2 % i n 2 0 02, a s ig n if ic a n t d ecre ase o f 9 % . I n a s im ila r t r e n d, g o in g o u t
to e at d eclin ed f r o m 1 4 % o f t h e p opu la tio n ’s p re fe rre d l e is u re a ctiv it y t o 8 % i n 2 0 02.

(1 9 3 w ord s)

Task O ne Q uestio n 6

You s h o uld s p end 2 0 m in ute s o n th is ta sk .

The g ra p
h illu str a te s th e va ryin g
n um ber o f to u ris ts vis itin g N ew
Zea la n d o ve r a t w elv e m on th p erio d i n 2 000.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

You s h o uld w rite a t l e ast 1 50 w ord s.

Pre p osit io n s
When w rit in g T ask 1 e ssa ys, i t i s i m porta n t t o p ay a tte n tio n t o t h e
pre p osit io n s
y o u u se
to describ e th e data in each dia gra m . H ere is so m e use fu l
in fo rm atio n ab ou t
pre p osit io n s:
Exa m ple :
The n um ber o f
t o u ris ts v is it in g N ew Z ea la n d
·
wen t u p
·
ro se
·
in cre a se d
fr o m 2 0 0
i n J an uary t o 6 0 0 i n F eb ru ary .

There a re s e vera l d if fe re n t w ays t o
d escrib e t h e i n fo rm atio n h ere .
·
The n um ber
of
t o u ris ts r o se
fr o m
2 0 0
to
6 0 0
betw een
J an uary a n d F eb ru ary .

If y o u a re d escrib in g t h e
sta rtin g p oin t
a n d
fin is h in g p oin t
, u se t h e p re p osit io n s
fr o m
an d
to
.


6 0 0


2 0 0
·
The n um ber
of
t o u ris ts r o se
by
4 0 0
betw een
J an uary a n d F eb ru ary .

If y o u a re d escrib in g t h e
ch an ge
( 6 0 0-
20 0= 40 0), t h en u se t h e p re p osit io n
by
.

6 0 0



2 0 0
·
The n um ber
of
t o u ris ts d eclin ed
to
a lm ost 2 0 00
by
D ece m ber.

If y o u a re r e fe rrin g t o a t r e n d w hic h
en ds
a t a
sp ecif ic p oin t, u se t h e p re p osit io n
by
.

Questio n 6 :
Exercis e :
Usin g t h e
lin e g ra ph a bove, fill in th e b la n ks in th e fo llo w in g e ssa y w it h th e c o rrect
prep o
sit io n s ( o f, i n , t o , f r o m , b y):
The lin e gra p h sh ow s th e am ou nt _ _______ fo re ig n to u ris ts vis it in g N ew Z eala n d
__________ t h e y ear 2 0 00, m easu re d i n t h ou sa n ds o f p eo ple . T he g ra p h i s d iv id ed i n to
tw elv e m on th s. O vera ll, th e n um ber o f to u ris ts w as h ig h est _ __________ J u ly a n d
lo w est
_________ D ece m ber a n d J an uary .
In Jan uary , th e n um ber of to u ris ts w as aro u nd on e th ou sa n d fo r th e m on th , th en
in cre ase d s lig h tly th ro u gh ou t F eb ru ary , r e ach in g a ro u nd th re e th ou sa n d _ _________
Marc h . _ ________ A pril, th e n um ber of to u ris ts vis it in g N ew Z eala n d h ad ris e n
_________ f iv e t h ou sa n d a n d c o n tin ued _ _______ in cre ase g ra d u ally _ _________
May a n d J u ne, w hen it r e ach ed a p pro xim ate ly s e ven t h ou sa n d. F ro m t h ere , t h e n um ber
of to u ris ts in cre ase d d ra m atic a lly , r e ach in g a p eak in J u ly _ _________ a ro u nd tw elv e
th ou sa n d to u ris ts , th e h ig h est n um ber o f a n y m on th s h ow n. A fte r J u ly , th e n um ber o f
to u ris ts decre ase d __________ ju st over te n th ou sa n d in Augu st. ________
Sep te m ber, t h e n um ber o f t o u ris ts h ad i n cre ase d a gain s lig h tly _ _______ a ro u nd e le ven
th ou sa n d, b u t t h en b egan _ ________ d ecre ase a gain a fte r S ep te m ber. T ou ris t n um bers
declin ed m ark ed ly in O cto ber _ _________ a ro u nd se ven th ou sa n d, th en in cre asin g
_________ eig h t th ou sa n d in N ovem ber. B etw een N ovem ber an d D ece m ber, th e
num ber o f to u ris ts v is it in g N ew Z eala n d d ecre ase d s ig n if ic a n tly _ _________ a ro u nd
tw o t h ou sa n d _ _________ t h e e n d o f t h e y ear.

Now c h eck y ou r a n sw ers.
Questio n 6 :
Com ple te S am ple A nsw er:
The lin e g ra p h s h ow s th e a m ou nt o f fo re ig n to u ris ts v is it in g N ew Z eala n d in th e y ear
20 00, m easu re d in th ou sa n ds o f p eo ple . T he gra p h is d iv id ed in to tw elv e m on th s.
Overa ll, t h e n um ber o f t o u ris ts w as h ig h est i n J u ly a n d l o w est i n D ece m ber a n d J an uary .
In Jan uary , th e n um ber of to u ris ts w as aro u nd on e th ou sa n d fo r th e m on th , th en
in cre ase d s lig h tly th ro u gh ou t F eb ru ary , re ach in g a ro u nd th re e th ou sa n d in M arc h . B y
April, th e n um ber of to u ris ts vis it in g N ew Z eala n d h ad ris e n to fiv e th ou sa n d an d
co n tin ued to in cre ase g ra d u ally in M ay a n d J u ne, w hen it r e ach ed a p pro xim ate ly s e ven
th ou sa n d. F ro m t h ere , t h e n um ber o f t o u ris ts in cre ase d d ra m atic a lly , r e ach in g a p eak in
Ju ly a t a ro u nd t w elv e t h ou sa n d t o u ris ts , t h e h ig h est n um ber o f a n y m on th s h ow n. A fte r
Ju ly , th e num ber of to u ris ts decre ase d to ju st over te n th ou sa n d in A ugu st. B y
Sep te m ber, th e num ber of to u ris ts had in cre ase d again slig h tly to aro u nd ele ven
th ou sa n d, b u t th en b egan to d ecre ase a gain a fte r S ep te m ber. T ou ris t n um bers d eclin ed
mark ed ly in O cto ber to a ro u nd se ven th ou sa n d, th en in cre asin g to e ig h t th ou sa n d in
Novem ber. B etw een N ovem ber an d D ece m ber, th e n um ber o f to u ris ts vis it in g N ew
Zeala n d d ecre ase d s ig n if ic a n tly t o a ro u nd t w o t
hou sa n d b y t h e e n d o f t h e y ear.
(1 9 7 w ord s)

Task O ne Q uestio n 7

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The lin e g ra ph illu str a te s th e c o m bin ed to ta ls o f G DP g ro w th fo r
th e U nite d S ta te s, J apan a n d o th er A sia n c o u ntr ie s, fr o m 1 996 to
2002.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s h o uld w rite a t l e ast 1 50 w ord s.

Sen te n ce S tr u ctu re
In a ll I E LTS e ssa y w rit in g, I E LTS e xam in ers a re l o okin g f o r a r a n ge o f s e n te n ce
str u ctu re s. I n clu de l o n g s e n te n ce s a n d s h ort s e n te n ce s. I n clu de s im ple s e n te n ce s a n d
th ose t h at a re m ore c o m ple x. T he m ore y o u p ra ctic e w it h y o u r w rit in g, t h e b ette r y o u w ill
get a t a ccu ra te ly i n clu din g a r a n ge o f s e n te n ce s tr u ctu re s i n y o u r w rit in g. H ere i s o n e
exam ple o f h ow y o u c a n v ary s e n te n ce s tr u ctu re s i n y o u r T ask 1 e ssa y:

Exa m ple :
In 2 0 00, t h ere w as a
sh arp
decre a se
i n t h e
GD P g ro w th o f t h e U nit e d S ta te s e co n om y.

This s e n te n ce u se s
an a d je ctiv e
+
a n ou n
to d escrib e t h e G DP g ro w th a ctiv it y . L et’s t r y
str u ctu rin g t h is s e n te n ce a n oth er w ay:

In 2 0 00, t h e G D P g ro w th o f t h e e co n om y o f
th e U nit e d S ta te s
decre a se d
sh arp ly
.

This s e n te n ce u se s
a v erb
+
an a d verb
t o d escrib e t h e s a m e a ctiv it y .
If y o u s h ow t h at
yo u c a n a ccu ra te ly u se a v a rie ty o f s e n te n ce s tr u ctu re s i n y o u r I E LTS w rit in g,
yo u w ill g et a h ig h er b an d s c o re .
Let’s p ra ctic e c h an gin g t h e s t
ru ctu re o f t h e
se n te n ce s b elo w :

Exercis e :
Chan ge t h e s e n te n ce s tr u ctu re o f t h e s e n te n ces 1 – 3 f r o m
verb + a dverb
to
nou n + a dje ctiv e
:
1. T he G DP g ro w th o f t h e U S r o se s ig n if ic a n tly t h ro u gh ou t 1 9 97.
_______________________________________________
_
2. T he G DP g ro w th o f t h e U S e co n om y d ecre ase d s h arp ly i n 2 0 00.
_____________________
___________________________
3. J ap an ’s G DP g ro w th p erc e n ta ge i n cre ase d s lig h tly t o 1 6 p erc e n t i n 1 9 97.
_____________________
__________________________
Chan ge th e s e n te n ce s tr u ctu re o f s e n te n ces 4 – 6 fr o m
nou n + a dje ctiv e
to
verb + a dverb
:
4. I n 1 9 98 , t h ere w as a s lig h t f a ll i n J ap an ’s G DP e xp an sio n t o a ro u nd 9 % .
_____________________
______________________________
5. A fte r 1 9 98 , t h ere w as a s h arp r is e i n J ap an ’s G DP g ro w th , t o a ro u nd 2 2% .
_____________________
______________________________

6. T here w as a s te ad y in cre ase in t h e G DP g ro w th o f o th er A sia n c o u ntr ie s b etw een 1 9 96
an d 1 9 98 .
_____________________
______________________________

Answ ers:
NOTE:
There a re m an y c o rrect
an sw ers t o e a ch q u estio n .

1. T he G DP g ro w n o f t h e U S r o se s ig n if ic a n tly t h ro u gh ou t 1 9 97.
There w as a s ig n if ic a n t r is e i n t h
e G DP g ro w th i n t h e U S i n 1 9 97.
2. T he G DP g ro w th o f t h e U S e co n om y d ecre ase d s h arp ly i n 2 0 00.
In 2 0 00, t h ere w as a s h arp d ecre ase i n t h
e G DP g ro w th o f t h e U S e co n om y.
3. J ap an ’s G DP g ro w th p erc e n ta ge i n cre ase d s lig h tly t o 1 6 p erc e n t i n 1 9 97.
There w as a s lig h t i n cre ase i n J ap an ’s G DP g ro w th p erc
en ta ge, t o 1 6 p erc e n t, i n 1 9 97.
4. I n 1 9 98 , t h ere w as a s lig h t f a ll i n J ap a
n’s G DP e xp an sio n t o a ro u nd 9 % .
In 1 9 98 , J ap an ’s G DP e xp an sio n f e ll s lig h tly t o a ro u nd 9 % .
5. A fte r 1 9 98 , t h ere w as a s h arp r is e i n J ap an ’s G DP g ro w th , t o a ro u nd 2 2% .

Afte r 1 9 98 , J ap an ’s G DP g ro w th r o se s h arp ly t o a ro u nd 2 2% .

6. T here w as a s te ad y in cre ase in t h e G DP g ro w th o f o th er A sia n c o u ntr ie s b etw een 1 9 96
an d 1 9 98 .

The G DP g ro w th o f o th er A sia n c o u ntr ie s i n cre ase d
ste ad ily b etw een 1 9 96 a n d 1 9 98 .

TIP :
To i n cre as
e y o u r T ask 1 e ssa y w ord c o u nt:
Writ e o u t n um bers a n d p erc en ta g
es:

9% = o n e w ord
nin e p erc e n t = t w o w ord s
Writ e o u t c o u ntr y n am es:
th e U S = t w o w ord s
th e U nit e d S ta te s = t h re e w ord s

Questio n 7 :

Sam ple A nsw er
:
The l in e g ra p h s h ow s t h e G D P g ro w th i n p erc e n ta ge o f t h e U nit e d S ta te s, J ap an a n d o th er
Asia n co u ntr ie s d u rin g a se ven -y ear p erio d b egin nin g in 19 96 an d en din g in 2 0 02.
Overa ll, i t i s c le ar t h at t h e U nit e d S ta te s G DP g ro w th f ig u re s f lu ctu ate d b u t r e m ain ed t h e
hig h est f ig u re s t h ro u gh ou t t h e p erio d s h ow n.

The G DP g ro w th o f t h e U nit e d S ta te s b egan a t a ro u nd 2 4 p erc e n t i n cre ase i n 1 9 96, r is in g
sig n if ic a n tly th ro u gh ou t 1 9 97 a n d le vellin g o ff in 1 9 98 to a G DP g ro w th p erc e n ta ge o f
aro u nd 4 3% , w here it r e m ain ed u ntil 2 0 00. I n 2 0 00, t h ere w as a s h arp d ecre ase in t h e
GDP g ro w th o f t h e U S, t o a ro u nd 2 3 p erc e n t in 2 0 01, a t w hic h t im e e co n om ic e xp an sio n
began t o r is e a gain , f in is h in g a t a ro u nd 2 5% g ro w th i n 2 0 02.
Jap an ’s fig u re s a ls o flu ctu ate d , b u t le ss d ra m atic a lly . J ap an ’s G DP g ro w th p erc e n ta ge
was a ro u nd 1 2 p erc e n t i n 1 9 96 a n d r o se t o 1 6 p erc e n t i n 1 9 97. I n 1 9 98 , t h ere w as a s lig h t
fa ll in J ap an ’s G DP e xp an sio n , to a ro u nd 9 p erc e n t, it s lo w est p oin t in th e s e ven -y ear
perio d. A fte r 1 9 98 , J ap an ’s G DP g ro w th r o se s h arp ly to a ro u nd 2 2 p erc e n t in 2 0 00, it s
hig h est p oin t, a fte r w hic h i t d eclin ed .
Lastly , t h e G DP g ro w th o f o th er A sia n c o u ntr ie s b egan a t a ro u nd 8 p erc e n t i n 1 9 96, r is in g
to a ro u nd 1 2 p erc e n t i n 1 9 98 , w here i t r e m ain ed s ta b le f o r t h e n ext t h re e y ears . I n 2 0 01,
th e o th er A sia n co u ntr ie s’ G DP in cre ase s b egan to ris e a gain , fin is h in g th e g ra p h a t
aro u nd 1 9 p erc e n t i n 2 0 02, a s im ila r f ig u re t o J ap an ’s G DP g ro w th a t t h at t im e.

(2 44 w ord s)

Task O ne Q uestio n 8
You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The lin e g ra ph illu str a te s th e s a le s a n d r e n ta l f ig u re s f o r v id eo s in
th e U nite d
Kin gdom a n d t h e U nite d S ta te s
betw een 1 997 a n d 2 002.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Verb t e n se

When y o u a re w rit in g a T ask O ne o r T ask T w o e ssa y, it is im porta n t t o m ak e s u re y o u r
su bje ct a n d y o u r v erb
agre e
. T he lin e g ra p h a b ove s h ou ld b e w rit te n a b ou t in t h e
past
te n se
, s in ce th e d ate s s h ow n a re in th e p ast. M ost T ask 1 e ssa ys w ill b e w rit te n in th e
past t e n se .

NOTE : T he f ir st s en te n ce o f y ou r i n tr o d uctio n s h ou ld a lw ays b e w rit te n i n t h e
prese n t
te n se
.

Exercis e :
Fill in th e b la n ks w it h th e co rrect fo rm o f th e in fin it iv e v erb sh ow n in
bra ck ets .

The lin e g ra p h _ __________
(to s h ow )
t h e f ig u re s f o r v id eo r e n ta ls a n d s a le s in t h e
Unit e d S ta te s a n d t h e U nit e d K in gd om b etw een 1 9 97 a n d 2 0 02, m easu re d in m illio n s o f
unit s .
The n um bers f o r v id eo r e n ta ls i n t h e U nit e d S ta te s _ ___________
(to b e)
t h e h ig h est
of a ll f ig u re s t h ro u gh ou t t h e s ix -y ear p erio d a n d _ ____________
(to f lu ctu ate )
in
an
upw ard tr e n d. V id eo re n ta ls in th e U S _ _____________
(to b eg in )
a t a ro u nd 6 9
millio n in 19 97, ris in g slig h tly to aro u nd 72 in 19 98 . At th is poin t, th e fig u re
_____________
(to decrea se )
slig h tly to aro u nd 68 millio n , th en
______________
(to r is e )
s te ad ily f o r t h e r e m ain der o f t h e p erio d. V id eo r e n ta ls in
th e U K a ls o _ ___________
(to i n crea se ),
b egin nin g a t a ro u nd 3 9 m illio n p er y ear in
19 97 a n d r is in g c o n sis te n tly t h ro u gh ou t t h e s ix -y ear p erio d.
Vid eo r e n ta ls in b oth t h e U nit e d S ta te s a n d t h e U nit e d K in gd om _ ____________
(to
flu ctu ate )
b etw een 1 9 97 a n d 2 0 02. V id eo s a le s in t h e U S _ _____________
(to b e)
hig h er t h an s a le s i n t h e U K i n e very y ear s h ow n. U S v id eo s a le s _ _____________
(to
be)
a ro u nd 4 3 m illio n in 19 97, a fig u re w hic h _ _____________
(to d ip )
to 3 9 in
19 98 . U S v id eo s a le s th en _ ___________
(to in crea se )
s ig n if ic a n tly to a ro u nd 6 5
millio n in 2 0 00, a gain d ip pin g s lig h tly to a ro u nd 6 3 m illio n in 2 0 01. U K v id eo s a le s
__________
(to r is e )
very slig h tly b etw een 19 97 an d 19 99 fr o m aro u nd 3 7 to 4 0
millio n . T he s a le s o f U K v id eo s th en _ _____________
(to d ecrea se )
in 2 0 00 to
aro u nd 3 5 m illio n , a fte r w hic h th e s a le s _ ____________
(to in crea se )
ste ad ily to
aro u nd 5 5 m illio n b y 2 0 02.
(2 26 w ord s)

Now c h eck y ou r a n sw ers
.

Com ple te S am ple A nsw er
The lin e g ra p h s h ow s t h e f ig u re s f o r v id eo r e n ta ls a n d s a le s in t h e U nit e d S ta te s a n d t h e
Unit e d K in gd om b etw een 1 9 97 a n d 2 0 02, m easu re d i n m illio n s o f u nit s .
The n um bers fo r vid eo re n ta ls in th e U nit e d S ta te s w ere th e h ig h est o f all fig u re s
th ro u gh ou t t h e s ix -y ear p erio d a n d f lu ctu ate d i n a n u pw ard t r e n d. V id eo r e n ta ls i n t h e U S
began a t a ro u nd 6 9 m illio n i n 1 9 97, r is in g s lig h tly t o a ro u nd 7 2 i n 1 9 98 . A t t h is p oin t, t h e
fig u re d ecre ase d s lig h tly t o a ro u nd 6 8 m illio n , t h en r o se s te ad ily f o r t h e r e m ain der o f t h e
perio d. V id eo r e n ta ls i n t h e U K a ls o i n cre ase d , b egin nin g a t a ro u nd 3 9 m illio n p er y ear i n
19 97 a n d r is in g c o n sis te n tly t h ro u gh ou t t h e s ix -y ear p erio d.
Vid eo r e n ta ls i n b oth t h e U nit e d S ta te s a n d t h e U nit e d K in gd om f lu ctu ate d b etw een 1 9 97
an d 2 0 02. V id eo s a le s in t h e U S w ere h ig h er t h an s a le s in t h e U K in e very y ear s h ow n.
US v id eo s a le s w ere a ro u nd 4 3 m illio n in 1 9 97, a f ig u re w hic h d ip ped t o 3 9 in 1 9 98 . U S
vid eo sa le s th en in cre ase d sig n if ic a n tly to aro u nd 6 5 m illio n in 2 0 00, again d ip pin g
slig h tly t o a ro u nd 6 3 m illio n i n 2 0 01. U K v id eo s a le s r o se v ery s lig h tly b etw een 1 9 97 a n d
19 99 fr o m a ro u nd 3 7 to 4 0 m illio n . T he s a le s o f U K v id eo s th en d ecre ase d in 2 0 00 to
aro u nd 3 5 m illio n , a fte r w hic h t h e s a le s i n cre ase d s te ad ily t o a ro u nd 5 5 m illio n b y 2 0 02.

( 226 w ord s
)

Task O ne Q uestio n 9
You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The p ie c h arts b elo w sh ow th e p erc en ta ge o f d if fe re n t u niv e rsity
deg re es e a rn ed i n 1 975 a n d 1 990.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Abou t S u bje cts

The s u bje cts o f s e n te n ce s in T ask 1 e ssa ys c a n o fte n b e lo n g a n d c u m bers o m e. It is
im porta n t t o r e m em ber t h at y o u a re d escrib in g t h e
num bers
. L et’s lo ok a t a n e xam ple
of a c o m mon m is ta k e:

Polit ic a l s c ie n ce d ecre a se d f r o m 9 % i n 1 9 75 t o 4 % i n 1 9 90 .

This se n te n ce is in co rre ct. W hy? B eca u se p olit ic a l scie n ce d id n ot d ecre ase .
The
perc en ta ge o f s tu den ts s tu dyin g p olit ic a l s c ie n ce
d ecre a se d f r o m 9
% i n 1 9 75 t o
4% i n 1 9 90 .

Look a t t h is s e n te n ce :
Polit ic a l s c ie n ce d ecre a se d s lig h tly i n p opu la rit y o ver t h e 1 5 -y ea r p erio d.

Is th is se n te n ce co rre ct? Y es, b eca u se th e
p opu la rit y
o f p olit
ic a l scie n ce is bein g
describ ed , r a th er t h an t h e s u bje ct i t s e lf .

Be a w are o f y o u r s u bje ct! M ak e s u re y o u a re d escrib in g th e n um bers , p erc e n ta ges o r
oth er m easu re m en ts b ein g illu str a te d . A ccu ra te ly
an d c o m pre h en siv ely
describ in g y o u r
s ubje cts a ls o h as a n oth er
a d van ta ge: i t i n cre ase s y o u r w ord c o u nt.

Exercis e :
Are t h e f o llo w in g s e n te n
ces c o rrect o r i n co rrect? C ir cle
Y ES i f y ou t h in k t h e
su bj
ect is co rrect. C ir cle N O if th e su bje ct is in co rrect
, th en w rit e th e
se n te n ce c o rrectly .
U se t h e p ie c h arts a bove t o h elp y ou .


1.
B usin ess d ecre ase d b etw een 1 9 75 a n d 1 9 90 .
YES N O
_____________________________________________________.

2.
T he p erc e n ta ge o f p eo ple s tu dyin g l a w i n cre ase d f r o m 9 % i n
YES N O
19 75 t o 1 0 % i n 1 9 90 .
_____________________________________________________.

3.
C om pu te r s cie n ce i n cre ase d d ra m atic a lly b etw een 1 9 75
YES N O
an d 1 9 90 .
_____________________________________________________.

4.
H um an it ie s d egre es i n cre ase d i n p opu la rit y b etw een 1 9 75
YES N O
an d 1 9 90 .
_____________________________________________________.

5.
M ed ic in e d ecre ase d b y a s m all m arg in b etw een 1 9 75
YES N O
an d 1 9 90 .
______________________
_______________________________.

Answ ers
NOTE: T here
are m an y c o rrect a n sw ers
.


1. T he p erc e n ta ge o f s tu den ts s tu dyin g b u sin ess d ecre ase d b etw een 1 9 75 a n d 1 9 90 .
2. C orre ct
3. T he p erc e n ta ge o f s tu den ts w ho c o m ple te d a d egre e in c o m pu te r s cie n ce in cre ase d
dra m atic a lly b etw een 1 9 75 a n d 1 9 90 .
4. C orre ct
5. T he p erc e n ta ge o f s tu den ts w ho s e le cte d m ed ic in e a s t h eir m ajo r d ecre ase d b y a s m all
marg in b etw een 1 9 75 a n d 1 9 90 .



