IELTS Essay Topic on Global Careers & Lifelong Learning

Some people believe that international job opportunities encourage individuals to continue their education and improve their skills. Others think this puts unnecessary pressure on job seekers. Discuss both views and give your own opinion.

Video of IELTS Essay on Global Career & Lifelong Learning

IELTS Essay Model on Global Careers & Lifelong Learning

Nowadays, many people think about working in foreign countries. Some people say this is a good motivation for young people to study more and learn more skills. Others argue that this is only extra stress and it is not needed. I will discuss both of this opinions and give my own view.

On the one hand, international jobs give chance for people to improve. If someone want to work in another country, he must learn more things. For example, he should study English or computer skills to compete with other people. This can help the society also because educated people can bring new knowledge back to their country. So, global jobs can be like a positive power for self-improvement.

On the other hand, not everybody can handle this pressure. Many job seekers already have problem to find a work in their own city. If they think about international career, it make them nervous and sometimes depressed. In fact, some people study too much only because of this pressure, and finally they cannot even find a job abroad. So, it can be a waste of time and energy.

In my opinion, the truth is in the middle. While global work chances can encourage young people to study harder, it should not be the only reason for study. Government should provide enough local job so people do not feel stress all the time.

To conclude, there are both advantages and disadvantages of international job opportunities. It make some people better, but it also make others unhappy. Everybody should decide for themselves what is the best way.

Assessment and Scoring Criteria

1. Task Response – Band 5.0

• ✅ The essay addresses both views and gives an opinion (the basic requirements).
• ❌ However, development is shallow and ideas are not fully extended. For instance, “international jobs give chance for people to improve” is too general and not explained with clear examples.
• ❌ Some points are repeated (pressure, stress, nervous) without deeper analysis.
• ✅ The conclusion restates both sides but is too simple and repetitive.

2. Coherence & Cohesion – Band 5.0

• ✅ Basic logical structure (introduction, both sides, opinion, conclusion).
• ❌ Paragraphs are not well developed; transitions are mechanical (“On the one hand… On the other hand… So…”).
• ❌ Cohesive devices are repetitive and inaccurate (e.g., overuse of “so” and “in fact”).
• ✅ There is progression, but cohesion is faulty and weak.

3. Lexical Resource – Band 5.0

• ✅ Uses some topic-related words: “international jobs, career, pressure, stress, society, government”.
• ❌ Vocabulary is basic and repetitive (job, study, people) appear many times).
• ❌ Occasional wrong word choice: “this opinions”, “make them nervous” (should be makes).
• ❌ No attempt at less common vocabulary or precise expression.

4. Grammatical Range & Accuracy – Band 5.0

• ❌ Frequent subject-verb agreement errors: if someone want,” “it make some people better.”
• ❌ Sentence structures are simple and repetitive (mostly SVO sentences with “because” and “so”).
• ✅ Some complex sentences attempted: “While global work chances can encourage… it should not be the only reason.”
• ❌ Errors sometimes reduce clarity but the meaning is usually understandable.

Overall Band Score: 5.0

This essay would realistically score around Band 5.0, because:

• Task is addressed but underdeveloped.
• Organization exists but is weak.
• Vocabulary and grammar are limited and inaccurate.
• Message is clear enough, but errors and repetition prevent higher bands.

IELTS Essay Topic on Should Schools Teach Life Skills or subjects?

Some people believe that schools should focus more on teaching practical skills, such as financial literacy and communication, rather than traditional subjects like history and literature.

Video of IELTS Essay Task 2 on Schools Teaching Life Skills

IELTS Essay on Should Schools Teach Life Skills or Subjects?

Today, children grow up in a modern world. As a result, their interests and needs are different from previous generations. This article will discuss on should schools teach life skills or subjects.

Firstly, In today’s advanced world, children are unconsciously on the path of growing up with technology. Every person needs to learn experiences to adapt with technology. Besides, everyone needs practical knowledge. For instance, learning public speaking is very valuable to clearly express ideas and handling disagreements effectively. Moreover, some skills like time management, problem solving and emotional intelligence are essential for success in today’s life.

