Solved paper: college: commerce and creative platform

Some people hold the view that college education is to be seen from commercial angle as one’s future hinges around it while others want to see it in a creative spectrum so that the learners can make the best by way of his or her individual differences.

Discuss both the views and say how you see college as such.

College education is a big deal since it takes a lot from the learners, and people, naturally, observe it in different ways; for some, it is investment-like, while for others, it is a platform that helps learners to bank on their own distinct qualities. This write-up is a discussion on both the views. 50 words

It is very hard to ignore the fact that college life involves huge money, effort and time. Unless these components are rightly benefitting those who take college, there is a concern based a couple of questions. Is the money spared for college going to be well spent? Is the time, lasting for years, is getting well invested? Or, the efforts are going to pay off? These are pertinent questions, and a parent or a college-seeking learner might be wary of taking a leap when it is time for college. College education is an investment, they may claim. 95 words

However, it is a great idea to see college in a creative bent of mind. The thing could be this. All learners are different in terms of their need, talent, interest and attitude. Obviously, the success of college depends mainly on how able a candidate is in relying on him or herself. For example, the most coveted college may not make any difference in the life of a complacent college-goer, but a not-so-renowned one could transform a student if he/she is a go-getter. Here the substance of the view is individual differences make the real difference. 95 words

The discussion takes to me to the opinion that it is not encouraging to observe college as an investment spring-board, rather I would say all college-goers must invest in their own time, taste and demands. My conclusion is, college education takes a lot from all learners, but colleges offer much more than that. 50 words.

290 words

Ajaypeesdoc. 11/6/15. 4 am

Speaking: the ins and outs of it

Speaking: The ins and outs of it

The speaking test is an interview which assesses how well you can communicate in spoken English.  It is a test of general speaking skills and is broadly the same for all candidates.  The interview lasts for eleven to fourteen minutes and is in three main sections: the first part is on familiar topics such as your work or study experience, your family or home culture and your interests or hobbies. this is followed by a part where you are asked to talk on a particular topic for one to two minutes.  You are given a card which states what you should talk about and you are given one minute to prepare.  At the end of your one to two minutes the examiner may ask you one or two questions before moving on to the third part of the test. the final part is an extension of the part 2 topic to a more abstract discussion of related issues. You are assessed on your ability to communicate fluently, clearly (i.e. with clear pronunciation) and accurately using appropriate grammar and vocabulary.  Your fluency is being assessed so it is important to say as much as you can as well as to speak spontaneously and not to learn what you are going to say.  If the examiner thinks you are giving a prepared answer he or she will quickly change the question.  Throughout the speaking test, the examiners will ask the questions and control the timing and the move from one part to another.  The interview will be recorded.  This is to make sure the interviewers and band scores are consistent in all IELTS centres. Practice To get maximum benefit all the practice should be done without preparing your answers.  You will not know exactly what the examiner is going to ask or exactly how he or she will ask it.  You need to be spontaneous, to speak as naturally and fluently as possible.  The aim of this practice section is to help you to prepare for the type of questions you will get and practise dealing with them without preparing specific answers.  It is important to keep to this for two reasons.  First, the examiner will notice if you are repeating something you have learned and will stop you. Second, though it may seem difficult at first, it will actually make the test easier for you if you relax and talk naturally rather than trying to remember a ready-made answer.  So the first and most important skill is talking fluently. The only way to  improve your fluency is by getting a lot of practice in speaking.  Be confident.  Think about what you want to say.  Of course you should try to get your English right, but do not worry too much about getting everything absolutely correct.  The important thing is that you should speak and listen, that you should engage in an extended interview with the examiner and that you should enjoy using your English to communicate with an English speaker.

Stages I II III

Speaking: How it woks

To practise for the speaking test, find a friend or study partner and take it in turns to ask one another questions and speak about the following: Part 1 In the first stage of the interview the examiner will ask you some general questions about yourself and the subjects you know about, for example about your educational background, work experience and leisure interests.  When you go into the interview room, the interviewer will greet you, exchange introductions, check your identification and then start the interview.  The questions on familiar topics will give you a chance to convey a lot of information about yourself and your life, but will also allow you to relax and ‘warm-up’.  It is important that you try to give extended answers.   Remember, the purpose of the questions is to get you to talk.  Questions may also focus on the culture of your country (educational system, social customs etc) or on aspects of your lifestyle (family life, city life, hobbies etc).  These are all very broad areas in terms of the number of questions that could be asked so this is another reason why you can’t prepare specific answers. Draw up a personal information form like the one below and be prepared to talk about it for four minutes: ·        Your full name ·        Nationality ·        Your place of birth ·        First language ·        Other languages ·        Family ·        Educational background Then your partner should ask you to talk in more detail about specific aspects, which could include work, education, hobbies and interests or some aspect of the culture of your country, for another four minutes.  The aim here is to show your fluency so it is important to keep the conversation going. Part 2 In the second stage of the interview you will be given a card which tells you the topic you should talk about for one to two minutes. It also gives you some prompts about what you should include in your talk.  You then have one minute to prepare your topic and you will be allowed to make some notes.  The examiner will tell you when to start and finish and may ask you one or two questions. In this part it is important to try to keep talking for the whole two minutes.  It is not a conversation so do not expect the examiner to join in. Here are some example cards.  Use them to practise with your partner: Describe a wedding you have been to or heard about.               You should say: who got married what they wore what they did on the day and explain how you felt about this wedding. Describe a wild animal that can be found in your country. You should say: what it looks like where it lives what you like/don't llike about it and explain how people in your country generally feel about it. As well as practising with a partner, you could practise alone, recording yourself and then listening to the recording.  Although fluency is very important, think about how clearly, correctly and appropriately you speak.  Think too about how you organise your talk.  You might like to introduce your topic, number the main points and end with a conclusion.  Remember that spoken English is less formal than written English and that you will have to use signals that are common and appropriate for speaking.

