Writing TASK 2 : TOPIC 18 Individuals can do nothing to improve the environment

freeieltswritingsamples

Writing TASK 2 : TOPIC 18                           

Some people think that individuals can do nothing to improve the environment,and only the government and big companies can make a diference. To what extent do you agree or disagree?

Cấu trúc cơ bản bài này :

1.      Intro : giới thiệu vấn đề : Môi trường là nỗi lo (concern )/ anxiety ( n)  cua nhiều ng , và ngày nay ko ai có thể phủ nhận tầm quan trọng của việc bảo vệ nó . Để đạt được kết quả, hành động tập thể từ cá nhân , công ty và chính phủ cần phải được kết hơp.

2.      Counter argument: Why some people think individuals are of no assistance!!!

a.       Giải thích nguồn gốc suy nghĩ trên :It is true that some environmental problems are too big such as climate change,energy crisis…Consequently, many People have the misconception( Q điểm sai lầm ): only the government  and large companies have the authority (quyền hạn), funds and manpower( sức người) to solve them.

b.      Phủ định suy nghĩ đó : Unfortunately,such an attitude merely stems from (bắt nguồn từ)  ignorance ( sự thiếu hiểu biết ) or illusions ( ảo tưởng )of inadequacy (không phù hợp)

3.      Argument : Importance of individuals ( Example 1 + Example 2)

a.      Withdout individual efforts( nếu không có)  , rules and regulations ( quy tắc và luật lệ) of companies and the Gov will end in failure.So individual efforts along with actions taken by the Gov and big companies are irreplaceble.

b.      Seemingly little things ( những điều dường như nhỏ nhặt ) P do in their daily lives can add up to huge difference in contributing to solutions , fr ex, recycling household waste , reducing energy consumption of electricity and water,taking public transport….Obviously , …if individuals start to make a change in their life,=è ? ( tự nghĩ )

4.      Conclusion

It is a comprehensive( sâu rộng)  task to tackle/solve/deal with/ address/cope with the environmental problems; which needs the cooperation and coordination of ( 3 sides) . But if one thing is certain,It is that any efforts would be less effective without individuals’ involvement.

Task 1 : Car ownerships in Great Britain

freeieltswritingsamples

The line graph shows variations in car ownerships measured by the percentage of households in Great Britain over a 40- year -period.

As can be clearly seen from the graph, in 1961 , a majority of 65% of households possesed no car ,over one – third (33%) of households had 1 car and no household owned 2 or more cars.

Twenty years later ,however, as the percentage of having no car had dropped by 1981 to a low of 35% , families with one car reached to its peak of 50% and those with more than two cars soard to a high of 15%  in the same period.

In 2001 , the percentage of households owning no car dipped to below the 30% mark where it met the similar figure of those with more than 2 cars.The ownership of one car, understandbly , also declined steadily to a low of 45%.

In brief, after 40 years , more and more households in this European country had at least a car and an acelerating tendency of owning more than two cars was getting popular.

Task 1 : The use of internet in five countries : Users of internet as percentage and spending online as % of the total 1,6 bil

freeieltswritingsamples

While the bar/column chart presents data about the precentage of people using the internet, the pie chart in relation compares and contrast the amount of money measured in percentage of a total sum of E 1.6 bil these people spent for online transactions in five countries in the same year 2000.

Overall, though a 5% more  people in Sweeden used the internet  than those in the UK ( 36%  and 31% ) , Britons spent much more on online shopping as 33% of the 1,6 bil came from their pockets while this number was much less dramatical (29%)  in Sweeden.

France and Germany also showed the same situation in that while the percentage of internet users in Germany (27,5%)  more dramatically overtook ( v) that in France (18,6%) , 20% of the total E 1.6 was paid by the French , German only paid a low of 13% of the total sum for online goods and services.

Spain’s situation can be easily understood as it stayed at the bottom at the two charts : the population of netizens (4.8% )  and the money spent for online shopping ( 5 %) .

Task 1 Writing Sample :Skill levels of staff members in A British company

freeieltswritingsamples

Skill levels of staff members in A British company 

Sample 1 : Mr Gia

The skillfullness  of both male and female workers measured by percentage  in a British company in 2008 is described in these two pie charts.

