This is an IELTS writing task 2 sample answer essay on the topic of increased contact between countries due to flight and better telecommunications from a real exam.
My essay is only available as an Ebook on Patreon.com/howtodoielts
Here is the question itself:
In the 20th century, contact between many different parts of the world has developed rapidly through air travel and telecommunications.
Do the advantages of this outweigh the disadvantages?
This is an IELTS writing task 2 sample answer essay on the topic of how much high school students should be allowed to question and criticize their teachers from a real IELTS recent exam.
Please consider supporting me on Patreon.com/howtodoielts to receive my full, exclusive IELTS Ebooks!
Dave
Many people argue that in order to improve educational quality, high school students should be encouraged to question and offer criticisms on their teachers. Others think this will lead to a loss of respect and discipline in the classroom.
Discuss both views and give your own opinion.
Some today contend that high school students should have greater latitude to critique and question their teachers, despite the risks this presents for classroom management. I am strongly in agreement as this enables the ideal classroom environment.
Critics of this shift in mentality point out that the teacher position requires respect. A teacher who is consistently being interrupted by students will not be able to lecture and assign and mark homework well. Many students might exploit a rule that encourages questions in order to intentionally derail lessons and undermine the teacher. There is also the possibility that the negative attitude of some students will create general unrest that is not conducive to learning. However, I would argue that the appearance of respect, when in reality most students question their teachers in private, holds little actual value beyond preserving unwarranted pride.
Moreover, the free discussion of ideas is essential to the best learning. Students who are sitting quietly and feigning interest in class are likely to become less motivated. On the other hand, if a class is studying a work of literature or an event in history, students will engage more fully in lessons given the opportunity to ask questions. By asking questions, even if these queries are loosely defined as criticisms of what is being taught, they will suddenly have a reason to learn and the lesson will become more memorable for all students. The questions might also lead the class to novel insights as long as the teacher is confident enough to embark on collaborative explorations.
In conclusion, although certain educational institutions fear that questions may undermine teachers, they in fact are the foundation of a positive learning environment. Schools should embrace academic rigor in all its forms.
1. Some today contend that high school students should have greater latitude to critique and question their teachers, despite the risks this presents for classroom management. 2. I am strongly in agreement as this enables the ideal classroom environment.
1. Critics of this shift in mentality point out that the teacher position requires respect. 2. A teacher who is consistently being interrupted by students will not be able to lecture and assign and mark homework well. 3. Many students might exploit a rule that encourages questions in order to intentionally derail lessons and undermine the teacher. 4. There is also the possibility that the negative attitude of some students will create general unrest that is not conducive to learning. 5. However, I would argue that the appearance of respect, when in reality most students question their teachers in private, holds little actual value beyond preserving unwarranted pride.
1. Moreover, the free discussion of ideas is essential to the best learning. 2. Students who are sitting quietly and feigning interest in class are likely to become less motivated. 3. On the other hand, if a class is studying a work of literature or an event in history, students will engage more fully in lessons given the opportunity to ask questions. 4. By asking questions, even if these queries are loosely defined as criticisms of what is being taught, they will suddenly have a reason to learn and the lesson will become more memorable for all students. 5. The questions might also lead the class to novel insights as long as the teacher is confident enough to embark on collaborative explorations.
1. In conclusion, although certain educational institutions fear that questions may undermine teachers, they in fact are the foundation of a positive learning environment. 2. Schools should embrace academic rigor in all its forms.
Some today contend that high school students should have greater latitude to critique and question their teachers, despite the risks this presents for classroom management. I am strongly in agreement as this enables the ideal classroom environment.
Critics of this shift in mentality point out that the teacher position requires respect. A teacher who is consistently being interrupted by students will not be able to lecture and assign and mark homework well. Many students might exploit a rule that encourages questions in order to intentionally derail lessons and undermine the teacher. There is also the possibility that the negative attitude of some students will create general unrest that is not conducive to learning. However, I would argue that the appearance of respect, when in reality most students question their teachers in private, holds little actual value beyond preserving unwarranted pride.