Note t h at s o m e o f t h e T ask 1 e ssa ys i n t h is b ook a re l o n ger t h an t h ey n eed t o b e. T his h as
been d on e s o y ou c a n s ee w hat d eta ile d , c o m preh en siv e e ssa ys t h at in clu de a v arie ty o f
sen te n ce s tr u ctu res l o ok l ik e.

Rem em ber: y ou ’l l n ev er b e p en a
lis ed f o r w rit in g a l o n g e ssa y!

Now t u rn t o t h e n ex t p age t o r ea d
a c o m ple te S am ple A nsw er t o Q uestio n 9 .

Questio n 9 :

Rea d t h ro u gh t h e f o llo w in g s a m ple a n sw er. T ake n ote o f t h e
su bje cts
:

The
tw o p ie c h arts
illu str a te th e p erc e n ta ges o f
univ ers it y d egre es earn ed in eig h t
dif fe re n t s u bje ct c a te go rie s i n t h e y ears 1 9 75 a n d 1 9 90 .

The t h re e m ost w id ely c h ose n
majo rs
i n 1 9 75 w ere b u sin ess, t h e h um an it ie s a n d s cie n ce
an d t e ch nolo gy, w it h 2 9% , 2 2% a n d 2 0 % , r e sp ectiv ely .
Busin ess a n d t h e h um an it ie s
re m ain ed th e tw o m ost p opu la r s u bje cts in 1 9 90 , b u t s cie n ce a n d te ch nolo gy
s u bje cts
decre ase d in p opu la rit y (w it h o n ly 13 % o f th e to ta l) ; th e th ir d m ost p opu la r
su bje ct
beca m e c o m pu te r s cie n ce , w hic h w as c h ose n b y 1 8 % o f u niv ers it y s tu den ts , s h ow in g t h e
big gest i n cre ase b etw een t h e t w o y ears .
In 19 75 ,
la w
w as ch ose n b y 9 % o f th e u niv ers it y p opu la tio n a n d re m ain ed re la tiv ely
sta b le in it s p opu la rit y u ntil 1 9 90 .
Polit ic a l s c ie n ce a n d m ed ic in e
b oth d ecre ase d
slig h tly in p opu la rit y o ver th e fif te en -y ear p erio d, w it h m ed ic in e b ein g c h ose n b y 7 % in
19 75 a n d a sim ila r 6 % in 19 90 .
The p erc en ta ge o f stu den ts stu dyin g p olit ic a l
sc ie n ce
decre ase d f r
om 9 % i n 1 9 75 t o 4 % i n 1 9 90 .
In 1 9 75 , t h e l e ast p opu la r
su bje ct
w as c o m pu te r s cie n ce , w hic h c o m pris e d o n ly 1 % o f t h e
to ta l n um ber of degre es earn ed , a su bje ct th at gain ed popu la rit y by 19 90 , w hen it
acco u nte d f o r a ro u nd 1 8 % o f t h e t o ta l.
T he le ast p opu la r
su bje ct
in 1 9 90 w as fin e a rt
an d
m usic , w hose c o m bin ed p erc e n ta ge o f d egre es e arn ed w as 3 % o f th e to ta l n um ber,
wit h n o c h an ge f r o m 1 9 75 .

(2 22 w ord s)

Task O ne
Questio n 1 0

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The tw o b ar c h arts b elo w illu str a te th e a ve ra ge y e a rly r a in fa ll a n d
ave ra ge t e m pera tu re s i n f o u r c itie s.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Voca b u la ry

Task 1 e ssa y w rit in g r e q u ir e s y o u t o u se a v arie ty o f v o ca b u la ry w ord s t o d escrib e
ch an ge
. L earn t h e v o ca b u la ry w ord s b elo w a n d p ra ctic e u sin g t h em . B e s u re t o p ay
atte n tio n t o t h e
deg re e o f c h an ge
d escrib ed b y t h e a d verb s.

Here a re s o m e u se fu l w ord s:

VER BS:
AD VER BS:
in cre a se
decre a se
ris e
fa ll
go u p
go d ow n
flu ctu ate
pla te a u
pea k
re m ain s ta ble
co m pris e
ra n ge
gra du ally
sig n if ic a n tly
ste a dily
slig h tly
mark ed ly
nota bly
notic ea bly
in cre a sin gly
decre a sin gly
dra m atic a lly
su bsta n tia lly
su ccessiv ely
re la tiv ely
marg in ally
co n sis te n tly
appro xim ate ly
sim ila rly

Exercis e :
Fill i n t h e b la n ks i n t h e S am ple A nsw er t o Q uestio n 1 0 . U se t h e v erb s a n d
adverb s f r o m t h e l is t a bove. P ut t h e v erb s i n t h e c o rrect t e n se .

The t w o b ar c h arts s h ow t h e a vera ge r a in fa ll in m illim etr e s a n d t h e a vera ge t e m pera tu re
in f o u r c it ie s i n f o u r s e p ara te y ears .

In t h e f ir s t b ar c h art, S ao P au lo b egan w it h t h e h ig h est a vera ge r a in fa ll, w it h ju st u nder
800 m illim etr e s in
1 9 8 5, a n a m ou nt w hic h _ _________
to a ro u nd 6 0 0 m i
llim etr e s in
19 95 t h en _ __________
a gain t o a ro u nd 8 05 m illim etr e s in 2 0 00, t h e h ig h est a m ou nt
sh ow n o n t h e c h art.
N ew Y ork s h ow ed t h e n ext h ig h est a n nual r a in
fa ll f o r a ll f o u r y ears ,
_________
fr o
m a ro u nd 7 75 in 19 8 5, _ __________
to a ro u nd 6 0 0 m illim etr e s i
n
19 90 , t h en in cre asin g _ __________
t o a ro u nd 7 75 a gain in 2 0 00.
M exic o C it y s h ow ed
a s im ila r t r e n d.
I n R om e, I ta ly , t h e m ost r a in fa ll f e ll i n 1 9 8 5 ( ju st u nder
5 0 0 m illim etr e s)
th en _ _________
d ecre ase d in e ach o f th e s u cce ssiv e y ears , r e ce iv in g ju st u nder 3 0 0
millim etr e s i n 2 0 00.
The s e co n d b ar c h art s h ow s t h e a vera ge t e m pera tu re in d egre es C els iu s in t h e s a m e f o u r
cit ie s. M exic o C it y r e co rd ed th e h ig h est a n nual te m pera tu re s fo r e ach o f th e fo u r y ears
sh ow n, w it h t h e h ig h est t e m pera tu re o f 2 5 d egre es C els iu s o ccu rrin g in 1 9 95. S ao P au lo
an d R om e _ _________ r e p orte d te m pera tu re s b etw een 1 5 a n d 2 0 d egre es C els iu s fo r
all fo u r y ears .
N ew Y ork , h ow ever, s h ow ed th e lo w est a n nual te m pera tu re s, re co rd in g
aro u nd 1 4 d egre es f o r 1 9 8 5 t o 1 9 95, t h en in cre asin g _ ________ t o a b ou t 1 7 d egre es in
20 00.

Now c h eck y ou r a n sw ers.
Questio n 1 0 :

Sam ple A nsw er
:

The t w o b ar c h arts s h ow t h e a vera ge r a in fa ll in m illim etr e s a n d t h e a vera ge t e m pera tu re
in f o u r c it ie s i n f o u r s e p ara te y ears .

In t h e f ir s t b ar c h art, S ao P au lo b egan w it h t h e h ig h est a vera ge r a in fa ll, w it h ju st u nder
800 m illim etr e s in 1 9 8 5, a n a m ou nt w hic h d ecre ase d t o a ro u nd 6 0 0 m illim etr e s in 1 9 95
th en in cre ase d a gain to a ro u nd 8 05 m illim etr e s in 2 0 00, th e h ig h est a m ou nt s h ow n o n
th e c h art.
N ew Y ork s h ow ed th e n ext h ig h est a n nual r a in fa ll fo r a ll fo u r y ears , r a n gin g
fr o m a ro u nd 7 75 in 1 9 8 5, d ecre asin g t o a ro u nd 6 0 0 m illim etr e s in 1 9 90 , t h en in cre asin g
ste ad ily to a ro u nd 7 75 a gain in 2 0 00.
M exic o C it y s h ow ed a s im ila r tr e n d.
In R om e,
Ita ly , t h e m ost r a in fa ll f e ll i n 1 9 8 5 ( ju st u nder 5 0 0 m illim etr e s) t h en g ra d u ally d ecre ase d
in e ach o f t h e s u cce ssiv e y ears , r e ce iv in g j u st u nder 3 0 0 m illim etr e s i n 2 0 00.
The s e co n d b ar c h art s h ow s t h e a vera ge t e m pera tu re in d egre es C els iu s in t h e s a m e f o u r
cit ie s. M exic o C it y r e co rd ed th e h ig h est a n nual te m pera tu re s fo r e ach o f th e fo u r y ears
sh ow n, w it h t h e h ig h est t e m pera tu re o f 2 5 d egre es C els iu s o ccu rrin g in 1 9 95. S ao P au lo
an d R om e c o n sis te n tly r e p orte d t e m pera tu re s b etw een 1 5 a n d 2 0 d egre es C els iu s f o r a ll
fo u r years .
N ew Y ork , h ow ever, sh ow ed th e lo w est an nual te m pera tu re s, re co rd in g
aro u nd 1 4 d egre es f o r 1 9 8 5 t o 1 9 95, t h en i n cre asin g s lig h tly t o a b ou t 1 7 d egre es i n 2 0 00.
(2 19 w ord s)

Rea d t h ro u gh t h e T ask 1 e ssa ys i n t h is b ook. P ay c lo se a tte n tio n t o t h e u se o f
verb s a n d a dverb s. E ffe ctiv ely u sin g a v a rie ty o f v erb s a n d a dverb s i n y ou r
Task 1 e ssa y w ill h elp i n crea se y ou r b an d s c o re.

Task O ne Q uestio n 1 1
You s h o uld s p end 2 0 m in ute s o n th is ta sk .

The tw o p ie c h arts b elo w illu str a te th e
o u tla ys a n d in co m e o f
th e
Unite d S ta te s f e d era l g ove rn m en t f o r t h e f is c a l y e a r 2 001.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.

You s
ho uld w rite a t l e ast 1 50 w ord s.

Usin g “
Resp ectiv ely


“R esp ectiv ely ” i s a n a d verb . I t c a n b e a u se fu l w ord t o u se w hen y o u a re
lis tin g
data .

Let’s l o ok a t h ow t o u se “ re sp ectiv ely ”:

In t h e a b ove p ie c h art d ia gra m , i n 2 0 01:
Mis c ella n eo u s t a xes = 9 %
Corp ora te i n co m e t a xes = 7 %

We c a n d escrib e/co m pare t h ese p ie ce s o f i n fo rm atio n t o geth er b y w rit in g t h is :

1) M is c ella n eo u s t a xes
a n d
(2 ) c o rp ora te i n co m e t a xes
a cco u nte d fo r
(1 ) 9 %
a n d
(2 ) 7 %
o f t h e t o ta l i n co m e,
re sp ectiv ely .

Notic e t h at t h e d ata t h at i s b ein g d escrib ed i s l is te d
in t h e s a m e o rd er
. I n o th er w ord s,
if I lis t m is ce lla n eo u s ta xes fir s t, th en I m ust a ls o lis t th e c o rre sp on din g s ta tis tic ( 9 % )
fir s t. “ R esp ectiv ely ” i s o fte n p la ce d a t t h e e n d o f a s e n te n ce s a n d i s p re ce d ed b y a c o m ma
(,) .

Let’s l o ok a t s o m e m ore e xam ple s o f s e n te n ce s t h at u se “ re sp ectiv ely ” i n t h is b ook:

Taiw an a n d J ap an h ad t h e la rg est p erc en ta ge o f t o ta l e x p orts s h ip ped t o t h e
Unit e d S ta te s, w it h a ro u nd 3 4 % a n d 3 3% , r e sp ectiv ely .

By u sin g “ re sp ectiv ely ” i n t h e a b ove s e n te n ce , w e c a n s e e t h at:
·
Taiw an e xp orte d 3 4% o f i t s t o ta l e xp orts t o t h e U nit e d S ta te s, a n d
·
Jap an e xp orte d 3 3% o f i t s t o ta l e xp orts t o t h e U nit e d S ta te s
We c a n t e ll t h is b eca u se o f t h e o rd er in w hic h t h ey a re lis te d , a n d b eca u se “ re sp ectiv ely ”
fo llo w s t h e d escrip tio n .

The t h re e m ost w id ely c h ose n m ajo rs in 1 9 75 w ere b u sin ess, t h e h um an it ie s
an d s c ie n ce a n d t e ch nolo gy, w it h 2 9% , 2 2% a n d 2 0 % , r e sp ectiv ely .

Again , w e c a n s e e t h at:
·
Busin ess = 2 9%
·
The h um an it ie s = 2 2%
·
Scie n ce & t e ch nolo gy = 2 0 %

If y o u c a n , I r e co m men d u sin g “ re sp ectiv ely ”
on ce
i n y o u r T ask 1 e ssa y. I f y o u c a n u se i t
accu ra te ly , it is e xh ib it in g to y o u r e xam in er th at y o u a re co m pete n t w it h y et a n oth er

co m ple x s e n te n ce s tr u ctu re . U sin g a v arie ty o f s e n te n ce s tr u ctu re s in y o u r w rit in g w ill
help i n cre ase y o u r b an d s co re .

Exercis e :
Fill in th e g aps w it h N O M ORE T H AN T W O W ORD S to c o m ple te th e e ssa y
belo w .
The t w o
(1 )
_____________ s h ow t h e i n co m e a n d o u tla ys o f t h e U nit e d S ta te s
go vern m en t d u rin g t h e f in an cia l y ear o f
(2 )
___________. T he U S g o vern m en t h ad
(3 )
__________ s o u rc e s o f i n
co m e a n d s e ven a re as o f o u tla y.

By f a r t h e m ost s ig n if ic a n t s o u rc e o f i n co m e f o r t h e U nit e d S ta te s g o vern m en t d u rin g
20 01’s f is ca l y ear w as
(4 )
_________ i n co m e t a xes, w hic h a cco u nte d f o r j u st u nder h alf
of a ll i n co m e
(5 )
( _ _______). T he n ext l a rg est s o u rc e o f i n co m e f o r t h e g o vern m en t
was
(6 )
__________ t a xes, w hic h b ro u gh t i n 3 6% o f t h e t o ta l. M is ce lla n eo u s t a xes a n d
co rp ora te i n co m e t a xes a cco u nte d f o r
(7 )
__________ a n d 7 % o f t h
e t o ta l i n co m e,
re sp ectiv ely .
The s e co n d p ie c h art s h ow s t h e d iv is io n o f o u tla ys s p en t b y t h e U S f e d era l g o vern m en t i n
20 01. T he l a rg est p ortio n o f t h e p ie w as s p en t o n r e tir e m en t, a t
(8 )
__________, a n d it
is w orth n otin g th at th is fig u re is a lm ost id en tic a l to th e in co m e fr o m r e tir e m en t ta xes
(3 6% ) s h ow n i n t h e f ir s t p ie c h art. S ocia l p ro gra m s a n d
(9 )
_________________ e ach
re ce iv ed s im ila r f u ndin g, a t 2 0 % a n d 1 9 % , r e sp ectiv ely . A t ju st u nder h alf t h at a m ou nt,
both c o m munit y d evelo pm en t a n d d eb t in te re st e ach a cco u nte d f o r
(1 0 )
_________ o f
th e to ta l o u tla y, a n d
(1 1)
_______________ to ok 6 % o f th e to ta l m on ey s p en t. T he
sm alle st p ortio n o f th e
pie w as s p en t o n g en era l g o vern m en t e xp en se s, w hic h r e ce iv ed
on ly
(1 2 )
_ ______________ o f t h e t o ta l.

Questio n 1 1:




Com ple te S am ple A nsw er
:
The tw o
pie c h arts
s h ow th e in co m e a n d o u tla ys, in p erc e n ta ges, o f th e U nit e d S ta te s
go vern m en t d u rin g t h e f in an cia l y ear o f
20 01
. T he U S g o vern m en t h ad
fo u r
s o u rc e s o f
in co m e a n d s e ven a re as o f o u tla y.

By fa r th e m ost s ig n if ic a n t s o u rc e o f in co m e fo r th e U nit e d S ta te s g o vern m en t d u rin g
20 01’s f is ca l y ear w as
perso n al
in co m e t a xes, w hic h a cco u nte d f o r ju st u nder h alf o f a ll
in co m e(
48 %
). T he n ext la rg est s o u rc e o f in co m e fo r th e g o vern m en t w as
re tir e m en t
ta xes, w hic h b ro u gh t i n 3 6% o f t h e t o ta l. M is ce lla n eo u s t a xes a n d c o rp ora te i n co m e t a xes
acco u nte d f o r
9%
a n d 7 % o f t h
e t o ta l i n co m e, r e sp ectiv ely .
The s e co n d p ie c h art s h ow s t h e d iv is io n o f o u tla ys s p en t b y t h e U S f e d era l g o vern m en t i n
20 01. T he la rg est p ortio n o f th e p ie w as s p en t o n r e tir e m en t, a t
35%
, a n d it is w orth
notin g th at th is fig u re is a lm ost id en tic a l to th e in co m e fr o m re tir e m en t ta xes (3 6% )
sh ow n in th e fir s t
pie ch art. S ocia l p ro gra m s an d
natio n al d efe n se
each re ce iv ed
sim ila r fu ndin g, a t 2 0 % a n d 19 % , re sp ectiv ely . A t ju st u nder h alf th at a m ou nt, b oth
co m munit y d evelo pm en t a n d d eb t i n te re st e ach a cco u nte d f o r
9%
o f t h e t o ta l o u tla y,
an d
deb t r e p aym en t
to ok 6 % o f t h e t o ta l m on ey s p en t. T he s m alle st p ortio n o f t h e p ie w as
sp en t o n g en era l g o vern m en t e xp en se s, w hic h r e ce iv ed o n ly
2%
of t h e t o ta l.

(W ord c o u nt: 2 16 )

Task O ne Q uestio n 1 2

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The p ie c h arts sh ow th e d if fe re n t sk ill le ve ls o f m ale a n d fe m ale
em plo ye es i n a n A ustr a lia n c o m pan y i n 1 997.

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Addin g a C on clu sio n t o I n cre a se W ord C ou nt
Anoth er w ay y o u c a n in cre ase y o u r w ord c o u nt is b y a d din g a s h ort
co n clu sio n
. O f
co u rs e ,
a T ask 1 e ssa y d oes n ot r e q u ir e a c o n clu sio n
, b u t i f y o u f in d t h at y o u r e ss a y
has n ot y et r e ach ed 1 5 0 w ord s, y o u c a n in clu de o n e. T his n ot o n ly w ill h elp y o u r e ach
yo u r w ord co u nt g o al, b u t ca n a ls o b e a u se fu l w ay to g iv e a T ask 1 e ssa y
a str o n g,
co n clu siv e e n din g.
If yo u do decid e to in clu de a co n clu sio n , m ak e su re it does n ot in clu de an y n ew
in fo rm atio n . I n ste ad , e it h er:
o
re sta te a s ig n if ic a n t t r e n d
o
re sta te a n o verv ie w a b ou t t h e d ia gra m ( a s y o u m ay h ave d on e if y o u in clu ded a
se co n d s e n te n ce in y o u r in tr o du ctio n – if y o u d id n ot in clu de a s e co n d s e n te n ce
ou tlin in g a s ig n if ic a n t t r e n d, y o u c a n s till d o s o i n t h e c o n clu sio n ).

Rem em ber: y ou a re
not
req u ir ed to g iv e y ou r o pin io n o r m ake in fe ren ces a bou t th e
in
fo rm atio n s h ow n i n t h e d ia gra m .
Exam ple :
(In tr o du ctio n )
The t w o p ie c h arts s h ow t h e s k ill le vels o f m ale a n d f e m ale e m plo yees
of a n A ustr a lia n c o m pan y in 1 9 97, a n d th e s k ill le vels a re d iv id ed in to fo u r c a te go rie s:
hig h ly sk ille d , sk ille d , se m i- s k ille d a n d n on -s k ille d .
In g en era l, sk ille d m ale w ork ers
ou tn um ber s k ille d f e m ale w ork ers .

(O ptio n al c o n clu sio n )

In co n clu sio n , in 19 97, m ore o f th e m ale w ork ers at th e
Austr a lia n c o m pan y w ere s k ille d t h an f e m ale e m plo yees, b y a n arro w m arg in .
The c o n clu sio n R EST A TES t h e s e co n d s e n te n ce o f t h e i n tr o du ctio n .
These o ptio n al p ra ctic es c a n h elp y o u e ffe c
tiv ely a d d t o y o u r w ord c o u nt.

Exercis e :
Take 2 0 m in ute s to w rit e a co m ple te 15 0 -w ord T ask 1
essa y f o r Q uestio n 1 2 . I f y ou h ave d if fic u lt y r ea ch in g 1 5 0
word s in 2 0 m in ute s, in clu de a sh ort c o nclu sio n. T hen
rea d t h e S am ple A nsw er o n t h e n ex t p age.

Questio n 1 2 :
Sam ple A nsw er
The tw o p ie c h arts s h ow th e s k ill le vels o f m ale a n d fe m ale e m plo yees o f a n A ustr a lia n
co m pan y in 19 97, a n d th e sk ill le vels a re d iv id ed in to fo u r ca te go rie s: h ig h ly sk ille d ,
sk ille d , s e m i- s k ille d a n d n on -s k ille d . I n g en era l, s k ille d m ale w ork ers o u tn um ber s k ille d
fe m ale w ork ers .

The p erc e n ta ge o f h ig h ly sk ille d m ale e m plo yees (3 1% ) o f th e u nsp ecif ie d A ustr a lia n
co m pan y w as a lm ost tw ic e th at o f h ig h ly sk ille d fe m ale e m plo yees (1 5 % ), th e la rg est
dis cre p an cy b etw een th e m ale a n d fe m ale g ro u ps in a n y a re a. T he p erc e n ta ges o f m ale
an d f e m ale s k ille d w ork ers w ere a lm ost e q u al, w it h 2 8 % o f s k ille d m ale w ork ers a n d 2 6%
of sk ille d fe m ale em plo yees. Sim ila rly , in th e ca te go ry of se m i- s k ille d w ork ers , th e
perc e n ta ge o f se m i- s k ille d m ale s w as 2 8 % o f th e to ta l, w hile th e p erc e n ta ge o f se m i-
sk ille d
fe m ale s w as 3 1% . L astly , n on -s k ille d f e m ale w ork ers o u tn um bere d t h eir m ale c o lle agu es
by m ore t h an t w o t o o n e; t h e p erc e n ta ge o f n on -s k ille d f e m ale w ork ers w as 2 8 % w hile t h e
perc e n ta ge o f n on -s k ille d m ale w ork ers w as o n ly 1 3 % , a s ig n if ic a n t d if fe re n ce .