Secondly, students learn academic subjects for various reasons, such as social and cultural awareness, career preparation, and the development of analytical and critical thinking skills. Subjects help students understand the world, from science and math to history and literature. Learning subjects like history, geography, and literature broadens students’ understanding of different cultures and societies. Likewise, mathematics enhances logical thinking, problem-solving abilities, and financial literacy, while literature improves communication, comprehension, and cultural awareness.

In my opinion, a well-rounded education helps students adapt to new challenges and continue learning throughout life. Moreover, education fosters curiosity, creativity, and personal development. Therefore, students need to learn both life skills and academic subjects to achieve cognitive and personal growth.

Assessment and Scoring Criteria

1. Content and Ideas (5/7)

The essay presents relevant ideas on both sides of the argument, discussing the importance of both practical skills and traditional subjects. However, the argument is not fully developed. While examples like public speaking, time management, and emotional intelligence are mentioned, they are not explained in depth. Similarly, the discussion on academic subjects is broad but lacks a strong connection to the debate on prioritization.

To improve, the essay should:

• Clearly state whether practical skills should be emphasized more than traditional subjects (since that is the essay question).
• Provide specific examples and reasoning to strengthen the argument.
• Address counterarguments more explicitly.

2. Organization and Coherence (5/7)

The structure is somewhat clear, with an introduction, body paragraphs, and a conclusion. However:

• The introduction is too vague. The sentence “This article will discuss on should schools teach life skills or subjects.” is grammatically incorrect and lacks clarity. A stronger thesis statement is needed.
• The body paragraphs discuss both practical skills and academic subjects, but there is no clear contrast or logical connection between them.
• The conclusion summarizes the discussion well but does not directly answer the essay prompt.

To improve:

• The introduction should clearly state the essay’s position.
• Transition words (e.g., “On the other hand,” “However,” “Despite this”) should be used to strengthen coherence between ideas.
• Each paragraph should have a clear topic sentence and more focused argument development.

3. Language and Grammar (4.5/7)

The essay contains several grammatical errors and awkward phrasing:

• “This article will discuss on should schools teach life skills or subjects.” → Incorrect use of “discuss on” and unclear sentence structure.
• “Firstly, In today’s advanced world, children are unconsciously on the path of growing up with technology.” → Unnatural phrasing.
• “Everyone needs practical knowledge.” → This sentence is too general and needs more specificity.
• “Besides, everyone needs practical knowledge.” → The word “Besides” is misused.
• “Learning subjects like history, geography, and literature broadens students’ understanding of different cultures and societies.” → The argument is relevant, but the connection to the topic (whether these should be prioritized over practical skills) is unclear.

To improve:

• Revise grammar and sentence structure for clarity.
• Use formal academic language (e.g., avoid vague terms like “today’s advanced world”).
• Improve word choice and sentence flow.

4. Score: 5/7

This essay is a decent attempt but needs better argument development, organization, and grammatical accuracy. To score higher (6-7), the writer should:

• Develop arguments more deeply with examples.
• Improve coherence with clearer contrasts.
• Refine language use for better readability and accuracy.

IELTS Essay Topic on Online vs. Traditional Education

Some people believe that online education is as effective as traditional classroom learning, while others think it is less effective. Discuss both views and give your own opinion.

Video of IELTS Essay on Online vs. Traditional Education

IELTS Essay on Online vs. Traditional Education

In my opinion, in today’s busy world, online learning is more practical and convenient than traditional classes. In this article, I will give you a few main things to confirm my thoughts about comparing online learning with traditional classroom.

First of all, in these busy worlds, time management is very important for doing daily tasks. Therefore, it is not easy to spend time and money for going to class. Also, Online learning is more flexible than traditional classroom. We can practice and study in a way that suits our best.

Moreover, we can use today’s advanced technologies for online learning like Google AI Studio for language learning. We can practice easily with AI platforms as teacher or language patterns. For instance, we improve speaking and listening skills by interacting with the AI without fear of making mistakes. So, learners are more comfortable and more confident about their learning experience. Also, the AI platform corrects pronunciation and grammar mistakes in real-time interaction.

Also, traditional education provides in-person interaction just in class time. While we have access to teachers or other before and after class time in online learning by some platform like commentating as we have in LELB Society.

