Many people say that universities should only offer places to young students with highest marks, while others say they should accept people of all ages, even if they did not do well at school. Discuss both views and give your opinion.

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While
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some school of thought holds that universities are seen as a place suitable only for the young
students
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with the highest grades, others argue that higher education should be made available to people of all ages even though they don't perform well.
This
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essay will examine the
rational
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rationale
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behind both
perspective
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perspectives
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and assert my strong
agree
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agreement
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with the former viewpoint. On the one hand, there are some who believe that the government should encourage people to go to school because education is considered a basic right of everyone.
I n
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In
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fact,
this
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tendency will bring some benefits if people follow their own dreams, regardless of age and learning ability, especially in
a
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an
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achievement-oriented society like Vietnam. Examples of broadening your horizons and having a higher chance of achieving
success - paying
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success-paying
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jobs are seen as positive examples. Another driving factor is that the academic records of
students
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in middle and high schools do not provide sufficient information about their academic performance.
Thus
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,
students
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these days tend to have a variety of classes to choose the
best
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apply
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major that best suits their ability at universities
instead
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of just studying the main subjects as before.
Dispite
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Despite
the
aformentioned
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aforementioned
benefits,
i
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I
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would maintain that concern
regarging
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regarding
limit
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limiting
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learners
seem
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seems
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more justifiable.
Students
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with good academic results are more likely to adapt to the university environment, where all
students
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have developed essential soft skills in high school
such
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as critical thinking , judgment, time management or problem-solving skills.
Moreover
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, these skills not only help
students
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deal with big workloads but
also
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relieve
tention
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tension
at university.
In addition
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, governments give university places to only high-ranking young
students
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,
this
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tailored policy will have lasting
affects
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effects
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on
economic
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the economic
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increase and other sectors. Rather than risk training
students
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with diverse abilities,
this
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trend
prioritize
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prioritizes
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creating a more conducive learning environment with state-of-the-art facilities and highly qualified professionals.
Thus
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,a future source of skilled
labor
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labour
show examples
is being made.
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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:
  • merit-based
  • competitive environment
  • academic standards
  • innovation
  • diversity
  • mature students
  • equitable
  • inclusive admission policies
  • educational disadvantages
  • holistic admission process
  • extracurricular achievements
  • non-traditional students
  • equal opportunities
  • societal progress
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