Part 3 In the third part of the speaking test you will be asked to discuss more general issues related to the part 2 topic.  This part will be much more abstract and the examiner will be interested in how well you express your ideas and opinions about these issues. As an example, look at the possible issues that could be linked to the topic given on one of the cards in Part 2: Now brainstorm ideas for a discussion linked to the topic of 'weddings' in Part 2. If possible with a partner, develop this into a part 3 discussion by asking and answering questions. It is useful if you develop some strategies, such as useful expressions, that will help you maintain a well-organised, fluent discussion.  Some of these phrases will give you time to think while others will get you out of difficulties.   Remember that IELTS is not assessing your knowledge;  it is measuring your competence in English so you should not be afraid to say you do not know, nor to give your opinions even if you do not know very much about the subject - you can use your imagination to explore the topic. You can practise your fluency by imagining yourself in situations where you would need to speak English.  Practise asking questions and talking about any sort of topics.  Pay attention to accuracy too - note any special problems you have and try to avoid them in your practice. Summary What you need to know: ·         How to talk fluently ·         How to anticipate content ·         How to use appropriate language ·         How to use strategies Remember: 1. The format of the test is as follows: In the first part of the interview you will be asked questions about yourself and familiar topics. In the second part you will be given a card with a topic and some prompts.  You will have one minute to prepare this topic and then you will talk about it for one to two minutes. In the last part the examiner will develop the topic into a more abstract discussion.  You will be asked for your opinions and ideas on related issues. 2. Try to talk as much and as fluently as possible.  In the actual test, do not let concern about accuracy obstruct fluency. 3. Do not prepare specific answers:  they will not be useful and they will make it more difficult for you to do a good interview. 4. Relax, be confident and enjoy using your English.

Some say that international news should be taught as a subject in secondary school, others say that it is a waste of valuable time.

Discuss both views and give your opinion.                                           

 An essay by Mr. Binil.

Incorporating international news in the course-ware of secondary school is a wise idea. However, some hold the view that it is worthless in anyway. Let us see both the views.                                                      

Secondary school period is the time when students take their important decisions about career. Therefore, including international news in the curriculum is good as it would make them aware of the different events such as war, racism, atrocities, famine and the like that happen beyond their comfort zones. This would help them choose a better destination to pursue their education and career. Moreover, students can broaden their horizon of knowledge regarding many issues and happenings that would be a blessing in their future endeavours.  Besides, including international news in secondary school syllabus would offer a better platform to learn the traditions and cultural practices.    

On the other hand, going ahead with this idea might turn out to be a matter of concern as it may put extra pressure on their shoulders and covering the courseware may be a Herculean task for students. For example, project works, presentations, record keeping, periodic tests and papers and the like are enough to keep them otherwise occupied. In such a context, it may not be that easy to include much international news.

In short, it is right to conclude that adding international news in secondary school syllabus is worth appreciating as it would bring in many benefits for students. However, too much burden for students may hinder their normal course of action. This can be wisely managed by course designers.  That is what I feel.  

260 words

An essay by Mr. Binil.

24.7.013

BY MY ONLINE CANDIDATE ANU FROM THE GULF

CAPITAL LETTERS ARE CORRECTED AREAS. 

STRONG VOCABULARY

GOOD GRAMMAR

COHERANT SENTENCES

TASK IS FULFILLED VERY WELL, AND THE ESSAY IS CUT FOR A CLEAN SEVEN BY ALL MEANS

THE QUESTION AND THE ANSWER

Farming is greatly promoted in richer nations than in the poor?

Some say it is so because farming these days is expensive while others say this disparity is due to some other factors.

How do you see these two views on poor farming in poor nations?

It is an undeniable fact that, today, developed nations provide more importance for farming than underdeveloped countries. Some believe it is mainly due to rise in the cost of cultivation whereas, others establish that certain other factors also contribute to the same. This essay will discuss both the aspects to reach AT a prudent conclusion.  

To begin with, one of the most important factorS which make farming an unapproachable activity in poor countries is certainly the expense. Nowadays, modern sophisticated machines and techniques are used in agriculture for better yield. THESE ARE CUT FOR THE RICH ONLY. But poor countries could not afford theSE expenseS. In addition, Organic farming is more popular but the production cost for organic foods are typically higher than theIR conventional counterparts. Thus, farming becomeS UNPOPULAR in SOME POOR NATIONS.

Furthermore, there are a lot of other factors which can equally attribute to reduced farming in poor nations. Firstly, most of the people are unaware of the modern cultivation methods and even THERE IS lack of access to formal education and skill training. Besides, there is POOR availability of irrigation or high yielding crops. Secondly, such countries have LIMITED measures available to protect their farmland from adverse climatic conditions like famine, wild fire, flood and so on. Finally, off-farm income haS grown. So, rural people are engaged in non-agricultural employment. These are some of the OTHER aspects which UNDERMINES farming in DEVELOPING NATIONS.

 Overall, I believe that both these aspects profoundly lead to lack of FARM production among poor nations. The developed nations can give a hand to help the poorer ones in the field of agriculture.