In c o n clu sio n , in 1 9 97, m ore o f t h e m ale w ork ers a t t h e A ustr a lia n c o m pan y w ere s k ille d
th an f e m ale e m plo yees, b y a n arro w m arg in .
(1 8 3
w ord s)

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Em plo ym en t S ta tis tic s i n A ustr a lia

20 00
20 10
20 20
Num ber of
em plo yed peo ple
(a ged 1 8 -6 5)
2.2 m illio n
2.8 m illio n
3.8 m illio n
Perc en ta ge of
unem plo yed peo ple
(a ged 1 8 -6 5)
5.9 m illio n
5.3 m illio n
6.0 m illio n
Num ber of jo b
vaca n cie s
16 ,7 5 0
24,6 70
30 ,0 00
Male ea rn in gs per
yea r ( o n a vera ge)
$18 ,0 00
$21,0 00
25,0 00
Fem ale e a rn in gs p er
yea r ( o n a vera ge)
$14 ,5 0 0
$18 ,0 00
$23,0 00
Hou rs work ed per
week ( o n a vera ge)
39.8
38 .7
38 .0

Revie w

Fill i n t h e b la n ks t o c o m ple te t h e T ask O ne e ssa y
d esc rib in g t h e t a ble
:

Em plo ym en t S ta tis tic s i n A ustr a lia

20 00
20 10
20 20
Num ber of em plo yed
peo ple ( a ged 1 8 -6 5)
2.2
millio n
2.8 m illio n
3.8 m illio n
Perc en ta ge of
unem plo yed peo ple
(a ged 1 8 -6 5)
5.9
millio n
5.3 m illio n
6.0 m illio n
Num ber of jo b
vaca n cie s
16 ,7 5 0
24,6 70
30 ,0 00
Male ea rn in gs per
yea r
(o n a vera ge)
$18 ,0 00
$21,0 00
25,0 00
Fem ale ea rn in gs per
yea r ( o n a vera ge)
$14 ,5 0 0
$18 ,0 00
$23,0 00
Hou rs work ed per
week ( o n a vera ge)
39.8
38 .7
38 .0

The
(1 )
_ _____________ sh ow s th e em plo ym en t sta tis tic s in A ustr a lia fo r tw o
dif fe re n t years , 20 00 an d 20 10 , an d als o sh ow s a pre d ic tio n of sta tis tic s fo r
(2 )
_______________.

The
(4 )
______________ o f e m plo yed p eo ple in cre ase d f r o m 2 .2 m illio n p eo ple t o 2 .8
millio n p eo ple a n d
(5 )
______________ t o in cre ase a f u rth er m illio n p eo ple b y 2 0 20 .
In co n tr a st, th e perc e n ta ge of u nem plo yed peo ple betw een th e ages of 18 an d 65
decre ase d fr o m 5.9 in 20 00 to 5.3 % in 20 10 , bu t is fo re ca st to in cre ase again to
(6 )
________________ by 20 20 . The num ber of jo b vaca n cie s in cre ase d
(7 )
___________ b etw een 2 0 00 a n d 2 0 10 , fr o m 1 6 , 7 5 0 to 2 4, 6 70 , re sp ectiv ely ; th e
num ber o f jo b v aca n cie s is p re d ic te d to co n tin ue
(8 )_
______________ an d re ach
30 ,0 00 b y 2 0 20
.

Acco rd in g to th e ta b le , m ale earn in gs w ere
(9 )
_________________ th an fe m ale
earn in gs in b oth 2 0 00 a n d 2 0 10 , a n d a re p re d ic te d to re m ain h ig h er in to 2 0 20 . M ale
earn in gs w ere , o n a vera ge, $ 3,5 0 0 h ig h er th an
(1 0 )
__________________ in 2 0 00
an d $ 2,5 0 0 h ig h er i n 2 0 10 . T he t r e n d i s e xp ecte d t o c o n tin ue, a n d b y 2 0 20 , i t i s p re d ic te d
th at m ale e arn in gs w ill b e a p pro xim ate ly $ 2,0 00 h ig h er t h an f e m ale e arn in gs, t h e l o w est
dis cre p a
ncy o f a ll t h re e y ears s h ow n.
Lastly , th e n um ber o f h ou rs
(1 1)
__________________ p er w eek d ecre ase d b etw een
20 00 ( 3 9.8 h ou rs ) a n d 2 0 10
(1 2 )
(_ ___________) a n d is p re d ic te d to d ecre ase to 3 8
hou rs p er w eek b y 2 0 20 . T his is th e o n ly ca te go ry sh ow n o n th e ta b le w hic h
(1 3 )
______________
th ro u gh ou t t h e t h ir ty y ear p erio d.

Now c h eck y our a nsw ers.

Em plo ym en t S ta tis tic s i n A ustr a lia

20 00
20 10
20 20
Num ber o f e m plo yed
peo ple ( a ged 1 8 -6 5)
2.2 m illio n
2.8 m illio n
3.8 m illio n
Perc en ta ge of
unem plo yed peo ple
(a ged 1 8 -6 5)
5.9 m illio n
5.3 m illio n
6.0 m illio n
Num ber of jo b
vaca n cie s
16 ,7 5 0
24,6 70
30 ,0 00
Male ea rn in gs per
yea r ( o n a vera ge)
$18 ,0 00
$21,0 00
25,0 00
Fem ale ea rn in gs p er
yea r ( o n a vera ge)
$14 ,5 0 0
$18 ,0 00
$23,0 00
Hou rs work ed per
week ( o n a vera ge)
39.8
38 .7
38 .0

Com ple te S am ple A nsw er

The
ta b le
s h ow s t h e e m plo ym en t s ta tis tic s i n A ustr a lia f o r t w o d if f e re n t y ears , 2 0 00 a n d
20 10 , a n d a ls o s h ow s a p re d ic tio n o f s ta tis tic s f o r
20 20
.

The
num ber
o f e m plo yed p eo ple i n cre ase d f r o m 2 .2 m illio n p eo ple t o 2 .8 m illio n p eo ple
an d
is e x p ecte d
t o i n cre ase
a f u rth er m illio n p eo ple b y 2 0 20
. I n c o n tr a st, t h e p erc e n ta ge
of u nem plo yed p eo ple b etw een t h e a ges o f 1 8 a
nd 6 5 d ecre ase d f r o m 5 .9 i n 2 0 00 t o 5 .3 %
in 2 0 10 , b u t
is fo re ca st to in cre ase a gain to
6%
b y 2 0 20
. T he n um ber o f jo b v aca n cie s
in cre ase d
su bsta n tia lly /d ra m atic a lly /n otic ea b ly /s lig h tly
betw een 2 0 00 a n d 2 0 10 ,
fr o m 1 6 ,7 5 0 t o 2 4,
670 , r e sp ectiv ely ; t h e n um ber o f jo b v aca n cie s is p re d ic te d t o c o n tin ue
to r is e
a n d r e ach 3 0 ,0 00 b y 2 0 20
.

Acco rd in g to th e ta b le , m ale e arn in gs w ere
hig h er
th an fe m ale e arn in gs in b oth 2 0 00
an d 2 0 10 , a n d a re p re d ic te d t o r e m ain h ig h er i n to 2 0 20 . M ale e arn in gs w ere , o n a vera ge,
$3,5 0 0 h ig h er t h an
fe m ale e a rn in gs/w om en ’s e a rn in gs
i n 2 0 00 a n d $ 2,5 0 0 h ig h er i n
20 10 . T he t r e n d is e xp ecte d t o c o n tin ue, a n d b y 2 0 20 , it is p re d ic te d t h at m ale e arn in gs
will be ap pro xim ate ly $2,0 00 per year hig h er th an fe m ale earn in gs, th e lo w est
dis cre p a
ncy o f a ll t h re e y ears s h ow n.
Lastly , t h e n um ber o f h ou rs
work ed
p er w eek d ecre ase d b etw een 2 0 00 ( 3 9.8 h ou rs ) a n d
20 1
0
( 38 .7 )
a n d is p re d ic te d t o d ecre ase t o
3 8 h ou rs p er w eek b y 2 0 20
. T his is t h e o n ly
ca te go ry s h ow n o n t h e t a b le w hic h
decre a se s
th ro u gh ou t t h e t h ir ty y ear p erio d.

(2 29 w ord s)

Task O ne Q uestio n 1 4

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The lin e gra ph illu str a te s th e actu al an d pre d ic te d popu la tio n
fig u re s fr o m 1 990 to 2 050 in fo u r co n tin en ts in clu din g E uro pe,
Afr ic a , A sia a n d N orth A m eric a .

Sum maris e th e in fo rm atio n b y
re p ortin g a n d se le ctin g
th e m ain
fe a tu re s
of th e g ra ph
an d m akin g
appro pria te
co m paris o n s w here
re le va n t.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Revie w

Put t h
e s e n te n ces i n t h e c o rrect o rd er:
Usin g t h e in fo rm atio n p rese n te d in t h e lin e g ra ph a bove, p u t t h e f o llo w in g
se n te n ces i n to t h e c o rrect o rd er t o m ake a c o h esiv e T ask O ne e ssa y.
T he f ir st
on e h as b een d on e f o r y ou .

A The lin e g ra p h sh ow s th e p opu la tio n
of th e co n tin en ts of E uro pe, A fr ic a ,
North
Am eric a a n d A sia b etw een 1 9 90
an d 20 50 , m easu re d in m illio n s of
peo ple .
1
B Of th e o th er th re e co n tin en ts sh ow n
on th e lin e g ra p h , N orth A m eric a a n d
Afr ic a s h ow s im ila r f ig u re s o ver t h e 6 0
year p erio d, b oth flu ctu atin g aro u nd
40 0 m illio n p eo ple .

C In co n clu sio n , Asia ’s popu la tio n is
sig n if ic a n tly hig h er th an North
Am eric a ’s , E uro pe’s an d A fr ic a ’s an d
will l ik ely r e m ain h ig h er.

D Overa ll, th e p opu la tio n o f A sia is fa r
gre ate r th an th e popu la tio n s of th e
oth er th re e co n tin en ts sh ow n o n th e
lin e g ra p h , a n d is e xp ecte d to re m ain
sig n if ic a n tly la rg er o ver th e n ext fiv e
deca d es.

E While N orth A m eric a ’s p opu la tio n w as
slig h tly hig h er in 19 90 , Afr ic a ’s
popu la tio n is exp ecte d to su rp ass
North Am eric a ’s popu la tio n
marg in ally b y t h e y ear 2 0 50 .

F To begin , Asia ’s popu la tio n was
aro u nd 1.5 b illio n p eo ple in 19 90 , a
num ber w hic h c o n tin ues to g ro w a n d
is e xp ecte d t o r e ach a p pro xim ate ly 1 .8
billio n b y 2 0 20 .


G Afte r th at, th e p opu la tio n o f A sia is
exp ecte d to p eak a ro u nd 2 0 30 a t ju st
under 2 b illio n p eo ple . A fte r 2 0 30 ,

Asia ’s popu la tio n is exp ecte d to
decre ase to a ro u nd 1.7 b illio n b y th e
year 2 0 50 .
H Euro pe’s p opu la tio n w as a ro u nd 3 0 0
millio n in 19 90 an d is exp ecte d to
re m ain sta b le u ntil at le ast 2 0 50 ; it
was c o n sis te n tly th e lo w est fig u re o n
th e g ra p h .

Answ ers:
A The lin e g ra p h sh ow s th e p opu la tio n
of th e co n tin en ts of E uro pe, A fr ic a ,
North
Am eric a a n d A sia b etw een 1 9 90
an d 20 50 , m easu re d in m illio n s of
peo ple .
1
B Of th e o th er th re e co n tin en ts sh ow n
on th e lin e g ra p h , N orth A m eric a a n d
Afr ic a s h ow s im ila r f ig u re s o ver t h e 6 0
year p erio d, b oth flu ctu atin g aro u nd
40 0 m illio n p eo ple .
5
C In co n clu sio n , Asia ’s popu la tio n is
sig n if ic a n tly hig h er th an North
Am eric a ’s , E uro pe’s an d A fr ic a ’s an d
will l ik ely r e m ain h ig h er.
8
D Overa ll, th e p opu la tio n o f A sia is fa r
gre ate r th an th e popu la tio n s of th e
oth er th re e co n tin en ts sh ow n o n th e
lin e g ra p h , a n d is e xp ecte d to re m ain
sig n if ic a n tly la rg er o ver th e n ext fiv e
deca d es.
2
E While N orth A m eric a ’s p opu la tio n w as
slig h tly hig h er in 19 90 , Afr ic a ’s
popu la tio n is exp ecte d to su rp ass
North Am eric a ’s popu la tio n
marg in ally b y t h e y ear 2 0 50 .
6
F To begin , Asia ’s popu la tio n was
aro u nd 1.5 b illio n p eo ple in 19 90 , a
num ber w hic h c o n tin ues to g ro w a n d
is e xp ecte d t o r e ach a p pro xim ate ly 1 .8
billio n b y 2 0 20 .

3
G Afte r th at, th e p opu la tio n o f A sia is
exp ecte d to p eak a ro u nd 2 0 30 a t ju st
under 2 b illio n p eo ple . A fte r 2 0 30 ,
Asia ’s popu la tio n is exp ecte d to
decre ase to a ro u nd 1.7 b illio n b y th e
year 2 0 50 .
4
H Euro pe’s p opu la tio n w as a ro u nd 3 0 0
millio n in 19 90 an d is exp ecte d to
7

re m ain sta b le u ntil at le ast 2 0 50 ; it
was c o n sis te n tly th e lo w est fig u re o n
th e g ra p h .

Questio n 1 4 :

Com ple te S am ple A nsw er:
The lin e g ra p h s h ow s th e a ctu al a n d p re d ic te d p opu la tio n o f th e c o n tin en ts o f E uro pe,
Afr ic a , N orth A m eric a a n d A sia b etw een 1 9 90 a n d 2 0 50 , m easu re d in m illio n s o f p eo ple .
Overa ll, th e p opu la tio n o f A sia is fa r g re ate r th an th e p opu la tio n s o f th e o th er th re e
co n tin en ts s h ow n o n th e lin e g ra p h , a n d is e xp ecte d to re m ain s ig n if ic
an tly h ig h er fo r
years t o c o m e.
To b egin , A sia ’s p opu la tio n w as aro u nd 1.5 b illio n p eo ple in 19 90 , a n um ber w hic h
co n tin ues to g ro w a n d is e xp ecte d to r e ach a p pro xim ate ly 2 b illio n b y 2 0 20 . A fte r th at,
th e p opu la tio n o f A sia i s e xp ecte d t o p eak a ro u nd 2 0 30 a t j u st u nder 2 b illio n p eo ple . O f
th e o th er th re e c o n tin en ts s h ow n o n th e lin e g ra p h , N orth A m eric a n a n d A fr ic a s h ow
sim ila r fig u re s o ver th e 6 0 y ear p erio d, b oth flu ctu atin g a ro u nd 4 0 0 m illio n p eo ple .
While N orth A m eric a ’s p opu la tio n w as slig h tly h ig h er in 19 90 , A fr ic a ’s p opu la tio n is
exp ecte d to s u rp ass N orth A m eric a ’s p opu la tio n m arg in ally b y th e y ear 2 0 50 . E uro pe’s
popu la tio n w as a ro u nd 3 0 0 m illio n i n 1 9 90 a n d i s e xp ecte d t o r e m ain s ta b le u ntil a t l e ast
20 50 ; i t w as c o n sis te n tly
th e l o w est f ig u re o n t h e g ra p h .
(O ptio n al)
I
n c o n clu sio n , A sia ’s p opu la tio n i s s ig n if ic a n tly h ig h er t h an N orth A m eric a ’s ,
Euro pe’s a n d A fr ic a ’s a n d w ill l ik ely c o n tin ue t o r e m ain h ig h er.

(2 0 3 w ord s)

Task O ne Q uestio n 1 5

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The d ia gra m s h ow s t h e l if e c yc le o f a b u tte rfly .

Sum maris e th e in fo rm atio n b y r e p ortin g th e m ain fe a tu re s o f th e
pro cess.


You s
ho uld w rite a t l e ast 1 50 w ord s.

Pro ce ss D ia gra m s/
The P assiv e

When w rit in g
Task O ne P ro cess
e ssa ys, y o u w ill l ik ely n eed t o m ak e u se o f t h e
passiv e
fo rm o f t h e v erb s y o u u se .

Pre se n t s im ple p assiv e
l o oks l ik e t h is :

Su bje ct
+ i s / a re
+ p ast p artic ip le ( + a gen t)

Su bje ct
to b e
(is /a re )
Past
partic ip le
(b y a gen t)
An e gg
is
la id
by t h e
bu tte rfly .

Activ e:

The b u tte rfly l a ys a n e gg.
Passiv e:

An e gg i s l a id b y t h e b u tte rfly .

Let’s lo ok m ore c lo se ly a t th e d if fe re n ce b etw een
activ e
a n d
passiv e
in th e
pre se n t
sim ple
.

In t h e p re se n t s im ple
activ e
v erb t e n se , t h e s u bje ct i s f o llo w ed b y a p re se n t s im ple v erb .
In t h e f o llo w in g e xam ple , t h e o bje ct t e lls u s w hat i s b ein g m ad e ( b y t h e s u bje ct) .

Pre se n t s im ple
activ e
:
Su bje ct
Pre se n t
sim ple
Obje ct
The
ca te rp illa r
mak es
a c h ry sa lis .

In t h e p re se n t s im ple
passiv e
v erb t e n se ,
th e o bje ct b eco m es t h e s u bje ct
. T he v erb
beco m es i s /a re , f o llo w ed b y t h e
past p artic ip le
o f t h e v erb .
Pre se n t s im ple
passiv e
:
Su bje ct
is /a re +
past
partic ip le
Agen t
(c a n be im plie d , not
sta te d )
A c h ry sa lis
is m ad e
by t h e c a te rp illa r.

Now l e t’s p ra ctic e
u sin g t h e p assiv e
.

Exercis e :
T he P assiv e

Fro m t h e
prese n t s im ple a ctiv e
s en te n ces g iv en , c h oose t h e a n sw er t h at is t h e c o rrect
co rresp on din g
prese n t s im ple p assiv e
s en te n ce ( A – D ) f r o m t h e c h oic es b elo w .

1. M y g ra n dfa th er b u ild s h ou se s.
A)

Hou se s a re b u ild in g b y m y g ra n dfa th er.
B)

Gra n dfa th er i s b u ild in g a h ou se .
C)

Hou se s a re b u ilt b y m y g ra n dfa th er.
D)

Hou se s i s b u ilt b y m y g ra n dfa th er.

2. W ir e s c a rry e le ctr ic it y .
A) E le ctr ic it y i s c a rrie d b y w ir e s.
B) E le ctr ic it y a re c a rrie d b y w ir e s.
C) E le ctr ic it y i s c a rrie s b y w ir e s.
D) E le ctr ic it y a re c a rry b y w ir e s.

3. T he o pera to r c o n nects t h e t e le p h on e c a ll.
A) T he o pera to r i s c o n necte d b y t h e t e le p h on e c a ll.
B)

The t e le p h on e c a ll i s c o n nectin g t o t h e o pera to r.
C)

The o pera to r i s c a llin g t h e t e le p h on e.
D)

The t e le p h on e c a ll i s c o n necte d b y t h e o pera to r.

4. T he l u m berja ck c u ts d ow n t h e t r e es.
A) T he t r e es a re c u ttin g d ow n b y t h e l u m berja ck .
B)

The t r e es a re c u t d ow n b y t h e l u m berja ck .
C)

The t r e es a re c u tte d d ow n b y t h e l u m berja ck .
D)

The t r e es i s c u t d ow n b y t h e l u m berja ck .

5. T he m ach in e t u rn s p ap er i n to p u lp .
A) T he p ap er i s t u rn ed i n to p u lp b y t h e m ach in e.
B)

The p u lp i s p ap ere d b y t h e m ach in e.
C)

The p ap er p u lp s t h e m ach in e.
D)

The p ap er i s t u rn in g i n to p u lp b y t h e m ach in e.


Fill in th e b la n ks w it h th e c o rrect w ord s to fo rm a p rese n t s im ple p assiv e
se n te n ce. U se t h e c o rrect f o rm o f t h e v erb i n b ra ck ets .

6.
R ese arc h _ ___________________
(c o n du ct)
b y p ro fe ssio n al te st w rit e rs b efo re
th e e xam s c a n b e u se d .

7.
M on ey _ ____________________
(r a is e )
th ro u gh fu ndra is in g even ts su ch as
ch arit y a u ctio n s.

8.
E ndan gere d a n im als s u ch a s p an da b ears _ ______________
(p ro te ct)
in w ild lif e
sa n ctu arie s.

9.
R ain w ate r _ _________________
(c o lle ct)
in t a n ks a n d i s u se d f o r d rin kin g w ate r.

10 .
N ew sp ap ers _ _________________
(r ecy cle )
a n d p ro ce sse d in to p u lp w hic h
th en c a n b e u se d t o m ak e m ore n ew sp ap ers .

Answ ers:
1.

(C ) H ou se s a re b u ilt b y m y g ra n dfa th er.
2. ( A ) E le ctr ic it y i s c a rrie d b y w ir e s.
3. ( D ) T he t e le p h on e c a ll i s c o n necte d b y t h e o pera to r.
4. ( B ) T he t r e es a re c u t d ow n b y t h e l u m berja ck .
5. ( A ) T he p ap er i s t u rn ed i n to p u lp b y t h e m ach in e.
6. i s c o n du cte d
7. i s r a is e d
8. a re p ro te cte d
9. i s c o lle cte d
10 . a re r e cy cle d

Sam ple A nsw er:

The d ia gra m s h ow s t h e l if e c y cle o f a b u tte rfly , w hic h b egin s a s a n e gg a n d e n ds a s a f u lly
matu re a d u lt b u tte rfly .
Fir s tly , a n a d u lt b u tte rfly la ys e ggs d u rin g it s a d u lt h ood. T he e ggs h atc h in to p u pa, a ls o
kn ow n a s c a te rp illa rs , w hic h e m erg e fr o m th e e gg to fe ed o n le aves. O nce th e p u pa is
la rg e e n ou gh , i t i s r e ad y f o r t h e n ext p h ase o f i t s l if e . I t t h en w ra p s i t s e lf i n to a c h ry sa lis
an d h an gs f r o m a le af o r s te m in it s c h ry sa lis , w hic h is a ls o c a lle d a c o co on . W hen t h e
ca te rp illa r h as tr a n sfo rm ed w it h in it s c h ry sa lis , it e m erg es fr o m th e c h ry sa lis a s a fu lly
matu re a d u lt b u tte rfly . A t t h is t im e, t h e a d u lt b u tte rfly i s r e ad y t o r e p ro du ce , l a y e ggs a n d
begin t h e c y cle o n ce a gain .
In co n clu sio n , o n e b u tte rfly ’s lif e cy cle b egin s w hen it is la id a s a n e gg b y a m atu re
bu tte rfly . I t b eco m es a p u pa, t h en f o rm s a c h ry sa lis , a n d e m erg es a s a n a d u lt b u tte rfly
ab le t o l a y e ggs a n d c o n tin ue t h e c y cle o f l if e .
(1 6 7
w ord s)

Task O ne Q uestio n 1 6

You s h o uld s p end 2 0 m in ute s o n th is ta sk .


The flo w ch art s h ow s th e a pplic a tio n p ro cess fo r s tu den ts a pply in g
to u niv e rsity .

Sum maris e th e in fo rm atio n b y r e p ortin g th e m ain fe a tu re s o f th e
pro cess.


You s h o uld w rite a t l e ast 1 50 w ord s.

Flo w ch arts

When w rit in g a b ou t a f lo w ch art, i t i s i m porta n t t o f o llo w t h e s e q u en ce o f t h e i n fo rm atio n
giv en . B egin
at t h e t o p
( o r, i f t h e f lo w ch art p ro ce ed s f r o m l e ft t o r ig h t, b egin a t t h e l e ft)
an d p ro ce ed d ow nw ard s u ntil t h e r e ach t h e b otto m l in e. B e s u re t o d escrib e a ll t h e
im porta n t i n fo rm atio n i n o n e l in e b efo re y o u b egin d is cu ssin g t h e n ext l in e.

Exa m ple :
Fir stly , t h e u niv ersit y a p plic a tio n s a re r e ceiv ed b y t h e u niv ersit y .

This s e n te n ce d escrib es t h e f ir s t b ox a n d t h e f ir s t l in e o f t h e f lo w ch art.

The i n fo rm atio n i n a f lo w ch art p ro ce ed s i n a l o gic a l p ro gre ssio n . I f y o u d o n ot f o llo w t h e
in fo rm atio n i n o rd er, y o u r e ssa y w ill b e l e ss e ffe ctiv e. B e s u re t o b egin a t t h e t o p a n d
work y o u r w ay d ow n t h ro u gh t h e s e q u en ce o f t h e f lo w ch art.

Exa m ple :
Once r e ceiv ed , t h e a p plic a tio n s a re r e vie w ed b y a u niv ersit y c o m mit te e.


