IELTS Writing Practice Test 33 (Task 1 & 2) & Sample Answers
IELTS Writing Topic:
WRITING TASK 1
You should spend about 20 minutes on this task.
The bar graph below shows the amount of carbon emissions in different countries during three different years.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
A number of tertiary courses require students to undertake a period of unpaid work at art institution or organisation as part of their programme.
What are the advantages and disadvantages of this type of course requirement?
Give reasons for your answer and include any relevant examples from your knowledge or experience.
Write at least 250 words.
Task 1 Model Answer
The bar graph shows CO2 emissions for six countries in 1975, 1990, and 2005.
The USA emitted the largest amount of carbon for all three years, showing an increase from slightly over 1,200,000 thousand metric tonnes in 1975 to just under 1,600,000 thousand metric tonnes in 2005. China’s level of carbon emissions more than doubled from 300.000 thousand metric tonnes in 1975 to over 600,000 thousand metric tonnes in 1990 before more than doubling again to approximately 1.6 million thousand metric tonnes in 2005. In contrast, Germany’s carbon emissions reduced slightly from approximately 250,000 in 1975 and 1990 to roughly 200,000 in 2005. The only other country to reduce emissions was the United Kingdom between 1975 (approximately 180,000) and 1990 (about 160,000), although this was relatively slight and rose again in 2005 to 170,000. Canada’s level increased each year slightly to match the UK in 2005, and carbon emissions in India jumped from approximately 80.000 in 1975 to 350,000 in 2005.
IELTS Actual Tests Questions (January - April 2021) with Answers
On the whole, the two largest contributors to carbon emissions were the USA and China.
Task 2 Model Answer
As part of a varied and stimulating curriculum, many universities and tertiary providers offer student internships with companies or other organisations as a component of the study. This trend has benefits and drawbacks.
One of the main advantages is that an internship in an appropriate place offers students the chance to integrate their theory and knowledge in a real-life, practical setting. The example of student doctors and nurses illustrates the value of practical internships: how else would students learn to practice medicine but in an authentic, supervised context? Besides, internships can often lead to a job opportunity for the student upon graduating, or at the very least, a good set of contacts for the commencement of their professional life. In terms of assessment, it also gives the university a clear picture of how the student is progressing against industry standards, and whether the course meets the needs of that particular industry.
However, there are several disadvantages, as well. First of all, universities can have difficulty getting quality internship opportunities for their students or, even worse; students might be left on their own to procure an internship. It is unsatisfactory and puts students at a disadvantage. Students who cannot manage to get internships end up doing menial tasks well beneath their capabilities, simply because they are perceived as inexperienced and incapable.
To conclude, student internships are an excellent way to provide practical experience and support our future professionals to gain the skills they need to succeed.
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