In conclusion, I would be more interested with online learning because it is more accessible, effective and practical than traditional classroom.

Assessment and Scoring Criteria

Content and Ideas

Strengths:

• The essay presents a clear opinion in favor of online education.
• Several reasons are given to support the argument, such as flexibility, cost-effectiveness, and the role of AI in language learning.
• Some examples, like using AI platforms for language learning, are relevant and help illustrate points.

Weaknesses:

• The essay does not fully address both views. While it strongly supports online learning, it barely acknowledges the opposing viewpoint (the effectiveness of traditional learning). A more balanced discussion is required.
• Some points lack depth. For example, the mention of time management could be expanded by discussing how online education helps working professionals or students in remote areas.
• Some ideas, like “commentating in LELB Society,” are vague and not well explained for an unfamiliar audience.

Suggestions for Improvement:

• Present both views more clearly and then give a personal opinion.
• Provide more specific examples or comparisons between online and traditional learning.
• Acknowledge at least one advantage of traditional learning before refuting it.

Organization and Coherence

Strengths:

• The essay follows a basic structure: introduction, body paragraphs, and conclusion.
• Some linking words are used, such as “moreover” and “for instance.”

Weaknesses:

• The introduction is weak. It starts with “In my opinion” and “I will give you a few main things,” which is informal and not suitable for academic writing. A better approach would be to introduce the topic in a neutral way before stating the opinion.
• The first body paragraph is unclear and repetitive (“busy world” and “time management” are mentioned twice).
• The third paragraph, starting with “Also, traditional education,” is not well-connected to the previous points and lacks smooth transitions.
• The conclusion is too short and does not summarize the main points effectively.

Suggestions for Improvement:

• Revise the introduction to clearly introduce the debate before giving an opinion.
• Use topic sentences in each paragraph to improve clarity.
• Use better transitions or conjunctions between ideas (e.g., “On the other hand,” “However,” “In contrast”).
• Expand the conclusion to restate key points concisely.

Language and Grammar

Strengths:

• Some complex structures are attempted, such as “we improve speaking and listening skills by interacting with AI.”
• The vocabulary includes relevant academic words, like “effective,” “practical,” and “flexible.”

Weaknesses:

• Many grammatical errors and awkward phrases make the essay less fluent:
  • “In these busy worlds” → “In today’s fast-paced world” (Singular, not plural)
  • “It is not easy to spend time and money for going to class” → “It is not easy to spend time and money on attending classes.”
  • “Online learning is more flexible than traditional classroom” → “Online learning is more flexible than traditional classroom learning.”
  • “We can practice and study in a way that suits our best” → “We can practice and study in a way that suits us best.”
  • “Some platform like commentating as we have in LELB Society” → “Some platforms, such as discussion forums like those in LELB Society.”
• Informal phrases like “I would be more interested with online learning” should be avoided. It should be “I prefer online learning because…”
• Repetitive use of “Also” at the beginning of paragraphs makes the writing sound mechanical.

Suggestions for Improvement:

• Pay attention to article use (e.g., “the traditional classroom” instead of “traditional classroom”).
• Avoid informal phrases like “I will give you a few main things.”
• Use a variety of linking words to improve fluency.

Score

Band 5.5 if errors are not corrected and both views are not discussed adequately.
Band 6.0 if grammatical mistakes are reduced and coherence is improved.

How to Improve:

• Revise the introduction and conclusion.
• Develop both perspectives before stating an opinion.
• Improve grammar and sentence structure.
• Use a wider variety of linking words and formal expressions.

IELTS Essay Topic on Aging Population

In many countries, the proportion of older people is increasing. Do the benefits of this trend outweigh the drawbacks? Discuss both views and give your opinion.

