Bài essay Writing Task 2 chiếm đến 2/3 tổng số điểm của IELTS Writing. Đồng thời, độ khó của phần này được xem là cao hơn rất nhiều so với Task 1. Hãy cùng tham khảo những bài essay mẫu Writing Task 2 để nâng cao kỹ năng và điểm số cho mình nhé.
Nguồn: IELTS Ngọc Bách
Some businesses find that their new employees lack basic interpersonal skills, such as cooperative skills. What are the causes and suggest some possible solutions.
- Introduction: refer to the task question and state that solution can be adopted
- Paragraph 2: causes. (1) home-life, families are no longer close e.g. shared meal times (2) at school – individual achievement is more important than team-work
- Paragraph 3: solutions (1) develop cooperative skills – e.g. activity weekends – companies in Europe, the USA (2) strict rules of work to develop interpersonal skills of new employees
- Conclusion: refer again to the causes and solutions.
- Mở bài: dẫn vào đề bài và khẳng định rằng giải pháp có thể được áp
- Đoạn 2: nguyên nhân (1) cuộc sống gia đình, các gia đình không còn
thân thiết ví dụ: giờ ăn chung (2) ở trường – thành tích cá nhân quan
trọng hơn làm việc nhóm
- Đoạn 3: giải pháp (1) phát triển kỹ năng hợp tác – ví dụ, hoạt động cuối
tuần – các công ty ở châu Âu, Mỹ (2) nội quy công sở nghiêm ngặt để
phát triển kỹ năng xã hội của các nhân viên mới
- Kết luận: nhắc lại nguyên nhân và giải pháp.
It is true that some companies complain about the poor interpersonal skills of their new staff. This essay will discuss the main reasons of this trend and then describe the possible solutions firms should adopt.
As many new employees are school leavers, the causes of this problem can be found in the home and in the school. A child’s personality is shaped during the formative years of home-life and schooling. In terms of the home, close-knit families are a thing of the past in many societies, and youngsters do not learn to live in harmony with one another and with their parents. For example, meal times used to be occasions when families ate together and discussed the tasks to be done and the problems of each family member. In school, children are encouraged to achieve individual excellence in exams, rather than to have social skills and to be team-players.
However, in order to conduct a business efficiently, firms must take steps to train new employees to acquire interpersonal skills. Firstly, cooperative skills should be developed, making the most of the latest management techniques. Some companies in Europe and the USA, for example, organise challenging activity weekends during which staff must work as teams to do mountain-climbing or climbing and camping. Working together, their survival skills are put to the test. Secondly, codes of conduct at work should be strictly enforced for both new and existing employees to facilitate communication and cooperation.
In conclusion, although some reasons can be suggested as probable causes of this problem, there are measures which companies should take to develop the interpersonal skills of new staff.
Science finds that by studying the behavior of three-year old children they can predict if they will grow up to be criminals. To what extent is criminality related to human nature? Is it possible to stop children from being a criminal when they grow up?
- Introduction: refer to the task question. My opinion: children need not grow up to be criminals.
- Paragraph 2: no firm link between criminal behavior and human nature. Other influences on children: parents’ behavior and social conditions where they live
- Paragraph 3: children can be deterred from becoming criminals (1) use ex-prisoners to give talks in schools (e.g. the UK) (2) all adults must provide good role models for children – negative effects of consumer culture
- Conclusion: no link established between human nature and criminal behavior – it is possible to deter children from becoming criminals.
- Mở bài: dẫn vào đề bài. Ý kiến của tôi: trẻ em không nhất thiết lớn lên trở thành tội phạm.
- Đoạn 2: không có liên kết chắc chắn giữa hành vi tội phạm và bản chất con người. Các ảnh hưởng khác đối với trẻ em: cách ứng xử của cha mẹ và điều kiện xã hội nơi chúng sinh sống
- Đoạn 3: trẻ em có thể được ngăn chặn để không trở thành tội phạm (1) mời các tù nhân cũ đến trò chuyện tại trường học (ví dụ: nước Anh) (2)
tất cả người lớn phải làm gương tốt cho trẻ – ảnh hưởng tiêu cực của văn hóa tiêu dùng
- Kết luận: không có sự liên quan nào giữa bản chất con người và hành vi tội phạm – có khả năng ngăn cản trẻ không trở thành tội phạm.
It may be possible to predict scientifically if children will grow up and turn to crime. While this may suggest some link to human nature, I believe that children all have the chance to grow up and become law-abiding citizens.
It seems absurd to condemn children as evil criminals at the age of 3. Parents have an enormous influence on shaping a child’s values during the formative years of a child’s life. Children often copy, or are influenced by, the patterns of behavior which they observe in their parents. For example, in a dysfunctional family there is often a lack of parental involvement in the upbringing of children. The failure to teach ethical values such as honesty and concern for others, may combine with social factors such as living in deprived neighborhoods so that children are already damaged as they prepare to enter adult life.
It is possible to deter children from embarking on a life of crime. Firstly, in schools, ex-prisoners who have served their sentences and been re-integrated back into the community should be invited to talk about their experiences and warn children that it is not glamorous to be a criminal. This is already done in some schools in the UK,
for instance. Secondly, all adults in society have a responsibility to provide children with good role models. Modern consumer culture has a negative influence on individual families, with the result that children learn that it is more important to have things than to be a good member of the community.
