schools and universities, girls tend to choose arts subjects (e.g. literature), and boys tend to choose science subjects (e.g. physics). Why do you think this is so? Should this tendency be changed? Do you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.

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There has been a difference in subject preferences between girls who often e
nroll
register formally as a participant or member
enrolled
in art classes and boys who tend to
study
Use synonyms
science.
This
Linking Words
could be explained by several elements, and I think that it is best not to apply any changes to
this
Linking Words
tendency. The aforementioned situation can be attributable to gender-specific personalities and competence.
First
Linking Words
, female students are usually attracted to subjects that require tremendous self-discipline and patience like language classes while male students share a common interest in several fields that need considerable analytical abilities to excel at,
for example
Linking Words
physics or math.
Second
Linking Words
, it has been proven that each of the two sexes s
hows
Suggestion
show
distinct competence and excellence at their f
avored
preferred above all others and treated with partiality
favoured
types of subjects. And students certainly choose to participate in classes that they are best at, which is why boys and girls choose different courses to
study
Use synonyms
. In my view, it is rather unnecessary to make changes to
this
Linking Words
trend.
Initially
Linking Words
, students choose the environment where they can best cultivate their aptitudes.
Therefore
Linking Words
, if they were forced to take part in unwanted classes, it would produce undesirable outcomes, especially resentment or negative attitudes toward
study
Use synonyms
at school.
Furthermore
Linking Words
, students, regardless of gender, should have their freedom of choice.
In other words
Linking Words
, they should be at liberty to decide what courses they can attend so that they would feel that they are respected and listened to. In conclusion, distinct characteristics and competence between males and females are the causes for the two tendencies toward choosing preferable courses to
study
Use synonyms
at schools or universities, and students should be entitled to p
articipation
Suggestion
participate
in any class they find suitable.
Submitted by asmagosain on

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Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

  • Summary
  • Restatement of thesis
  • Prediction or recommendation

Example:

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

  • In conclusion
  • To conclude
  • To summarize
  • Finally
  • In a nutshell
  • In general

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Topic Vocabulary:
  • social stereotypes
  • gender roles
  • arts subjects
  • science subjects
  • parental expectations
  • upbringing
  • role models
  • underrepresentation
  • STEM
  • curriculum bias
  • educational system
  • teacher bias
  • school environment
  • personal interests
  • natural aptitudes
  • gender representation
  • economic factors
  • job prospects
  • cultural expectations
  • historical context
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