IELTS Writing Topic:
WRITING TASK 1
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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 thừ type of course requữement?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
Task 1 Model Answer
The bar graph illustrates the quantity of carbon emissions produced by 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 mctric 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 quite slight and rose again in 2005 to 170,000. Canada’s level increased slightly each year to match the UK in 2005, and carbon emissions in India jumped from approximately 80.000 in 1975 to 350,000 in 2005.
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 often offer student internships with companies or other organisations as a component of study. This trend has both benefits and drawbacks.
One of the mam advantages is that an internship in an appropriate place ofTers 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 practise medicine but in an authentic, supervised context? In addition, internships and practicum placements 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 is meeting the needs of that particular industry.
However, there are several disadvantages to these types of placements. First of all, universities can sometimes have difficulty in securing good quality, suitable placements for their students or, even worse, students are left to their own devices to arrange a placement. This is unsatisfactory and puts students at a disadvantage. As well as this, sometimes students in these types of placements get used to doing menial task which are well beneath their capabilities, simply because they are perceived as inexperienced and incapable.
To conclude, student placements arc an excellent way to provide practical experience and support our future professionals to gain the skills they need to succeed, but these placements must be monitored and facilitated carefully.
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