The Complete Guide to IELTS Cambridge 15: Sample Answers/Essays and More!

The Complete Guide to IELTS Cambridge 15: Sample Answers/Essays and More!

The newest IELTS Cambridge 15 book of practice tests and sample answers/essays has just been released and I have some tips, strategies and sample answers to help guide you through it!

First of all, you can purchase the book here.

Please do not download it illegally – that is morally wrong.

IELTS Cambridge 15 Sample Answers/Essays

Here are my sample answers based on the questions and topics from the book:

Writing Task 1 Tests 1-4:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay Cambridge 15: Coffee and Tea Buying and Drinking Habits (Cambridge IELTS 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

Writing Task 2 Tests 1-4

IELTS Writing Task 2 Sample Answer Essay Cambridge 15: Owning or Renting a Home (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Printed Newspapers and Reading Online (IELTS Cambridge 15)

IELTS Writing Task 2 Cambridge 15 Sample Answer Essay: Advertising & Paying Attention (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

The Wrong Way to Study with IELTS Cambridge 15

There are a lot of students who study with the Cambridge IELTS books the wrong way.

The wrong way is to do practice test after practice test without any other practice.

These practice tests have two purposes:

  1. They help you to feel familiar/comfortable with the exam.
  2. They give you an idea of your current IELTS score and English ability.

You should use them to feel comfortable with the format and understand where your skills are now.

Do not use them to improve your English.

You might improve slightly – learn a few new words – but they are not designed to improve your English.

Some students think that they can just do test after test, book after book and their IELTS score will rise.

Your IELTS score only rises when your English ability rises (and you understanding of the test is good).

Those students are wasting their time and it leads to the feared plateau – staying at the same level for months or years.

If you want to avoid getting stuck in the same trap that gets most students read below for the proper way to use these books and some useful activities that can help your to actually improve your English, save time, and understand IELTS better!

The Right Way to Study with IELTS Cambridge 15

If you just want to have an idea of your score, it is simple: do a timed test.

Do all parts and check your answers for listening and reading.

It is harder to know about your speaking and writing scores (there’s no answer key) so you can sign up for my writing corrections or my online courses to know exactly what your scores are: writing corrections and online courses.

If you just want more sample answers from me at an affordable price, consider supporting me on Patreon.com/howtodoielts

What about if you want to become more comfortable with the IELTS exam?

Then you should do the same thing – do a test but…

You must also take time to analyse the test.

After you finish a listening test, circle the answers you got wrong.

Why did you get them wrong? Couldn’t hear the word? A vocabulary problem? Grammar?

Then listen and read to the tapescript to understand the listening better.

Underline the synonyms/paraphrases and circle the distractors.

Your awareness of IELTS is rising and it will help, for sure, on the real exam!

For reading – do the same. Focus on the questions that you got wrong.

Why did you get them wrong?

Find the synonyms/paraphrases and the little tricks. Work on the most difficult questions over and over.

For writing, check with my sample answers above and do all the practice – do the listening, the vocabulary and so on.

Commit hard to studying one answer until you understand it fully and are ready to move on.

Be sure to review whatever work you did so that you don’t forget a few days later.

Speaking is trickier, but you can try some of my ideas here for practicing without a partner.

Useful Study Activities

Once you figure out your weak areas, it is important to vary the activities you do when studying.

If you do the same activities over and over again then you will just get good at doing the activity – and not really improve your English – you’ll end up stuck at the same English level!

Try some of these activities to avoid that for each skill:

Listening Activities with Cambridge IELTS 15

  1. Focus on a section: Listen to section 1 (or 2 or 3 or 4) of the listening over and over again. The more times you listen, the more your listening improves. Afterwards read the tapescript carefully.
  2. Listen and pause: This will improve your concentration skills when listening. Start to listen and pause the recording every 30 seconds. Predict what they are going to say next then listen and check. Don’t worry about the listening questions. This way you must pay very close and attention and think critically.
  3. Before you listen: Usually you only get 30 seconds before you listen. When practicing, it can be helpful to take more time and try to write down a synonym/paraphrase for all the key words in the questions. Take your time. This activity will help with understanding paraphrasing and understanding how the test works.

For more listening activities read here about listening with or without subtitles and the top 3 keys to improve your listening here.

Reading Activities with Cambridge IELTS 15

  1. Read and summarise: A lot of students struggle with matching heading questions and this activity can really help. After each paragraph take some time to write a title/short summary for the paragraph. Reread and make your summary/title more detailed.
  2. Write your own questions: If you really want to understand IELTS, this is one of the best ways. Write your own questions! Do easy ones first – like fill in the blanks. Then later write harder ones like True/False/Not Given.
  3. Synonyms/Paraphrases: Just like with listening, take some time to just analyse the questions without the reading. Write all the keywords on a separate piece of paper. Then write a synonym/paraphrase for each one. Then do the reading and check if you had anything similar.

For more reading practice, you can learn about reading the news to improve your IELTS score here and the difference between testing and improveing your reading here.

Writing Activities with Cambridge IELTS 15

  1. Examples: For most students examples are the key to IELTS writing. Instead of writing a fully sample answer just focus on the important skill and write examples for each question. Make each example 2-3 sentences long, fully developed and specific.
  2. Marking an essay: Look in the back of the book at the sample essays but hide the score and the examiner’s report. Look at the IELTS band descriptors online and try to figure out the score for the essay. Then check with the examiner’s report. You’ll really understand what you need to do after this activity!
  3. Redrafting: A lot of students move on too quickly. Write an essay, get feedback from me, then write it again and again until it is perfect. Then move on to new essays with greater understand.