Moreover, the free discussion of ideas is essential to the best learning. Students who are sitting quietly and feigning interest in class are likely to become less motivated. On the other hand, if a class is studying a work of literature or an event in history, students will engage more fully in lessons given the opportunity to ask questions. By asking questions, even if these queries are loosely defined as criticisms of what is being taught, they will suddenly have a reason to learn and the lesson will become more memorable for all students. The questions might also lead the class to novel insights as long as the teacher is confident enough to embark on collaborative explorations.
In conclusion, although certain educational institutions fear that questions may undermine teachers, they in fact are the foundation of a positive learning environment. Schools should embrace academic rigor in all its forms.
contend argue
high school students those 14 – 18 years old
greater latitude to more freedom to
critique question, criticize
question ask about
despite regardless of
risks threats
presents creates
classroom management how the class is held under control
strongly in agreement agree totally
enables allows for
ideal classroom environment good environment for learning
critics those who are against this
shift in mentality change in thinking
point out argue
position job
respect thinking highly of someone
consistently all the time
interrupted by distracted by
lecture talk to students
assign give work
mark grade
exploit take advantage of
encourages gives energy to
in order to so that
intentionally derail on purpose distract
undermine be rude to
possibility chance
negative attitude bad mentality
create general unrest cause unhappiness and protest
not conducive not good for
appearance semblance of
in reality in the real world, actually
in private not publicly
holds little actual value beyond preserving unwarranted pride not important except to make people feel an undeserved sense of confidence
free discussion talking about openly
essential crucial
quietly not loudly
feigning interest pretending to care about
motivated encouraged
on the other hand however
work of literature novel
event in history thing that happened in the past
engage more fully pay more attention
given the opportunity to with the chance to
loosely defined not clearly grouped
criticisms critiques, saying bad things about
suddenly all at once
memorable easy to remember
lead guide
novel insights new ideas
as long as so far as
confident enough self-assured enough
embark on go on
collaborative explorations working together to learn about
educational institutions schools
undermine question
foundation basis
positive learning environment good place to learn
embrace academic rigor care about learning
in all its forms in all varieties
kənˈtɛnd
haɪ skuːl ˈstjuːdənts
ˈgreɪtə ˈlætɪtjuːd tuː
krɪˈtiːk
ˈkwɛsʧən
dɪsˈpaɪt
rɪsks
ˈprɛznts
ˈklɑːsrʊm ˈmænɪʤmənt
ˈstrɒŋli ɪn əˈgriːmənt
ɪˈneɪblz
aɪˈdɪəl ˈklɑːsrʊm ɪnˈvaɪərənmənt
ˈkrɪtɪks
ʃɪft ɪn mɛnˈtælɪti
pɔɪnt aʊt
pəˈzɪʃən
rɪsˈpɛkt
kənˈsɪstəntli
ˌɪntəˈrʌptɪd baɪ
ˈlɛkʧə
əˈsaɪn
mɑːk
ˈɛksplɔɪt
ɪnˈkʌrɪʤɪz
ɪn ˈɔːdə tuː
ɪnˈtɛnʃənli dɪˈreɪl
ˌʌndəˈmaɪn
ˌpɒsəˈbɪlɪti
ˈnɛgətɪv ˈætɪtjuːd
kri(ː)ˈeɪt ˈʤɛnərəl ʌnˈrɛst
nɒt kənˈdjuːsɪv
əˈpɪərəns
ɪn ri(ː)ˈælɪti
ɪn ˈpraɪvɪt
həʊldz ˈlɪtl ˈækʧʊəl ˈvæljuː bɪˈjɒnd prɪˈzɜːvɪŋ ʌnˈwɒrəntɪd praɪd
friː dɪsˈkʌʃən
ɪˈsɛnʃəl
ˈkwaɪətli
ˈfeɪnɪŋ ˈɪntrɪst
ˈməʊtɪveɪtɪd
ɒn ði ˈʌðə hænd
wɜːk ɒv ˈlɪtərɪʧə
ɪˈvɛnt ɪn ˈhɪstəri
ɪnˈgeɪʤ mɔː ˈfʊli
ˈgɪvn ði ˌɒpəˈtjuːnɪti tuː
ˈluːsli dɪˈfaɪnd
ˈkrɪtɪsɪzmz
ˈsʌdnli
ˈmɛmərəbl
liːd
ˈnɒvəl ˈɪnsaɪts
æz lɒŋ æz
ˈkɒnfɪdənt ɪˈnʌf
ɪmˈbɑːk ɒn
kəˈlæb(ə)rətɪv ˌɛksplɔːˈreɪʃənz
ˌɛdju(ː)ˈkeɪʃənl ˌɛdju(ː)ˈkeɪʃənz
ˌʌndəˈmaɪn
faʊnˈdeɪʃən
ˈpɒzətɪv ˈlɜːnɪŋ ɪnˈvaɪərənmənt
ɪmˈbreɪs ˌækəˈdɛmɪk ˈrɪgə
ɪn ɔːl ɪts fɔːmz
Some today c__________d that h________________s should have g___________________o c_______e and q________n their teachers, d________e the r_____s this p_________s for c____________________t. I am s___________________t as this e_________s the i_______________________________t.
