Some people say that to become a good teacher, you should acquire enough training, while others say that teaching capabilities can be developed with experience. Discuss both views and give your opinion.

People often argue whether
teachers
should conquer enough teaching skills or develop their skills through their careers to grow into exemplary
teachers
.
Although
I understand the reasons behind those who are in favour of the latter, I still advocate for the former. Admittedly, a model
teacher
has to acquire enough knowledge
in conveying
Change preposition
to convey
show examples
lectures to students.
Nonetheless
, a
teacher
with a basic understanding of teaching may enhance it when they prepare for their upcoming class and gain experience from it, without participating in a training session.
Consequently
, the more educators give lectures, the more they can
fulfill
Change the spelling
fulfil
show examples
their educating capabilities.
However
,
this
is not always true as some unempathetic
teachers
may not try to elevate their insights into instructing students in acquiring wisdom. Being a well-trained
teacher
, they would obtain a unique understanding of teaching that others may not have
due to
the
numerous
Correct word choice
apply
show examples
valuable advice they gained from experienced
teachers
.
Therefore
, they have already acknowledged their missions and visions in their career paths, which can result in comprehensible lessons that help students widen their horizons.
Moreover
,
this
is significant as the inexperienced
teachers
have to struggle and spend a considerable amount of time to keep up the teaching ability of those well-trained.
Therefore
, having an adequate ability to teach is better than developing it during the teaching process. In conclusion, achieving experiences
while
teaching can make an exemplary
teacher
but it is not as efficient as acquiring teaching skills through training.
Submitted by cohoctro12122007 on

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task achievement
Your essay does a great job presenting both views on the topic. To further strengthen your Task Achievement, consider including more specific examples and evidence to support your points. This will help to make your arguments more convincing.
coherence cohesion
While your essay is generally well-structured, try to ensure that each paragraph flows logically to the next. Using more transition words and phrases can help improve this aspect of your writing.
introduction conclusion present
Your introduction and conclusion are well-presented, clearly outlining your stance and summarizing your main points effectively.
clear comprehensive ideas
Your ideas are clear and comprehensive, making your arguments easy to follow.

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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Essentional vocabulary list for IELTS Writing 7+

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Topic Vocabulary:
  • pedagogy
  • methodologies
  • educational psychology
  • curriculum design
  • lesson planning
  • professional development
  • teaching strategies
  • classroom management
  • learning styles
  • improvise
  • anecdotes
  • engaging
  • relatable
  • credibility
  • employability
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