Overall, men  dominated the skilled and highly- skilled categories as they made up 59% ,compared to only 48% made by their female counterparts in this company.

As for highly- skilled type, percentage -wise , the number of male employees were twice as large as that of female ones , comprising up to 31% [,nearly doubling that of females ( 16%) .]

28% of men working in this company were skilled and,surprisingly,another the same figure 28% were  unskilled while in women  this figure was 32 % , not a big distance in skill level.

 Women ,on the contrary, dominated the semi skilled type ;29% of the female workforce fell into this category while a near half that figure ( 13%) were taken by male staff members .In brief ,more men were skillful than women in this company.

Sample 2 : Mr Gia 

The level of skillfulness of male and female workers measured by percentage over for categories in a British company in the year 2008 is displayed by the two pie charts.

Overall, male employees in this company dominated the highly- skill and skill categories ;altogther it made up 59% of all male workers while that of female counterparts accounted for a bit under half of the total female workforce (48% ) .

Specifically , percentage-wise , the number of highly- skill male staff nearly doubled that of females ,as 31% male workers and only 16% female workers fell into this category.On the contrary , there were twice as many as 29% of female workers being semi-skilled ,compared with the figures of male counterparts.

Among male workers , the proportions of unskilled and skilled ,surprisingly, were similar at 28% for each category , while those for females respectively comprised 23% and 32 %.

the main aim of universty education is to help graduates find better jobs,while some people claim/content /agrue that a university education has wider benefits for individuals and society as a whole.

freeieltswritingsamples

 Task 2 

Many people believe that the main aim of universty education is to help graduates find better jobs,while some people claim/content /agrue that a university education has wider benefits for individuals and society as a whole. Discuss both views and give your opinion. 

Answer : 

Suggested body layout: Dàn Ý Mẫu!!! Trích từ IELTS RECENT TEST

 Body 1 : Why this thinking is well – justified ( có thể thông cảm )  ( a better job should be the main goal of uni education)

-        The competitive job markets push parent to support their children finacially

ü Two facts contributing to this thinking: the sum of tuition fees  for university EDU is not small to many families.

ü The uncertanity of the job markets

BUT this does not mean higher education is all about getting a decent job.

BODY 2 Roles of Uni EDU:

ü  Develop personality of an individual and the significance of one’s life to others

o  è benefits sts not only in terms of starting a carree but what lies behind the job : morality and personal development.

§   This closely related to the development of a nation .

Conclusion : I firmly believe UNI EDU benefits Sts in a wider sphere than that of the workplace

Mở bài mẫu : 

Sample intro 1 -Mr Gia:

It is absolutely understandable that / Understandbly , the ultimate goal of nearly almost all students getting through univesity education is to be able to aquire a decent job to compenste/make up  for all the financial and physical hardships they may have to experience.I am, however, of the wider perspective claiming institutions like universities have more to offer one indvidual than a highly -desirable job.

Sample intro 2 -Mr Gia:

While an increasingly larger proportion of parents and students  hold a persuasive belief  that university education would grant them a bigger chance for a more decent job in their later working life, I personally am convinced that higher education provides students with wider benefits rather than a  promising career.

Còn tiếp BODY 

Task 1 : Percentage of national consumer expenditure by category -2002

freeieltswritingsamples

Data about how much people in five different countries spent on three different categories such as food/drinks/tobacco , clothing/footwear and leisure/education as percentage of total expenditure in 2002 is compared and contrasted  by the table.

People in Turkey and Ireland spent a remarkable proportion of their total income on Food/drinks /tobacco respectively at 32,14% and 28,91%.  Their counterparts in Spain , Italy and Sweden spent much less dramatically, just around half of the figures ( 18,80% , 16,36%,15,77%) .

Clothing/footwear seemed to receive less attention as people in all the five countries spent much less on these items. Specifically , Spain , Ireland, and Turkey saw its people spending around only a minimal 6%-7% whilst Sweeden people reserved a lesser budget of only 5,4% for this , Italians seemed to be in favor of fashion , splashing out up to 9% of their total expediture in the same year.

Education, however ,witnessed a different story as it receives less priority as the other two categories. In details , most people in these five coutries spent the least, as low as only 1,98% in Spain while the highest proportion was recorded was in Turkey ( 4,35%) . On the contrary , when Italy and sweeden was exactly the same in this expenditure ( 3,20%  and 3,22% respectively) , Ireland spent only 2,21% .