Speaking Activities with Cambridge IELTS 15

  1. Stuck on repeat: Try answering the same question but with different answers each time. This will help improve your fluency and focus your mindset on long, detailed answers. You can see an example below:
  2. Focus on pron: Record yourself and then play your answer back for Siri or Google Voice search or Google Docs. If the words do not come out clearly, then you need to work on them more. Keep a list of the toughest words and practice them everyday until they are perfect!
  3. Write your own questions: Just like with reading, write new questions and answer them to understand the test better. For part 1 speaking, write personal questions. For part 2, they can be personal or a little more general. For part 3, they should not be personal questions – write general ones about other people or the world. Practice answers them.

Learn more about improving your speaking without a partner here and about using Google Voice search here to improve your pronunciation for IELTS.

Best of luck and comment any questions you have below!

Dave

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

This is an IELTS writing task 1 sample answer essay from IELTS Cambridge 15 on the topic of the work for Anthropology graduates.

It is a really, really tough one!

There is a ton of data and the overview is hard because of all the information and how difficult it is to group the information.

The length is a little long (200 words) but it is needed to detail all the data and have a complete overview.

Read the other essays from IELTS Cambridge 15 below.

Writing Task 1 Tests 1-4:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay Cambridge 15: Coffee and Tea Buying and Drinking Habits (Cambridge IELTS 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

Writing Task 2 Tests 1-4

IELTS Writing Task 2 Sample Answer Essay Cambridge 15: Owning or Renting a Home (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Printed Newspapers and Reading Online (IELTS Cambridge 15)

IELTS Writing Task 2 Cambridge 15 Sample Answer Essay: Advertising & Paying Attention (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

Dave

Before reading, listen to the audio and try to accurate draw the graph:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates

The chart below shows what Anthropology graduates from one university did after finishing their undergraduate degree courses. The table shows the salaries of the anthropologists in work after five years.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The pie chart details the initial occupations of Anthropology students after graduation and the table records their salaries following 5 years of work in various sectors. Overall, most graduates took full-time positions, followed by part-time jobs, unemployment, graduate study or unknown, and finally part-time work together with graduate study. The average salaries tended to be much higher for freelance consultants than those working in the government and private companies, though there were many federal workers in the highest salary bracket.

A total of 52% of graduates were employed full-time, compared to 15% for part-time, 12% unemployed, 8% categorised as unknown, 8% pursuing full-time further education, and finally 5% combining part-time work and higher education study.

Turning to the table, freelance consultants were overwhelmingly employed in the upper pay scales at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. Government employees displayed a broadly similar pattern with identical figures at the two lowest pay bands, 30% in the $75,000 to $99,999 range, and 50% earning over a hundred thousand dollars a year. Private industry salaries diverged generally with 10% in the lowest income range, a striking 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, respectively.

Analysis

1. The pie chart details the initial occupations of Anthropology students after graduation and the table records their salaries following 5 years of work in various sectors. 2. Overall, most graduates took full-time positions, followed by part-time jobs, unemployment, graduate study or unknown, and finally part-time work together with graduate study. 3. The average salaries tended to be much higher for freelance consultants than those working in the government and private companies, though there were many federal workers in the highest salary bracket.

  1. Paraphrase what the graph and table are about – mention both.
  2. Your overview must cover all categories – that is why it is so long for this graph. Read more about writing a general overview here.
  3. Write an overview for the tables too. Read about the mistake that 99% of students make when writing overviews for tables here.

1. A total of 52% of graduates were employed full-time, compared to 15% for part-time, 12% unemployed, 8% categorised as unknown, 8% pursuing full-time further education, and finally 5% combining part-time work and higher education study.

  1. Give all the data for the pie chart.

1. Turning to the table, freelance consultants were overwhelmingly employed in the upper pay scales at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. 2. Government employees displayed a broadly similar pattern with identical figures at the two lowest pay bands, 30% in the $75,000 to $99,999 range, and 50% earning over a hundred thousand dollars a year. 3. Private industry salaries diverged generally with 10% in the lowest income range, a striking 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, respectively.

  1. Begin to describe and compare the data for the table.
  2. Try to group the information as much as possible.
  3. Make sure that you cover all areas and all the data.

Vocabulary

What do the words in bold below mean?

The pie chart details the initial occupations of Anthropology students after graduation and the table records their salaries following 5 years of work in various sectors. Overall, most graduates took full-time positions, followed by part-time jobs, unemployment, graduate study or unknown, and finally part-time work together with graduate study. The average salaries tended to be much higher for freelance consultants than those working in the government and private companies, though there were many federal workers in the highest salary bracket.

A total of 52% of graduates were employed full-time, compared to 15% for part-time, 12% unemployed, 8% categorised as unknown, 8% pursuing full-time further education, and finally 5% combining part-time work and higher education study.

Turning to the table, freelance consultants were overwhelmingly employed in the upper pay scales at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. Government employees displayed a broadly similar pattern with identical figures at the two lowest pay bands, 30% in the $75,000 to $99,999 range, and 50% earning over a hundred thousand dollars a year. Private industry salaries diverged generally with 10% in the lowest income range, a striking 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, respectively.