T his s e n te n ce p ro ce ed s f r o m t h e p re vio u s s e n te n ce a n d d escrib es t h e n ext b ox/lin e o f t h e
flo w ch art. Y ou r e ssa y s h ou ld f o llo w t h e p ro gre ssio n o f t h e f lo w ch art s o t h at y o u r e ssa y i s
as e asy t o r e ad
a s t h e f lo w ch art i s t o f o llo w .
It i s a cce p ta b le t o w rit e o n e s e n te
nce a b ou t s e vera l o f t h e b oxes.
Lik e p ro ce ss d ia gra m s, f lo w ch arts r e q u ir e t h at y o u u se t h e p assiv e t o d escrib e s o m e o f t
he
in fo rm atio n p re se n te d .

Exa m ple s
:
Fir stly , t h e u niv ersit y a p plic a tio n s a re r e vie w ed b y t h e u niv ersit y .
When th e decis io n s have been m ad e by th e co m mit te e, th e su ccessfu l
ap plic a n ts a re n otif ie d o f t h eir a ccep ta n ce a n d a re a ls o g iv en a c o u rse l is t a
nd
re g is tr a tio n b ookle t.
The s tu den ts ’ c o u rse s c h ed u le s a re c o n fir m ed a n d fin alis e d a t th is tim e a n d
paym en ts m ust a ls o b e r e ceiv ed .

Exercis e : T he P assiv e

Fro m th e
activ e
s en te n ces g iv en , c h oose th e a n sw er th at is th e c o rrect c o rresp on din g
passiv e
s en te n ce ( A – D ) f r o m t h e c h oic es b elo w .

1. T he c o m mit te e r e vie w ed t h e a p plic a tio n s.
A) T he c o m mit te e w as r e vie w ed b y t h e a p plic a tio n s.
B)

The c o m mit te e i s r e vie w in g b y t h e a p plic a tio n s.
C)

The a p plic a tio n s w ere r e vie w ed b y t h e c o m mit te e.
D)

The a p plic a tio n i s r e vie w in g t h e c o m mit te e.

2. T he u niv ersit y n otif ie s u nsu ccessfu l a p plic a n ts .
A) U nsu cce ssfu l a p plic a n ts a re n otif ie d b y t h e u niv ers it y .
B) T he u niv ers it y i s n otif ie d b y t h e u nsu cce ssfu l a p plic a n ts .
C) U nsu cce ssfu l a p plic a n ts n otif y b y t h e u niv ers it y .
D) U nsu cce ssfu l a p plic a n ts a re n otif y in g t h e u niv ers it y .

3. T he u niv ersit y a rra n ges h ou sin g f o r t h e s tu den ts .
A) H ou sin g i s a rra n ged b y t h e s tu den ts .
B)

Hou sin g i s a rra n ged f o r t h e s tu den ts b y t h e u niv ers it y .
C)

The s tu den ts a rra n ge h ou sin g.
D)

The s tu den ts a n d t h e u niv ers it y a rra n gin g h ou sin g.

4. S u ccessfu l a p plic a n ts m ust c o n fir m t h eir a ccep ta n ce.
A) A cce p ta n ce m ust b e c o n fir m ed b y t h e u niv ers it y .
B)

Acce p ta n ce i s c o n fir m in g b y t h e s u cce ssfu l s tu den ts .
C)

Acce p ta n ce m ust b e c o n fir m ed b y t h e s u cce ssfu l s tu den ts .
D)

Acce p ta n ce m ust c o n fir m b y t h e s u cce ssfu l s tu den ts .

5. U nsu ccessfu l a p plic a n ts s e n d a p plic a tio n s t o o th er u niv ersit ie s.
A) A pplic a tio n s a re s e n t t o o th er u niv ers it ie s b y u nsu cce ssfu l a p plic a n ts .
B)

Unsu cce ssfu l s tu den ts a re s e n t t o o th er a p plic a tio n s.
C)

Applic a tio n s s e n d o th er u niv ers it ie s t o a p plic a n ts .
D)

Applic a tio n s a re s e n din g o th er u niv ers it ie s b y u nsu cce ssfu l a p plic a n ts .


Fill in th e b la n ks w it h th e co rrect S U BJE CT fo r ea ch p assiv e se n te n ce.
Rem em ber t h at t h e s u bje ct o f a s e n te n ce c a n b e m ore t h an o n e w ord . N ote :
Be s u re t o c a pit a lis e t h e f ir st w ord o f e a ch s e n te n ce.

6.
ACTIV E:
T he u niv ers it y n otif ie s t h e s tu den ts a b ou t t h e l o ca tio n o f t h eir a p artm en t o r

dorm it o ry .
PA SSIV E:
_ _____________________ are n otif ie d ab ou t th e lo ca tio n of th eir
ap artm en t o r d orm it o ry r o om b y t h e u niv ers it y .

7.
ACTIV E:
S tu den ts c o m ple te l o an a p plic a tio n s.
PA SSIV E:
_ ________________ a re c o m ple te d b y s tu den ts .

8.
ACTIV E:
T he s tu den ts c h oose th e c la sse s th ey w ou ld lik e to ta k e a n d s e n d th eir
co u rs e r e gis tr a tio n s ch ed u le s b ack t o t h e u niv ers it y .
PA SSIV E:
_ __________________ a re c h ose n b y t h e s tu den ts , w ho t h en s e n d t h eir
co u rs e r e gis tr a tio n s ch ed u le s b ack t o t h e u niv ers it y .

9.
ACTIV E:
T he u niv ers it y c o n fir m s s tu den t s ch ed u le s b efo re c la sse s b egin .
PA SSIV E
: _ ___________________ a re c o n fir m ed b y th e u niv ers it y b efo re c la sse s
begin .

Answ ers:
1. ( C ) T he a p plic a tio n s w ere r e vie w ed b y t h e c o m mit te e.
2. ( A ) U nsu cce ssfu l a p plic a n ts a re n otif ie d b y t h e c o m mit te e.
3. ( B ) H ou sin g i s a rra n ged f o r t h e s tu den ts b y t h e u niv ers it y .
4. ( C ) A cce p ta n ce m ust b e c o n fir m ed b y t h e s u cce ssfu l s tu den ts .
5. ( A ) A pplic a tio n s a re s e n t t o o th er u niv ers it ie s b y u nsu cce ssfu l a p plic a n ts
6. S tu den ts
7. A pplic a tio n s
8. C ou rs e s
9. S ch ed u le s

Sam ple A nsw er:
The f lo w ch art i llu str a te s t h e p ro ce ss o f u niv ers it y s tu den ts ’ a p plic a tio n a n d a cce p ta n ce a t
an u nnam ed u niv ers it y . T he p ro ce ss b egin s w it h t h e s tu den ts ’ a p plic a tio n s b ein g r e ce iv ed
an d e n ds w it h t h e s tu den ts b egin nin g c o u rs e w ork .

Fir s tly , t h e u niv ers it y a p plic a tio n s a re r e ce iv ed b y t h e u niv ers it y . O nce r e ce iv ed , t h e
ap plic a tio n s a re r e vie w ed b y a u niv ers it y c o m mit te e. W hen t h e d ecis io n s h ave b een m ad e
by t h e c o m mit te e, t h e s u cce ssfu l a p plic a n ts a re n otif ie d o f t h eir a cce p ta n ce a n d a re a ls o
giv en a c o u rs e l is t a n d r e gis tr a tio n b ookle t. A t t h is t im e, t h e u nsu cce ssfu l a p plic a n ts a re
notif ie d t h at t h eir a p plic a tio n s h ave n ot b een a cce p te d .

Afte r t h e a cce p te d s tu den ts h ave c o n fir m ed t h at t h ey w ill b e a tte n din g t h e u niv ers it y ,
th eir s tu den t h ou sin g i s a rra n ged , t h e c o u rs e r e gis tr a tio n s ch ed u le s a re s u bm it te d a n d
th ey a ls o m ust c o m ple te a p aym en t o r l o an s ch ed u le b efo re t h ey c a n b egin s tu dyin g.
Once t h is s te p o f t h e a p plic a tio n p ro ce ss h as b een c o m ple te d , t h e s tu den ts a re t h en
notif ie d o f t h e a p artm en t o r d orm it o ry r o om t h ey h ave b een a llo ca te d . T he s tu den ts ’
co u rs e s ch ed u le s a re c o n fir m ed a n d f in aliz e d a t t h is t im e a n d p aym en ts m ust a ls o b e
re ce iv ed . F in ally , t h e s tu den ts c a n
b egin t o a tte n d t h eir c o u rs e s.

(1 8 2 w ord s)

Part 3 :
Stu den t E ssa y E va lu atio n s
Stu den t E ssa y # 1
: T ask 2
You s h o uld s p end a b out 4 0 m in ute s o n th is ta sk .
Pre se nt a w ritte n a rg um ent o r c ase to a n e d ucate d r e ad er w ith n o s p ecia lis t k no w le d ge o f th e
fo llo w in g to pic .
Tou ris m i s b eco m in g s o w id esp re a d t h at t h e n um ber o f t o u ris ts
vis itin g o ld s ite s c a u se s p ro ble m s s u ch a s o v
erc ro w din g, l e a din g t o
th e s ite b ein g d am aged a n d t h e q u ality o f t h e e x perie n ce o f t h e v is it
bein g r e d u ced , d u e t o l a rg e c ro w ds.
To w hat e x te n t d o y o u a gre e t h at t h is i s a p ro ble m a n d w hat c a n
gove rn m en ts d o t o s o lv e t h e p ro ble m ?
You s h o uld u se y o ur o w n i d eas, k no w le d ge a nd e xp erie nce a nd s u p port y o ur a rg um ents w ith
exam ple s a nd r e le v ant e v id ence.

You s h o uld w rite a t l e ast 2 50 w ord s.
Lee
’s E ssa y:
Touris m h as b e
co m e th e m ain ty p e o f e nte rta in m ent s o th e n um ber o f
to uris t h as i n cre ase d r a p id ly i n r e cent y ears . H ow ev er, s o m e p eo ple s a y
th at e xcessiv e n um ber o f to uris t v is iti n g th e o ld s ite s w ill d am age th e
site a nd th e q uality o f to ur w ill r e d uce. I s tr o ngly a gre e w ith th is
vie w poin t.
Fir s tl y , p eo ple a re e asy to d is c o ver e v ery th in g b y th em se lv es d ue to
curio sity . I n o ld s ite s s u ch a s m use um s, th ere a re l o ts o f o ld a nd f r a gile
th in gs i .e . a nti q ues o r h erita ges. W ith l a rg e c ro w ds o f to uris ts , i t i s
diffic ult f o r th e to ur-g uid e to te ll th e v is ito rs w hat th ey s h o uld d o a nd
what th ey s h o uld n o t d o. F ro m th at, th e h erita ges a nd c o nse rv ed th in gs
are e asy h ap haza rd ly d am aged b y th e v is ito rs . S eco nd ly , to o m any
vis ito rs a ls o a ffe ct th e q uality o f th e to ur. T he to uris ts a re f r o m
ev ery w here i n th e w orld s o d iffe re nt l a nguage i s a b ig p ro ble m . T here
is n o t e no ugh w ell- in fo rm ed to ur-g uid e to i n str u ct th e to uris ts .
Additi o nally , to s a ti s fy a ll th e d em and s o f th e v is ito r i s a no th er
dis a d vanta ge. F or e xam ple , i n o ne to ur, o ne v is ito r w ants to v is it i n
lo ng p erio d o f ti m e b ut a no th er f e els h ungry s o h e o r s h e n eed s to e njo y
th eir m eals . T hat c ause s d iffic ulty f o r th e to ur-g uid e to o rg aniz e a nd
manage th e to ur.
One s o lu ti o n to d ecre ase th e n egati v e e ffe cts o f l a rg e c ro w ds i s to l im it
th e n um ber o f v is ito rs i n o ne to ur. A no th er w ay i s g ra nti n g th e p olic y to
pro te ct a nd c o nse rv e th e h erita ges i n o ld s ite s. F or e xam ple , d o n o t

allo w th e c hild re n v is it s u ch th ese p la ces o r d o n o t l e t th e to uris ts to uch
th e th in gs i n th e o ld s ite s. W ith th ese w ays, I b elie v e th e d am ages i n o ld
site s w ill d ecre ase .
In s u m mary , i t c an b e s e en th at o verc ro w din g o f v is ito rs c an e asily
make th e o ld s ite s b ein g d am aged a nd th e q uality o f th e v is it r e d uced .
We s h o uld a ll tr y to m ake s u re th at th is d oes n o t h ap pen o fte n i n o ur
to uris m d ev elo pm ent.
Eva lu atio n a n d C om men ts f o r L ee:
I'l l b eg in b y h ig h lig h tin g t h e e rro rs i n
re d
an d o ffe rin g a c o m men t a fte r e a ch
para gra p h ( in
gre en
):
Touris m h as b eco m e th e m ain ty p e o f e nte rta in m ent s o th e n um ber o f to uris t h as i n cre ase d r a p id ly i n
re cent y ears . H ow ev er, s o m e p eo ple s a y th at e xcessiv e n um ber o f to uris t
s v is iti n g th e o ld s ite s w ill
dam age th e s ite a nd th e q uality o f
th e
to ur w ill
be r e d uced
. I s tr o ngly a gre e w ith th is v ie w poin t.
Com ment:
You h ave in tr o duce d p art o f t h e t o pic w ell, b ut h ave n egle cte d t o in clu de t h e r o le o f
govern m ents in r e ducin g t h e p ro ble m , w hic h is a ls o p art o f t h e q uestio n; r e m em ber, t h e
in tr o ductio n n eeds t o a ddre ss a ll p arts o f t h e q uestio n.
Y ou h ave a ls o m ade a f e w s m all e rro rs in
verb f o rm , u se o f a rtic le s a nd u se o f p lu ra ls .
( S ee s a m ple a nsw er b elo w f o r id eas o n h ow t o
im pro ve o n t h is .)
Fir s tl y , p eo ple
se ek to d is c o ver n ew s ite s a nd l o cati o ns
by th em se lv es d ue to c urio sity . I n o ld s ite s
su ch a s m use um s, th ere a re l o ts o f o ld a nd f r a gile th in gs,
lik e
anti q ues o r
arte fa cts
. W ith l a rg e c ro w ds
of to uris ts , i t i s d iffic ult f o r th e to ur-g uid e to te ll th e v is ito rs w hat th ey s h o uld d o a nd w hat th ey
sh o uld n o t d o. F ro m th at, th e
anti q ues
and
oth er p ro te cte d o bje cts
are
easily o r
hap haza rd ly d am aged
by th e v is ito rs . S eco nd ly , to o m any v is ito rs a ls o a ffe ct th e q uality o f th e to ur. T he to uris ts a re f r o m
ev ery w here i n th e w orld s o d iffe re nt
la nguages a re
a b ig p ro ble m . T here
are
n o t e no ugh w ell-
in fo rm ed
to ur-g uid es
to i n str u ct th e to uris ts . A dditi o nally , to s a ti s fy a ll th e d em and s o f th e v is ito r i s
ano th er d is a d vanta ge. F or e xam ple , i n o ne to ur, o ne v is ito r w ants to v is it
fo r
lo ng p erio
ds
of ti m e b ut
ano th er f e els h ungry s o h e o r s h e n eed s to e njo y th eir m eals . T hat c ause s d iffic ulty f o r th e to ur-g uid e
to o rg aniz e a nd m anage th e to ur.
Com ment:
You'v e d one a n ic e j o b o f p ro vid in g s p ecif ic e xam ple s in t h is p ara gra ph.
T o im pro ve
th is p ara gra ph, b e s u re t h at y our t o pic s e nte nce ( fir st s e nte nce in a p ara gra ph, w hic h in tr o duce s
th e m ain id ea o f t h e p ara gra ph) a ctu ally s ta te s w hat t h e p ara gra ph is a bout.
H ere , t h e
para gra ph s e em s t o f o cu s o n t h e j o b o f t h e t o ur g uid e; h ow ever, y our t o pic s e nte nce is a bout
to uris ts s a tis fy in g t h eir o w n c u rio sit y .
T his c re ate s a n e le m ent o f c o nfu sio n in t h is p ara gra ph.

Als o , t h is p ara gra ph c o uld b e im pro ved b y in clu din g m ore a ca dem ic v oca bula ry a nd f e w er
am big uous p hra se s lik e " lo ts o f" a nd " every w here " ; b e m ore s p ecif ic .

One s o lu ti o n to d ecre ase th e n egati v e e ffe cts o f l a rg e c ro w ds i s to l im it th e n um ber o f v is ito rs i n o ne
to ur. A no th er w ay i s
in tr o ducin g
polic ie s
to p ro te ct a nd c o nse rv e th e h erita ges i n o ld s ite s. F or
exam ple , d o n o t a llo w
child re n
v is it s u ch th ese p la ces o r d o n o t l e t th e to uris ts to uch th e th in gs i n th e
old s ite s. W ith th ese w ays, I b elie v e th e
dam age
i n o ld s ite s w ill d ecre ase .
Com ment:
Again , a
str o ng e ffo rt, b ut w it h s o m e e rro rs in s tr u ctu re , g ra m mar a nd a ppro pria te
voca bula ry .
Y ou c o uld im pro ve t h is p ara gra ph b y in clu din g a t o pic s e nte nce ; t h is p ara gra ph

pro vid es a lis t o f s e vera l s o lu tio ns t o t h e p ro ble m , a nd t h e t o pic s e nte nce s h ould s ta te t h at t h at's
what is in clu ded in t h is p ara gra ph.
In s u m mary , i t c an b e s e en th at o verc ro w din g o f v is ito rs c an e asily
dam age
th e o ld s ite s a nd
detr a ct
fr o m
th e q uality o f th e v is it. W e s h o uld a ll tr y to m ake s u re th at th is d oes n o t h ap pen o fte n i n o ur
to uris m d ev elo pm ent.
Com ment:
Your c o nclu sio n s e rv es a s a g ood s u m mary o f t h e m ain p oin t o f y our e ssa y.
Y ou
sh ould a ls o in clu de t h e s e co nd p art o f t h e q uestio n a bout s o lu tio ns o ffe re d b y g overn m ents
(m ore s p ecif ic t h an " w e a ll" ).
O vera ll, n ic e ly d one.
Estim ate d S co re :

6 *

Sam ple A nsw er
Over t h e p ast c e n tu ry , t r a vel a n d t o u ris m h ave b eco m e i n cre asin gly p opu la r a ctiv it ie s, a n d
th e n um ber o f t o u ris ts h as i n cre ase d e xp on en tia lly e ach y ear.
M an y p eo ple b elie ve t h at
exce ssiv e n um bers o f t o u ris ts w ill n ot o n ly d etr a ct f r o m t h e e xp erie n ce o f v is it in g o ld
sit e s, b u t w ill a ls o d am age t h e s it e s t h em se lv es.
I a gre e t h at t o u ris m n um bers h ave
beco m e a p ro ble m t h ro u gh ou t t h e w orld a n d t h at g o vern m en ts s h ou ld t a k e s te p s t o l im it
th e n um ber o f t o u ris ts , o r t o p ro vid e s u it a b le a lt e rn ativ es t o t h e p re se n t s it u atio n o f
overc ro w din g.
To b egin , t h ere a re t w o p ro ble m s w hic h a ris e f r o m l a rg e n um bers o f t o u ris ts v is it in g
fa m ou s s it e s.
F ir s tly , t h e q u alit y o f t h e e xp erie n ce o f v is it in g a f a m ou s r e lic i s n egativ ely
affe cte d b y c ro w ds.
F or e xam ple , t h e M on a L is a i s a f a m ou s p ain tin g i n t h e L ou vre , i n
Paris .
W hen I v is it e d t h e m use u m a n d w en t t o v ie w t h e M on a L is a , I c o u ld b are ly s e e t h e
pain tin g b eca u se t h e r o om w as s o c ro w ded .
F or t h is r e aso n , I d id n ot e n jo y t h e
exp erie n ce .
S eco n dly , t h e p ain tin g h ad b een c o vere d i n g la ss, b eca u se t h e m ois tu re
gen era te d b y m illio n s o f v is it o rs w as d am agin g t h e p ain tin g.
T here fo re , v is it o rs c a n not
cle arly s e e t h e d eta ils o f t h e p ain tin g b eca u se i t m ust b e p ro te cte d b y a t h ic k p la te o f
gla ss.
B oth o f t h ese f a cto rs d etr a ct f r o m t h e p ain tin g i t s e lf , a s w ell a s t h e e xp erie n ce o f
vie w in g i t .
There a re s e vera l s o lu tio n s g o vern m en ts c o u ld i m ple m en t t o d ecre ase t h e n egativ e e ffe cts
of l a rg e c ro w ds i n t o u ris t d estin atio n s.
F or e xam ple , g o vern m en ts c o u ld l im it t h e n um ber
of p eo ple a llo w ed t o v is it a s it e e ach d ay, t o p ro te ct t h e s it e s f r o m d am age c a u se d b y
cro w ds.
A ls o , r e p lic a s o f d ete rio ra tin g s it e s o r a rte fa cts c o u ld b e m ad e, s o t h at p eo ple c a n
have t h e e xp erie n ce o f v is it in g t h e s it e , b u t d o n ot a ctu ally d am age t h e i r re p la ce ab le s it e
or o bje ct.
In c o n clu sio n , i t i s e vid en t t h at i n cre asin g n um bers o f t o u ris ts c a n d am age o ld s it e s a n d
detr a ct f r o m t h e q u alit y o f t h e t o u ris t e xp erie n ce .
G overn m en ts , t o u ris t o pera to rs a n d
th e t o u ris ts t h em se lv es s h ou ld t a k e p re ca u tio n s t o e n su re t h at t h ese v alu ab le s it e s
re m ain i n ta ct.

(3 35 w ord s)

Stu den t E ssa y # 2: T ask 2
You s h o uld s p end a b out 4 0 m in ute s o n th is ta sk .
Pre se nt a w ritte n a rg um ent o r c ase to a n e d ucate d r e ad er w ith n o s p ecia lis t k no w le d ge o f th e
fo llo w in g to pic .
Som e p eo ple s a y t h at t h e I n te rn et i s r e sp on sib le f o r d estr o yin g t h e
so cia l s k ills o f t e en agers a n d y o u ng a du lts .
Why d o y o u t h in k t h e I n te rn et i s s e en a s d an gero u s i n t h is w ay a n d
what c a n w e d o t o m ake s u re t h at i t d oes n ot h arm t h e s o cia l
deve lo pm en t o f t e en agers a n d y o u ng a du lts ?
You s h o uld u se y o ur o w n i d eas, k no w le d ge a nd e xp erie nce a nd s u p port y o ur a rg um ents w ith
exam ple s a nd r e le v ant e v id ence.
You s h o uld w rite a t l e ast 2 50 w ord s.