Video of IELTS Task 2 on Aging Population

IELTS Essay Task 2 on Aging Population

in many countries, the population of older people is growing. Some believe that older population has negative impacts on society. But, I want to point out the positive impacts of older population in society. First of all, the elder need to take care more. So, health care costs are rising in society. On the other hand, positive impact of this issue is growing in elderly care products and services such as nursing homes or housekeeping services in society. Furthermore, The elder are retiring from their job. So, the government need pensions for retirees by increasing taxes. This problem indicates that aging community imposes job and financial stress on the younger generation. But, older people are more wiser and experienced. Therefore, society need to get older advice on problem-solving and every issues. In conclusion, I would like to notice on beneficial impact of increasing elderly people in society. First, improvements in medical care and treatment surprises us to have more older. Beside, society has a great opportunity to rely on the older’s experience in any fields of life.

Assessment and Scoring Criteria

Thank you for sharing your essay on the topic of the increasing proportion of older people in many countries. Your effort in addressing both the benefits and drawbacks of this trend is commendable. Below, I’ve provided an evaluation of your essay, highlighting areas where you excel and offering suggestions for improvement to help you achieve a higher score in the IELTS writing task.

Content and Ideas

You have covered both positive and negative aspects of an increasing elderly population, which is great. However, your arguments could be more developed. Try to provide specific examples and evidence to support your points.

Organization and Coherence

It’s important to structure your essay into multiple paragraphs to enhance readability and coherence. Each paragraph should focus on a single main idea, allowing the reader to easily follow your arguments. Typically, an essay should have an introduction, body paragraphs, and a conclusion. For example, start with an introduction that presents the topic and your thesis statement, followed by body paragraphs that each discuss a specific point or argument, and conclude with a summary of your main points and restate your position. By organizing your essay this way, you’ll create a clearer and more compelling argument, which will positively impact your overall score.

Language and Grammar

There are several grammatical errors and awkward phrasings. Here are some corrections and suggestions:

1. “In many countries, the population of older people is growing.” – This is fine, but it could be more impactful by saying, “In many countries, the proportion of older people is increasing significantly.”
2. “Some believe that older population has negative impacts on society.” – It should be “the older population.”
3. “But, I want to point out the positive impacts of older population in society.” – It should be “the older population.” Also, starting a sentence with “But” is generally informal; consider “However, I want to emphasize the positive impacts of the older population on society.”
4. “First of all, the elder need to take care more.” – It should be “First of all, the elderly require more care.”
5. “So, health care costs are rising in society.” – This could be improved to “Therefore, healthcare costs are rising in society.”
6. “On the other hand, positive impact of this issue is growing in elderly care products and services such as nursing homes or housekeeping services in society.” – This could be “On the other hand, there is a growing demand for elderly care products and services, such as nursing homes and housekeeping services, which can positively impact the economy.”
7. “Furthermore, The elder are retiring from their job.” – This should be “Furthermore, the elderly are retiring from their jobs.”
8. “So, the government need pensions for retirees by increasing taxes.” – This could be “Thus, the government needs to provide pensions for retirees, which may require increasing taxes.”
9. “This problem indicates that aging community imposes job and financial stress on the younger generation.” – This should be “This issue indicates that an aging community imposes job and financial stress on the younger generation.”
10. “But, older people are more wiser and experienced.” – This should be “However, older people are wiser and more experienced.”
11. “Therefore, society need to get older advice on problem-solving and every issues.” – This should be “Therefore, society can benefit from the wisdom and experience of older individuals in problem-solving and various issues.”
12. “In conclusion, I would like to notice on beneficial impact of increasing elderly people in society.” – This should be “In conclusion, I would like to highlight the beneficial impact of an increasing elderly population on society.”
13. “First, improvements in medical care and treatment surprises us to have more older.” – This should be “Firstly, improvements in medical care and treatment mean that more people are living longer.”
14. “Beside, society has a great opportunity to rely on the older’s experience in any fields of life.” – This should be “Additionally, society has a great opportunity to rely on the experience of the elderly in various fields of life.”

Score

Based on the IELTS criteria, I would give your essay a score of 5.5. Your essay covers the task and presents some relevant ideas, but there are several issues with grammar, coherence, and the development of ideas that need to be addressed.

IELTS essay question on early childhood education

Discuss the arguments for and against investing in early childhood education programs.

Video of the essay on early childhood education

IELTS essay on early childhood education

What’s mean childhood education and for what is it good?