Answers

details illustrates

initial occupations first jobs

Anthropology the study of peoples, history, and culture

records details

following after

various sectors different areas

full-time positions 40 hour+ jobs

part-time jobs under 40 hours, hourly paid work

unemployment not having a job

graduate study learning for a masters or PhD

tended to be is usually

freelance consultants advisers

private companies commercial entities

federal related to the government

highest salary bracket those who made the most money

compared to in contrast to

categorised as in the group of

pursuing seeking

combining together

turning to the table looking at the table

overwhelmingly mostly

upper pay scales people who made more money

displayed showed

broadly similar pattern generally the same trend

identical figures same numbers

lowest pay bands least well paid

range grouping

earning making

private industry companies

diverged generally different overall

striking stands out

respectively in turn

Pronunciation

Listen and repeat:

ˈdiːteɪlz 
ɪˈnɪʃəl ˌɒkjʊˈpeɪʃənz 
ˌænθrəˈpɒləʤi 
ˈrɛkɔːdz 
ˈfɒləʊɪŋ 
ˈveərɪəs ˈsɛktəz
fʊl-taɪm pəˈzɪʃənz
pɑːt-taɪm ʤɒbz
ˌʌnɪmˈplɔɪmənt
ˈgrædjʊət ˈstʌdi 
ˈtɛndɪd tuː biː 
ˈfriːˌlɑːns kənˈsʌltənts 
ˈpraɪvɪt ˈkʌmpəniz
ˈfɛdərəl 
ˈhaɪɪst ˈsæləri ˈbrækɪt
kəmˈpeəd tuː 
ˈkætɪgəraɪzd æz 
pəˈsjuːɪŋ 
kəmˈbaɪnɪŋ 
ˈtɜːnɪŋ tuː ðə ˈteɪbl
ˌəʊvəˈwɛlmɪŋli 
ˈʌpə peɪ skeɪlz 
dɪsˈpleɪd 
ˈbrɔːdli ˈsɪmɪlə ˈpætən 
aɪˈdɛntɪkəl ˈfɪgəz 
ˈləʊɪst peɪ bændz
reɪnʤ
ˈɜːnɪŋ 
ˈpraɪvɪt ˈɪndəstri 
daɪˈvɜːʤd ˈʤɛnərəli 
ˈstraɪkɪŋ 
rɪsˈpɛktɪvli

Vocabulary Practice

Remember and fill in the blanks:

The pie chart d___________s the i______________________s of A_________________y students after graduation and the table r____________s their salaries f________________g 5 years of work in v_________________s. Overall, most graduates took f___________________s, followed by p______________________s, u___________________t, g____________________y or unknown, and finally part-time work together with graduate study. The average salaries t____________________e much higher for f__________________________s than those working in the government and p__________________________s, though there were many f_____________l workers in the h_________________________t.

A total of 52% of graduates were employed full-time, c_________________o 15% for part-time, 12% unemployed, 8% c__________________s unknown, 8% p_________________g full-time further education, and finally 5% c___________________g part-time work and higher education study.

T__________________________e, freelance consultants were o_____________________y employed in the u____________________s at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. Government employees d______________d a b_________________________n with i___________________s at the two l________________________s, 30% in the $75,000 to $99,999 r__________e, and 50% e_____________g over a hundred thousand dollars a year. P____________________y salaries d______________________y with 10% in the lowest income range, a s______________g 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, r_________________________y.

Listen and check:

Listening Practice

Learn about anthropology below:

Reading Practice

Browse some recent, new discoveries in anthropology below:

https://www.livescience.com/topics/anthropology

Speaking Practice

Answer the following related questions from the real IELTS speaking exam:

History

Do you like reading books about history?

Which country’s history is most interesting to you?

Which historical event or period do you find most interesting?

Why is it important to read about history?

IELTS Speaking Exam

Writing Practice

Answer the following related question and then check with my sample answer:

IELTS Writing Task 1 Sample Answer Essay: Vehicles in Australia Table (Real Past IELTS Exam/Test)
IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

This is an IELTS writing task 1 sample answer essay from IELTS Cambridge 15 on the topic of a process/diagram about manufacturing instant noodles.

You might notice that the word count on mine is a little low (131 words).

IELTS no longer has a word count and this one was so simple to write about that it is under the 150 students usually expect to write.

Try to hit at least 150 but if you describe the process fully and it is under, don’t worry about it – it’s not your fault!

Read the other essays from IELTS Cambridge 15 below.

Writing Task 1 Tests 1-4:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay Cambridge 15: Coffee and Tea Buying and Drinking Habits (Cambridge IELTS 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

Writing Task 2 Tests 1-4

IELTS Writing Task 2 Sample Answer Essay Cambridge 15: Owning or Renting a Home (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Printed Newspapers and Reading Online (IELTS Cambridge 15)

IELTS Writing Task 2 Cambridge 15 Sample Answer Essay: Advertising & Paying Attention (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

Dave

Before reading, listen to the audio and try to accurate draw the process:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles

The diagram below shows how instant noodles are manufactured.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The picture details the manufacturing process for instant noodles. Overall, this entirely man-made operation can be divided into 4 main stages beginning with storage of raw ingredients, assembling the dry noodles, cooking and finally packaging for later consumption.