C_______s of this s____________________y p__________t that the teacher p________n requires r_________t. A teacher who is c_______________y being i_____________y students will not be able to l___________e and a__________n and m___k homework well. Many students might e_________t a rule that e_________s questions i______________o i____________________l lessons and u_____________e the teacher. There is also the p___________y that the n_____________e of some students will c___________________________t that is n______________e to learning. However, I would argue that the a_____________e of respect, when i___________y most students question their teachers i_________e, h____________________________________________________________e.
Moreover, the f________________n of ideas is e____________l to the best learning. Students who are sitting q________y and f_______________________t in class are likely to become less m____________d. O________________d, if a class is studying a w___________________________e or an e__________________y, students will e____________________y in lessons g_________________________________o ask questions. By asking questions, even if these queries are l__________________d as c_________________s of what is being taught, they will s___________y have a reason to learn and the lesson will become more m____________e for all students. The questions might also l_____d the class to n__________________s a_____________s the teacher is c_________________h to e________________n c_______________________________s.
In conclusion, although certain e_________________________s fear that questions may u____________e teachers, they in fact are the f_____________n of a p______________________t. Schools should e______________________r i______________s.
https://www.theatlantic.com/ideas/archive/2021/09/school-learning-loss-trauma-death/619970/
Practice with the following related questions from the real IELTS speaking exam:
Practice with the related chart below and then check with my sample answer:
Some people say that at all levels of education, from primary school to university, too much time is spent on learning facts and not enough on learning practical skills.
Do you agree or disagree?
These are maps that I’ve collected over the years from real past IELTS exams and other practice materials.
If you want to stay up to date with all the latest task 1 questions, you can find those here.
Here are my EBooks.
And if you want the other types of task 1 images, click below:
Here are the IELTS maps!
Dave
Read my sample here for the Cambridge 20 map above.
This is an IELTS writing task 2 sample answer essay on the topic of whether people should travel or work during a gap year from a real IELTS recent exam.
Some people believe that students should acquire working experience during their gap year instead of traveling.
Do you agree or disagree with this statement?
Some feel that if a student decides to take a gap-year it is better to work than to travel. I am generally in agreement with this proposition as it will better prepare individuals to choose a university major.
Those who argue in favor of travel contend that after school, individuals may be too busy to travel for an extended period. Graduates must typically either begin applying for graduate school or for positions in the workforce. Once a person has a job, they will then only have limited time for holidays, most of which they are likely to spend with family. This is why many high school graduates take advantage of the freedom before university to explore exotic destinations that require long flights like countries in Southeast Asia and South America.
However, there is immense value in work experience that can inform one’s future career choices. Most students are ill-equipped to make a career choice at the age of 18 and this is reflected in the number of graduates who switch jobs and never establish a career in their field of study. By working for a year, not only will students have a firmer understanding of the challenges of the typical workweek, but they might also gain perspective as to what kind of work they enjoy. For instance, a prospective film student who interns at a film studio may decide that they would prefer to work in a less stressful environment and subsequently change majors.
In conclusion, despite the singular opportunity to travel that a gap-year provides, it is more important to work and learn one’s career inclinations. There could naturally also be some balance between work and travel.
1. Some feel that if a student decides to take a gap-year it is better to work than to travel. 2. I am generally in agreement with this proposition as it will better prepare individuals to choose a university major.