Roberto ’s E ssa y:
Sin ce i ts i n v enti o n, th e I n te rn et h as c hanged th e w ay p eo ple
co m munic ate . M any p eo ple a rg ue th at i t h as h ad a n egati v e i n flu ence o n
th e w ay te enager
and y o ung a d ults c o m munic ate . T his e ssa y w ill p re se nt
so m e i d eas a b out w hy th is m ay b e a n egati v e d ev elo pm ent a nd s u ggest
ho w th is i n flu ence c an b e r e d uced .
The I n te rn et c an l e ad to l o nelin ess d ue to a n a cti v ity ,
whic h i s u su ally
done a lo ne. I n a d diti o n, o n th e I n te rn et, p eo ple c an d o e v ery th in g, f o r
exam ple
th ey c an r e la x b y l is te nin g to m usic o r w atc hin g
film . B esid es
th is ,
In te rn et i s g o od s o urc e f o r p eo ple to s tu d y a nd to s e arc h f o r
in fo rm ati o n. T eenagers a re v ery h o oked to g am es o nlin e b ecause i t
se em s th at th ey’re l iv in g i n a no th er w orld . F ro m th at, b oth a d ults a nd
te enagers b eco m e a d dic te d to I n te rn et s o th ey d o n o t g iv e ti m e th e
peo ple a ro und th em . A s a r e su lt, p ra cti c al s o lu ti o ns to th ese p ro ble m s
co uld b e f o und . O ne c o urs e o f a cti o n c o uld b e to l im it th e u se o f
In te rn et, f o r e xam ple
by h av in g n o I n te rn et
days. O th er d ays w ould b e
fo r w ork in g a nd s tu d yin g. C ounse llin g i s a n o pti o n f o r p eo ple
use
In te rn et f r e q uentl y
is
als o a g o od s o lu ti o n.
Lastl y , s o m e p eo ple c la im th at f r e q uent u se o f
In te rn et m ay c ause b ad
ab ility i n s p oken c o m munity . T here fo re , i t i s n ecessa ry to e nco ura ge
more s o cia l a cti v iti e s i .e . c am pin g, p la yin g s p orts , a nd d oin g c harity .
With th ese a cti v iti e s, p eo ple w ould f in d th at b esid es
In te rn et, th ere a re
more e xciti n g a nd m eanin gfu l th in gs to d o. S in ce th en, ti m e f o r I n te rn et
will b e a rra nged l o gic ally .
In s u m mary , i t c an b e s e en th at
over-e xp osu re to th e I n te rn et c an b e
dangero us to y o ung p eo ple . S pecific ally , i t c an h arm th e d ev elo pm ent o f
th eir s o cia l s k ills a t a n i m porta nt ti m e i n th eir l iv es. W e s h o uld a ll w ant
to m ake s u re th at th is d oes n o t h ap pen b efo re i t b eco m es a m ajo r i s su e
in o ur s o cie ty .
This i s s tr o ng w riti n g a nd w ould m ost l ik ely e arn a h ig h b and s c o re ; p ossib ly a 7 o r e v en a n 8 . A s
yo u c an s e e, R oberto h as p ra cti c ed o fte n a nd h as u se d th e te m pla te f r o m P art 1 o f th is b ook to
org anis e h is e ssa y; h e h as a ls o u tl is e d m any o f th e o th er m eth o ds o utl in ed i n th is b ook. L et’ s l o ok a t
ho w R oberto c o uld i m pro ve h is w riti n g e v en m ore b y r e ad in g th ro ugh th e c o m ments I w ro te :
Com men ts a n d E va lu atio n f o r R oberto :
Sin ce i ts i n v enti o n, th e I n te rn et h as c hanged th e w ay p eo ple c o m munic ate . M any p eo ple a rg ue th at i t
has h ad a n egati v e i n flu ence o n th e w ay te enager
s a nd y o ung a d ults c o m munic ate . T his e ssa y w ill
pre se nt s o m e i d eas a b out w hy th is m ay b e a n egati v e d ev elo pm ent a nd s u ggest h o w th is i n flu ence c an
be r e d uced .
Your w riti n g i s c le ar a nd w ell o rg aniz e d .
F ir s t, I w ill p ost y o ur e ssa y w ith c o rre cti o ns m ark ed i n
re d
. You c an s e e th ere a re n o t m any g ra m mati c al e rro rs i n y o ur w riti n g, w hic h i s g o od.

The I n te rn et c an l e ad to l o nelin ess d ue to a n a cti v ity
(ta ke o u t c o m ma)
whic h i s u su ally d one a lo ne.
In a d diti o n, o n th e I n te rn et, p eo ple c an d o e v ery th in g
; (u se e ith er a s e m i- c o lo n o r p erio d h ere )
fo r
exam ple
,
th ey c an r e la x b y l is te nin g to m usic o r w atc hin g
a
film . B esid es th is ,
th e
In te rn et i s g o od
so urc e f o r p eo ple to s tu d y a nd to s e arc h f o r i n fo rm ati o n. T eenagers a re v ery h o oked to g am es o nlin e
because i t s e em s th at th ey
are
(d o n ot u se c o n tr a ctio n s i n f o rm al a ca dem ic w ritin g)
liv in g i n
ano th er w orld . F ro m th at, b oth a d ults a nd te enagers b eco m e a d dic te d to I n te rn et s o th ey d o n o t g iv e
ti m e
to
th e p eo ple a ro und th em . A s a r e su lt, p ra cti c al s o lu ti o ns to th ese p ro ble m s c o uld b e f o und . O ne
co urs e o f a cti o n c o uld b e to l im it th e u se o f I n te rn et, f o r e xam ple
, by h av in g
In te rn et-fr e e
days.
Oth er d ays w ould b e f o r w ork in g a nd s tu d yin g. C ounse llin g i s a n o pti o n f o r p eo ple
who
use
th e
In te rn et f r e q uentl y
and
is
als o a g o od s o lu ti o n.
Lastl y , s o m e p eo ple c la im th at f r e q uent u se o f
th e
In te rn et m ay c ause
an im pair e d
ab ility i n s p oken
co m munity . T here fo re , i t i s n ecessa ry to e nco ura ge m ore s o cia l a cti v iti e s i .e . c am pin g, p la yin g s p orts ,
and d oin g c harity . W ith th ese a cti v iti e s, p eo ple w ould f in d th at b esid es
t h e
In te rn et, th ere a re m ore
exciti n g a nd m eanin gfu l th in gs to d o. S in ce th en, ti m e f o r
th e
In te rn et w ill b e a rra nged l o gic ally .
In s u m mary , i t c an b e s e en th at
an
over-e xp osu re to th e I n te rn et c an b e d angero us to y o ung p eo ple .
Specific ally , i t c an h arm th e d ev elo pm ent o f th eir s o cia l s k ills a t a n i m porta nt ti m e i n th eir l iv es. W e
sh o uld a ll
tr y
to m ake s u re th at th is d oes n o t h ap pen b efo re i t b eco m es a m ajo r i s su e i n o ur s o cie ty .
You c an s e e th at m ost o f th e c o rre cti o ns a re i n th e u se o f p unctu ati o n, b ut th ey a re m in o r e rro rs .
I n th e
past f e w y ears , p unctu ati o n h as b eco m e m ore o f a c o nsid era ti o n to I E LT S e xam in ers , s o b e s u re to
ta ke n o te o f i t a nd tr y to r e ad th ro ugh y o ur e ssa y o nce d urin g th e te st to c heck th at y o u h av e u se d
co m mas a nd p erio ds a p pro pria te ly .
" In te rn et" a s a n o un a lw ays ta kes th e d efin ite a rti c le " th e".
Next, I 'l l m ake s o m e c o m ments a fte r e ach p ara gra p h.

Sin ce i ts i n v enti o n, th e I n te rn et h as c hanged th e w ay p eo ple c o m munic ate . M any p eo ple a rg ue th at i t
has h ad a n egati v e i n flu ence o n th e w ay te enagers a nd y o ung a d ults c o m munic ate . T his e ssa y w ill
pre se nt s o m e i d eas a b out w hy th is m ay b e a n egati v e d ev elo pm ent a nd s u ggest h o w th is i n flu ence c an
be r e d uced .

You h av e d one a g o od j o b o f i n tr o ducin g th e c entr a l to pic .
Y our f ir s t tw o s e nte nces a re d one
extr e m ely w ell.
T he th ir d a nd l a st s e nte nce o f y o ur i n tr o ducti o n ( c alle d th e T hesis S ta te m ent) n eed s
to b e v ery e xp lic itl y s ta te d , s o I th in k y o u c o uld i m pro ve th is e ssa y b y b ein g e v en m ore s p ecific i n
th is s e nte nce, l ik e th is :
This e ssa y w ill p re se nt s o m e id eas a bout w hy o veru se o f
th e I n te rn et c a n
have a n egativ e im pact o n t h e s o cia l d evelo pm ent o f y oung p eople , a nd w ill m ak e s e vera l
su ggestio ns a bout h ow t h e n egativ e in flu ence o f t h e I n te rn et c a n b e r e duce d.
A s y o u a re w riti n g
th e l a st s e nte nce o f y o ur i n tr o ducti o n, b e s u re to r e fe r to th e e ssa y q uesti o n, a s th is i s w here y o u m ust
addre ss t h e I E LT S q uestio n
.
The I n te rn et c an l e ad to l o nelin ess d ue to a n a cti v ity , w hic h i s u su ally d one a lo ne. I n a d diti o n, o n th e
In te rn et, p eo ple c an d o e v ery th in g, f o r e xam ple th ey c an r e la x b y l is te nin g to m usic o r
watc hin g f ilm .
Besid es th is , I n te rn et i s g o od s o urc e f o r p eo ple to s tu d y a nd to s e arc h f o r i n fo rm ati o n. T eenagers a re
very h o oked to g am es o nlin e b ecause i t s e em s th at th eyre l iv in g i n a no th er w orld . F ro m th at, b oth
ad ults a nd te enagers b eco m e a d dic te d to I n te rn et s o th ey d o n o t g iv e ti m e f o r th e p eo ple a ro und th em .
As a r e su lt, p ra cti c al s o lu ti o ns to th ese p ro ble m s c o uld b e f o und . O ne c o urs e o f a cti o n c o uld b e to
lim it th e u se o f I n te rn et, f o r e xam ple b y h av in g I n te rn et f r e e d ays. O th er d ays w ould b e f o r w ork in g
and s tu d yin g. C ounse llin g i s a n o pti o n f o r p eo ple u se I n te rn et f r e q uentl y i s a ls o a g o od s o lu ti o n.

You h av e i n clu d ed m any d iffe re nt i d eas i n th is p ara gra p h, a nd , w hile th ey a re c o here nt a nd f o llo w o n
lo gic ally f r o m th e p re ced in g i d ea, I th in k y o u c o uld i m pro ve th is e ssa y b y d iv id in g s e p ara te i d eas i n to
se p ara te p ara gra p hs a nd b egin nin g e ach p ara gra p h w ith a c le arly s ta te d to pic s e nte nce.
F or e xam ple ,
th is p ara gra p h c o uld b e d iv id ed i n to tw o p ara gra p hs w ith d is ti n ct a nd s e p ara te i d eas: 1 )
is o la tio n
ca use d b y I n te rn et u se
; 2 )
so lu tio ns
to s o cia l i s o la ti o n ( s e e e ssa y b elo w to s e e h o w th is c o uld b e
done).
Lastl y , s o m e p eo ple c la im th at f r e q uent u se o f I n te rn et m ay c ause l e ss a b ility i n s p oken c o m munity .
There fo re , i t i s n ecessa ry to e nco ura ge m ore s o cia l a cti v iti e s i .e . c am pin g, p la yin g s p orts , a nd d oin g
charity . W ith th ese a cti v iti e s, p eo ple w ould f in d th at b esid e I n te rn et, th ere a re m ore e xciti n g a nd
meanin gfu l th in gs to d o. S in ce th en, ti m e f o r I n te rn et w ill b e a rra nged l o gic ally .
I th in k th is p ara gra p h s h o uld b e i n clu d ed i n y o ur to pic a b out s o lu ti o ns to th e p ro ble m o f s o cia l
is o la ti o n ( s e e b elo w ).
In s u m mary , i t c an b e s e en th at o ver-e xp osu re to th e I n te rn et c an b e d angero us to y o ung p eo ple .
Specific ally , i t c an h arm th e d ev elo pm ent o f th eir s o cia l s k ills a t a n i m porta nt ti m e i n th eir l iv es. W e
sh o uld a ll th y to m ake s u re th at th is d oes n o t h ap pen b efo re i t b eco m es a m ajo r i s su e i n o ur s o cie ty .
Nic e c o nclu sio n, b ut a gain , m ake s u re y o ur s ta te m ents a re c le ar.
A void o veru sin g th e w ord " th is ";
in ste ad , r e sta te th e n o un o r n o un p hra se th at " th is " r e fe rs to .
Roberto , y o ur w riti n g i s o f a h ig h s ta nd ard .
A s a f in al s u ggesti o n to i m pro ve o n th e s k ills y o u a lr e ad y
hav e, m ake s u re y o ur p ara gra p hs f o cus o n a c le ar a nd d is ti n ct p oin t, a nd i n tr o duce th at p oin t b y
pro vid in g a c le ar i n tr o ducti o n to th e p ara gra p h ( T opic S ente nce).
T his s h o uld b e d one i n th e 3 -5
min ute s y o u ta ke to P LA N y o ur e ssa y.
Estim ate I E LT S S co re :

7-8
*

Next, I 'l l m ake s o m e c hanges to th e e ssa y y o u h av e w ritte n a nd p ro vid e y o u w ith a m odel a nsw er to
th e q uesti o n y o u w ro te a b out:
Som e p eo ple s a y t h at t h e I n te rn et i s r e sp on sib le f o r d estr o yin g t h e
so cia l s k ills o f t e en agers a n d y o u ng a du lts .
Why d o y o u t h in k t h e I n te rn et i s s e en a s d an gero u s i n t h is w ay a n d
what c a n w e d o t o m ake s u re t h at i t d oes n ot h arm t h e s o cia l
deve lo pm en t o f t e en agers a n d y o u ng a du lts ?
Sam ple A nsw er:
Sin ce i t s i n ven tio n , t h e I n te rn et h as c h an ged t h e w ay p eo ple c o m munic a te . M an y p eo ple
arg u e t h at i t h as h ad a n egativ e i n flu en ce o n t h e w ay t e en ager a n d y o u ng a d u lt s
co m munic a te . T his e ssa y w ill p re se n t s o m e i d eas a b ou t w hy o veru se o f
th e I n te rn et c a n
have a n egativ e i m pact o n t h e s o cia l d evelo pm en t o f y o u ng p eo ple , a n d w ill m ak e s e vera l
su ggestio n s a b ou t h ow t h e n egativ e i n flu en ce o f t h e I n te rn et c a n b e r e d u ce d .

Fir s tly , u sin g t h e I n te rn et c a n l e ad t o s o cia l i s o la tio n b eca u se i t i s a n a ctiv it y t h at i s
usu ally d on e a lo n e.
F or e xam ple , p eo ple w atc h f ilm s, l is te n t o m usic , s tu dy a n d s e arc h
fo r i n fo rm atio n o n t h e I n te rn et, b u t a ll o f t h ese a ctiv it ie s a re u su ally d on e i n div id u ally .

In m y o pin io n , t h is s o cia l i s o la tio n t h at i s c o m mon a m on g I n te rn et u se rs c a n h ave a
negativ e i m pact o n p eo ple , e sp ecia lly t e en agers .
T een agers a re o fte n
attr a cte d b y
vir tu al
gam es a n d c h at r o om s b eca u se t h ese a ctiv it ie s a re e n te rta in in g, b u t t h ese a ctiv ate s a re
not h elp in g y o u ng p eo ple l e arn s o cia l s k ills t h at w ill h elp t h em b eco m e s u cce ssfu l a n d
effe ctiv e c o m munic a to rs i n s o cie ty .
I f y o u ng p eo ple s p en d t o o m uch t im e o n lin e, t h ey
may l o se v alu ab le s o cia l e xp erie n ce s t h at h elp t h em d evelo p i n to c o n fid en t a d u lt s .
There a re s e vera l s o lu tio n s t o t h e p ro ble m s o f s o cia l i s o la tio n t h at c a n b e c a u se d b y
sp en din g t o m uch t im e o n t h e I n te rn et.
F ir s t o f a ll, p are n ts a n d t e ach ers c o u ld l im it t h e
am ou nt o f t im e t h eir c h ild re n o r s tu den ts a re a llo w ed t o s p en d o n t h e I n te rn et, o r i m pose
In te rn et-fr e e d ays.
T o p re ven t s tu den ts f r o m l o sin g t h eir a b ilit y t o c o m munic a te
effe ctiv ely , s ch ools c o u ld o rg an iz e d eb ate c lu bs, c a m pin g a ctiv it ie s, c o m pu ls o ry s p ortin g
even ts a n d c h arit y o r v o lu nte er w ork .
A ll o f t h ese a ctiv it ie s, i f m ad e a p art o f t h e
stu den ts ' d aily s ch ed u le , c o u ld h elp p re ven t o r r e so lv e p ro ble m s o f i s o la tio n t h at a re
ca u se d b y f r e q u en t a n d l e n gth y o n lin e v is it s .
O nce e n gaged i n s o cia l a ctiv it ie s, m ost
stu den ts w ou ld f in d t h at t h ese a re e xcit in g a n d m ean in gfu l p u rs u it s .

In c o n clu sio n , i t i s c le ar t h at a n o ver-e xp osu re t o t h e I n te rn et c a n b e d an gero u s t o y o u ng
peo ple .
S pecif ic a lly , i t c a n h arm t h e d evelo pm en t o f t h eir s o cia l s k ills a t a n i m porta n t
tim e i n t h eir l iv es.
P ro vid in g m ean in gfu l s o cia l a ctiv it ie s f o r y o u ng p eo ple i s a n
im porta n t s o lu tio n t h at s h ou ld b e i m ple m en te d b efo re s o cia l i s o la tio n o f o u r y o u ng
peo ple b eco m es a m ajo r i s su e i n o u r s o cie ty .
( 3 75 w ord s)

Stu den t E ssa y # 3: T ask 2
You s h o uld s p end a b out 4 0 m in ute s o n th is ta sk .
Pre se nt a w ritte n a rg um ent o r c ase to a n e d ucate d r e ad er w ith n o s p ecia lis t k no w le d ge o f th e
fo llo w in g to pic .
At s o m e p oin t i n t h e f u tu re , i t m ay b eco m e s c ie n tif ic a lly p ossib le f o r
peo ple t o l iv e f o r a s m an y a s 1 50 y e a rs. W hile t h is c o u ld b e g ood f o r
in div id u als , i n cre a sin g l o n gevity m ay h ave n eg ativ e c o n se q u en ces
fo r s o cie ty .
What a re t h e r is k s a n d b en efits a n d r is k s o f p eo ple l iv in g l o n ger?
You s h o uld u se y o ur o w n i d eas, k no w le d ge a nd e xp erie nce a nd s u p port y o ur a rg um ents w ith
exam ple s a nd r e le v ant e v id ence.
You s h o uld w rite a t l e ast 2 50 w ord s.

Sh in e’s E ssa y:
With th e d ev elo pm ent o f s c ie nce a nd te chno lo gy, th e d re am o f l iv in g to
one h und re d a nd f ifty y ears c o uld b eco m e tr u e. S om e p eo ple s a y th at i t
co uld b e g o od f o r e v ery o ne a nd s o cie ty b ut o th ers a rg ue th at i t c o uld
brin g m any r is k s f o r o ur w orld . T his e ssa y w ill d is c uss th e a d vanta ges
and d is a d vanta ges p eo ple m ay m eet w hen l iv in g to o ne h und re d a nd
fifty y ears .
Fir s tl y , w hen p eo ple l o ve to o ne h und re d a nd f ifty y ears , th ey w ill h av e
more ti m e to e njo y th eir l ife a nd k no w h o w th eir c hild re n s u cceed i n th e
fu tu re . I n a d diti o n, p eo ple w ill h av e c hances to a chie v e th eir g o als ; f o r
exam ple , th e b usin ess p eo ple w ill g ain m ore e xp erie nces a nd th at
makes th em m ore s u ccessfu l. S om e s c ie nti s t, d octo rs o r m usic ia ns w ill
dev ote to o ur w orld i .e . T ho m as E dis o n w ould h av e m ore g re at
in v enti o ns to h um an o r M oza rt w ould h av e m ore w ond erfu l m usic i f
th ey l iv ed l o nger.
By c o ntr a st, b esid es th e b enefits th ere m ust b e n egati v e c o nse q uences.
When p eo ple g et o ld er, th ey w ill b eco m e u nhealth y b ecause th eir o rg ans
are u nab le to d eal w ith e xtr e m e a ge. A dditi o nally , m ore p eo ple m ay
su ffe r f r o m p ain fu l d is e ase s s u ch a s a rth riti s . A no th er f a cto r i s th at
so cie ty w elfa re w ill b re ak d ow n; f o r e xam ple , i n J a p an, th e y o ung
citi z e ns h av e to p ay ta x to s u p port th e o ld o nes. M ore o ver, a n i n cre asin g
of o ld p opula ti o n m ay l e ad to n atu ra l r e so urc es b ein g e xhauste d e .g . o ur
world n o w i s f a cin g th e e xhaust o f w ate r r e so urc e.
In c o nclu sio n, I b elie v e th at th e d is a d vanta ges f o r p eo ple l iv in g to o ne
hund re d a nd f ifty y ears f a r o utw eig h th e a d vanta ges. T here fo re , th is
dev elo pm ent w ould b e l a rg ely n egati v e o ne f o r o ur s o cie ty .
Eva lu atio n a n d C om men ts f o r S h in e:
Fir s t, I w ill c ut a nd p aste y o ur e ssa y b elo w , a nd i n d ic ate g ra m mati c al, s p ellin g a nd p unctu ati o n e rro rs
in
re d
.
With th e d ev elo pm ent o f s c ie nce a nd te chno lo gy, th e d re am o f l iv in g to o ne h und re d a nd f ifty y ears
co uld b eco m e tr u e. S om e p eo ple s a y th at i t c o uld b e g o od f o r e v ery o ne a nd s o cie ty b ut o th ers a rg ue
th at i t c o uld b rin g m any r is k s f o r o ur w orld . T his e ssa y w ill d is c uss th e a d vanta ges a nd d is a d vanta ges
peo ple m ay m eet w hen l iv in g to o ne h und re d a nd f ifty y ears .
Fir s tl y , w hen p eo ple
liv e
to o ne h und re d a nd f ifty y ears , th ey w ill h av e m ore ti m e to e njo y th eir l ife
and k no w h o w th eir c hild re n
will
su cceed i n th e f u tu re . I n a d diti o n, p eo ple w ill h av e c hances to
achie v e th eir g o als ; f o r e xam ple , th e b usin ess p eo ple w ill g ain m ore
exp erie nce
and th at m akes th em
more s u ccessfu l. S om e
sc ie nti s ts
, d octo rs o r m usic ia ns
co uld
dev ote
more ti m e
to
im pro vin g
our
world .
For e xam ple ,
Tho m as E dis o n
co uld
h av e
co ntr ib ute d
m ore g re at i n v enti o ns to
hum ankin d
or
Moza rt
co uld
hav e
c o m pose d
more w ond erfu l m usic i f th ey
had
l iv ed l o nger.
By c o ntr a st, b esid es th e b enefits th ere m ust b e n egati v e c o nse q uences. W hen p eo ple g et o ld er, th ey

will b eco m e u nhealth y b ecause th eir o rg ans a re u nab le to d eal w ith e xtr e m e a ge. A dditi o nally , m ore
peo ple m ay s u ffe r f r o m p ain fu l d is e ase s s u ch a s a rth riti s . A no th er f a cto r i s th at
s o cie ty 's
welfa re w ill
bre ak d ow n; f o r e xam ple , i n J a p an, th e y o ung c iti z e ns h av e to p ay ta x to s u p port th e o ld o nes.
More o ver, a n
in cre ase i n th e p opula ti o n o f o ld p eo ple
m ay l e ad to n atu ra l r e so urc es b ein g e xhauste d ,
as
our w orld i s
no w
fa cin g th e
exhausti o n
o f w ate r
re so urc es.
In c o nclu sio n, I b elie v e th at th e d is a d vanta ges f o r p eo ple l iv in g to o ne h und re d a nd f ifty y ears f a r
outw eig h th e a d vanta ges. T here fo re , th is d ev elo pm ent w ould b e
a
l a rg ely n egati v e o ne f o r o ur
so cie ty .
I th in k y o u h av e d one a g o od j o b i n o rg aniz in g th is e ssa y.
I t h as c le ar p ara gra p hs w hic h o utl in e th e
main p oin ts r e q uir e d .
Y our
punctu atio n
a nd
sp ellin g
are m ostl y a ccura te , a nd y o ur w riti n g i s c le ar
and e asy to r e ad , w ith a f e w
gra m matic a l
e rro rs th at d o n o t
hin d er th e r e ad er's u nd ers ta nd in g.
Y ou
hav e u se d a r a nge o f
aca dem ic v oca bula ry
w ord s ( a lth o ugh th is c o uld b e e xp and ed )
and y o u h av e
giv en g o od
exam ple s
a nd
evid ence
to s u p port th e p oin ts y o u m ake i n y o ur
Topic S ente nce s
( th e f ir s t
se nte nce o f e ach S up porti n g P ara gra p h).