Schooling is no longer necessary ---( Task 2)

freeieltswritingsamples

Schooling is no longer necessary ,since more and more information is accessible on the Internet , and students can study just as well at home. To what extent do you agree or disagree.? 

Giảng giải : Đây là đề Văn nghị luận cần  có đoạn phản biện 

1. 1.    Intro ( gioi thieu van de la hoc vien co can den truong nua khong khi ma thong tin đầy dẫy  tren mang )
2. 2.    Counter-argument ( thua nhan  loi ich internet -à BUT…..)

3.    Argument 1 ( Loi ich cua nha truong )

Conclusion: Khẳng định Trường học tiếp tục là điểm đến chính của sinh viên, Internet là phụ

Phần dàn ý lập từ ý của bài mẫu cuốn IELTS WRITING RECENT TEST

Suggested outline Intro : Internet changing people’s way of living + studying but far from providing a wholesome and comprehensive education as schools do.

Body1: Counter- agrment : The Advantage of the inetrnet

1.  The master key to abundant information à good understanding of computer teachnology give sts an edge in searching and making use of the info

ðEx: Google provide multidimensional( đa chiều)  understanding of current issues of deeper insight into the events or experiments.

ðDoes not automatically mean that The internet can replace schools.

Body2: Argument : Role of schools== essential for one’s upbringing

1.Not only a platform to impart ( truyền bá)  knowledge , also a stage to educate about values and attitudes.

Encouraged by teachers and peers,sts are benefited  in a wider range.

ðHow to be themselves while fitting in a group +How to develop their critical thinking while taking advice from others.+Learn how to judge the information from the internet as right and wrong =>The internet can hardly serve these functions.

Conclusion:Schools keep playing the leading role,while  the internet will be a complementary part.

Mở Bài Mẫu ( viết bởi học viên )

Các điểm tô vàng là cụm từ hoặc mệnh đề quan hệ rút gọn. Các điểm tô đỏ là từ vựng đặc biệt. Một bài viết cần nhiều điểm đỏ vàng như vậy để lấy điểm cao.

Thương Nhớ’s sample Intro:

The way people receive information nowadays has been greatly transformed by the Internet . Students from all walks of life have never seen themselves immersed and sunk in a wealth of information on the Internet . This,however,has brought up the question of the most effective academic envinroment whether schooling or online coaching.

Be Hieu Thao’s sample answer:

The world today is charactised by the free flow of online information and knowledge which has brought about benefits for education and human. Therefore,it becomes a heatedly debated topic whether a student should be required to attend classes or learn via the Internet. In this essay, I will examine both these view points and indicate mine.

Be Co Giao’s sample answer:

The internet has delivered an explosion of learning opportunies for today’s students, creating an abudance of information,and knowledge.Teachers ,traditional educators,classrooms , schools, therefore,are no longer vital to access information. This essay will elaborate on( explain in detail)  this view and express my own stance / position/ perspective./point of view/opinion/.

Còn Tiếp

Task 1 Why people left the Uk for other countries and why people stayed in the Uk

freeieltswritingsamples

Task 1 : Ielts recent actual tests

Mr Gia’s sample 1:( 150 /150 words)

Compared and contrasted in these two pie charts is the data on reasons people either departed or remained in the UK measured by percentage over five categories for each.

Intersetingly ,the UK seemed to be  an appealing destination as most people came in and out for family reunion , up to 39% of people leaving the country would agree to that reason while another less dramatical 34% immigrating to this european country would say the same.

Surprisingly , a quite large amounts /numbers of peole were leaving this country for weather reasons ( 24%) ; in contrast, this country highly attracted  employement from other parts of the world (more than one -fourth of immigrants visiting the country)

Some similar figures for people fleeing and paying a visit to the country for financial reasons and taxation were recorded fluctuating around 9-10% while another 10% enjoyed the healthcare system of this country.

The Uk must have been famous for its international language as it was seeing nearly one- fifth of the contemporary inhabitants stay for language learning.

Mr Bi's Sample 2 : 193/150 words

Compared and contrasted in the two pie charts is the data on reasons people in the Uk either left of came in there under five catogeroies measured by percentage.

