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This essay is a bit different from all the other hundreds I have written.
This one includes a personal example – that is fine on IELTS though I wouldn’t recommend it to be on the safe side.
IELTS Essay: Learning Facts & Practical Skills at School
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?
Proponents of more traditional education limited to accumulating facts argue this forms the basis of shared knowledge in society. An illustrative example of this would be the teaching of national history. Although information such as dates and names is not necessarily important in itself, the fact that the majority of the population shares the same knowledge allows them to connect and communicate more easily. A person who makes a reference to a certain year, event, or figure can communicate instantly and deeply with anyone who recognizes the same information. This extends beyond national boundaries and can also unite disparate cultures.
However, it is more important for students to learn skills with practical import. This can include but does not have to be limited to learning skills like cooking and woodworking, which are not traditional academic subjects. The curriculum could also be broadened to critical thinking skills. For example, when I studied at Bard College, a liberal arts institution in upstate New York, I was initially surprised at the emphasis placed on learning the skill of thinking itself. My past courses in high school were more about memorizing information but my university teachers were wary of simple memorization, facts, and terminology. Instead they sought to break down key concepts related to thinking and instruct students on how to read text closely and think for themselves.
In conclusion, though teaching facts can be useful for social cohesiveness, I believe the value of more useful skills is greater. There must always be a degree of balance but schools should prioritize the latter methodology.
Analysis
1. Proponents of more traditional education limited to accumulating facts argue this forms the basis of shared knowledge in society. 2. An illustrative example of this would be the teaching of national history. 3. Although information such as dates and names is not necessarily important in itself, the fact that the majority of the population shares the same knowledge allows them to connect and communicate more easily. 4. A person who makes a reference to a certain year, event, or figure can communicate instantly and deeply with anyone who recognizes the same information. 5. This extends beyond national boundaries and can also unite disparate cultures.
1. However, it is more important for students to learn skills with practical import. 2. This can include but does not have to be limited to learning skills like cooking and woodworking, which are not traditional academic subjects. 3. The curriculum could also be broadened to critical thinking skills. 4. For example, when I studied at Bard College, a liberal arts institution in upstate New York, I was initially surprised at the emphasis placed on learning the skill of thinking itself. 5. My past courses in high school were more about memorizing information but my university teachers were wary of simple memorization, facts, and terminology. 6. Instead they sought to break down key concepts related to thinking and instruct students on how to read text closely and think for themselves.
1. In conclusion, though teaching facts can be useful for social cohesiveness, I believe the value of more useful skills is greater. 2. There must always be a degree of balance but schools should prioritize the latter methodology.
Vocabulary
Proponents of more traditional education limited to accumulating facts argue this forms the basis of shared knowledge in society. An illustrative example of this would be the teaching of national history. Although information such as dates and names is not necessarily important in itself, the fact that the majority of the population shares the same knowledge allows them to connect and communicate more easily. A person who makes a reference to a certain year, event, or figure can communicate instantly and deeply with anyone who recognizes the same information. This extends beyond national boundaries and can also unite disparate cultures.
However, it is more important for students to learn skills with practical import. This can include but does not have to be limited to learning skills like cooking and woodworking, which are not traditional academic subjects. The curriculum could also be broadened to critical thinking skills. For example, when I studied at Bard College, a liberal arts institution in upstate New York, I was initially surprised at the emphasis placed on learning the skill of thinking itself. My past courses in high school were more about memorizing information but my university teachers were wary of simple memorization, facts, and terminology. Instead they sought to break down key concepts related to thinking and instruct students on how to read text closely and think for themselves.
In conclusion, though teaching facts can be useful for social cohesiveness, I believe the value of more useful skills is greater. There must always be a degree of balance but schools should prioritize the latter methodology.
Answers
proponents supporters
traditional education schools, older ways of learning
accumulating facts learning names, dates, etc.
forms makes up
basis foundation
shared knowledge what everyone knows together
an illustrative example of this would be the best instance of this is
national history past of a country
necessarily important in itself
majority most of
connect make contact with
reference mention
event happening
figure person
instantly right away
deeply not superficially
recognizes knows about
extends beyond national boundaries internationally
unite disparate cultures bring together different people
practical import useful in life
include have
limited to just about
woodworking making things out of wood
traditional academic subjects science, math, literature, etc.