A childhood education means a great responsibility for the child’s future because when you have a bad childhood education then the children are in the future are either respect full or they haven’t respect to any body it means when you give your children a great childhood education then they give her children a great childhood education therefore it’s a must that you give your children a great childhood education.

Raising children is something important that many people underestimate very much. If children are not in a very bad environment then they will have a very difficult future. Most of the time it is not even the children who are to blame, but rather the parents themselves. You should raise your children that way Don’t have any problems later in life because it doesn’t mean that education is the be-all and end-all in life, but parents don’t have to contribute to it, but also the teachers in the kindergarten and teachers and what is very important is the environment of a child if it has bad ones depends on people, it will be one of them. depends on well-behaved children, it will be one of them.

Assessment and score of the IELTS essay

IELTS essay question on artificial intelligence and jobs

Artificial intelligence (AI) and robots will eventually replace many jobs currently done by humans. To what extent do you agree with this statement?

Video of the essay on artificial intelligence and jobs

IELTS essay on artificial intelligence and jobs

The AI is a part of our lives, either we want or not, we must use that technology every single day and they take one or two jobs of our lives.

First, robots or bots (AI) can control traffic in the road or tram, in the other words a driverless train.

Second, medical doctors can use the machines for operations or for patient care which also shows that artificial intelligence is also a very important component which helps people.

Third, AI can’t keep up us in politics or with according to the psychotherapist, only people there can keep up with our intelligence or our feelings, but AI has already become a blessing for us because it also takes on many tasks from us that we would not like to do.

For example defusing bombs or in mining, if you are unsure that people should go in there because otherwise they could get injured or even die, you bring robots in so that they can check the situation and say whether it is safe or dangerous.

To summarize, AI is always needed to make something clear or easier like in traffic or careers.
Just like humans, AI cannot do everything, a great example is that all artificial intelligence has not feelings.

So, if you need someone to talk to you can make sure AI isn’t the great or right contact person.

Video of age of students IELTS graph

Write a report on the age of students

The graph above displays the proportion of university students in the 18-40 age bracket in 4 different countries from 1961 to 2011.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

Source of visual data: Makkar IELTS

IELTS Writing Task 1 on the age of students

The graph shows the proportion of university students in the 18-40 age bracket in Singapore, Malaysia, Philippines and Thailand from 1961 to 2011.

I can see all 4 of the different countries are becoming better than before so they improved in the year 1991.

The most proportion has Thailand with more than 40 age bracket and the less proportion had Malaysia with 10 age bracket. Singapore has the second highest proportion with 40 age bracket and Philippines the penultimate proportion with approximately 20 age bracket.

Analysis and scoring

• Analysis
• Cohesion and coherence: Good
• Grammatical range and accuracy: Good
• Lexical resources: Fair
• Task achievement: Below average
• Spelling: Great
• Punctuation: Good
• Word Count: “85 Words” – Too short!
• Time on Report Writing: “20 Minutes” – Great
• Band score: 4.5 of 9

Video of teaching writing skills

Introduction

Writing seems to be the most challenging, difficult and demanding skill among the other three ones inasmuch as the fact that the skills that are involved in writing are pretty complex for L2 learners. In fact, L2 writers are obliged to pay close attention to higher level skills of generating and organizing ideas, planning, drafting, revising, editing, responding, evaluation and post-writing activities.

In order to get the most out of a writing course, this is on the part of both the teacher and the students to make use of their reflective experience as a basis to improve and ameliorate their instructional practices. In a writing course, particularly, at the stage of ‘planning’, which is given a priority in teaching this skill, teachers are expected to lend a hand to students to generate ideas through such activities as brainstorming, clustering and rapid free writing.

A genre-based approach to teaching writing provides students with ample and numerous opportunities to become cognizant of different purposes of written communication and the disparate ways information is organized in written texts. In other words, the students become more aware of the disparate conventions used in different genres.

We should bear in mind that not only is writing the most difficult and demanding skill among all, but also it takes up a lot of class time to teach writing skills. It requires both the teacher and the students to appear as pensive and thoughtful as conceivable to be able to cope with the dynamic, and at the same time, systematic process of writing, especially when the students are supposed to ponder on the issue at the stage of planning in order to generate ideas. Here, in contrast with the past, an equal importance should be placed upon both the process and the product. In other words, process mustn’t be victimized and overlooked at the expense of product.