Interestingly the most common reason for people to leave and stay in this european country is family and friend reunion as up to 39% and 34% of these people would agree to the same reason.

However, another dramatical number of people were moving out of the country (24%)  because of its distinct weather.

Employment in the Uk must have been greatly  attractive when the labour flow in and out of this country witnessed  a bit over one -fourth ( 28%)  of the total number emigarting there for seeking jobs while  a much less 18% left the country for the same reason.The Uk is also famous for its international language- english, so this country saw a wave of  a near one-fifth (19%)  of people visting for language learning purposes.Taxation and financial reasons, however, were the least popular reason for people to leave or stay, only fluctuating around 10% , while another 10% of people moved in the country because they appreciated the provided heathcare system.

Some rich countries provide financial support to the poor countries..

Some rich countries provide financial support to the poor countries,but some other people claim that they should provide some other types of help to those poor countries.
To what extent you agree or disagree?

( Văn nghị luận có đoạn phản biện) 

 Sample 1 :

Intro : mở bài mẫu  

I find myself in a dilemma when the issue comes up as i am of the firm belief that money ,in most cases, mainly contributes to the success of any project or of problem solving .however,in this situation,i reckon that apart from financial support,advanced and prosporous nations may offer a hand in such other fields as education, and infrastructure.

 Counter- argument : Đoạn Phản Biện 

It is understandable as  some people content that the problem always lies at financial shortage .the fact is that most problems ranging from environment to medicine and such can be eased quickly if a proper amount of fund is exerted ( thực hiện ) adequately ( đúng đắn) . We, however, should not overlook ( xem nhẹ) the factor of human in managing and implementing(thực thi)  that fund( tiền ).again,reality (thực tế)  has shown me that financial aid ,if not managed properly and transparently( minh bạch),has failed in most cases.

  Còn Tiếp 

Tips for Essay 2 Writing - Lưu ý khi viết Essay 2 Tiểu Luận

Lưu ý khi viết tiểu luận:

1.       Phân tích đề: thì của đề ( htht), đối tượng (people,or you),và yêu cầu đề (discuss/ argree/disagree/explain)…

2.      Lập dàn ý( outline) : có mấy ý lớn( 3 ý lớn)  – ý con (6 ý) – nêu ví du.

3.      Chú ý logic lập luận: câu trước và câu sau có quan hệ gì, nối từ gì

4.      Chú ý số ít /số nhiều: danh từ số nhiều thì động từ không có “s” và ngược lại

5.      Dấu chấm câu : dấu phẩy và dấu chấm phẩy

·        Dấu phẩy (7 kiểu quan hệ ): dùng liệt kê và nối 2 câu đơn thành câu ghép .tùy mối quan hệ của hai câu đơn này mà dùng 1 trong 7 chữ sau ( and,but,or,nor,so ,for,yet)*

·        Dấu chấm phẩy ( 1 kiểu quan hệ ): nối hai câu đơn ,có liên hệ về ý ( không cần 7 chữ ở trên) ,câu sau là câu giải thích ý mở rộng /chi tiết cho câu thứ nhất .

6.      Đa dạng cấu trúc: dùng câu ghép(*) ,câu phức ( câu có 1 vế chính/1 vế phụ) vd: when..,while…,since..,because….,as …,if…., đảo ngữ khi cần ( not only,had + s+ v3../hardly (ever)….dùng câu bị động khi cần.

7.      Đa dạng từ vựng: dùng từ theo cụm danh từ,cụm động từ/ ngữ danh từ (whether…/if..or not ) không dùng từ đơn /vidu :

a.      Recently  sales has increased (v)  rapidly. ( not suggested)

b.      Sales has been on a rapid increase (nphrase).( highly suggested)

8.      Tránh tuyệt đối hóa lập luận : sử dụng may/ might ,could/should hoặc động từ như “ guess, believe ,expect ,reckon (nghĩ) ,assume( giả định) …

a.      Lưu ý: dùng hiện tại đơn là khẳng định chân lýè dễ sai

b.      Dùng always ,everyone,everything è tuyệt đối hóa.

c.      Dùng almost+ adj + n è đúng; almost+ nèsai (vì almost là adverb cần + tính từ ) =>dùng most(adj) thay cho almost nếu đứng trước noun.