Instant noodles start in storage silos where the flour is kept. The flour is transported, along with water and oil from another source, to the mixers and rolled into sheets of dough beginning the assembly line steps. These sheets are cut into strips with factory machinery and then formed into compact ‘Noodles discs’ to be fried in oil, left to dry and ultimately placed in cups along with assorted vegetables and spices.

The final preparation step is to label and seal the contents so that the end product is ready for retail.

Analysis

1. The picture details the manufacturing process for instant noodles. 2. Overall, this entirely man-made operation can be divided into 4 main stages beginning with storage of raw ingredients, assembling the dry noodles, cooking and finally packaging for later consumption.

  1. Paraphrase what the process shows.
  2. Write an overview by dividing it into 3 or 4 main stages. Read more about analysing a process here.

1. Instant noodles start in storage silos where the flour is kept. 2. The flour is transported, along with water and oil from another source, to the mixers and rolled into sheets of dough beginning the assembly line steps. 3. These sheets are cut into strips with factory machinery and then formed into compact ‘Noodles discs’ to be fried in oil, left to dry and ultimately placed in cups along with assorted vegetables and spices.

  1. Begin with the first part of the process.
  2. Use the passive when writing about a process.
  3. Make sure that you include all stages and vary long/short sentences.

1. The final preparation step is to label and seal the contents so that the end product is ready for retail.

  1. Finish writing about all steps.

Vocabulary

What do the words in bold below mean?

The picture details the manufacturing process for instant noodles. Overall, this entirely man-made operation can be divided into 4 main stages beginning with storage of raw ingredients, assembling the dry noodles, cooking and finally packaging for later consumption.

Instant noodles start in storage silos where the flour is kept. The flour is transported, along with water and oil from another source, to the mixers and rolled into sheets of dough beginning the assembly line steps. These sheets are cut into strips with factory machinery and then formed into compact ‘Noodles discs’ to be fried in oil, left to dry and ultimately placed in cups along with assorted vegetables and spices.

The final preparation step is to label and seal the contents so that the end product is ready for retail.

Answers

details describes

manufacturing process how it is made in a factory

instant noodles ramen, noodles in a package

entirely man-made operation not a natural process

divided into grouped into

main primary

storage where something is kept

assembling put together

packaging the plastic/paper outside

later consumption to eat afterwards

start begin

storage silos where grains are kept after harvesting

flour ground up grains

another source somewhere else

mixers machines to combine

rolled into sheets of dough combined with water and made into a dough

assembly line steps the production process

cut into strips sliced into long pieces

factory machinery automated assembly line

formed into compact made into small

fried in oil cooked in fat/oil

left to dry allowed to become dry

ultimately in the end

placed in cups put in packaging

along with also with

assorted various

final preparation step last stage

label put on the image, logo, nutritional information

seal cover in plastic, put the lid on

contents what’s inside

end product final step

ready prepared for

retail to be sold in stores

Pronunciation

Listen and repeat:

ˈdiːteɪlz 
ˌmænjʊˈfækʧərɪŋ ˈprəʊsɛs 
ˈɪnstənt ˈnuːdlz
ɪnˈtaɪəli ˈmænˈmeɪd ˌɒpəˈreɪʃən 
dɪˈvaɪdɪd ˈɪntuː 
meɪn 
ˈstɔːrɪʤ 
əˈsɛmblɪŋ 
ˈpækɪʤɪŋ 
ˈleɪtə kənˈsʌm(p)ʃən
stɑːt 
ˈstɔːrɪʤ ˈsaɪləʊz 
ˈflaʊə 
əˈnʌðə sɔːs
ˈmɪksəz 
rəʊld ˈɪntuː ʃiːts ɒv dəʊ 
əˈsɛmbli laɪn stɛps
kʌt ˈɪntuː strɪps 
ˈfæktəri məˈʃiːnəri 
fɔːmd ˈɪntuː ˈkɒmpækt 
fraɪd ɪn ɔɪl
lɛft tuː draɪ 
ˈʌltɪmɪtli 
pleɪst ɪn kʌps 
əˈlɒŋ wɪð 
əˈsɔːtɪd 
ˈfaɪnl ˌprɛpəˈreɪʃən stɛp 
ˈleɪbl 
siːl 
ˈkɒntɛnts 
ɛnd ˈprɒdʌkt 
ˈrɛdi 
ˈriːteɪl

Vocabulary Practice

Remember and fill in the blanks:

The picture d____________s the m__________________________s for i_________________________s. Overall, this e____________________________n can be d________________o 4 m______n stages beginning with s_____________e of raw ingredients, a______________g the dry noodles, cooking and finally p________________g for l______________________n.

Instant noodles s________t in s_________________s where the f_________r is kept. The flour is transported, along with water and oil from a_________________e, to the m____________s and r________________________h beginning the a_________________________s. These sheets are c________________s with f_____________________y and then f____________________t ‘Noodles discs’ to be f________________l, l_________________y and u______________y p_____________s a_____________h a______________d vegetables and spices.

The f___________________________p is to l_________l and s_______l the c_____________s so that the e_________________t is r_________y for r___________l.

Listen and check:

Listening Practice

Watch below more about the process of making instant noodles:

Reading Practice

Read some depressing information about instant noodles below:

https://food.ndtv.com/food-drinks/the-dark-side-of-instant-noodles-what-makes-them-harmful-766902

Speaking Practice

Answer the following related questions from the real IELTS speaking exam:

Cakes

Do you like cakes?

Have you ever baked a cake?

