Some people say that in all levels of education, from primary schools to universities, to much time is spent on learning facts and not enough on learning practical skills. Do you agree or disagree?

Each person should learn some skill in his
life
. Schools and universities are the formal
center
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centre
show examples
that
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where
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we can learn many things.
unfourtunetly
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unfortunately
,
all
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at all
show examples
levels of education,
frm
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from
primary to
universities
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university
show examples
,
to
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too
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much time is spent on learning facts and not enough on learning practical skills.
Acording
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According
to my opinion, practical skills
shoud
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should
be considered . on the one hand, we should get
information
about
different
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a different
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subject
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subjects
show examples
and
increse
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increase
our knowledge
in
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of
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various things
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in order
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inorder
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in order
show examples
to have a good
relation
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relationship
show examples
with the world
besides
us and people. If we have enough
information
we can act in
better
Add an article
a better
show examples
way and we
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can
show examples
van
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can
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choose the best way for our
life
. each person should know some primary
knowlege
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knowledge
in various things ,
For example
, reading,
cumputing
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computing
, Schools and
univercities
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universities
are the important
placces
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places
which can teach us and give
information
about different science and the subject that we need for our
life
.
on the other hand
, having
information
about different
scirncr
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science
or knowing
differnt
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different
way could not help
person
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a person
the person
show examples
in
life
and work if they do not aware of application and usage.
therfore
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therefore
practical skills should
also
teach in
educational
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the educational
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center
Fix the agreement mistake
centers
show examples
and
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create
show examples
creat
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create
show examples
a real space for
Add an article
a student
show examples
student
Fix the agreement mistake
students
show examples
. they should know how and where they can use their knowledge .
practicall
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practical
practically
teaching
make
Change the verb form
makes
show examples
a
Remove the article
apply
show examples
better learning and
prpeared
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prepared
them for future and for real
life
.
as a result
, practical teaching should be considered
besides
theoretical teaching, which
give
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gives
show examples
a good experience to students and
help
Change the verb form
helps
show examples
them
for
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with
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problem
Add an article
the problem
a problem
show examples
the
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they
show examples
will be faced in
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future
futuare
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the futuare
show examples
.
Submitted by asieh_abtahi on

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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:
  • rote memorization
  • practical skills
  • adaptable skills
  • critical thinking
  • balanced approach
  • problem-solving
  • decision-making
  • workforce readiness
  • real-life challenges
  • technological advancements
  • information management
  • creativity hindrance
  • lifelong learning
  • skill development
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