Now , l e t's l o ok a t e ach p ara gra p h i n d iv id ually :
In tr o ductio n
With th e d ev elo pm ent o f s c ie nce a nd te chno lo gy, th e d re am o f l iv in g to o ne h und re d a nd f ifty y ears
co uld b eco m e tr u e. S om e p eo ple s a y th at i t c o uld b e g o od f o r e v ery o ne a nd s o cie ty b ut o th ers a rg ue
th at i t c o uld b rin g m any r is k s f o r o ur w orld . T his e ssa y w ill d is c uss th e a d vanta ges a nd d is a d vanta ges
peo ple m ay m eet w hen l iv in g to o ne h und re d a nd f ifty y ears .
I th in k th is i s w ell d one.
Y ou h av e b egun w ith a b ro ad s ta te m ent a b out th e to pic ; th is c an a ls o i n clu d e
a b rie f r e fe re nce to b ackgro und i n fo rm ati o n a s w ell.
Y our s e co nd s e nte nce n ic ely b rin gs th e I E LT S
questi o n i n to th e to pic , w ith th e d iffe rin g v ie w poin ts e xp la in ed .
A nd y o ur
Thesis S ta te m ent
( la st
se nte nce o f th e i n tr o ducti o n) b egin s to a nsw er th e q uesti o n, b ut I th in k c o uld d o a b ette r j o b.

Rem em ber, th e
Thesis S ta te m ent
s h o uld ( 1 )
answ er t h e q uestio n
a nd ( 2 )
in tr o duce t h e s u pportin g
para gra phs
. H ere i s a no th er e xam ple o f h o w y o u c o uld i n tr o duce th is e ssa y:
With th e d ev elo pm ent o f s c ie nce a nd te chno lo gy, h um an b ein gs a re l iv in g l o nger a nd l o nger l iv es.

With in th e n ext g enera ti o n, p eo ple m ay b e a b le to l iv e a s l o ng a s o ne h und re d a nd f ifty y ears .
While
so m e p eo ple b elie v e th at s u ch l o ngev ity w ould b enefit i n d iv id uals , o th ers a rg ue th at s o cie ty a s a
who le w ould s u ffe r i f
many p eo ple l iv e to s u ch a n o ld a ge.
T his e ssa y w ill d is c uss th e a d vanta ges
and d is a d vanta ges p eo ple a nd s o cie ty m ay m eet w hen te chno lo gy a llo w s u s to d oub le o ur l ife s p an.
Supportin g P ara gra ph 1
Fir s tl y , w hen p eo ple
liv e
to o ne h und re d a nd f ifty y ears , th ey w ill h av e m ore ti m e to e njo y th eir l ife
and k no w h o w th eir c hild re n
will
su cceed i n th e f u tu re . I n a d diti o n, p eo ple w ill h av e c hances
to
achie v e th eir g o als ; f o r e xam ple , th e b usin ess p eo ple w ill g ain m ore
exp erie nce
and th at m akes th em
more s u ccessfu l. S om e
sc ie nti s ts
, d octo rs o r m usic ia ns
co uld
dev ote
more ti m e
to
im pro vin g
our
world .
For e xam ple ,
Tho m as E dis o n
co uld
h av e
co ntr ib ute d
m ore g re at i n v enti o ns to
hum ankin d
or
Moza rt
co uld
hav e
c o m pose d
more w ond erfu l m usic i f th ey
had
l iv ed l o nger.
This p ara gra p h s ti c ks w ell to th e to pic o f " a d vanta ges to i n d iv id uals ".
Y ou h av e d one a v ery g o od
jo b o f p ro vid in g e xam ple s to s u p port y o ur o rig in al s ta te m ent.
I th in k th e b est w ay to i m pro ve th is
para gra p h w ould b e to p ra cti c e w riti n g i t s e v era l ti m es, c o rre cti n g g ra m mar m is ta kes a nd a rti c ula ti n g
yo ur i d eas a s c le arly a nd a cad em ic ally a s y o u c an.
H ere i s a no th er e xam ple :

Fir s tl y , i f p eo ple w ere a b le to l iv e to o ne h und re d a nd f ifty y ears o f a ge, th ey w ould h av e m ore ti m e
to e njo y th eir l iv es a nd c o ntr ib ute to s o cie ty . F or e xam ple , a p are nt w ould h av e m ore o pportu nity to
help th eir c hild re n s u cceed .
S im ila rly , a b usin essp ers o n w ould h av e a d diti o nal ti m e to g ain
exp erie nce a nd w ould th ere fo re b e m ore l ik ely to a chie v e
his o r h er
go als .
S cie nti s ts , d octo rs a nd
music ia ns c o uld a ls o d ev ote m ore ti m e to th eir e nd eav ours a nd m ake a d diti o nal c o ntr ib uti o ns to th e
glo bal s o cie ty .
T ho m as E dis o n, f o r e xam ple , c o uld h av e i n v ente d m ore u se fu l d ev ic es, a nd M oza rt
co uld h av e c o m pose d e v en m ore i n sp ir a ti o nal m usic i f h e h ad h ad th e m eans to e xte nd h is l ife .
Supportin g P ara gra ph 2
By c o ntr a st, b esid es th e b enefits th ere m ust b e n egati v e c o nse q uences. W hen p eo ple g et o ld er, th ey
will b eco m e u nhealth y b ecause th eir o rg ans a re u nab le to d eal w ith e xtr e m e a ge. A dditi o nally , m ore
peo ple m ay s u ffe r f r o m p ain fu l d is e ase s s u ch a s a rth riti s . A no th er f a cto r i s th at
s o cie ty 's
welfa re w ill
bre ak d ow n; f o r e xam ple , i n J a p an, th e y o ung c iti z e ns h av e to p ay ta x to s u p port th e o ld o nes.
More o ver, a n
in cre ase i n th e p opula ti o n o f o ld p eo ple
m ay l e ad to n atu ra l r e so urc es b ein g e xhauste d ,
as
our w orld i s
no w
fa cin g th e
exhausti o n
o f w ate r
re so urc es.
Again , y o u h av e d one a g o od j o b o f i n tr o ducin g th e f o cus o f th e p ara gra p h: n egati v e c o nse q uences.

And y o u h av e g iv en g o od e xam ple s.
B e c are fu l o f u sin g i .e . a nd e .g ., a s th ese a b bre v ia ti o ns
so m eti m es s e em a b ru p t.
B elo w , I h av e f o cuse d m ore o n o ne e xam ple a nd d is c usse d i t i n m ore d eta il.

Here i s a no th er e xam ple o f h o w th is i d ea c o uld b e p re se nte d :
In c o ntr a st, h um an l o ngev ity w ould a ls o h av e m any n egati v e c o nse q uences o n s o cie ty .
F ir s t o f a ll,
when p eo ple g et o ld er, th ey a re m ore l ik ely to
su ffe r f r o m i lln esse s o r d is e ase s a sso cia te d w ith o ld
age, l ik e a rth riti s a nd A lz h eim er’s .
I f a n i n cre asin g n um ber o f p eo ple s u ffe re d f r o m th ese i lln esse s,
so cie ty w ould s u ffe r a s a d diti o nal r e so urc es w ould b e n eed ed to c are f o r th e g ro w in g n um ber o f o ld
and i n fir m ed c iti z e ns.
E ven to day, m any c o untr ie s' e co no m ie s, l ik e J a p an, f o r e xam ple , a re h av in g
diffic ulti e s a s y o unger w ork ers p ay h ig h ta xes to s u p port th e e ld erly .
T his p ro ble m c o uld b e
exacerb ate d i f th e n um ber o f o ld p eo ple w ith in s o cie ty c o nti n ues to i n cre ase .
Conclu sio n
In c o nclu sio n, I b elie v e th at th e d is a d vanta ges f o r p eo ple l iv in g to o ne h und re d a nd f ifty y ears f a r
outw eig h th e a d vanta ges. T here fo re , th is d ev elo pm ent w ould b e
a
l a rg ely n egati v e o ne f o r o ur
so cie ty .
Again , th is i s c le arly s ta te d a nd p ro vid es a g o od s u m mary to y o ur e ssa y.
W ell d one.
I w ould k eep
th is a s i s , e xcep t to c hange th e p re p ositi o n " fo r" to " o f" , a s d one b elo w :
In c o nclu sio n, I b elie v e th at th e d is a d vanta ges
of p eo ple l iv in g to o ne h und re d a nd f ifty y ears f a r
outw eig h th e a d vanta ges. T here fo re , th is d ev elo pm ent w ould b e a l a rg ely n egati v e o ne f o r o ur
so cie ty .
Shin e, y o ur w riti n g i s g o od.
M y a d vic e i s to k eep p ra cti c in g!
Y ou a re c ap ab le o f g etti n g a g o od
sc o re o n y o ur T ask T w o e ssa y.
K eep w riti n g to h o ne y o ur s k ills a nd e xte nd y o ur v ocab ula ry .
W ell
done!
Estim ate d s c o re :
6 – 7
*

Here i s t h e c o m ple te s a m ple a n sw er:
At s o m e p oin t i n t h e f u tu re , i t m ay b eco m e s c ie n tif ic a lly p ossib le f o r
peo ple t o l iv e f o r a s m an y a s 1 50 y e a rs. W hile t h is c o u ld b e g ood f o r
in div id u als , i n cre a sin g l o n gevity m ay h ave n eg ativ e c o n se q u en ces
fo r s o cie ty .
What a re t h e r is k s a n d b en efits a n d r is k s o f p eo ple l iv in g l o n ger?

Sam ple A nsw er:
With th e d ev elo pm ent o f s c ie nce a nd te chno lo gy, h um an b ein gs a re l iv in g l o nger a nd l o nger l iv es.

With in th e n ext g enera ti o n, p eo ple m ay b e a b le to l iv e a s l o ng a s o ne h und re d a nd f ifty y ears .
While
so m e p eo ple b elie v e th at s u ch l o ngev ity w ould b enefit i n d iv id uals , o th ers a rg ue th at s o cie ty a s a
who le w ould s u ffe r i f
many p eo ple l iv e to s u ch a n o ld a ge.
T his e ssa y w ill d is c uss th e a d vanta ges
and d is a d vanta ges p eo ple a nd s o cie ty m ay m eet w hen te chno lo gy a llo w s u s to d oub le o ur l ife s p an.
Fir s tl y , i f p eo ple w ere a b le to l iv e to o ne h und re d a nd f ifty y ears o f a ge, th ey w ould h av e m ore ti m e
to e njo y th eir l iv es a nd c o ntr ib ute to s o cie ty . F or e xam ple , a p are nt w ould h av e m ore o pportu nity to
help th eir c hild re n s u cceed .
S im ila rly , a b usin essp ers o n w ould h av e a d diti o nal ti m e to g ain
exp erie nce a nd w ould th ere fo re b e m ore l ik ely to a chie v e
his o r h er
go als .
S cie nti s ts , d octo rs a nd
music ia ns c o uld a ls o d ev ote m ore ti m e to th eir e nd eav ours a nd m ake a d diti o nal c o ntr ib uti o ns to th e
glo bal s o cie ty .
T ho m as E dis o n, f o r e xam ple , c o uld h av e i n v ente d m ore u se fu l d ev ic es, a nd M oza rt
co uld h av e c o m pose d e v en m ore i n sp ir a ti o nal m usic i f h e h ad h ad th e m eans to e xte nd h is l ife .
In c o ntr a st, h um an l o ngev ity w ould a ls o h av e m any n egati v e c o nse q uences o n s o cie ty .
F ir s t o f a ll,
when p eo ple g et o ld er, th ey a re m ore l ik ely to
su ffe r f r o m i lln esse s o r d is e ase s a sso cia te d w ith o ld
age, l ik e a rth riti s a nd A lz h eim er’s .
I f a n i n cre asin g n um ber o f p eo ple s u ffe re d f r o m th ese i lln esse s,
so cie ty w ould s u ffe r a s a d diti o nal r e so urc es w ould b e n eed ed to c are f o r th e g ro w in g n um ber o f o ld
and i n fir m ed c iti z e ns.
E ven to day, m any c o untr ie s' e co no m ie s, l ik e J a p an, f o r e xam ple , a re h av in g
diffic ulti e s a s y o unger w ork ers p ay h ig h ta xes to s u p port th e
eld erly .
T his p ro ble m c o uld b e
exacerb ate d i f th e n um ber o f o ld p eo ple w ith in s o cie ty c o nti n ues to i n cre ase .
In c o nclu sio n, I b elie v e th at th e d is a d vanta ges
of p eo ple l iv in g to o ne h und re d a nd f ifty y ears f a r
outw eig h th e a d vanta ges. T here fo re , th is d ev elo pm ent w ould b e a l a rg ely n egati v e o ne f o r o ur
so cie ty .
(3 32 w ord s)

Stu den t E ssa y # 4: T ask 2
You s h o uld s p end a b out 4 0 m in ute s o n th is ta sk .
Pre se nt a w ritte n a rg um ent o r c ase to a n e d ucate d r e ad er w ith n o s p ecia lis t k no w le d ge o f th e
fo llo w in g to pic .
Tra ditio n al m ed ic in e, s u ch a s h erb al r e m ed ie s a n d a cu pu nctu re , i s
ve ry p opu la r i n s o m e c o u ntr ie s. M an y p eo ple w ho p ra ctis e
tr a ditio n al m ed ic in e b elie ve i t i s m ore e ffe ctiv e t h an m odern
med ic in e i n i m pro vin g a n d m ain ta in in g h ea lth .
To w hat e x te n t d o y o u a gre e w ith t h is v ie w poin t?
You s h o uld u se y o ur o w n i d eas, k no w le d ge a nd e xp erie nce a nd s u p port y o ur a rg um ents w ith
exam ple s a nd r e le v ant e v id ence.
You s h o uld w rite a t l e ast 2 50 w ord s.

Neu ng’s E ssa y:
Sin ce tr a d iti o nal m ed ic in es s u ch a s a cup unctu re a nd h erb al r e m ed ie s
were b orn , th ey h av e g ain ed th e p opula rity i n m any c o untr ie s. S om e
peo ple th in k th at th ey a re b ette r th an m odern m ed ic in es i n a m end in g
go od h ealth . I s tr o ngly a gre e w ith th is v ie w poin t.
Fir s tl y , tr a d iti o nal m ed ic in es a re b elie v ed b y m ost o f th e d octo rs
because th eir i n gre d ie nts a re o rig in ate d f r o m n atu ra l i .e . h erb s a nd o th er
pla nts . T here a re s o m e r e se arc h w hic h s h o w s th at n atu ra l m ed ic in es
cause l e ss h arm fu l o r n o s id e-e ffe ct o n th e b ody. M odern m ed ic in es,
ho w ev er, a re m anufa ctu re d f r o m c hem ic als a nd d ru gs th at a re th o ught
th e to xic f o r th e b ody.
Seco nd ly , tr a d iti o nal m ed ic in es c an b oth tr e at th e m in d a nd th e b ody.
Because th ere a re tw o f a cto rs th at b asic ally c ause th e d is e ase s: th e
env ir o nm enta l a nd th e p sy cho lo gic al f a cto rs . I f u sin g th e m odern
re m ed ie s, o nly th e e nv ir o nm enta l f a cto rs th at c ause d th e d is e ase s a re
cure d . O th erw is e , i f th e tr a d iti o nal o nes a re a p plie d , th e d octo rs w ill
tr e at th e p sy cho lo gic al f a cto rs th at p artl y a ffe ct th e p ati e nt d is e ase
to geth er w ith th e m ed ic in es. A s a r e su lt, th e p ati e nts w ill b e h ealth y i n
both th eir m in d a nd b ody a fte r r e co verin g f r o m th e d is e ase s.
Lastl y , tr a d iti o nal m ed ic in es a re w ell- k no w n i n th o usa nd s o f y ears i n
so m e c o untr ie s s u ch a s C hin a a nd J a p an. T hese r e m ed ie s a re u se d a s
main w ay to tr e at d is e ase s a nd th ey b rin g m uch e ffic ie ncy. M odern
med ic in es, h o w ev er, h as b een d is c o vere d i n r e cent d ecad es s o n o body
can e nsu re th eir l o ng-te rm e ffe cts i n th e f u tu re .
To s u m u p , m odern m ed ic in es r e lie s h eav ily o n a rti fic ia l p ro ducts th at
can h arm o ur h ealth , w here as tr a d iti o nal m ed ic in es i s n atu ra l, s a fe a nd
tr e at th e w ho le b ody. T here fo re , I b elie v e th at i t i s f a r b ette r i n
main ta in in g o vera ll h ealth .

Eva lu atio n a n d C om men ts f o r N eu ng:

I w ill b egin b y c utti n g a nd p asti n g y o ur e ssa y b elo w , w ith s p ellin g, p unctu ati o n a nd g ra m mar m is ta kes
co rre cte d i n
re d
. W here th ere i s a c o nfu sin g p hra se , I w ill c o m ment i n
gre en
.
Sin ce tr a d iti o nal m ed ic in es s u ch a s a cup unctu re a nd h erb al r e m ed ie s w ere
dev elo ped
,
th ey h av e
gain ed p opula rity i n m any c o untr ie s. S om e p eo ple th in k th at th ey a re b ette r th an m odern m ed ic in es
in
pro m oti n g a nd m ain ta in in g
go od h ealth . I s tr o ngly a gre e w ith th is v ie w poin t.
Fir s tl y , tr a d iti o nal m ed ic in es a re b elie v ed
by m ost o f th e d octo rs
(b elie ved t o b e w hat? - t h is i s
uncle a r)
because th eir i n gre d ie nts
hav e
orig in ate d f r o m n atu ra l h erb s a nd o th er p la nts . T here
is
so m e
re se arc h w hic h s h o w s th at n atu ra l m ed ic in es c ause l e ss h arm fu l o r n o
sid e-e ffe cts
on th e b ody.
Modern m ed ic in es, h o w ev er, a re m anufa ctu re d f r o m c hem ic als a nd d ru gs th at a re th o ught
to b e
to xic
fo r th e b ody.
(M any w ould a rg ue w ith t h is t h eo ry !)

Seco nd ly , tr a d iti o nal m ed ic in es c an b oth tr e at th e m in d a nd th e b ody
because
th ere a re tw o f a cto rs
th at b asic ally c ause d is e ase s: e nv ir o nm enta l a nd p sy cho lo gic al f a cto rs . I f u sin g th e m odern r e m ed ie s,
only th e e nv ir o nm enta l f a cto rs th at c ause d th e d is e ase s a re c ure d . O th erw is e , i f th e tr a d iti o nal o nes
(w hic h o nes? )
are a p plie d , th e d octo rs w ill tr e at
(? ???)
th e p sy cho lo gic al f a cto rs th at
partl y a ffe ct th e
pati e nt d is e ase to geth er w ith th e m ed ic in es
(th is i s u ncle a r a nd c o nfu sin g).
As a r e su lt, th e p ati e nts
will b e h ealth y i n b oth th eir m in d a nd b ody a fte r r e co verin g f r o m th e d is e ase s.
Lastl y , tr a d iti o nal m ed ic in es
hav e b een
well- k no w n
fo r
th o usa nd s o f y ears i n s o m e c o untr ie s s u ch a s
Chin a a nd J a p an. T hese r e m ed ie s a re u se d a s
th e
main w ays to tr e at d is e ase s a nd th ey b rin g m uch
effic ie ncy. M odern m ed ic in es, h o w ev er,
hav e
been d is c o vere d i n r e cent d ecad es s o n o body c an
ensu re th eir l o ng-te rm e ffe cts i n th e f u tu re .
To s u m u p , m odern m ed ic in es
re ly
heav ily o n a rti fic ia l p ro ducts th at c an h arm o ur h ealth , w here as
tr a d iti o nal m ed ic in es
are
natu ra l, s a fe a nd tr e at th e w ho le b ody. T here fo re , I b elie v e th at
th ey a re
fa r
bette r i n m ain ta in in g o vera ll h ealth .
You w rite w ell a nd y o ur i d eas a re c le arly e xp re sse d .
Y ou h av e d one a n ic e j o b o f o rg aniz in g y o ur
arg um ent i n to th re e c le arly s ta te d s u p porti n g p ara gra p hs, e ach o ne b egin nin g w ith a n a p pro pria te
lin kin g w ord .
Y ou h av e u se d s o m e i n ap pro pria te v ocab ula ry w ord s, b ut y o u h av e a ls o u se d a r a nge
of a cad em ic v ocab ula ry w ord s w ell.
F or th e m ost p art, y o ur g ra m mar i s a ccura te a lth o ugh y o u h av e
mad e s o m e e rro rs i n v erb te nse a nd s u b je ct/ v erb a gre em ent.
L et's l o ok a t e ach p ara gra p h:
In tr o ductio n:
Sin ce tr a d iti o nal m ed ic in es s u ch a s a cup unctu re a nd h erb al r e m ed ie s w ere d ev elo ped , th ey h av e
gain ed p opula rity i n m any c o untr ie s. S om e p eo ple th in k th at th ey a re b ette r th an m odern m ed ic in es
in
pro m oti n g a nd m ain ta in in g
go od h ealth . I s tr o ngly a gre e w ith th is v ie w poin t.

With th e c o rre cti o ns, th is i s a n e ffe cti v e p ara gra p h w hic h a nsw ers th e I E LT S q uesti o n.
You h av e
re w ord ed th e q uesti o n n ic ely , s o th at i t v arie s s o m ew hat f r o m th e I E LT S q uesti o n.
Y ou c an s e e th at I
hav e n o t m ad e m any c hanges to y o ur i n tr o ducti o n:
Sin ce tr a d iti o nal m ed ic in es s u ch a s a cup unctu re a nd h erb al r e m ed ie s w ere d ev elo ped , th ey h av e
gain ed p opula rity i n m any c o untr ie s.
Pra cti ti o ners o f tr a d iti o nal m ed ic in e
ty p ic ally th in k
natu ra l
re m ed ie s
are m ore e ffe cti v e th an m odern m ed ic in es i n p ro m oti n g a nd m ain ta in in g g o od h ealth .
I
str o ngly a gre e w ith th is v ie w poin t.
Supportin g P ara gra ph 1
Fir s tl y , tr a d iti o nal m ed ic in es a re b elie v ed
by m ost o f th e d octo rs b ecause th eir i n gre d ie nts
hav e
orig in ate d f r o m n atu ra l h erb s a nd o th er p la nts .
There
is
so m e r e se arc h w hic h s h o w s th at n atu ra l
med ic in es c ause l e ss h arm fu l o r n o
sid e-e ffe cts
on th e b ody. M odern m ed ic in es, h o w ev er, a re
manufa ctu re d f r o m c hem ic als a nd d ru gs th at a re th o ught
to b e
to xic f o r th e b ody.
Make s u re th at y o ur v ie w poin t i s n o t to o
dogm atic
. I n o th er w ord s, b e c are fu l to s ta te th at
so m e
people
who p ra ctic e h erb al m edic in e
b elie v e i t's m ore e ffe cti v e, a nd ,
in s o m e c a se s
, i t
may b e
to xic .
A s tr o ng v ie w th at c le arly i s d eb ata b le b y a l a rg e p art o f s o cie ty s h o uld b e s ta te d c are fu lly .

