Some people think that a person improves intellectual skills better when doing group activities. To what extent do you agree? Use specific details and examples to explain your view.

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These days, some people state that
group
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activities are the wiser ways for people to improve intellectual skills.
This
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term concludes skills to express one’s ideas, understanding them, and these techniques lead to being intelligent. I believe that implementing
group
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work
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will not improve intellectual skills, and performing independent
work
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would help better for one to improve these techniques.
Firstly
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, people who have a shy personality would disadvantage from
group
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activities.The reason why we carry out
group
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activities is for the person to freely express their ideas and debate about them along with their teammates.
However
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,
this
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basic purpose may not
work
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in
few
Suggestion
fewer
circumstances.
For example
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, if the team has been chosen where one
child
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is very self-opinionated and one
child
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very timid,
group
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work
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cannot be done as the
first
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child
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will only express oneself’s ideas, which might be wrong or correct. In
this
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context, the
group
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work
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would have failed as teammates wouldn’t have cooperated well
thus
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might learn wrong facts.
However
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, self opinionated
child
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could do the tasks well, even if they are assigned to an individual task, as they will always express their ideas well regardless whether they are on a team or not.
On the contrary
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, children who are timid and shy to express their ideas would disadvantage from
group
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activities as if all the ideas are out, they would simply not express their thoughts, and if
this
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gets repeated, it might
also
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lead to a decrease in intellectual skills.
Additionally
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,
group
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activity’s results only depend on its members. There are various people in a society, and you might not be lucky to always have good teammates who have amazing ideas. There are people who always play without giving any ideas, and those who have responsibility will have to cover all the works, even for the teammates who doesn’t
work
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at all. In these situations,
group
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activities are not the best ideas as teammates with no responsibility wouldn’t think, which will fail to improve intellectual skills, and despite those who have responsibility would have improved intellectual skills, they would stress because of “playing “ teammates. When doing individual
work
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,
this
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problem simply would disappear as everyone must do their
work
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, think themselves, and speak for themselves. To conclude, due to these two reasons, I partially believe that performing
group
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tasks would not improve intellectual skills, and doing individual tasks would help better.

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Fully explain your ideas

To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

  • Paragraph 1 - Introduction
    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
  • Paragraph 2 - First supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 4 - Conclusion
    • Sentence 1 - Summary
    • Sentence 2 - Restatement of thesis
    • Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

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Topic Vocabulary:
  • intellectual skills
  • group activities
  • collaborative learning
  • critical thinking
  • problem-solving
  • communication
  • interpersonal skills
  • diverse perspectives
  • creativity
  • individual study
  • personal reflection
  • autonomy
  • learning styles
  • approaches
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