How often do you eat cakes?

Are cakes popular in your country?

IELTS Speaking Exam

Writing Practice

Answer the following related question and then check with my sample answer.

The diagram below shows one method of manufacturing ceramic pots.

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

This is an IELTS writing task 2 sample answer essay from the IELTS Cambridge 15 book of past exams on the topic of whether or not children can achieve anything if they try hard enough.

Read the other sample answers from Cambridge 15 below:

Writing Task 1 Tests 1-4:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay Cambridge 15: Coffee and Tea Buying and Drinking Habits (Cambridge IELTS 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

Writing Task 2 Tests 1-4

IELTS Writing Task 2 Sample Answer Essay Cambridge 15: Owning or Renting a Home (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Printed Newspapers and Reading Online (IELTS Cambridge 15)

IELTS Writing Task 2 Cambridge 15 Sample Answer Essay: Advertising & Paying Attention (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

Dave

Before reading, listen to the audio and take notes:

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything

In some cultures, children are often told that they can achieve anything if they try hard enough.

What are the advantages and disadvantages of giving children this message?

Cambridge IELTS 15

In many countries, it is common for children to be told anything is possible if they set their mind to it. In my opinion, this can lead to great achievements, but for the majority engenders feelings of inadequacy.

Some people benefit from a positive emphasis on effort and achievement. The best examples of this come from the United States where famously every child is encouraged to pursue their dreams, no matter how aspirational and unrealistic. Those who succeed serve as role models and evidence the efficacy of pushing children to try to achieve anything. For example, the number of successful entrepreneurs and artists who have left their mark globally from the U.S.A is staggering and includes figures like Steve Jobs, Bill Gates, Michael Jackson, Warren Buffet, and Will Smith. These people often give encouraging interviews where they reiterate the importance of having passion and grit to achieve transcendent fame.

However, the cases above are exceptions and considering them the rule only hurts the self-esteem of the general populace. When an individual is told they can accomplish anything through sheer determination and they then fail to become rich and successful, they have no one to blame but themselves. The truth about the connection between effort and achievement is more nuanced than the platitude typically supplied to children. There is a complex interplay between talent, effort, and luck required to produce great achievements and all high-achievers are subject to determining factors beyond simply hard work. Teaching children otherwise sets them up for self-doubt, disillusionment, and delusions of grandeur that will weigh on them throughout adulthood. Hard work is an essential ingredient but supposing it guarantees success will only lead to resentment towards oneself and others.

In conclusion, while teaching children that hard work ensures achievement produces great individuals, overall, it breeds insecurity. Parents ought to instead encourage a positive mindset with less lofty expectations.

Analysis

1. In many countries, it is common for children to be told anything is possible if they set their mind to it. 2. In my opinion, this can lead to great achievements, but for the majority engenders feelings of inadequacy.

  1. Paraphrase the overall essay topic.
  2. Write a clear opinion to answer the essay question.

1. Some people benefit from a positive emphasis on effort and achievement. 2. The best examples of this come from the United States where famously every child is encouraged to pursue their dreams, no matter how aspirational and unrealistic. 3. Those who succeed serve as role models and evidence the efficacy of pushing children to try to achieve anything. 4. For example, the number of successful entrepreneurs and artists who have left their mark globally from the U.S.A is staggering and includes figures like Steve Jobs, Bill Gates, Michael Jackson, Warren Buffet, and Will Smith. 5. These people often give encouraging interviews where they reiterate the importance of having passion and grit to achieve transcendent fame.

  1. Write a topic sentence with a clear main idea at the end.
  2. Begin with an example.
  3. Explain your example if necessary.
  4. Use real people, places, countries, etc. to support your main idea.
  5. State the full results of your example.

1. However, the cases above are exceptions and considering them the rule only hurts the self-esteem of the general populace. 2. When an individual is told they can accomplish anything through sheer determination and they then fail to become rich and successful, they have no one to blame but themselves. 3. The truth about the connection between effort and achievement is more nuanced than the platitude typically supplied to children. 4. There is a complex interplay between talent, effort, and luck required to produce great achievements and all high-achievers are subject to determining factors beyond simply hard work. 5. Teaching children otherwise sets them up for self-doubt, disillusionment, and delusions of grandeur that will weigh on them throughout adulthood. 6. Hard work is an essential ingredient but supposing it guarantees success will only lead to resentment towards oneself and others.

  1. Write another topic sentence with a new main idea at the end.
  2. Explain your main idea.
  3. Continue to develop a logical argument or give an example (I use a hypothetical example here).
  4. Continue to support the same main idea.
  5. State the full results.
  6. Conclude the paragraph with a strong statement.

1. In conclusion, while teaching children that hard work ensures achievement produces great individuals, overall, it breeds insecurity. 2. Parents ought to instead encourage a positive mindset with less lofty expectations.

  1. Summarise your main ideas and repeat your opinion.
  2. Add a final thought/detail to the end to get full marks from the IELTS examiner.

Vocabulary

What do the words in bold below mean?

In many countries, it is common for children to be told anything is possible if they set their mind to it. In my opinion, this can lead to great achievements, but for the majority engenders feelings of inadequacy.

