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Writing Samples
Band 7.5

Some people say that in all levels of education, from primary schools to universities, too much time is spent on learning facts and not enough on learning practical skills. Do you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience.

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Introduction
It is often claimed that throughout the education system, from early schooling to higher education, there is too much focus on memorising
information
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 and too little on practising real-life skills. I largely agree with
this
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 view because
students
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 often memorise
information
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 that they never truly understand.
Body paragraph 1
Many
students
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 find it hard to memorise
information
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 they do not understand, and they might give up on studying altogether.
For example
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, I memorised dozens of chemistry formulas for my exams, but I forgot most of them within a few weeks because I never used them in real life.
As a result
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, the time spent memorising was largely wasted.
Furthermore
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, some teachers give
students
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 the exam questions weeks in advance, so
students
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 end up memorising the answers without actually understanding the material.
Therefore
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, schools should spend more time on practical skills that
students
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 can actually use.
Body paragraph 2
Admittedly, factual knowledge is still essential, since many well-paid professions require it.
For example
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, many jobs in the medical field require memorising how different medicines interact, so
students
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 must learn
this
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information
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 thoroughly.
However
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, even these
students
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 need practical training, because knowing facts is not the same as applying them to a real patient. A medical student who has only studied textbooks may panic in a real emergency.
Therefore
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, facts should be taught alongside practical experience rather than on their own.
Conclusion
In conclusion, I largely agree that education focuses too heavily on memorising facts.
Although
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 some knowledge must be learned by heart,
students
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 would benefit more if schools and universities gave them more opportunities to apply what they learn in real situations.

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task response
Your view is clear from the start, and you support it in both main parts. To make it stronger, say more about which real-life skills schools should teach, such as money use, speaking, team work, or problem solving.
task response
Your chemistry and medical examples fit the topic well. You could make the first example more complete by showing how practical work, such as lab work, would help you remember and use the facts.
task response
Be careful with the idea that students may stop studying. This is possible, but it is a very strong claim. Explain the link more clearly or use a less strong idea, such as lower interest in study.
coherence and cohesion
The essay has a clear shape: opening, two main parts, and an ending. Each part has one main idea, so it is easy to follow.
coherence and cohesion
Your link words, such as “For example”, “Furthermore”, “However”, and “Therefore”, help the reader follow your ideas. Try not to use “Therefore” too often; sometimes you can link ideas by using a short clear sentence instead.
coherence and cohesion
The first main part moves from memorising facts to exam questions, then to practical skills. Add one sentence to show more clearly why the exam-question case proves that schools spend too much time on facts.
task response
You answer the question directly and keep the same main view from the opening to the ending.
task response
You include a fair other side: some facts are needed, especially in medical work. This makes your answer more balanced.
coherence and cohesion
Your opening and ending clearly match, and the ending brings the main ideas together.
coherence and cohesion
The order of ideas is clear, and your examples appear after the ideas they support.
Topic Vocabulary:
  • rote memorization
  • practical skills
  • adaptable skills
  • critical thinking
  • balanced approach
  • problem-solving
  • decision-making
  • workforce readiness
  • real-life challenges
  • technological advancements
  • information management
  • creativity hindrance
  • lifelong learning
  • skill development
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