Determining goals and instructional constraints

As long as the process of teaching writing skills is regarded, some constraints come into existence. Such constraints include assigned curricula, approved textbooks, designated proficiency examinations and the like. In this case, the difficulty of writing in a new language is added to the difficulty of writing itself to add insult to injury and compound the complexity of this activity.

Consequently, in order to gain maximum control over the expected and unexpected constraints that are capricious, we can work politically to change them. At this stage, we can join and form different committees, make proposals, run pilot projects and the like so as to test our alternative methods. Another fact that should be taken into account is that we, as teachers, should not restrict our ultimate evaluation to final exams due to the fact that provided that it happens, no equal value is placed on both the process and product of education.

Deciding on theoretical principles

The most eye-catching issue in this step is the role of theory in teaching writing skills. Here, English for academic purposes (EAP), in which there is an accommodationalist theory or principle, is considered a perfect example. So teachers first need to confront their theoretical position and recognize their perception of the relationship between the type of writing they teach and the roles they are preparing the students for in academia and the wider world of work.

The question of theory and who determines what is taught is a question of power and reflects local conditions. The use of text models and the choice of focus on either content or form are among other disputable issues. In this part of teaching writing skills, the mutual connection between writing process and cultural beliefs is to be taken into serious consideration. This claim is made that “we need to examine the social practices that surround academic discourse.”

A principled process approach to writing includes both personal and academic content. Here, both fluency and accuracy are valued equally. Likewise, process and product are regarded as two inseparable parameters in teaching writing skills.

Planning the content

If we follow merely on the basis of a prescribed and pre-determined model of paragraph or essay form, the genuine value of writing is neglected because writing is for discovery of learning and not just demonstration of learning. Students need topics that allow them to generate ideas, find the forms to fit the ideas and invite risk taking. In this response, the employment of content-based instruction seems to be of practical use.

Weighing the element

Writing consists of many constituent parts and we need to consider which ones will be the most paramount for a course content, organization, style, accuracy or using appropriate rhetorical forms of discourse. So we have to form priorities and weigh the elements according to students’ needs and our own philosophy.

We must embrace this idea that the chaotic and messy nature of writing is to be respected. But teachers don’t like chaos, so they strive to impose order on it by focusing on grammar, rhetorical modes and models of academic discourse, to provide themselves with neat systems to teach.

Drawing up a syllabus

At this stage, the main aim is to arrange and organize the content and the learning experiences in the classroom. Jack C. Richards has proposed a list of six kinds of syllabi commonly found in speaking, writing and listening courses in ESL. The following is the gist of the list:

1. Structural: Useful for beginning levels in which the materials are to get organized around grammar and sentence patterns. The continuation is from the easiest to the most difficult points. It includes paragraphs with topic sentences, descriptions, analyses and so on.
2. Functional: Based on functions such as: describing, story telling, comparing & contrasting, classifying, defining, explaining, arguing, etc.
3. Topical: The organization of writing courses around themes including housing, health education or abstractions such as success or courage, etc.
4. Situational: The organization of writing courses around situational transactions, such as applying for a job, complaining to a landlord, correspondence, etc.
5. Skills & Processes: The organization of writing courses around skills and processes, such as generating ideas, organizing ideas, revising, writing fluently, writing with effective beginnings and endings, etc.
6. Tasks: The organization of writing courses around problem-solving activities, such as producing a class magazine of account of student trips, comparing the structure of texts written for different audiences and purposes, writing, editing, etc.

Selecting materials

There is an abundance of materials including videos, software and textbooks. However, something that is of utmost importance is the fact that there must be a fit between the materials and the goals (ends-means model in curriculum development), principles, content and weighing that we have already decided on. In order to fulfill the above-mentioned purpose, the following seven features should be taken into serious consideration:

1. Topics: They must engage the students’ interest and attribute to their culture.
2. Types of Writing: Are the students writing essays, paragraphs or letters? Is that what they need to be writing?
3. Opportunities for and Instructions in Methods of Generating Ideas: Which of the following activities, such as brainstorming, free writing, listing, mapping or outlining are appropriate for your students?
4. Instructions on Principles of Rhetorical Organization: What information is provided to help students organize various types of writing?
5. Opportunities for Collaboration: Is group work a part of the activities?
6. Opportunities for Revision: Are students encouraged and directed to write drafts?
7. Instruction in Editing and Proofreading: What instruction is provided in finding and editing grammatical errors?

