Some people believe that professionals, such as doctors and engineers, should be required to work in the country where they did their training. Others believe they should be free to work in another country if they wish. Discuss both these views and give your own opinion. Write at least 250 words.
Some argue that
individuals
who have received their education in a particular state should be obligated to work
there, while
others believe that employed people should have the right to choose the country in which they want to work
. From my perspective, both viewpoints hold merit; however
, I believe that granting individuals
the freedom to decide where they work
is more advantageous for both individuals
and governance.
Having a job in the same country where individuals
received their education can offer advantages in terms of adaptability, especially for those with roles that require relocation. Familiarity with the surroundings can be beneficial. For example
, drivers working in areas they are already familiar with will find it easier to navigate compared to those unfamiliar with the location.
Nevertheless
, the option for individuals
to choose their work
location should not be overlooked. Firstly
, I believe that providing this
choice is synonymous with granting individuals
their rights. Allowing people to decide where they want to work
is a fundamental human right. Moreover
, professionals such
as doctors and engineers can gain valuable experiences related to their field from working in different countries. Secondly
, if governments allow individuals
to choose their work
location freely, citizens will develop trust in them, fostering a positive relationship between the government and society.
In conclusion, although
working in the same place where individuals
received
their education has a benefit, it is evident that providing Wrong verb form
receive
individuals
the choice of where they want to gain work
experience is more advantageous. This
is not only beneficial for individuals
but also
strengthens the relationship between citizens and the government.Submitted by misstiasclassroom on
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Coherence & Cohesion
Ensure that your essay has a clear introduction, body paragraphs, and conclusion. Each paragraph should have a central idea that is developed and supported with specific examples or evidence.
Coherence & Cohesion
Develop main points with more specific examples or detailed explanations. Your essay should fully extend and support the ideas presented to demonstrate a fully developed position.
Task Achievement
Address all parts of the task. Make sure you discuss both views and give your own opinion clearly. Your essay must directly respond to the task prompt without omitting any part of it.
Task Achievement
Provide specific examples to illustrate your arguments. This helps to make your ideas clear and gives your essay more credibility. Avoid general statements without support.
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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