curriculum what is learned in school
broadened widened
critical thinking skills thinking logically, rationally, creatively
liberal arts institution schools where you study many subjects
upstate New York above New York City but still in the state of New York
initially surprised at first shocked
past courses what was studied before
memorizing information learning things
wary worried about
memorization remembering
terminology jargon, fancy words
sought looked for
break down key concepts learn about basic areas
instruct teach
read text closely deeply read books
useful practical
social cohesiveness brings people together in a society
a degree of balance some equality
prioritize make more important
latter methodology mentioned before way of teaching
Pronunciation
kənˈsɜːnd ˈpɑːtiz
ˈkʌrəntli pleɪs tuː mʌʧ ˈɛmfəsɪs
ˈθɪəri
ˈprɒpəli ˈkʌvə ˈpræktɪkəl skɪlz
ˈfəʊkəsɪŋ lɛs
rəʊt ˈlɜːnɪŋ
prəˈpəʊnənts
trəˈdɪʃənl ˌɛdju(ː)ˈkeɪʃən
əˈkjuːmjʊleɪtɪŋ fækts
fɔːmz
ˈbeɪsɪs
ʃeəd ˈnɒlɪʤ
ən ˈɪləstreɪtɪv ɪgˈzɑːmpl ɒv ðɪs wʊd biː
ˈnæʃənl ˈhɪstəri
ˈnɛsɪsərɪli ɪmˈpɔːtənt ɪn ɪtˈsɛlf
məˈʤɒrɪti
kəˈnɛkt
ˈrɛfrəns
ɪˈvɛnt
ˈfɪgə
ˈɪnstəntli
ˈdiːpli
ˈrɛkəgnaɪzɪz
ɪksˈtɛndz bɪˈjɒnd ˈnæʃənl ˈbaʊndəriz
juːˈnaɪt ˈdɪspərɪt ˈkʌlʧəz
ˈpræktɪkəl ˈɪmpɔːt
ɪnˈkluːd
ˈlɪmɪtɪd tuː
ˈwʊdwɜːkɪŋ
trəˈdɪʃənl ˌækəˈdɛmɪk ˈsʌbʤɪkts
kəˈrɪkjʊləm
ˈbrɔːdnd
ˈkrɪtɪkəl ˈθɪŋkɪŋ skɪlz
ˈlɪbərəl ɑːts ˌɪnstɪˈtjuːʃən
ˌʌpˈsteɪt njuː jɔːk
ɪˈnɪʃəli səˈpraɪzd
pɑːst ˈkɔːsɪz
ˈmɛməraɪzeɪʃən
ˈweəri
ˈmɛməri ˌrɪəlaɪˈzeɪʃən
fækts,
ˌtɜːmɪˈnɒləʤi
sɔːt
breɪk daʊn kiː ˈkɒnsɛpts
ɪnˈstrʌkt
riːd tɛkst ˈkləʊsli
ˈjuːsfʊl
ˈsəʊʃəl kəʊˈhiːsɪvnəs
ə dɪˈgriː ɒv ˈbæləns
praɪˈɒrɪˌtaɪz
ˈlætə ˌmɛθəˈdɒləʤi
Vocabulary Practice
P____________s of more t__________________n limited to a_____________________s argue this f______s the b______s of s____________________________e in society. A_____________________________________________e the teaching of n_________________y. Although information such as dates and names is not n_____________________________f, the fact that the m___________y of the population shares the same knowledge allows them to c__________t and communicate more easily. A person who makes a r__________e to a certain year, e______t, or f________e can communicate i__________y and d________y with anyone who r____________s the same information. This e_____________________________s and can also u___________________________s.
However, it is more important for students to learn skills with p__________________t. This can i_________e but does not have to be l______________o learning skills like cooking and w_____________g, which are not t____________________________s. The c__________m could also be b__________d to c_______________________s. For example, when I studied at Bard College, a l_____________________________n in u_____________________k, I was i____________________d at the emphasis placed on learning the skill of thinking itself. My p______________s in high school were more about m_______________________n but my university teachers were w____y of simple m_____________________n, f_______s, and t___________________y. Instead they s_________t to b_______________________________s related to thinking and i___________t students on how to r_____________________y and think for themselves.
In conclusion, though teaching facts can be u____________l for s____________________s, I believe the value of more useful skills is greater. There must always be a_____________________e but schools should p_____________e the l____________________y.
Listening Practice
Reading Practice
Speaking Practice
Studying
- Are you studying or working?
- Do you prefer to learn in the morning or in the evening?
- What subject do like to study best?
Writing Practice
Some educational systems make students study specialised subjects from the age of fifteen while others require students to study a wide range.
Discuss both sides and give your own opinion.
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