Tips for Essay 2 Writing - Lưu ý khi viết Essay 2 Tiểu Luận

TIPS FOR ESSAY WRTING 2 LƯU Ý KHI VIẾT TIỂU LUẬN:

1.       PHÂN TÍCH ĐỀ: THÌ CỦA ĐỀ ( HTHT), ĐỐI TƯỢNG (PEOPLE,OR YOU),VÀ YÊU CẦU ĐỀ (DISCUSS/ ARGREE/DISAGREE/EXPLAIN)…

2.      LẬP DÀN Ý( OUTLINE) : CÓ MẤY Ý LỚN( 3 Ý LỚN)  – Ý CON (6 Ý) – NÊU VÍ DU.

3.      CHÚ Ý LOGIC LẬP LUẬN: CÂU TRƯỚC VÀ CÂU SAU CÓ QUAN HỆ GÌ, NỐI TỪ GÌ

4.      CHÚ Ý SỐ ÍT /SỐ NHIỀU: DANH TỪ SỐ NHIỀU THÌ ĐỘNG TỪ KHÔNG CÓ “S” VÀ NGƯỢC LẠI

5.      DẤU CHẤM CÂU : DẤU PHẨY VÀ DẤU CHẤM PHẨY

·        DẤU PHẨY (7 KIỂU QUAN HỆ ): DÙNG LIỆT KÊ VÀ NỐI 2 CÂU ĐƠN THÀNH CÂU GHÉP .TÙY MỐI QUAN HỆ CỦA HAI CÂU ĐƠN NÀY MÀ DÙNG 1 TRONG 7 CHỮ SAU ( AND,BUT,OR,NOR,SO ,FOR,YET)*

·        DẤU CHẤM PHẨY ( 1 KIỂU QUAN HỆ ): NỐI HAI CÂU ĐƠN ,CÓ LIÊN HỆ VỀ Ý ( KHÔNG CẦN 7 CHỮ Ở TRÊN) ,CÂU SAU LÀ CÂU GIẢI THÍCH Ý MỞ RỘNG /CHI TIẾT CHO CÂU THỨ NHẤT .

6.      ĐA DẠNG CẤU TRÚC: DÙNG CÂU GHÉP(*) ,CÂU PHỨC ( CÂU CÓ 1 VẾ CHÍNH/1 VẾ PHỤ) VD: WHEN..,WHILE…,SINCE..,BECAUSE….,AS …,IF…., ĐẢO NGỮ KHI CẦN ( NOT ONLY,HAD + S+ V3../HARDLY (EVER)….DÙNG CÂU BỊ ĐỘNG KHI CẦN.

7.      ĐA DẠNG TỪ VỰNG: DÙNG TỪ THEO CỤM DANH TỪ,CỤM ĐỘNG TỪ/ NGỮ DANH TỪ (WHETHER…/IF..OR NOT ) KHÔNG DÙNG TỪ ĐƠN /VIDU :

a.      RECENTLY  SALES HAS INCREASED (V)  RAPIDLY. ( NOT SUGGESTED)

b.      SALES HAS BEEN ON A RAPID INCREASE(NPHRASE).( HIGHLY SUGGESTED)

8.      TRÁNH TUYỆT ĐỐI HÓA LẬP LUẬN : SỬ DỤNG MAY/ MIGHT ,COULD/SHOULD HOẶC ĐỘNG TỪ NHƯ “ GUESS, BELIEVE ,EXPECT ,RECKON (NGHĨ) ,ASSUME( GIẢ ĐỊNH) …

a.      LƯU Ý: DÙNG HIỆN TẠI ĐƠN LÀ KHẲNG ĐỊNH CHÂN LÝè DỄ SAI

b.      DÙNG ALWAYS ,EVERYONE,EVERYTHING è TUYỆT ĐỐI HÓA.

c.      DÙNG ALMOST+ ADJ + N è ĐÚNG; ALMOST+ NèSAI (VÌ ALMOST LÀ ADVERB CẦN + TÍNH TỪ ) =>DÙNG MOST(ADJ) THAY CHO ALMOST NẾU ĐỨNG TRƯỚC NOUN.