In conclusion, if criminal behavior is linked to human nature, then there is no hope for young children who are identified as criminals by some ‘experts’. On the contrary, children can be led away from a life of crime.
Many people disagree with a school policy which forces children to learn new languages. To what extent do you agree or disagree?
- Introduction: refer to the task question; opinion – learning a new language is valuable but should not be compulsory
- Paragraph 2: benefits of language learning: (1) exchange or school visits to other countries – children travel, learn social skills, have fun (2) a new language can help in finding a job later
- Paragraph 3: problems of compulsory language learning: (1) some children might not think it useful and disrupt lessons (2) in a full school timetable, children may give priority to essential subjects like science or
- Conclusion: it is useful to learn a new language, but it should not be made compulsory.
- Mở bài: dẫn vào đề bài; nêu quan điểm – học một ngôn ngữ mới là có giá trị nhưng không nên bắt buộc
- Đoạn 2: lợi ích của việc học ngoại ngữ: (1) trao đổi học sinh hoặc cùng trường tham quan các quốc gia khác – trẻ đi du lịch, học các kỹ năng xã hội, vui chơi (2) ngoại ngữ mới có thể giúp tìm công việc trong tương lai
- Đoạn 3: vấn đề của học ngoại ngữ bắt buộc: (1) một số đứa trẻ có thể không nghĩ việc đó là hữu ích và cản trở tiết học (2) trong thời gian biểu với đầy đủ các môn học, trẻ em có thể ưu tiên các môn học quan trọng như khoa học hay toán
- Kết luận: việc học một ngôn ngữ mới là hữu ích, nhưng nó không nên trở thành bắt buộc
It is true that many people oppose the idea that learning a foreign language should be compulsory in schools. While it could be argued that learning a new language is valuable in schools, I believe that such a policy should not be made compulsory.
On the one hand, it is advantageous for school children to study a foreign language. One reason is that in some schools there are opportunities to participate in organised exchange visits with overseas students, or to travel on school trips to countries with a different language and culture. In these ways, children can assimilate knowledge and even acquire social skills while having fun at the same time. Another reason is that if children are able to speak a foreign language, they may find this useful in later life. It could improve their job prospects and help them to
pursue a successful career.
On the other hand, I would argue that children should not be forced to learn a new language. Firstly, some children might fail to see the point of studying a subject, for example French or German, which they think they will never use. They would soon become bored and disrupt lessons. Secondly, the school curriculum may already cover a lot of ground. Given a busy timetable, pupils may prefer to study things which they think will benefit them in the future, such as science or mathematics.
In conclusion, although learning a new language would be useful, fun and challenging for children, I feel that this should not form a compulsory part of the school curriculum.
Government should invest in teaching science subjects rather than other subjects in order for a country to develop and progress. To what extent do you agree or disagree?
- Introduction: refer to the essay question; own opinion – science subjects are important, but other subjects are important too.
- Paragraph 2: arguments for investing in science education. Students must have a good knowledge of science and recent technological breakthroughs – e.g. genetics and medicine. They can then contribute to the development of scientific knowledge
- Paragraph 3: other subjects are important. Progress is not economic growth. (1) develop creative talents – study of art, music, literature (2) develop critical skills – study of history, philosophy, languages
- Conclusion: investing in science subjects is important, but investing in other subjects is also necessary.
- Mở bài: dẫn vào đề bài; ý kiến của tôi – các môn khoa học đóng vai trò quan trọng, nhưng các môn khác cũng quan trọng.
- Đoạn 2: tranh luận về việc đầu tư vào giáo dục khoa học. Học sinh phải hiều biết về khoa học và những bước đột phá công nghệ gần đây – ví dụ: di truyền học và y học. Họ có thể đóng góp cho sự phát triển của kiến thức khoa học
- Đoạn 3: các môn học khác cũng quan trọng. Tiến bộ không phải là sự phát triền kinh tế. (1) phát triển những tài năng sáng tạo – học nghệ thuật, âm nhạc, văn học (2) phát triển kỹ năng phản biện – học lịch sử, triết học, ngôn ngữ
- Kết luận: đầu tư vào các môn khoa học là quan trọng, nhưng đầu tư vào các môn học khác cũng cần thiết.
It is true that investment in science education in schools and universities should be high on the agenda of all governments. However, while this is important, I disagree that this should be the only priority, because it is also important to allocate resources to the teaching of other subjects.
It is clearly essential to provide funding for the study of science subjects. Recent discoveries in science have been applied to bring about changes in such fields as health, food production and, above all, communications. For example, genetics based on the research of biologists is revolutionising the treatment of diseases such as cancer. Therefore, governments must invest heavily in science subjects in order to
ensure that the knowledge of science graduates is up-to-date. If this is done, the international scientific community will, for instance, be able to find solutions to pressing environmental challenges facing the world today .
However, government investment in science education must not be at the expense of neglecting other subjects.Progress and development do not mean economic growth. Firstly, schools should encourage students to express themselves through art, literature and music and develop those talents which are a part of our cultural life. Secondly, if it were not for the study of subjects such as history, philosophy and languages, then nobody would be able to see the big picture. Ethical social questions concerning how people might
live in harmony with one another in a sustainable way would never be discussed.
In conclusion, it is necessary for governments to invest in science education, but they must also promote the study of other subjects to develop the creativity and critical thinking of students.