Preparing activities and roles

• Reflective Teaching: The teacher reflects upon his knowledge and experiences gleaned in the course of teaching to account for a reliable source of inspiration in his current teaching.
• To prevent our students from being passive in the class, we should provide them with some problem-solving activities.
• The nature of the class ought to be student-centered.
• We are not permitted to bank too much in our students’ brains.

Choosing types and methods of feedback

In case the class is so large full of miscellaneous students of different levels of proficiency, the teacher needn’t be so strict in terms of the errors the students make. Students can do journal writing, response logs to reading or free writing fundamentally to generate ideas. In this regard, fluency is preferred to accuracy.

Your students ought to be cognizant of the process and the principal objectives of the writing course. That is, determining the ultimate and applicable agenda is not a responsibility that is imposed merely upon the shoulders of the teacher. Your students should play an active role in this scenario.

Your students and you need to agree upon the purpose and philosophy of the responses. Your responses and feedback, particularly at elementary levels, are to be encouraging rather than discouraging in spite of the fact that your students have not revealed much talent in the course of writing.

Evaluating the course

Depending on sentence tests and essay tests, teachers strive to elicit their students’ progress. They compound the obtained results to the results accessed through questionnaires and their own reflective logs so as to achieve self-evaluation of their own teaching.

One form of evaluation that is gaining a lot of popularity in writing courses is the use of portfolios. In this regard, student evaluation and course evaluation go hand in hand with each other to account for a pretty reliable evaluation. All semester, students work on multiple drafts on their own writing, which are guided by their instructor but not graded. At the end, they select three or four specified types of writing to include in the portfolio.

Reflecting on the teacher’s experience

This step is of utmost significance if it is placed beside the other nine ones. The decisiveness and determination of this stage place so much importance upon this step. Only in this phase is the teacher referred to as a researcher in the sense that he/she is expected to conduct some research so as to come up with some sound and judicious criteria upon which he/she is able to gain an optimal classroom management design in spite of the fact that there are always some students’ disruptive behaviors and instructional constraints that are invariably inexorable.

The teacher ought to build enough confidence in teaching writing skills. This teacher’s confidence is sometimes described in terms of “the wisdom of practice” or “a teacher’s sense of plausibility about teaching.”  In this regard, the teacher can have access to these favorable skills through a massive amount of writing. Reflective teaching logs, reports, essays, research papers and responses to other teachers’ and students’ writing and so on and so forth are just among the abundant remedies through which teachers can get the best out of their experienced writing.

Video of IELTS essay on reading story books

IELTS essay question on reading story books and fables

Some people believe that children should not read so many imaginary story books and fables because this activity is such a waste of time. Instead, children should pursue more useful and serious activities.

To what extent do you agree or disagree on this argument?

IELTS essay on reading story books and fables

Many children under age seven enjoy listening to their parents tell and narrate them stories before sleep. Some of them are more interested in books and spend more time with story books and fables. Many people including me find books a fair and practical way to open the gates of wisdom and knowledge for children, in contrast, many others believe that storybooks are a waste of time.

1. under the age of seven
2. either storybooks or story books
3. The first sentence seems to be irrelevant to the main question even used as a general background.
4. open the gates of wisdom and knowledge to children
5. The keyword of “reading” storybooks has been disregarded. Children might look at their pictures, play with them, but not READ them.
6. The feature of “imaginary or unreal” storybooks has not been addressed in the first paragraph. An imaginary storybook could be totally different from a serious one.

Some people have this opinion and children should pursue more useful and practical activities and hobbies such as playing with other children at the same age outdoors, or doing some puzzles and enhancing their critical thinking by doing math and brain tricks. However, it is an ample fact that these activities cannot be suitable and enjoyable for all the kids and every child has his/her interests.