Some people benefit from a positive emphasis on effort and achievement. The best examples of this come from the United States where famously every child is encouraged to pursue their dreams, no matter how aspirational and unrealistic. Those who succeed serve as role models and evidence the efficacy of pushing children to try to achieve anything. For example, the number of successful entrepreneurs and artists who have left their mark globally from the U.S.A is staggering and includes figures like Steve Jobs, Bill Gates, Michael Jackson, Warren Buffet, and Will Smith. These people often give encouraging interviews where they reiterate the importance of having passion and grit to achieve transcendent fame.

However, the cases above are exceptions and considering them the rule only hurts the self-esteem of the general populace. When an individual is told they can accomplish anything through sheer determination and they then fail to become rich and successful, they have no one to blame but themselves. The truth about the connection between effort and achievement is more nuanced than the platitude typically supplied to children. There is a complex interplay between talent, effort, and luck required to produce great achievements and all high-achievers are subject to determining factors beyond simply hard work. Teaching children otherwise sets them up for self-doubt, disillusionment, and delusions of grandeur that will weigh on them throughout adulthood. Hard work is an essential ingredient but supposing it guarantees success will only lead to resentment towards oneself and others.

In conclusion, while teaching children that hard work ensures achievement produces great individuals, overall, it breeds insecurity. Parents ought to instead encourage a positive mindset with less lofty expectations.

Answers

common ubiquitous

anything is possible you can do whatever you want

set their mind to it try to achieve it

great achievements big accomplishments

majority most of

engenders feelings of inadequacy hurt self-esteem

positive emphasis good focus

famously well-known

encouraged told to

pursue their dreams follow their passion

aspirational high goal

unrealistic not likely to happen

serve as role models good examples of

evidence verb for support/evidence

efficacy noun for something that works

pushing encouraging

successful entrepreneurs people who started their own businesses

left their mark globally had an impact on the world

staggering very impressive

figures people

encouraging pushing

reiterate say again

passion what you love

grit determination

transcendent fame really well-known

cases examples

exceptions not common, can’t be generalised

considering them the rule think they are common

self-esteem how you feel about yourself

general populace most people

accomplish achieve

sheer determination pure grit

blame fault

connection link

nuanced complex

platitude simple statement

supplied given to

complex interplay complicated relationship between

produce great achievements accomplish a lot

high-achievers people who accomplish a lot

subject to are vulnerable to

determining factors what makes the difference, decisive

otherwise apart from that

sets them up prepares them for

self-doubt lack of confidence, low self-esteem

disillusionment coming to grips with rewality

delusions of grandeur thinking yourself amazing

weigh on them hold them down

throughout adulthood all their lives

essential ingredient key part

supposing making the assumption that

guarantees success ensures achievement

resentment hate

ensures achievement guarantees success

breeds insecurity makes people feel bad about themselves

instead encourage better to push

positive mindset optimistic outlook

less lofty expectations not such big goals

Pronunciation

Listen and repeat:

ˈkɒmən 
ˈɛnɪθɪŋ ɪz ˈpɒsəbl 
sɛt ðeə maɪnd tuː ɪt
greɪt əˈʧiːvmənts
məˈʤɒrɪti 
ɪnˈʤɛndəz ˈfiːlɪŋz ɒv ɪnˈædɪkwəsi
ˈpɒzətɪv ˈɛmfəsɪs 
ˈfeɪməsli 
ɪnˈkʌrɪʤd 
pəˈsjuː ðeə driːmz
ˌæspəˈreɪʃ(ə)n(ə)l 
ˌʌnrɪəˈlɪstɪk
sɜːv æz rəʊl ˈmɒdlz 
ˈɛvɪdəns 
ˈɛfɪkəsi 
ˈpʊʃɪŋ 
səkˈsɛsfʊl ˌɒntrəprəˈnɜːz 
lɛft ðeə mɑːk ˈgləʊbəli 
ˈstægərɪŋ 
ˈfɪgəz 
ɪnˈkʌrɪʤɪŋ 
riːˈɪtəreɪt 
ˈpæʃən 
grɪt 
trænˈsɛndənt feɪm
ˈkeɪsɪz 
ɪkˈsɛpʃənz 
kənˈsɪdərɪŋ ðɛm ðə ruːl 
sɛlf-ɪsˈtiːm 
ˈʤɛnərəl ˈpɒpjʊləs
əˈkɒmplɪʃ 
ʃɪə dɪˌtɜːmɪˈneɪʃən 
bleɪm 
kəˈnɛkʃən 
nju(ː)ˈɑːnst 
ˈplætɪtjuːd 
səˈplaɪd 
ˈkɒmplɛks ˈɪntə(ː)pleɪ 
ˈprɒdjuːs greɪt əˈʧiːvmənts
haɪ-əˈʧiːvəz 
ˈsʌbʤɪkt tuː 
dɪˈtɜːmɪnɪŋ ˈfæktəz
ˈʌðəwaɪz 
sɛts ðɛm ʌp 
sɛlf-daʊt
ˌdɪsɪˈluːʒənmənt
dɪˈluːʒənz ɒv ˈgrænʤə 
weɪ ɒn ðɛm 
θru(ː)ˈaʊt əˈdʌlthʊd
ɪˈsɛnʃəl ɪnˈgriːdiənt 
səˈpəʊzɪŋ 
ˌgærənˈtiːz səkˈsɛs
rɪˈzɛntmənt 
ɪnˈʃʊəz əˈʧiːvmənt 
briːdz ˌɪnsɪˈkjʊərɪti
ɪnˈstɛd ɪnˈkʌrɪʤ 
ˈpɒzətɪv ˈmaɪndsɛt 
lɛs ˈlɒfti ˌɛkspɛkˈteɪʃənz

Vocabulary Practice

Remember and fill in the blanks:

In many countries, it is c____________n for children to be told a_________________e if they s_____________________t. In my opinion, this can lead to g_________________________s, but for the m______________y e___________________________y.