1. Those who argue in favor of travel contend that after school, individuals may be too busy to travel for an extended period. 2. Graduates must typically either begin applying for graduate school or for positions in the workforce. 3. Once a person has a job, they will then only have limited time for holidays, most of which they are likely to spend with family. 4. This is why many high school graduates take advantage of the freedom before university to explore exotic destinations that require long flights like countries in Southeast Asia and South America.
1. However, there is immense value in work experience that can inform one’s future career choices. 2. Most students are ill-equipped to make a career choice at the age of 18 and this is reflected in the number of graduates who switch jobs and never establish a career in their field of study. 3. By working for a year, not only will students have a firmer understanding of the challenges of the typical workweek, but they might also gain perspective as to what kind of work they enjoy. 4. For instance, a prospective film student who interns at a film studio may decide that they would prefer to work in a less stressful environment and subsequently change majors.
1. In conclusion, despite the singular opportunity to travel that a gap-year provides, it is more important to work and learn one’s career inclinations. 2. There could naturally also be some balance between work and travel.
Some feel that if a student decides to take a gap-year it is better to work than to travel. I am generally in agreement with this proposition as it will better prepare individuals to choose a university major.
Those who argue in favor of travel contend that after school, individuals may be too busy to travel for an extended period. Graduates must typically either begin applying for graduate school or for positions in the workforce. Once a person has a job, they will then only have limited time for holidays, most of which they are likely to spend with family. This is why many high school graduates take advantage of the freedom before university to explore exotic destinations that require long flights like countries in Southeast Asia and South America.
However, there is immense value in work experience that can inform one’s future career choices. Most students are ill-equipped to make a career choice at the age of 18 and this is reflected in the number of graduates who switch jobs and never establish a career in their field of study. By working for a year, not only will students have a firmer understanding of the challenges of the typical workweek, but they might also gain perspective as to what kind of work they enjoy. For instance, a prospective film student who interns at a film studio may decide that they would prefer to work in a less stressful environment and subsequently change majors.
In conclusion, despite the singular opportunity to travel that a gap-year provides, it is more important to work and learn one’s career inclinations. There could naturally also be some balance between work and travel.
decides chooses
take a gap-year a year off before university
I am generally in agreement with this proposition overall i think the same
better prepare have better preparations, be ready
university major what you study in university
those who argue in favor of supporters
contend argue
extended period long time
graduates people done with school
typically usually
applying for trying to get a job at
graduate school after the first 4 years at uni
positions jobs
workforce people who work
limited time not much time
most of which the majority of these
high school graduates those 18 years old
take advantage of exploit
freedom ability to do what you want
explore exotic destinations go to far away places
require long flights have to fly a long time to get there
immense value lots of importance
work experience having a job
inform help one to decide
future career choices what you do for work later
ill-equipped not prepared
reflected in evidenced by
switch jobs go to a new position
establish a career have a long-term job
field of study what you major in
firmer understanding better knowledge of
challenges difficulties
typical workweek normal working hours
gain perspective see the whole picture
prospective film student someone who will study about movies
interns works for free
studio film company
less stressful environment not so anxious place
subsequently after that
majors what you study in uni
singular opportunity unique chance
provides allows for
inclinations what you like
naturally of course
balance keep equal
