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Writing Samples /
Band 6.5

It is neither possible nor useful to provide university places for a high proportion of young people. To what extent do you agree or disagree?

#university #places #proportion #people
People hold different views about the possibility and usefulness of providing tertiary
education
 for the majority of young people. While there are some benefits of
university
education
, I would argue that it would be impractical to do so. On the one hand,
university
education
 plays a vital role in the future of young people in
this
 knowledge-based society. Universities provide students with higher career prospects. By entering colleges, students may stand a good chance of bettering their practical skills
such
 as interpersonal and team-working skills.
This
 will allow them to not only perform their tasks more
efficiently but
Accept comma addition
efficiently, but
also
 get along well with colleagues.
As a result
, young people attending tertiary
education
 tend to get a well-paid job in the long run.
Moreover
, as they can gain more experience through field trips and extracurricular activities during their courses, they may achieve success easily.
On the other hand
, I would argue that it is impractical that almost all young people have access to tertiary
education
.
Firstly
, since some youngsters have to face with financial problems, they may have challenges pursuing a
university
 course due to exorbitant tuition fees.
For example
, a majority of young people having hardships or difficult situations tend to earn a living in
early years
Suggestion
the early years
 with a view to financially
supporting
Suggestion
support
 or even raising their families.
Therefore
, not only are they short of
money but
Accept comma addition
money, but
 they are
also
lack
Suggestion
lacking
 of time to pursue a degree at universities. The
second
 reason is that a large quantity of young people in remote areas do not have the required equipment to study on campus.
For instance
, students often need computers in order to carry out their projects at schools, which are hard to obtain in
such
 places.
Consequently
, they might not be able to graduate if they
enroll
register formally as a participant or member
enrol
 on a course at universities, which prevents some young people in a nation to get access to
university
education
. In conclusion, while
university
education
 might benefit students, I still believe that the idea of providing tertiary
education
 for a large number of young people is impossible.
Submitted by se7enkieu 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:
  • limited resources
  • quality of education
  • strained resources
  • job market
  • underemployment
  • competition for skilled jobs
  • vocational training
  • apprenticeships
  • economic constraints
  • public budgets
  • inefficiencies
  • devalue
  • significance
  • perceived quality
  • universal access
  • diversity in skills
  • balanced society
What to do next:
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