Some people benefit from a p_______________________s on effort and achievement. The best examples of this come from the United States where f_______________y every child is e_______________d to p____________________s, no matter how a___________________l and u________________c. Those who succeed s________________________s and e_____________e the e______________y of p______________g children to try to achieve anything. For example, the number of s_______________________________s and artists who have l_________________________y from the U.S.A is s__________________g and includes f______________s like Steve Jobs, Bill Gates, Michael Jackson, Warren Buffet, and Will Smith. These people often give e_______________g interviews where they r______________e the importance of having p______________n and g_____t to achieve t_________________________e.

However, the c_______s above are e_________________s and c______________________e only hurts the s_______________m of the g____________________e. When an individual is told they can a________________h anything through s________________________n and they then fail to become rich and successful, they have no one to b_________e but themselves. The truth about the c_______________n between effort and achievement is more n_____________d than the p_____________e typically s______________d to children. There is a c___________________y between talent, effort, and luck required to p___________________________s and all h________________________s are s______________o d_____________________s beyond simply hard work. Teaching children o_____________e s________________p for s______________t, d_______________________t, and d___________________r that will w________________m t_________________________d. Hard work is an e______________________t but s_____________g it g_________________________s will only lead to r_______________t towards oneself and others.

In conclusion, while teaching children that hard work e__________________________t produces great individuals, overall, it b__________________________y. Parents ought to i_____________________e a p_______________________t with l________________________s.

Listen and check:

Listening Practice

Learn about a related topic here:

Reading Practice

Read about this more on the Washington Post:

https://www.washingtonpost.com/news/parenting/wp/2016/02/18/no-honey-you-cant-be-anything-you-want-to-be-and-thats-okay/

Speaking Practice

Answer the following questions from the real IELTS speaking exam:

Setting Goals

How important is it for people to set goals?

Do people set different goals at different stages of life?

Are personal goals more important than professional goals?

What sort of goals do young people today set?

Are people becoming more pessimistic about their life goals?

Real IELTS Speaking

Writing Practice

Write about the following related topic then check with my sample answer:

Many parents today do not spend much time with their children.

Why is this?

Does this affect parents or children more?

Real Past IELTS Exam
IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island (IELTS Cambridge 15)

This is an IELTS writing task 1 sample answer essay from IELTS Cambridge 15 on the topic of a line graph showing visitors to a Caribbean island.

Read the other essays from IELTS Cambridge 15 here:

Writing Task 1 Tests 1-4:

IELTS Writing Task 1 Sample Answer Essay Cambridge 15: Coffee and Tea Buying and Drinking Habits (Cambridge IELTS 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Manufacturing Instant Noodles (IELTS Cambridge 15)

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Anthropology Graduates (IELTS Cambridge 15)

Writing Task 2 Tests 1-4

IELTS Writing Task 2 Sample Answer Essay Cambridge 15: Owning or Renting a Home (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Printed Newspapers and Reading Online (IELTS Cambridge 15)

IELTS Writing Task 2 Cambridge 15 Sample Answer Essay: Advertising & Paying Attention (IELTS Cambridge 15)

IELTS Writing Task 2 Sample Answer Essay IELTS Cambridge 15: Children Achieve Anything (IELTS Cambridge 15)

Dave

Before reading, listen to the audio and try to accurate draw the graph:

IELTS Writing Task 1 Sample Answer Essay IELTS Cambridge 15: Tourists Visiting a Caribbean Island

The graph below shows the number of tourists visiting a particular Caribbean island between 2010 and 2017.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The line graph details the total number of tourists, as well as where they stayed, going to a given Caribbean island from 2010 to 2017. Overall, total tourists rose considerably, and those staying on cruise ships increased in particular, overtaking staying on the island itself, which underwent a more moderate increase.

Visitors residing on the island during their travels began the period at about .75 million, about 500,000 above those on cruise ships. From there, the numbers for the former climbed quickly to 1.5 million by 2013, a full million higher than the latter at the same time. Then those on the island were relatively steady until the end of the time surveyed, while cruise ship passengers rose steadily, surpassing the former figure midway through 2015 and reaching a peak in 2017 of 2 million.

The progressive patterns for visitors on cruise ships and the island were reflected in substantial gains for overall visitors, which started at 1 million in 2010, grew consistently to 2.7 million in 2015 before plateauing through 2016 and then increasing sharply to 3.5 million by the end of the period.

Analysis

1. The line graph details the total number of tourists, as well as where they stayed, going to a given Caribbean island from 2010 to 2017. 2. Overall, total tourists rose considerably, and those staying on cruise ships increased in particular, overtaking staying on the island itself, which underwent a more moderate increase.

  1. Paraphrase what the line chart shows.
  2. Write a general overview that describes the trend for all areas. Read more about overviews here.

1. Visitors residing on the island during their travels began the period at about .75 million, about 500,000 above those on cruise ships. 2. From there, the numbers for the former climbed quickly to 1.5 million by 2013, a full million higher than the latter at the same time. 3. Then those on the island were relatively steady until the end of the time surveyed, while cruise ship passengers rose steadily, surpassing the former figure midway through 2015 and reaching a peak in 2017 of 2 million.