dɪˈsaɪdz
teɪk ə gæp-jɪə
aɪ æm ˈʤɛnərəli əˈgriːmənt wɪð ðɪs ˌprɒpəˈzɪʃən
ˈbɛtə prɪˈpeə
ˌjuːnɪˈvɜːsɪti ˈmeɪʤə
ðəʊz huː ˈɑːgjuː ɪn ˈfeɪvər ɒv
kənˈtɛnd
ɪksˈtɛndɪd ˈpɪərɪəd
ˈgrædjʊəts
ˈtɪpɪk(ə)li
əˈplaɪɪŋ fɔː
ˈgrædjʊət skuːl
pəˈzɪʃənz
ˈwɜːkˌfɔːs
ˈlɪmɪtɪd taɪm
məʊst ɒv wɪʧ
haɪ skuːl ˈgrædjʊəts
teɪk ədˈvɑːntɪʤ ɒv
ˈfriːdəm
ɪksˈplɔːr ɪgˈzɒtɪk ˌdɛstɪˈneɪʃənz
rɪˈkwaɪə lɒŋ flaɪts
ɪˈmɛns ˈvæljuː
wɜːk ɪksˈpɪərɪəns
ɪnˈfɔːm
ˈfjuːʧə kəˈrɪə ˈʧɔɪsɪz
ɪl-ɪˈkwɪpt
rɪˈflɛktɪd ɪn
swɪʧ ʤɒbz
ɪsˈtæblɪʃ ə kəˈrɪə
fiːld ɒv ˈstʌdi
ˈfɜːmər ˌʌndəˈstændɪŋ
ˈʧælɪnʤɪz
ˈtɪpɪk(ə)l ˈwɜːkwiːk
geɪn pəˈspɛktɪv
prəsˈpɛktɪv fɪlm ˈstjuːdənt
ˈɪntɜːnz
ˈstjuːdɪəʊ
lɛs ˈstrɛsf(ə)l ɪnˈvaɪərənmənt
ˈsʌbsɪkwəntli
ˈmeɪʤəz
ˈsɪŋgjʊlər ˌɒpəˈtjuːnɪti
prəˈvaɪdz
ˌɪnklɪˈneɪʃənz
ˈnæʧrəli
ˈbæləns
Some feel that if a student d_______s to t__________________r it is better to work than to travel. I____________________________________n as it will b________________e individuals to choose a u______________r.
T__________________________f travel c_________d that after school, individuals may be too busy to travel for an e________________d. G__________s must t__________y either begin a_______________r g________________l or for p____________s in the w_______________e. Once a person has a job, they will then only have l______________e for holidays, m________________h they are likely to spend with family. This is why many h______________________s t___________________e of the f________m before university to e_____________________________s that r_____________________s like countries in Southeast Asia and South America.
However, there is i______________________e in w____________________e that can i___________m one’s f__________________s. Most students are i___________________d to make a career choice at the age of 18 and this is r_____________n the number of graduates who s_______________s and never e____________________r in their f_______________y. By working for a year, not only will students have a f_______________________g of the c_____________s of the t__________________k, but they might also g____________________e as to what kind of work they enjoy. For instance, a p________________________t who i__________s at a film s_______o may decide that they would prefer to work in a l________________________t and s________________y change m_______s.
In conclusion, despite the s________________________y to travel that a gap-year p____________s, it is more important to work and learn one’s career i_____________s. There could n_____________y also be some b__________e between work and travel.
https://www.goabroad.com/articles/gap-year/gap-year-options
Practice with the following related questions from the real IELTS speaking exam:
Practice with the related chart below and then check with my sample answer:
After graduation many students take a year to travel. Some think that it would be more useful to work for a year.
To what extent do you agree or disagree?
The pie charts detail sales by a bookseller between 1972 and 2012 according to genre. Looking from an overall perspective, it is readily apparent that adult fiction became by far the most popular type at the expense of the genres which declined in popularity (others, biography, and travel). Interest in children’s fiction also increased.
In 1972, this particular bookseller sold relatively equal proportions of each type with others leading at 25%, followed by adult fiction, children’s fiction, and biography all at 20%, and travel lowest at 15%. By 1992, adult fiction had risen by 5%, while others and biography declined by the same number. Travel and children’s fiction grew by 3% and 2%, respectively.
In the final year surveyed, adult fiction surged to 45% and children’s fiction ticked up slightly to 25%. The rise of adult fiction was compensated for by dramatic drops for the remaining genres with others finishing at 12%, travel at 10%, and biography 8%.
1. The pie charts detail sales by a bookseller between 1972 and 2012 according to genre. 2. Looking from an overall perspective, it is readily apparent that adult fiction became by far the most popular type at the expense of the genres which declined in popularity (others, biography, and travel). 3. Interest in children’s fiction also increased.
1. In 1972, this particular bookseller sold relatively equal proportions of each type with others leading at 25%, followed by adult fiction, children’s fiction, and biography all at 20%, and travel lowest at 15%. 2. By 1992, adult fiction had risen by 5%, while others and biography declined by the same number. 3. Travel and children’s fiction grew by 3% and 2%, respectively.
