Some people think only the best students should be rewarded with academic distinctions; others think we should reward weaker students who make progress. Discuss both views and give your opinion.

Whether academic distinctions should be reserved for top-performing
students
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or extended to weaker learners who show
improvement
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remains a contentious issue.
While
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recognising high achievers can foster excellence, I believe that rewarding
progress
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among less able
students
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is equally, if not more, beneficial for both individuals and the education system as a whole. On the one hand, awarding distinctions solely to the best
students
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is often seen as a way to promote academic excellence.
Such
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recognition motivates talented learners to maintain high standards and can create a culture of healthy competition. In highly demanding academic environments, clear rewards for outstanding performance may encourage diligence, resilience, and intellectual ambition.
Moreover
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, these
students
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frequently set benchmarks that inspire their peers, thereby elevating
overall
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educational outcomes.
On the other hand
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, rewarding weaker
students
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who demonstrate significant
progress
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acknowledges effort rather than innate ability.
This
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approach is pedagogically sound because it reinforces a growth mindset, which is crucial for long-term learning.
Students
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with lower initial attainment often face discouragement and low self-esteem; recognising their
improvement
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can boost motivation and persistence.
Furthermore
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, education should aim to maximise each learner’s potential, not merely celebrate those who already excel. By valuing
progress
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, schools promote inclusivity and reduce the risk of disengagement among struggling pupils. In my view,
while
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excellence deserves recognition, rewarding
improvement
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is more constructive. Exclusive emphasis on top achievers may inadvertently marginalise average or weaker
students
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,
whereas
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acknowledging
progress
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fosters a more equitable and motivating learning environment. Ideally, institutions should implement a balanced system that honours both outstanding achievement and meaningful
improvement
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. In conclusion,
although
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distinctions for top
students
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encourage high performance, recognising
progress
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among weaker learners is essential for inclusive and sustainable educational development.

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task response
Keep a clear view from start to end; make sure all parts push that view.
coherence
Link ideas with simple words; use transitions like also, but, yet, and to show flow.
content
Add more real life examples or small cases to back up your main points.
grammar
Try to keep long sentences short and easy to read.
stance
Clear stance and good balance of views.
structure
Good structure with clear intro and conclusion.
coherence
Reasoning follows a logical flow.
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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