  1. Begin to describe the data. Always compare.
  2. You don’t need all the data but focus on important changes/growth/falls.
  3. Follow both to the end of the period, comparing them throughout.

1. The progressive patterns for visitors on cruise ships and the island were reflected in substantial gains for overall visitors, which started at 1 million in 2010, grew consistently to 2.7 million in 2015 before plateauing through 2016 and then increasing sharply to 3.5 million by the end of the period.

  1. Don’t forget to write about the overall numbers as well!

Vocabulary

What do the words in bold below mean?

The line graph details the total number of tourists, as well as where they stayed, going to a given Caribbean island from 2010 to 2017. Overall, total tourists rose considerably, and those staying on cruise ships increased in particular, overtaking staying on the island itself, which underwent a more moderate increase.

Visitors residing on the island during their travels began the period at about .75 million, about 500,000 above those on cruise ships. From there, the numbers for the former climbed quickly to 1.5 million by 2013, a full million higher than the latter at the same time. Then those on the island were relatively steady until the end of the time surveyed, while cruise ship passengers rose steadily, surpassing the former figure midway through 2015 and reaching a peak in 2017 of 2 million.

The progressive patterns for visitors on cruise ships and the island were reflected in substantial gains for overall visitors, which started at 1 million in 2010, grew consistently to 2.7 million in 2015 before plateauing through 2016 and then increasing sharply to 3.5 million by the end of the period.

Answers

details illustrates

as well as and

given Caribbean island some island in the Caribbean such as Jamaice or Haiti

rose considerably increased a lot

staying on cruise ships remaining on luxury liner cruises

in particular especially

overtaking surpassing

underwent a more moderate increase experienced a smaller rise

residing living on

during their travels when they were travelling

former climbed quickly mentioned before area rose fast

higher than above

the latter the last mentioned one

at the same time in the same period of time

relatively steady generally level

end of the time surveyed by the end of the period

passengers people on cruise ships

surpassing overtaking

former figure number mentioned first

midway through halfway in

reaching a peak hit a high point

progressive patterns increasing trend

reflected mirrored, replicated

substantial gains big increases

grew consistently increased a lot

plateauing levelling off

increasing sharply rising a lot

Pronunciation

Listen and repeat:

ˈdiːteɪlz 
æz wɛl æz 
ˈgɪvn ˌkærɪˈbiːən ˈaɪlənd 
rəʊz kənˈsɪdərəbli
ˈsteɪɪŋ ɒn kruːz ʃɪps 
ɪn pəˈtɪkjʊlə
ˌəʊvəˈteɪkɪŋ 
ˌʌndəˈwɛnt ə mɔː ˈmɒdərɪtˈɪnkriːs
rɪˈzaɪdɪŋ 
ˈdjʊərɪŋ ðeə ˈtrævlz 
ˈfɔːmə klaɪmd ˈkwɪkli 
ˈhaɪə ðæn 
ðə ˈlætə 
æt ðə seɪm taɪm
ˈrɛlətɪvli ˈstɛdi 
ɛnd ɒv ðə taɪm sɜːˈveɪd
ˈpæsɪnʤəz 
sɜːˈpɑːsɪŋ 
ˈfɔːmə ˈfɪgə 
ˈmɪdˈweɪ θruː 
ˈriːʧɪŋ ə piːk 
prəʊˈgrɛsɪv ˈpætənz 
rɪˈflɛktɪd 
səbˈstænʃəl geɪnz 
gruː kənˈsɪstəntli 
ˈplætəʊɪŋ 
ɪnˈkriːsɪŋ ˈʃɑːpli 

Vocabulary Practice

Remember and fill in the blanks:

The line graph d________s the total number of tourists, a___________s where they stayed, going to a g__________________________d from 2010 to 2017. Overall, total tourists r____________________y, and those s__________________________s increased i____________________r, o__________________g staying on the island itself, which u______________________________________e.

Visitors r_____________g on the island d______________________s began the period at about .75 million, about 500,000 above those on cruise ships. From there, the numbers for the f___________________________y to 1.5 million by 2013, a full million h_____________n t_______________r a______________________e. Then those on the island were r____________________y until the e___________________________d, while cruise ship p_________________s rose steadily, s___________________g the f____________________e m__________________h 2015 and r____________________k in 2017 of 2 million.

The p______________________s for visitors on cruise ships and the island were r________________d in s___________________s for overall visitors, which started at 1 million in 2010, g_____________________y to 2.7 million in 2015 before p___________________g through 2016 and then i_____________________y to 3.5 million by the end of the period.

Listen and check:

Listening Practice

Learn about the world’s most expensive cruise ship below:

Reading Practice

Learn about Caribbean islands below in case you are planning on taking a holiday there!

Speaking Practice

Answer the following related questions from the real IELTS speaking exam:

Public Holidays

What public holidays do you celebrate in your country?

Which public holiday do you like the most?

What do you do during that holiday?

Do you think there should be more public holidays in your country?

IELTS Speaking Exam

Writing Practice

Answer the following related question and then check with my sample answer.

The graph below shows the percentage of people in different age groups in one city who attended music concerts between 2010 and 2015.

IELTS Writing Task 1 Sample Answer Essay: Concerts Line Chart (Real Past IELTS Exam)

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