1. In the final year surveyed, adult fiction surged to 45% and children’s fiction ticked up slightly to 25%. 2. The rise of adult fiction was compensated for by dramatic drops for the remaining genres with others finishing at 12%, travel at 10%, and biography 8%.
What do the words in bold below mean? Take some notes on a piece of paper to aid your memory:
The pie charts detail sales by a bookseller between 1972 and 2012 according to genre. Looking from an overall perspective, it is readily apparent that adult fiction became by far the most popular type at the expense of the genres which declined in popularity (others, biography, and travel). Interest in children’s fiction also increased.
In 1972, this particular bookseller sold relatively equal proportions of each type with others leading at 25%, followed by adult fiction, children’s fiction, and biography all at 20%, and travel lowest at 15%. By 1992, adult fiction had risen by 5%, while others and biography declined by the same number. Travel and children’s fiction grew by 3% and 2%, respectively.
In the final year surveyed, adult fiction surged to 45% and children’s fiction ticked up slightly to 25%. The rise of adult fiction was compensated for by dramatic drops for the remaining genres with others finishing at 12%, travel at 10%, and biography 8%.
Try to write down or think of an antonym/opposite word for further practice:
detail show
sales how much was sold
bookseller person who sells books
according to genre by type
Looking from an overall perspective, it is readily apparent that overall
adult fiction stories and novels
by far a lot more than
most popular much more common
at the expense of to the detriment of
declined in decreased
popularity prevalence
others other types of books and genres
biography books about a person
travel going to other places
interest in caring about
children’s fiction kid’s books
particular especially
relatively equal proportions kind of the same
leading at highest at
followed by after that
lowest the least
risen has grown
grew rose
respectively for each
in the final year surveyed the last year detailed
surged grew a lot
ticked up slightly increased a little
compensated for made up the difference
dramatic drops huge decreases
remaining left over
finishing at ending at
Practice saying the words below using this tip with Google voice dictation:
ˈdiːteɪl
seɪlz
ˈbʊkˌsɛlə
əˈkɔːdɪŋ tuː ˈ(d)ʒɑːŋrə
ˈlʊkɪŋ frɒm ən ˈəʊvərɔːl pəˈspɛktɪv, ɪt ɪz ˈrɛdɪli əˈpærənt ðæt ˈædʌlt ˈfɪkʃən
baɪ fɑː
məʊst ˈpɒpjʊlə
æt ði ɪksˈpɛns ɒv
dɪˈklaɪnd ɪn
ˌpɒpjʊˈlærɪti
ˈʌðəz
baɪˈɒgrəfi
ˈtrævl
ˈɪntrɪst ɪn
ˈʧɪldrənz ˈfɪkʃən
pəˈtɪkjʊlə
ˈrɛlətɪvli ˈiːkwəl prəˈpɔːʃənz
ˈliːdɪŋ æt
ˈfɒləʊd baɪ
ˈləʊɪst
ˈrɪzn
gruː
rɪsˈpɛktɪvli
ɪn ðə ˈfaɪnl jɪə sɜːˈveɪd
sɜːʤd
tɪkt ʌp ˈslaɪtli
ˈkɒmpɛnseɪtɪd fɔː
drəˈmætɪk drɒps
rɪˈmeɪnɪŋ
ˈfɪnɪʃɪŋ æt
The pie charts d_____________s by a b__________r between 1972 and 2012 a_________________e. L______________________________________________t a________________n became b_______r the m______________r type a______________________f the genres which d_____________________y (o_________s, b____________y, and t_______l). I____________n c___________________n also increased.
In 1972, this p_________________r bookseller sold r______________________________s of each type with others l_____________t 25%, f_____________y adult fiction, children’s fiction, and biography all at 20%, and travel l_________t at 15%. By 1992, adult fiction had r_____n by 5%, while others and biography declined by the same number. Travel and children’s fiction g____w by 3% and 2%, r_____________y.
I________________________d, adult fiction s________d to 45% and children’s fiction t_________________y to 25%. The rise of adult fiction was c__________________r by d______________s for the r___________g genres with others f_____________t 12%, travel at 10%, and biography 8%.
https://www.trafalgar.com/real-word/best-bookstores-around-the-world/
Practice with the following related questions from the real IELTS speaking exam:
Books
Practice with the related chart below and then check with my sample answer:
