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Band 5

Some university students want to learn about other subjects in addition to their main subjects. Others believe it is more important to give all their time and attention to studying for a qualification. Discuss both views and give your opinion.

#university #students #subjects #addition #time #attention #qualification
There have been competing views on whether college
students
 could
study
 other subjects
out
Change preposition
outside
show examples
 of their
field
 of
study
 or they have to focus and concentrate on their main subject only. In my opinion, it would be better if they
give
Wrong verb form
gave
show examples
 more attention to their main
field
instead
 of learning many disciplines of knowledge. On one hand, it could be argued that university attendee should be free to choose what they want to learn even outside of their program of
study
 as multidisciplinary
study
 will enrich their understanding and expertise. In future careers, employers will admire them
due to
 their broader skills and knowledge.
For instance
, a
physics
 teacher in a certain school with mathematics and language skills is better than
solely
Rephrase
apply
show examples
a
physics
 teacher. The first type of educator could teach mathematics, language, and
physics
,
while
, the other only can teach
physics
.
On the other hand
, I believe that prioritizing certain topics deeply is the best way to learn and to be an expert.
This
 learning method differentiates the way university
students
 and school
students
 pursue their studies. On campus,
students
 should enroll in certain programs of
study
 to limit their
field
whereas
 school
students
 learn many subjects in general. Because regulations limit the
field
 of
study
, college
students
 will easily focus and become an expert in certain knowledge. To take everything into account,
while
 there are those who think that university
students
 can freely learn something beyond their curriculum, I argue that the most effective way to be an expert is by deeply focusing on a specific subject.
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task achievement
Ensure the entire question is addressed, including discussing both views and giving your own opinion.
coherence cohesion
Use clear paragraphing with topic sentences to establish main points and supporting sentences to develop these points.
lexical resource
Employ a wide range of vocabulary to convey precise meanings and avoid repetition.
grammatical range
Use a variety of complex sentence structures accurately to demonstrate grammatical range and accuracy.

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:
  • Broaden
  • Perspectives
  • Specialize
  • Critical thinking
  • Problem-solving skills
  • Career success
  • Interdisciplinary connections
  • Structured path
  • Clear goals
  • Creativity
  • Innovation
  • Academic credibility
  • Recognition
  • Balance
  • Exploring
What to do next:
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