1. hold / express / state / offer this opinion that
2. …, such as playing with other children …, doing some puzzles, and enhancing their … (punctuation marks)
3. brain tricks or brain exercises?
4. kids – Children is better than kids.
5. obvious fact / ample evidence

Moreover, recent studies showed that stories and fables can boost children’s imagination and expand their attitude toward life. The moral of the stories and prepare them for their following challenges and dilemmas in life. For example, I myself was a child who could spend hours reading books and I can still notice its positive efficiency throughout my life. However, it is undeniable that there should be no excess in any activity and overindulgence has no beneficial income. Therefore, we should take care of the children to spend a sensible amount of time on their preferred hobbies, e.g. reading story books and fables.

1. recent studies show that
2. Major mistake: You’re writing about stories, while imaginary or fictional stories are meant.
3. expand attitude? = improve attitude makes more sense.
4. What is the subject of “prepare”?
5. “income” in this context is appropriate if used only figuratively and indirectly.
6. to spend = so that they would spend

Although some people assume that reading stories to children has no positive income and they should pursue and follow more beneficial activities, fables and stories can have many advantages for children and their themes and morals would inspire them throughout their lives.

1. “Children read stories” is different from “reading stories to children”.
2. offer / give many advantages to children.
3. Morals or moral?
4. and = because / since / for example

Analysis and scoring

• Analysis
  • About the main question, you’ve not understood it accurately.
• Cohesion and coherence: 17 of 25%
• Grammatical range and accuracy: 17 of 25%
• Lexical resources: 19 of 25%
• Task achievement: 16 of 25%
• Spelling: Great
• Punctuation: Average
• Word Count: “ 277 Words” – Excellent
• Time on Essay Writing: “ 40 Minutes” – Great
• Band score: 6.5 of 9

Video of IELTS Writing Task 1 on migration reasons

Write a report on migration reasons in the UK

The pie chart above shows the main migration reasons to and from the United Kingdom in 2007.

Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Source of visual data: IELTS Buddy

IELTS Writing Task 1 on migration reasons

This pie chart demonstrates the main migration and emigration reasons in the United Kingdom in 2007. The main reasons are formal study, definite job, accompany and join, looking for work and so on.

1. immigration and emigration reasons
2. to and from the United Kingdom

In the year 2007, 30% of people came and immigrated to the UK for a definite job. The second highest was for getting formal studies, which was 26 percent. Moving further, 15% of people wanted to join and accompany their families. Furthermore, 12% of them were looking for work. 11% of them had other reasons and 6% for no reason stated.

1. exactly 30%
2. ‘came and immigrated to’ have almost the same meaning.
3. The second highest = The second most important reason …
4. You should know the slight differences between ‘study’ and ‘studies’ that are used as nouns.
5. 26 percent = Use either symbols like % or spell it out throughout the essay.
6. Moving further is NOT a conjunction.
7. … 12% and 11% of the immigrants were pursuing careers and had some other reasons respectively.
8. … had no specific / clear reason = how to change statistical data to interpreted content or report

In contrast, the reason for emigration to the UK because of a definite job is 29%. The second level is looking for work with 22%, and 18% were not stated. 14% of people had other reasons from the reasons that were mentioned. In addition, 13 % wanted to join their families. Ultimately, 4% emigrated for formal studies. This was 26% for immigration reasons. We can assume from this that people worldwide considered the UK as a relevant and authentic country to get a formal study back in 2007.

1. emigration from
2. is = was
3. The second level??
4. unspecified / unmentioned reasons
5. 13%
6. formal education
7. …, which was 26% for immigration to the UK.
8. consider sth sth / regard sth as sth
9. from the statistics
10. for formal study / formal education / college or university education

Analysis and scoring

• Analysis
  • You’ve insufficiently analyzed the statistics to make sense of them.
• Cohesion and coherence: 14 of 25%
• Grammatical range and accuracy: 15 of 25%
• Lexical resources: 15 of 25%
• Task achievement: 16 of 25%
• Spelling: Great
• Punctuation: Good
• Word Count: “182 Words” – Perfect!
• Time on Report Writing: “20 Minutes” – Excellent
• Band score: 6 of 9