Here 's a s u ggesti o n:
Fir s tl y , tr a d iti o nal m ed ic in es a re b elie v ed
by
docto rs w ho u se th em
to b e h ealth ie r a nd m ore e ffe cti v e
th an m odern m ed ic in es.
B ecause tr a d iti o nal m ed ic in es a re e xtr a cte d f r o m h erb s a nd
oth er p la nts , th ey

are th o ught b y m any tr a d iti o nal d octo rs
to c ause l e ss h arm a nd f e w er s id e-e ffe cts th an s y nth eti c ally
pro duced m ed ic in es, a nd th ere i s r e se arc h to s u p port th is th eo ry .
M odern m ed ic in es a re o fte n
manufa ctu re d f r o m c hem ic als a nd d ru gs th at
can, i n s o m e c ase s, b e
to xic f o r th e b ody.
Supportin g P ara gra ph 2
Seco nd ly , tr a d iti o nal m ed ic in es c an b oth tr e at th e m in d a nd th e b ody b ecause th ere a re tw o f a cto rs
th at b asic ally c ause d is e ase s: e nv ir o nm enta l a nd p sy cho lo gic al f a cto rs . I f u sin g th e m odern r e m ed ie s,
only th e e nv ir o nm enta l f a cto rs th at c ause d th e d is e ase s a re c ure d . O th erw is e , i f th e tr a d iti o nal o nes
are a p plie d , th e d octo rs w ill tr e at
th e p sy cho lo gic al f a cto rs th at p artl y a ffe ct th e p ati e nt d is e ase
to geth er w ith th e m ed ic in es. A s a r e su lt, th e p ati e nts w ill b e h ealth y i n b oth th eir m in d a nd b ody a fte r
re co verin g f r o m th e d is e ase s.
You a re m akin g a s tr o ng p oin t h ere a nd y o u h av e g iv en s o m e g o od s u p porti n g e v id ence to b ack u p th e
sta te m ent i n y o ur T opic S ente nce ( fir s t s e nte nce i n a s u p porti n g p ara gra p h).
T here a re s o m e
co nfu sin g, u ncle ar s e nte nce s tr u ctu re s i n h ere , w hic h c o uld b e i m pro ved .
H ere 's a s u ggesti o n:

Seco nd ly , tr a d iti o nal m ed ic in es c an tr e at b oth th e m in d a nd th e b ody b ecause th ere a re tw o f a cto rs
th at c ause d is e ase s: e nv ir o nm enta l a nd p sy cho lo gic al f a cto rs . I f u sin g m odern r e m ed ie s, o nly th e
env ir o nm enta l f a cto rs th at c ause d th e d is e ase s a re tr e ate d .
B ut w hen tr a d iti o nal m eth o ds a re a p plie d ,
docto rs tr e at b oth th e p hysic al s y m pto m s w hile a ls o tr e ati n g th e p sy cho lo gic al f a cto rs th at c o ntr ib ute d
to th e i lln ess.
A s a r e su lt, th e o utc o m e o f th e tr e atm ent i s a p ati e nt w ho i s c ure d i n b oth th e b ody a nd
th e m in d .
You m ay r u n o ut o f ti m e h ere , b ut y o ur e ssa y m ay b enefit a s w ell f r o m m ore e xp lic it e xam ple s.
I n th e
ab ove p ara gra p h, y o u m ig ht l ik e to g iv e a n e xam ple o f a s p ecific p ati e nt w ho w as tr e ate d b oth
physic ally a nd p sy cho lo gic ally a nd r e co vere d f r o m th eir i lln ess.
Supportin g P ara gra ph 3
Lastl y , tr a d iti o nal m ed ic in es
hav e b een
well- k no w n
fo r th o usa nd s o f y ears i n s o m e c o untr ie s s u ch a s
Chin a a nd J a p an. T hese r e m ed ie s a re u se d a s th e m ain w ays to tr e at d is e ase s a nd th ey
brin g m uch
effic ie ncy. M odern m ed ic in es, h o w ev er, h av e b een d is c o vere d i n r e cent d ecad es s o n o body c an
ensu re th eir l o ng-te rm e ffe cts i n th e f u tu re .
Again , y o ur a rg um ent i s c le arly s ta te d .
I 'v e m ad e a f e w m in o r c hanges to th e l a nguage a nd
vocab ula ry u se b elo w a s a s u ggesti o n:
Lastl y , tr a d iti o nal m ed ic in es h av e a l o ng h is to ry o f e ffe cti v e tr e atm ent, w hile th e l o ng-te rm e ffe cts o f
modern m ed ic in es a re l a rg ely u nkno w n.
F or e xam ple , i n c o untr ie s s u ch a s C hin a a nd J a p an,
tr a d iti o nal r e m ed ie s h av e b een te ste d a nd i m pro ved o ver th o usa nd s o f y ears ; th eir o utc o m es a re a nd
th eir e ffe cti v eness a re w ell k no w n.
M odern m ed ic in es, h o w ev er, h av e b een d ev elo ped i n r e cent
decad es.
T he
lo ng te rm e ffe cts o f th ese
chem ic al tr e atm ents c anno t i n e v ery c ase b e
assu re d
to b e
enti r e ly s a fe .

Conclu sio n
Asid e f r o m a f e w m in o r g ra m mati c al m is ta kes, y o u'v e d one a g o od j o b s u m min g u p y o ur e ssa y.
M y
only f in al c o ncern i s th at, a gain , th is v ie w poin t c o uld b e a rg ued a gain st b y a v ery l a rg e p ro porti o n o f
th e p opula ti o n; m odern m ed ic in e a nd te chno lo gy i s s a v in g l iv es i n u np re ced ente d p ro porti o ns, s o
yo ur a rg um ent a t ti m es f e els l e ss th an e nti r e ly c o nv in cin g.
O vera ll, h o w ev er, I th in k y o ur w riti n g i s

very g o od.
To s u m u p , m odern m ed ic in es r e ly h eav ily o n a rti fic ia l p ro ducts th at c an h arm o ur h ealth , w here as
tr a d iti o nal m ed ic in es a re n atu ra l, s a fe a nd tr e at b oth p hysic al a nd p sy cho lo gic al f a cto rs .
T here fo re , I
belie v e th at tr a d iti o nal m ed ic in es a re f a r m ore e ffe cti v e i n m ain ta in in g o vera ll h ealth .
Estim ate d I E LTS S co re :
6-7
*

Tra ditio n al m ed ic in e, s u ch a s h erb al r e m ed ie s a n d a cu pu nctu re , i s
ve ry p opu la r i n s o m e c o u ntr ie s. M an y p eo ple w ho p ra ctis e
tr a ditio n al m ed ic in e b elie ve i t i s m ore e ffe ctiv e t h an m odern
med ic in e i n i m pro vin g a n d m ain ta in in g h ea lth .
To w hat e x te n t d o y o u a gre e w ith t h is v ie w poin t?
Com ple te S am ple A nsw er:
Sin ce tr a d iti o nal m ed ic in es s u ch a s a cup unctu re a nd h erb al r e m ed ie s w ere d ev elo ped , th ey h av e
gain ed p opula rity i n m any c o untr ie s.
Pra cti ti o ners o f tr a d iti o nal m ed ic in e
ty p ic ally th in k
natu ra l
re m ed ie s
are m ore e ffe cti v e th an m odern m ed ic in es i n p ro m oti n g a nd m ain ta in in g g o od h ealth .
I
str o ngly a gre e w ith th is v ie w poin t.
Fir s tl y , tr a d iti o nal m ed ic in es a re b elie v ed
by
docto rs w ho u se th em
to b e h ealth ie r a nd m ore e ffe cti v e
th an m odern m ed ic in es.
B ecause tr a d iti o nal m ed ic in es a re e xtr a cte d f r o m h erb s a nd
oth er p la nts , th ey
are th o ught b y m any tr a d iti o nal d octo rs
to c ause l e ss h arm a nd f e w er s id e-e ffe cts th an s y nth eti c ally
pro duced m ed ic in es, a nd th ere i s r e se arc h to s u p port th is th eo ry .
M odern m ed ic in es a re o fte n
manufa ctu re d f r o m c hem ic als a nd d ru gs th at
can, i n s o m e c ase s, b e
to xic f o r th e b ody.
Seco nd ly , tr a d iti o nal m ed ic in es c an tr e at b oth th e m in d a nd th e b ody b ecause th ere a re tw o f a cto rs
th at c ause d is e ase s: e nv ir o nm enta l a nd p sy cho lo gic al f a cto rs . I f u sin g m odern r e m ed ie s, o nly th e
env ir o nm enta l f a cto rs th at c ause d th e d is e ase s a re tr e ate d .
B ut w hen tr a d iti o nal m eth o ds a re a p plie d ,
docto rs tr e at b oth th e p hysic al s y m pto m s w hile a ls o tr e ati n g th e p sy cho lo gic al f a cto rs th at c o ntr ib ute d
to th e i lln ess.
A s a r e su lt, th e o utc o m e o f th e tr e atm ent i s a p ati e nt w ho i s c ure d i n b oth th e b ody a nd
th e m in d .
Lastl y , tr a d iti o nal m ed ic in es h av e a l o ng h is to ry o f e ffe cti v e tr e atm ent, w hile th e l o ng-te rm e ffe cts o f
modern m ed ic in es a re l a rg ely u nkno w n.
F or e xam ple , i n c o untr ie s s u ch a s C hin a a nd J a p an,
tr a d iti o nal r e m ed ie s h av e b een te ste d a nd i m pro ved o ver th o usa nd s o f y ears ; th eir o utc o m es a re a nd
th eir e ffe cti v eness a re w ell k no w n.
M odern m ed ic in es, h o w ev er, h av e b een d ev elo ped i n r e cent
decad es; th ere fo re , th e
lo ng te rm e ffe cts o f th ese
chem ic al tr e atm ents c anno t i n e v ery c ase
be
assu re d
to b e e nti r e ly s a fe .

To s u m u p , m odern m ed ic in es r e ly h eav ily o n a rti fic ia l p ro ducts th at c an h arm o ur h ealth , w here as
tr a d iti o nal m ed ic in es a re n atu ra l, s a fe a nd tr e at b oth p hysic al a nd p sy cho lo gic al f a cto rs .
T here fo re , I
belie v e th at tr a d iti o nal m ed ic in es a re f a r m ore e ffe cti v e i n m ain ta in in g o vera ll h ealth .
(3 18 w ord s)

Student Essay #5: Task 2
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Kojo ’s E ssa y:
There h as b een a n a rg um ent i n w hic h w ay te acher s h o uld te ach s tu d ents
to b e c o opera ti v e o r c o m peti ti v e. I c erta in ly c la im th at b oth b ein g
co opera ti v e a nd c o m peti ti v e a re i m porta nt a sp ects f o r s tu d ents to b e
ta ught.
Fir s tl y , w e a re l iv in g i n c o m peti ti v e w orld . I n f a ct, e v ery f ie ld o f
work s a re r u n b ase d o n c o m peti ti o n. E ven i n s c ho ol, te achers te nd to
ra te th eir s tu d ents b ase d o n th eir s c o re s o f e xam in ati o n o r th eir
behav io r. I p re su m e th at e xam in ati o n c an a ls o b e c o nsid ere d a s a
co m peti ti o n. R iv alr y c an m ake i n d iv id uals p ro ducti v e a nd a cti v e w hen
th ey w ork . M ore o ver, w in nin g th e c o m peti ti o n o ffe rs th e f e elin gs o f
fu lfillm ent th at e v entu ally r e su lt i n h av in g f u rth er m oti v ati o n f o r th e n ext
go al. T he to ugher th e c o m peti ti o n i s , th e m ore e nth usia sti c p eo ple
lik ely to b e. H ow ev er, s tu d ents s h o uld n o t m is u nd ers ta nd th e c o ncep t o f
co m peti ti o n. S om e w ill b e e xp lo iti n g o r d eceiv in g o th ers to a chie v e
th eir g o als . I n th is c ase , te achers h av e to te ach th em a b out f a ir p la y
sp ir its .
Seco nd ary , c o opera ti o n i s a ls o i n c re d ib ly i m porta nt f o r th e s tu d ents to
dev elo p. I m enti o ned th at c o m peti ti o n w as b enefic ia l f o r k id s a lr e ad y.
How ev er, I h av e to a rg ue th at c o opera ti o n s o m eti m es o verla p s
co m peti ti o n. B y th at I m ean, p eo ple h av e to c o m bin e th eir f o rc e to b eat
oth ers s o m eti m es. F or i n sta nce, w hen y o u p la y f o otb all, y o u b elo ng to
one te am a nd w ill b e m akin g a s m uch e ffo rt a s y o u c an to b eat o pposin g
te am . I f y o u a re e m plo yee o f c erta in c o m pany, y o u te nd to b e a p poin te d
to w ork f o r p arti c ula r p ro je ct th at l e ad to e no rm ous p ro fit f o r th e
co m pany.
Fin ally , f o r th ese r e aso n I m enti o ned a b ove, I a m c o nv in ced th at
c hild re n s h o uld e ith er b e ta ught to c o opera te o r c o m pete . I d eally , i t i s
bette r w ay f o r u s to s p end o ur l ife p eacefu lly . H ow ev er, i t m ig ht b e
in ev ita b le f o r u s to c o m pete e ach o th er a s l o ng a s w e l iv e i n th is to ugh
and c o m peti ti v e w orld .

Eva lu atio n a n d C om men ts f o r K ojo :
In tr o ductio n
There h as b een a n a rg um ent i n w hic h w ay te acher s h o uld te ach s tu d ents to b e c o opera ti v e o r
co m peti ti v e. I c erta in ly c la im th at b oth b ein g c o opera ti v e a nd c o m peti ti v e a re i m porta nt a sp ects f o r
stu d ents to b e ta ught.
Revis e d:
T here h as b een m uch d is c ussio n a b out w heth er o r n o t te achers s h o uld te ach s tu d ents to b e
co opera ti v e o r c o m peti ti v e.
I c erta in ly a gre e w ith th e o pin io n th at b oth c o opera ti o n a nd c o m peti ti o n

are i m porta nt s k ills f o r s tu d ents to l e arn .
Com ment:
Y ou h av e w ritte n a g o od i n tr o ducti o n, w hic h i s , f o r th e m ost p art, g ra m mati c ally c o rre ct.

There a re a f e w s m all p ro ble m s w ith f lu ency.
I u su ally r e co m mend to m y s tu d ents th at th ey b egin
th eir i n tr o ducti o n w ith a g enera l s ta te m ent a b out th e to pic , w hic h y o u h av e d one.
In
th e l a st s e nte nce
of
yo ur i n tr o ducti o n, y o u s h o uld a nsw er th e q uesti o n, w hic h y o u
hav e a ls o d one.
I t's a g o od s ta rt,
Sato sh i.
Well d one.

Fir st S upportin g P ara gra ph:
Fir s tl y , w e a re l iv in g i n c o m peti ti v e w orld . I n f a ct, e v ery f ie ld o f w ork s a re r u n b ase d o n
co m peti ti o n. E ven i n s c ho ol, te achers te nd to r a te th eir s tu d ents b ase d o n th eir s c o re s o f e xam in ati o n
or th eir b ehav io r. I p re su m e th at e xam in ati o n c an a ls o b e c o nsid ere d a s a c o m peti ti o n. R iv alr y c an
make i n d iv id uals p ro ducti v e a nd a cti v e w hen th ey w ork . M ore o ver, w in nin g th e c o m peti ti o n o ffe rs
th e f e elin gs o f f u lfillm ent th at e v entu ally r e su lt i n h av in g f u rth er m oti v ati o n f o r th e n ext g o al. T he
to ugher th e c o m peti ti o n i s , th e m ore e nth usia sti c p eo ple l ik ely to b e. H ow ev er, s tu d ents s h o uld n o t
mis u nd ers ta nd th e c o ncep t o f c o m peti ti o n. S om e w ill b e e xp lo iti n g o r d eceiv in g o th ers to a chie v e
th eir g o als . I n th is c ase , te achers h av e to te ach th em a b out f a ir p la y s p ir its .
Revis e d:
F ir s tl y , w e a re l iv in g i n c o m peti ti v e w orld . I n f a ct, e v ery f ie ld o f w ork i s b ase d
aro und
co m peti ti o n. E ven i n s c ho ol, te achers te nd to r a te th eir s tu d ents b ase d o n th eir e xam in ati o n s c o re s o r
th eir b ehav io r. I b elie v e th at e xam in ati o ns c an a ls o b e c o nsid ere d a ty p e o f c o m peti ti o n. R iv alr y c an
make i n d iv id uals m ore p ro ducti v e a nd a chie v em ent- o rie nte d w hen th ey w ork . M ore o ver, w in nin g a
co m peti ti o n o fte n r e su lts i n f e elin gs o f f u lfillm ent th at c an e v entu ally l e ad to h av in g f u rth er m oti v ati o n
fo r th e n ext g o al. T he to ugher th e c o m peti ti o n i s , th e m ore e nth usia sti c p eo ple a re l ik ely to b e.
How ev er, s tu d ents n eed to u nd ers ta nd th e c o ncep t o f c o m peti ti o n. S om e s tu d ents m ay b e e xp lo iti n g
or d eceiv in g o th ers to a chie v e th eir g o als . I n th is c ase , te achers h av e to te ach th em a b out f a ir p la y.
Com ment:
K ojo , y o u h av e d one a n e xcelle nt j o b h ere . Y our
Topic S ente nce
( fir s t s e nte nce o f th e
para gra p h) c le arly i n tr o duces th e to pic o f y o ur p ara gra p h a nd y o u h av e g iv en a g o od
exam ple
to
su p port th at s ta te m ent. Y our
gra m mar
is e xcelle nt a nd y o u h av e i n clu d ed a v arie ty o f a p pro pria te
voca bula ry
. A gain , th ere a re s m all p ro ble m s w ith
flu ency
, b ut th ese a re m in o r, a s y o ur p oin ts a re
sti ll e asy to u nd ers ta nd a nd th e r e ad er d oes n o t s tr u ggle . I h av e c hanged th e p ara gra p h o nly s lig htl y to
make i t s o und m ore n atu ra l. O ne o th er p ossib le p ro ble m w ith th e p ara gra p h i s th at i t d oesn 't " flo w "
as w ell a s i t p ossib ly c o uld ; i n o th er w ord s, i t j u m ps f r o m s ta te m ent to s ta te m ent a nd c o uld b e
so m ew hat s m ooth er. T he m eanin g, h o w ev er, i s e asily u nd ers to od.
Seco nd S upportin g P ara gra ph:
Seco nd ary , c o opera ti o n i s a ls o i n c re d ib ly i m porta nt f o r th e s tu d ents to d ev elo p. I m enti o ned th at
co m peti ti o n w as b enefic ia l f o r k id s a lr e ad y. H ow ev er, I h av e to a rg ue th at c o opera ti o n s o m eti m es
overla p s c o m peti ti o n. B y th at I m ean, p eo ple h av e to c o m bin e th eir f o rc e to b eat o th ers s o m eti m es.
For i n sta nce, w hen y o u p la y f o otb all, y o u b elo ng to o ne te am a nd w ill b e m akin g a s m uch e ffo rt a s
yo u c an to b eat o pposin g te am . I f y o u a re e m plo yee o f c erta in c o m pany, y o u te nd to b e a p poin te d to
work f o r p arti c ula r p ro je ct th at l e ad to e no rm ous p ro fit f o r th e c o m pany.
Revis io n:
S eco nd ly , c o opera ti o n i s a ls o e sse nti a l f o r s tu d ents ' s o cia l d ev elo pm ent. A lth o ugh I
belie v e th at c o m peti ti o n i s b enefic ia l, I a ls o s tr o ngly b elie v e th at c o opera ti o n s o m eti m es o verla p s
with c o m peti ti o n. I n o th er w ord s, p eo ple m ust c o m bin e th eir s tr e ngth s i n o rd er to a chie v e s u ccess i n
so m e s itu ati o ns. F or i n sta nce, i n a g am e o f f o otb all, a n i n d iv id ual i s a m em ber o f a te am a nd m ust

work to geth er w ith o th er m em bers o f th e te am to a chie v e a w in nin g r e su lt a gain st a n o pposin g te am .
Sim ila rly , a n e m plo yee o f a c o m pany h as u su ally b een a p poin te d to w ork a s a m em ber o f te am to
cre ate p ro fit f o r th e c o m pany.
Com ment:
A gain , th is i s a w ell- s tr u ctu re d p ara gra p h w ith a n e xcelle nt
Topic S ente nce
a nd a w ell-
arg ued s u p porti n g
arg um ent
. I h av e r e w ritte n s o m e o f th e s e nte nces to s h o w a l e ss p ers o nal, s lig htl y
more a cad em ic s ty le . I f p ossib le , tr y to a v oid " y o u"; tr y to u se w ord s l ik e " in d iv id ual" , " e m plo yee",
"m em ber" , a s y o u h av e i n s o m e c ase s, a s i t c re ate s a m ore f o rm al s ty le th an w hen u sin g " y o u".
Overa ll, th e p ara gra p h i s c o here nt a nd g ra m mati c ally c o rre ct.
Conclu sio n:
Fin ally , f o r th ese r e aso n I m enti o ned a b ove, I a m c o nv in ced th at c
hild re n s h o uld e ith er b e ta ught to
co opera te o r c o m pete . I d eally , i t i s b ette r w ay f o r u s to s p end o ur l ife p eacefu lly . H ow ev er, i t m ig ht
be i n ev ita b le f o r u s to c o m pete e ach o th er a s l o ng a s w e l iv e i n th is to ugh a nd c o m peti ti v e w orld .
Revis io n:
F in ally , f o r th e r e aso ns
outl in ed a b ove, I a m c o nv in ced th at c hild re n s h o uld b e ta ught b oth
to c o opera te
and c o m pete . W e n eed to b e a b le to c o opera te to m ain ta in a p eacefu l s o cie ty , b ut
co m peti ti o n i s a a ls o a p art o f l ife i n th is to ugh a nd c o m peti ti v e w orld .
Com ment:
Y ou c an s e e I h av e c hanged y o ur f in al a rg um ent's g is t:
Child re n n eed t o b e t a ught
BO TH t o c o m pete a nd t o c o opera te
- a s th is i s w hat y o u s ta te d i n th e s u p porti n g p ara gra p hs. B e
care fu l to s ti c k to y o ur a rg um ent a ll th e w ay to th e e nd . Y our c o nclu sio n s h o uld
re sta te t h e la st
se nte nce o f y our in tr o ductio n
( w here y o u
answ ere d t h e q uestio n
). I n th at s e nte nce, y o u s ta te d th at
yo u th o ught b oth c o opera ti o n a nd c o m peti ti o n w ere i m porta nt, s o y o ur c o nclu sio n s h o uld s a y th e s a m e
th in g.

Well d one, K ojo . B elo w I h av e l is te d y o ur r e v is e d e ssa y i n f u ll. O vera ll, y o ur w riti n g i s v ery g o od
and w ith c o nti n ued p ra cti c e, y o u s h o uld a chie v e a h ig h w riti n g s c o re o n th e I E LT S te st.
Estim ate s c o re :
7- 8
*

Revis e d e ssa y i n f u ll:

At sc h ool, ch ild re n sh ou ld eith er be ta u gh t to co m pete or to
co opera te . In yo u r o pin io n , w hic h fo rm o f e d u ca tio n w ou ld b est
ben efit s o cie ty a s a w hole ?

Desc rib e b oth s id es o f t h e a rg u m en t a n d e x pla in y o u r o w n o pin io n .

There h as b een m uch d is c ussio n a b out w heth er o r n o t te achers s h o uld te ach s tu d ents to b e
co opera ti v e o r c o m peti ti v e. I c erta in ly a gre e w ith th e o pin io n th at b oth c o opera ti o n a nd c o m peti ti o n
are i m porta nt s k ills f o r s tu d ents to l e arn .
Fir s tl y , w e a re l iv in g i n c o m peti ti v e w orld . I n f a ct, e v ery f ie ld o f w ork i s b ase d a ro und c o m peti ti o n.
Even i n s c ho ol, te achers te nd to r a te th eir s tu d ents b ase d o n th eir e xam in ati o n s c o re s o r th eir
behav io r. I b elie v e th at e xam in ati o ns c an a ls o b e c o nsid ere d a ty p e o f c o m peti ti o n. R iv alr y c an
make i n d iv id uals m ore p ro ducti v e a nd a chie v em ent- o rie nte d w hen th ey w ork . M ore o ver, w in nin g a
co m peti ti o n o fte n r e su lts i n f e elin gs o f f u lfillm ent th at c an e v entu ally l e ad to h av in g f u rth er m oti v ati o n
fo r th e n ext g o al. T he to ugher th e c o m peti ti o n i s , th e m ore e nth usia sti c p eo ple a re l ik ely to b e.
How ev er, s tu d ents n eed to u nd ers ta nd th e c o ncep t o f c o m peti ti o n. S om e s tu d ents m ay b e e xp lo iti n g
or d eceiv in g o th ers to a chie v e th eir g o als . I n th is c ase , te achers h av e to te ach th em a b out f a ir p la y.
Seco nd ly , c o opera ti o n i s a ls o e sse nti a l f o r s tu d ents ' s o cia l d ev elo pm ent. A lth o ugh I b elie v e th at
co m peti ti o n i s b enefic ia l, I a ls o s tr o ngly b elie v e th at c o opera ti o n s o m eti m es o verla p s w ith
co m peti ti o n. I n o th er w ord s, p eo ple m ust c o m bin e th eir s tr e ngth s i n o rd er to a chie v e s u ccess i n s o m e
situ ati o ns. F or i n sta nce, i n a g am e o f f o otb all, a n i n d iv id ual i s a m em ber o f a te am a nd m ust w ork
to geth er w ith o th er m em bers o f th e te am to a chie v e a w in nin g r e su lt a gain st a n o pposin g te am .
Sim ila rly , a n e m plo yee o f a c o m pany h as u su ally b een a p poin te d to w ork a s a m em ber o f te am to
cre ate p ro fit f o r th e c o m pany.
Fin ally , f o r th e r e aso ns o utl in ed a b ove, I a m c o nv in ced th at c hild re n s h o uld b e ta ught b oth to
co opera te a nd c o m pete . W e n eed to b e a b le to c o opera te to m ain ta in a p eacefu l s o cie ty , b ut
co m peti ti o n i s a ls o a p art o f l ife i n th is to ugh a nd c o m peti ti v e w orld .
(3 04 w ord s)

Anoth er S am ple A nsw er t o t h e s a m e e ssa y q u estio n :



At sc h ool, ch ild re n sh ou ld eith er be ta u gh t to co m pete or to
co opera te . In yo u r o pin io n , w hic h fo rm o f e d u ca tio n w ou ld b est
ben efit s o cie ty a s a w hole ?

Desc rib e b oth s id es o f t h e a rg u m en t a n d e x pla in y o u r o w n o pin io n .

Educati o nal m eth o d v ary a ro und th e w orld . I n s o m e c o untr ie s, c o m peti ti o n i s c o nsid ere d m ore
im porta nt, w hile i n o th er c o untr ie s, c o opera ti o n i s v ie w ed a s a m ore e sse nti a l s k ill. I n m y o pin io n,
both c o opera ti o n a nd c o m peti ti o n a re v ita l c o m ponents o f a c o m ple te e d ucati o n.
Com peti ti v eness i s a n a ttr ib ute th at i s e nco ura ged i n m any c ultu re s, a nd i t c an b e u se fu l i n m any
ways. F ir s tl y , a c hild th at l e arn s h o w to c o m pete a nd s u cceed w ill h av e a d vanta ges o ver th e c hild
who s h ie s a w ay f r o m c o m peti ti o n. F or e xam ple , th e c hild th at h as c o m peti ti v e d riv e a nd w ord s h ard
to e xcel w ill c re ate o pportu niti e s f o r h im se lf o r h ers e lf, a nd w ill b e b ette r e q uip ped to h and le
challe nges a nd f in d s o lu ti o ns. H ealth y c o m peti ti o n c an b enefit s o cie ty b y e nco ura gin g i n d iv id uals to
work h ard , s tr iv e a nd s u cceed .
On th e o th er h and , c o opera ti o n i s a ls o a n e sse nti a l s k ill. M em bers o f a s o cie ty m ust b e a b le to
co opera te i n o rd er to c re ate s u ccessfu l, p eacefu l c o m muniti e s. I f i n d iv id uals w ork o nly
co m peti ti v ely , w ith o ut c o opera ti n g, th en s o cie ty w ill b eco m e f r a gm ente d . A g o od e xam ple to
illu str a te th is p oin t i s a s p orts te am ; i f o ne i n d iv id ual s tr iv es a lo ne to s u cceed , h is o r h er ta sk w ill b e
more d iffic ult. B ut i f th e te am w ork s to geth er to w ard s a c o m mon g o al th ro ugh c o opera ti o n, th eir
chances o f w in nin g a re b ette r. F or th ese r e aso ns, c o opera ti o n s h o uld b e ta ught i n s c ho ols to c re ate
str o ng c o m muniti e s a nd a c o opera ti v e s o cie ty .
There fo re , i t i s m y o pin io n th at c o opera ti o n a nd c o m peti ti o n a re b oth e sse nti a l e le m ents o f e d ucati o n
and s h o uld b oth b e ta ught i n s c ho ols . I f e d ucati o n i s a p pro ached f r o m b oth a ngle s, a c hild m ig ht b e
ta ught to s tr iv e a nd s u cceed , b ut a ls o to h elp th o se a ro und h im o r h er to d o th e s a m e, th ere fo re
benefiti n g s o cie ty b y i n sti llin g b oth a s e nse o f p ers o nal s a ti s fa cti o n a nd a ls o o f h elp fu ln ess.
In c o nclu sio n, c o opera ti o n a nd c o m peti ti o n, w hen ta ught to geth er to y o ung p eo ple , w ill c re ate a f u tu re
genera ti o n o f s u ccessfu l a nd c o nsid era te c iti z e ns.
(3 10 w ord s)

Stu den t E ssa y # 6: T ask 2
You s h o uld s p end 4 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :


Co m pute rs
are w id ely u se d in e d uca tio n a nd t e a ch ers n ow p la y a
le ss im porta nt r o le in t h e c la ssro om t h an e ve r b efo re .
D o y o u
agre e o r d is a gre e?


Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s.

Sis i’s E ssa y:
In m odern w orld , m ost s tu d ents u se th e c o m pute rs f o r th e e d ucati o n
wid ely a nd p eo ple b elie v e th at te achers p la y l e ss i m porta nt r o le i n
cla ssrro m .
I a gre e w ith th is .
I w ould l ik e to to ak a b out c o m pute r i n
ed ucati o n.
T hese d ays p oep le a re v ery b usy b ecause th ey a re a lw ays g o
to s c ho ol e arly i n th e m orn in g a nd s tu d y i n th e c la ssro om a ll d ay.
A fte r
sc ho ol th ey u su ally g o to p riv ate a cad am y u nti l m id nig ht.
U nd er th ese
cir c um sta nces th ey d o n o t h av e s p are ti m e s o th at th ey c anno t e njo y th eir
acti v iti e s.
A ll th ey d o i s s tu d y.
F or ta ht r e aso n u sin g th e c o m pute r
ed ucati o n i s v ery u se fu l f o r s tu d ents .
C om pute r e d ucati o n s y ste m m akes
much m ore f r e e s tu d ents b ecause th ey c an a ccess w hen th ey w ant to
need s o m e i n fo rm ati o n o r s tu d y s u b je ct.
M ore o ver, c o m pute r
ed ucati o ns a re m ore e xte nsiv e th an s c ho ol s y ste m s.
F or th se r e aso ns
most s tu d ent p re fe r to u se th e c o m pute r e d ucati o n.
In th e o pposite d ir e cti o n, s o m e p eo ple w orry a o ut c o m pute r e d ucati o n
as s tu d ents o fte n p la y c o m pute rs to o m uch, s u ch a s c o m pute r g am es, e -
mail, e nte rta in m ent a nd c hat e tc .
S om e p eo ple s a y th at n o w ad ays
stu d ent a re e xp osu re th e c o m pute r c o m munic ati o n to o m uch, s o th ey d o
no t h av e to u se c o m pute rs e v en e d ucati o n.
M ore o ver, th e te achers r o le
has to m ore i m porta nt th an b efo re .
T eachers c o uld b e c o ntr o l th eir
stu d ents a nd e nco ura ge f o r th eir e d ucati o n.

Eva lu atio n a n d C om men ts f o r S is i:
In
th e
modern w orld , m ost s tu d ents u se c o m pute rs
wid ely
fo r e d ucati o n a nd p eo ple b elie v e th at
te achers p la y
a le ss i m porta nt r o le i n c la ssro
o m s . I a gre e w ith th is .
These d ays
many
peo ple a re v ery b usy
with s c ho ol a nd w ork
.
Afte r s c ho ol th ey u su ally
co nti n ue
stu d yin g i n d ep end entl y
. Und er th ese c ir c um sta nces, th ey d o n o t h av e s p are ti m e s o th at th ey c anno t
enjo y
le is u re
acti v iti e s.
A ll th ey d o i s s tu d y.
F or
th at
re aso n, u sin g c o m pute rs
i n
ed ucati o n i s v ery
use fu l f o r s tu d ents .
C om pute r e d ucati o n s y ste m s o fte n
h elp s tu d ents d o th eir w ork m ore q uic kly
because th ey
can a ccess i n fo rm ati o n q uic kly a nd e asily w hen th ey n eed to f in d s o m e i n fo rm ati o n o r
stu d y a p arti c ula r s u b je ct
. More o ver,
co m pute ris e d i n fo rm ati o n s y ste m s
are o fte n
more e xte nsiv e
th an s c ho ol l ib ra ry s y ste m s.
F or th ese r e aso ns m ost s tu d ent p re fe r to u se c o m pute r e d ucati o n.
On th e o th er h and ,
so m e p eo ple w orry a
b out c o m pute r e d ucati o n a s s tu d ents o fte n p la y
on
co m pute rs
to o m uch
. For e xam ple , s tu d ents m ay b e te m pte d to
use
co m pute r g am es, e -m ail, e nte rta in m ent
site s
and c hat r o om s
. Som e p eo ple s a y th at n o w ad ays
s tu d ents h av e to o m uch
exp osu re
to
co m pute ris e d
co m munic ati o n,
whic h m ay w aste ti m e th ey s h o uld s p end o n s tu d y
. There fo re
,
th e te acher's r o le h as
beco m e e v en
more i m porta nt th an b efo re .
Teachers
need to
be i n
co ntr o l o f
th eir s tu d ents a nd
enco ura ge
th em to f o cus o n th eir e d ucati o n
.
Sis i, y o u a re o ff to a g o od s ta rt.
S om e s u ggesti o ns:

§
Your e ssa y n eed s to b e a t l e ast 2 50 w ord s.
Y ou w ill l o se p oin ts i f y o ur e ssa y i s to o s h o rt.

Many s tu d ents f in d w riti n g 2 50 w ord s i n 4 0 m in ute s e xtr e m ely d iffic ult.
Y ou w ill n eed to
pra cti c e th is s k ill m any ti m es b efo re i t c o m es n atu ra lly to y o u.
§
In a T ask 2 e ssa y, y o u n eed a c o nclu sio n ( fin al p ara gra p h).
T hey a re e sse nti a l i n T ask 2 ,
alth o ugh T ask 1 e ssa ys d o n o t a lw ays h av e to h av e a c o nclu sio n.
P le ase s e e m y s a m ple a nsw er
belo w to r e ad a c o nclu sio n.
§
Make s u re y o u A NSW ER T H E Q UEST IO N th o ro ughly .
Y ou h av e n o t d is c usse d th e te acher's
ro le e no ugh i n y o ur e ssa y a nd h av e l e ft th at p art o f th e q uesti o n l a rg ely u nansw ere d .
Overa ll, y o ur g ra m mar i s v ery g o od a nd y o u h av e u se d a r a nge o f a cad em ic v ocab ula ry , s o w ell
done!
K eep p ra cti c in g!

Here i s a s a m ple a nsw er to th e s a m e q uesti o n.
T ake n o te o f m y i n tr o ducti o n ( fir s t p ara gra p h).
T he
fin al s e nte nce o f th e i n tr o ducti o n a nsw ers th e q uesti o n, a nd th e c o nclu sio n r e sta te s th at s a m e s e nte nce
again .
Estim ate I E LTS S co re :
5 *

Com pu te rs
are w id ely u se d i n e d u ca tio n a n d t e a ch ers n ow p la y a
le ss i m porta n t r o le i n t h e c la ssro om t h an e ve r b efo re .
D o y o u a gre e
or d is a gre e?

Sam ple A nsw er:
Com pute rs a re b ein g u se d m ore f r e q uentl y i n e v ery a sp ect o f o ur d aily l iv es, i n clu d in g e d ucati o n.
Som e p eo ple b elie v e th at te achers a re b eco m in g l e ss i m porta nt i n th e c la ssro om a s c o m pute rs p la y a n
in cre asin gly i m porta nt r o le .
I a gre e th at c o m pute rs a re b enefic ia l to l e arn in g a nd i n s o m e w ays a re
ev en r e p la cin g th e r o le o f te achers i n th e c la ssro om b ecause th ey i m pro ve c o m munic ati o n a nd
in cre ase s tu d ents ' p ro ducti v ity .
Fir s t o f a ll, c o m pute rs h av e i m pro ved c o m munic ati o n d ra m ati c ally i n th e l a st d ecad e a nd h av e n o w
beco m e a n e sse nti a l to ol i n m any a sp ects o f o ur d aily l iv es, i n clu d in g e d ucati o n.
S tu d ents to day c an
access a lm ost a ny p ie ce o f i n fo rm ati o n i n a m atte r o f s e co nd s u sin g a h o m e o r s c ho ol c o m pute r.
I n
th is w ay, th ey c an f in d r e le v ant f a cts a nd f ig ure s a t th e to uch o f a b utto n th ro ugh th e I n te rn et.
S tu d ents
can c o m munic ate n o t j u st w ith o ne te acher w ho m ay h av e l im ite d e xp erti s e , b ut w ith e xp erts a ro und
th e w orld .
S o m odern s tu d ents n o l o nger h av e j u st o ne te acher, b ut c an c o m munic ate w ith m any.

These a d vances i n c o m munic ati o n te chno lo gy u nd enia b ly m ake e d ucati o n m ore a ccessib le th an e v er
befo re .
Seco nd ly , c o m pute rs h elp s tu d ents b eco m e m ore p ro ducti v e th an th ey h av e b een i n th e p ast.
B efo re
stu d ents u se d c o m pute rs , th ey h ad to c o nsu lt a l im ite d n um ber o f te achers , w rite e ssa ys b y h and ,
co rre ct e rro rs , r e co py w ritte n w ork , th en d eliv er th eir a ssig nm ents to th eir te acher e ith er b y p ost o r
th ro ugh th eir o w n m eans o f tr a nsp orta ti o n.
N ow , w ith th e h elp o f c o m pute rs , s tu d ents c an f in d th e
in fo rm ati o n th ey n eed f r o m s p ecia lis ts a ro und th e w orld a nd ty p e th eir e ssa ys i n to c o m pute rs q uic kly
and e asily .
W ork o fte n ta kes l e ss ti m e to c o m ple te .
T here fo re , th e
m odern is a ti o n o f e d ucati o n h as
help ed to i n cre ase th e p ro ducti v ity o f s tu d ents .
In c o nclu sio n, c o m pute rs h av e r e v olu ti o nis e d e d ucati o n a nd a re ta kin g o ver m any o f th e te achers '
ro le s i n th e c la ssro om .
C om pute rs p ro vid e s tu d ents w ith i n sta nt w orld w id e c o m munic ati o n n etw ork s
and i n cre ase th eir p ro ducti v ity , a nd h av e th ere fo re b eco m e a s i m porta nt a s te achers i n th e m odern
cla ssro om .

(3 19 w ord s)

Stu den t E ssa y # 7: T ask 1
You s h o uld s p end 2 0 m in ute s o n th is ta sk .

Write a b out th e f o llo w in g to pic :

The b ar c h art i llu str a te s t h e u se o f c h eq u es a n d e le ctr o n ic p aym en ts
in N ew Z ea la n d b etw een 1 993 a n d 2 003.
Sum maris e t h e i n fo rm atio n b y r e p ortin g a n d s e le ctin g t h e m ain
fe a tu re s o f t h e g ra ph a n d m akin g a ppro pria te c o m paris o n s w here
re le va n t.

Giv e re aso ns fo r yo ur answ er and in clu d e any re le v ant exam ple s fr o m yo ur o w n kno w le d ge o r
exp erie nce.

Write a t l e ast 2 50 w ord s

Lin g’s e ssa y:
This d ia gra m s h ow m an y d if fe re n t t r a n sa ctio n b y c h eq u e, d ir e ct
deb it c rd a n d c re d it c a rd i n 1 9 93, 1 9 95, 1 9 97, 1 9 99, 2 0 01 a n d
20 03.
T here a re m an y d if fe re n ce i n t r a n sa ctio n .
Cre d it c a rd i s l o w er i n a ll k in ds o f t r a n sa ctio n o vera ll b u t r is e i n
20 02 a n d 2 0 03 o ver c h eq u e.
C heq u e i s h ig h est a t t h e
begin nin g i n 1 9 93 a n d g et s m alle r o ver t im e i n g ra p h .
A t t h e
en d o f g ra p h , c h eq u i s s m alle st a m ou nt.
I t i s a ro u nd 1 0 p er
ce n t o f t r a n sa ctio n .
d ir e ct d eb it c a rd i s l o w i n 1 9 93 b u t n ot l o w
as c re d it c a rd .
I t g et b ig ger a ll t h e t im e a n d 1 9 98 t o 2 0 03 s h ow s
hig h s co re t h an c re d it c a rd a n d c h eq u e.
M ean w ile , c re d it c a rd
sta ys i n s tr ig h t l in e, d ir e ct d eb it c a rd g o u p a n d c h eq u e f a ll
dow n o vera ll.
I t h in k i t s u pris in g t h at c re d it c a rd i s l o w er t h an
dir e ct d eb it c a rd i n t h is c o u ntr y .
B ut i t i s n ot s u pris in g t h at
ch eq u e f a ll d ow n b eca u se c h eq u e i s n ot u se d o fte n i n t h is
co u ntr y a t t h is t im e.
Eva lu atio n a n d C om men ts f o r L in g:
Fir s t, I 'l l c o py a n d p aste y o u r e ssa y b elo w a n d m ark a n y e rro rs i n g ra m mar.
A ls o , I 'v e
ch an ged t h e
su bje ct
o f y o u r s e n te n ce s, w here n ece ssa ry , t o i n clu de t h e c o rre ct
su bje ct
of t h e p erc e n ta ges b ein g s h ow n i n t h e b ar g ra p h .
R em em ber, y o u a re d escrib in g t h e
num ber
o r t h e p erc e n ta ge s h ow n b y t h e g ra p h , n ot t h e " c re d it c a rd " o r " d eb it c a rd " a s a n
obje ct.
Y ou c a n s e e t h at b y a d din g t h e c o rre ct s u bje ct, I 'v e i n cre ase d t h e w ord c o u nt a s
well.
I n t h e f u tu re , m ak e s u re y o u w rit e
at l e a st 1 5 0 w ord s
fo r a T ask O ne e ssa y.
H ere
is t h e c o rre cte d e ssa y:
This d ia gra m s h ow
s m an y d if fe re n t t r a n sa ctio n
s p aid f o r
by c h eq u e, d ir e ct d eb it c
a rd
an d c re d it c a rd i n 1 9 93, 1 9 95, 1 9 97, 1 9 99, 2 0 01 a n d 2 0 03.
T here a re m an y d if fe re n ce
s i n
tr a n sa ctio n
ty p e
.
The p erc en ta ge o f t r a n sa ctio n s p aid f o r b y
c re d it c a rd i s l o w er i n a ll k in ds o f
tr a n sa ctio n o vera ll b u t r is e
s i n 2 0 02 a n d 2 0 03 o ver c h eq u e
s . T he p erc en ta ge o f
tr a n sa ctio n s p aid f o r b y
ch eq u e i s h ig h est a t t h e b egin nin g i n 1 9 93 a n d g et
s s m alle r
over t im e i n
th e
g ra p h .
A t t h e e n d o f g ra p h ,
th e p ro portio n o f e le ctr o n ic p aym en ts
mad e b y
c h eq u
e i s s m alle st a m ou nt.
I t i s a ro u nd 1 0 p er c e n t o f
all
t r a n sa ctio n
s . The
pro portio n o f e le ctr o n ic p aym en ts m ad e w it h
d ir e ct d eb it c a rd s i s l o w i n 1 9 93 b u t
not
as
lo w a s
th e p ro portio n o f p aym en ts m ad e b y
c re d it c a rd .
The p erc en ta ge o f
paym en ts p aid f o r w it h d ir e ct d eb it c a rd s
get b ig ger a ll t h e t im e a n d
in
1 9 98 t o
20 03 s h ow s
a h ig h
er p erc en ta ge
t h an
paym en ts m ad e b y
c re d it c a rd a n d c h eq u e.

Thro u gh ou t t h e g ra p h
, t h e
pro portio n o f p aym en ts m ad e b y
c re d it
ca rd
re m ain s
re la tiv ely s ta b le
, w hile t h e d ir e ct d eb it c a rd
paym en t p ro portio n
g o es
up a n d c h eq u e
paym en ts
f a ll o vera ll.

I t o ok o u t t h e l a st f e w l in es o f y o u r e ssa y, L ee, b eca u se y o u s h ou ld n ot s ta te y o u r o pin io n
or j u dgm en t i n a T ask O ne e ssa y.
Y ou r t a sk i s t o
re p ort t h e i n fo rm atio n s h ow n i n
th e d ia gra m
. N ext, I 'l l o u tlin e s o m e o f t h e g o od p oin ts o f y o u r e ssa y:
§
You h ave d on e a g o od j o b o f
co m parin g
t h e t h re e c a te go rie s o f e le ctr o n ic
paym en ts .
§
You r s p ellin g, p u nctu atio n a n d g ra m mar
are f a ir ly a ccu ra te .
§
You h ave a n sw ere d t h e q u estio n .
To i m pro ve y o u r e ssa y, y o u c o u ld :
§
mak e s u re t o s ta te t h e c o rre ct
su bje ct
a s o u tlin ed a b ove
§
in clu de a s ta te m en t a b ou t a
sig n if ic a n t t r e n d
i n t h e l a st s e n te n ce o f y o u r
in tr o du ctio n
( th is s e n te n ce c a n t h en b e r e w rit te n a s a
co n clu sio n
a s
well.
Alt h ou gh y o u d o
not
n eed t o w rit e a c o n clu sio n i n a T ask O ne e ssa y, i t c a n
str e n gth en y o u r e ssa y a n d k eep y o u r w ord c o u nt u p.)
§
in clu de m ore
sta tis tic s
( n um bers ) i n y o u r e ssa y.
B e s u re t o s ta te t h e n um bers o r
perc e n ta ges o f t h e t r e n ds y o u a re d escrib in g.
L ook a t t h e e ssa y b elo w t o s e e h ow
th is c o u ld b e d on e.
Estim ate d I E LTS S co re :
5 *

Here i s a n oth er
Sam ple A nsw er
f o r t h is e ssa y q u estio n :
The b ar c h art s h ow s t h e p erc e n ta ge o f c h eq u e, d ir e ct d eb it c a rd a n d c re d it c a rd
tr a n sa ctio n s u se d f o r p aym en t i n N ew Z eala n d b etw een 1 9 93 a n d 2 0 03. O vera ll, t h e u se
of c h eq u es d ecre ase d w hile e le ctr o n ic c a rd u se i n cre ase d d u rin g t h e t e n -y ear p erio d.
The p erc e n ta ge o f p u rc h ase s p aid b y c h eq u e i n 1 9 93 a cco u nte d f o r 5 5% o f a ll p aym en ts ,
th e h ig h est o f a ll p aym en t p erc e n ta ges r e p re se n te d i n t h e c h art. T he p erc e n ta ge o f
ch eq u es u se d d ecre ase d s te ad ily t h ere afte r, r e ach in g i t s l o w est p oin t i n 1 9 93. I n c o n tr a st,
th e u se o f b oth d ir e ct d eb it c a rd s a n d c re d it c a rd s s h ow ed a n i n cre asin g t r e n d b etw een
19 93 a n d 2 0 03, w it h s o m e s lig h t f lu ctu atio n s. T he u se o f d ir e ct d eb it c a rd s i n cre ase d
sig n if ic a n tly b etw een 1 9 93 a n d 1 9 96, w hen t h eir u se a cco u nte d f o r a ro u nd 2 4% o f a ll
paym en ts . T his p erc e n ta ge t h en d ip ped s lig h tly t o 2 2% i n 1 9 97. T hen , f r o m 1 9 98 t o 2 0 03,
dir e ct d eb it c a rd p aym en ts b eca m e t h e m ost w id ely u se d f o rm o f p aym en t. T he u se o f
cre d it c a rd s a s a f o rm o f p aym en t a ls o i n cre ase d m odera te ly . C re d it c a rd p u rc h ase s
in cre ase d f r o m a ro u nd 5 % i n 1 9 93 t o a ro u nd 8 % b y 1 9 96.
B etw een 1 9 96 a n d 1 9 99, c re d it
ca rd u se f lu ctu ate d s lig h tly a n d t h en s te ad ily i n cre ase d f r o m 1 9 99 t o 2 0 02, w hen a ro u nd
18 % o f a ll t r a n sa ctio n s w ere p aid f o r b y c re d it c a rd . I n 2 0 03, c re d it c a rd u se f e ll s lig h tly t o
aro u nd 1 7 % .
In c o n clu sio n , e le ctr o n ic p aym en t a p pears t o b e g ro w in g i n p opu la rit y w hile t h e u se o f
ch eq u eb ooks h as d ecre ase d i n t h e p ast d eca d e.

* ACH IE V E I E LTS A ca dem ic W rit in g S u ccess
i s n ot a ffilia te d w it h t h e I E LTS
ex am in atio n . T hese s c o re s a re e stim ate s o n ly .




© J u lie
Hall
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