In this post: Environment and education: core vocabulary, arguments for and against, and topic sentences you can adapt.
Task 2 Topic Vocabulary (1) · 3 parts
- 1. Organising vocabulary, and technology
- 2. Environment and education (you are here)
- 3. Work, vocabulary cards, practice
✦ In this post
3. Environment: species extinction, global warming, transport and imported food
On the environment, I wrote about whether species extinction is the most important environmental problem, whether raising fuel prices can solve traffic and pollution, whether air travel should be restricted, and environmental arguments that grew out of essays on science and imported food. Environmental vocabulary is more specialised, but once you know one set well, you can reuse it across many questions.
Core vocabulary
| Word / phrase | Meaning | Common collocations | My sentence |
|---|---|---|---|
| extinction of species | species dying out completely | pose a threat to human life | the extinction of species poses a threat to human life (Task 3) |
| pollination | transfer of pollen so plants can produce fruit | be responsible for pollination | Bees, which are responsible for pollination, are good examples of this matter (Task 3) |
| biodiversity / diversity of species | the variety of living things | decrease significantly, hinder sustained development | the diversity of species will decrease significantly if the extinction keeps happening, hindering sustained development |
| habitat | the natural home of an animal or plant | adequate habitats, the habitat is shrinking | the habitat of polar bears has been decreasing dramatically as a result of the upward trend of the ocean’s temperature |
| global warming | the rise in the Earth’s temperature | rising sea levels, extreme climate, the greenhouse effect | A wide range of unpleasant consequences, such as rising sea levels, extreme climate, and the greenhouse effect will happen |
| greenhouse gases / carbon dioxide | gases that trap heat / CO₂ | be released into the atmosphere | greenhouse gases like carbon dioxide will be released into the atmosphere (corrected) |
| carbon footprint | the total emissions caused by something | have a larger carbon footprint | the carbon footprint of imported foods is larger and makes those foods environmentally unfriendly |
| daily necessities | things people need every day | threaten daily necessities | pollution … threatens a wide range of daily necessities including food, land, water, and air (Task 3) |
| fuel consumption | the amount of fuel used | excessive fuel consumption | Traveling by airplanes may cause pollution or fuel consumption |
| public transportation / alternatives | buses, trains, metro / other options | improve the public transportation system | workers will choose to go to work by bus or MRT when public transportation is available and cheaper |
| renewable energy | energy from sources that don’t run out | sustainable, replace fossil fuels | (idea notes) renewable energy is sustainable, but removing traditional energy may cause unemployment |
(MRT is the name of the metro system in Taipei and Kaohsiung.)
Arguments you can use
| Position | Arguments | Examples you can use |
|---|---|---|
| Species extinction is serious | ① It threatens human survival (food chains, pollination) ② Lower biodiversity holds back sustainable development | Bee pollination: fruit and vegetables all depend on it to grow. |
| Other problems matter more | ① Global warming: rising sea levels, extreme weather ② Pollution: affects food, land, water and air | Polar bears’ habitat is shrinking as ocean temperatures rise. |
| Against using price to limit behaviour (fuel prices, air fares) | ① There are substitutes, so the effect is limited (electric cars and other transport also pollute) ② It is unfair and adds to people’s financial burden ③ It harms the economy (tourism, accommodation, restaurants) | If flying were restricted, travellers would drive or take the train instead, which also uses energy and causes congestion. |
| More effective measures | ① Education to change public attitudes ② Higher car purchase taxes or limits on car ownership ③ Better public transport | When public transport is cheap and convenient, commuters naturally switch to buses or the metro. |
A topic sentence you can adapt, plus an example
Topic sentence: Other environmental problems deserve more attention because [problem] poses a direct threat to people’s lives.
The paragraph I actually wrote (Task 3): Primarily, global warming is so imperative that should not be ignored, since it definitely poses a threat to people’s lives. A wide range of unpleasant consequences, such as rising sea levels, extreme climate, and the greenhouse effect will happen because of global warming.
The content of this paragraph is good, but the first sentence has two problems: so … that is missing the subject it, and imperative isn’t the right word to describe a problem as serious. Global warming is so serious that it should not be ignored fixes it. This essay got 8 for Task Response but only 6 for Coherence. My analysis is that the arguments within the paragraph were complete, but the progression between paragraphs and sentences read more like a list. It lacked the “because of A, B happens, which then leads to C” kind of link.
4. Education: practical skills, subject choice and university
Education is one of the topics I wrote about most: whether schools should teach practical skills (I wrote one essay for each side), whether university students should study subjects outside their major, whether government funding should go only to science subjects, whether team sports are the best way to learn cooperation, and why more and more people want to go to university.
Core vocabulary
| Word / phrase | Meaning | Common collocations | My sentence |
|---|---|---|---|
| practical skills / real-world skills | skills for everyday life and work | learn practical skills along with academic subjects | practical skills grant schoolchildren opportunities to pick up some indispensable capabilities |
| academic subjects | maths, science, languages, etc. | concentrate on academic subjects | depriving them of concentrating on academic subjects |
| school curriculum (plural: curricula) | the subjects taught at school | be included in the school curriculum | I support the inclusion of practical skills in the school curriculum |
| schoolchildren / pupils | children at school | — | real-world skills distract schoolchildren from their academic studies |
| proficiency in | a high level of skill in | require proficiency in | An array of jobs like teachers, salespeople, and lawyers undeniably require proficiency in speaking in public |
| be allocated to | be given to (time, money) | limited school time should be allocated to… | limited school time should be allocated to studying professional knowledge |
| qualification / certificate | an official record of study or skill | study for a qualification, academic qualifications | qualifications are always the strongest evidence when finding jobs (Task 4) |
| broaden one’s horizons | widen one’s experience | — | which can definitely broaden their horizons and help them decide their career paths |
| spark / find new interests | start a new interest | — | they can spark new interests in students |
| foster competent professionals | develop skilled specialists | (I often wrote competent professions; it should be professionals) | learning academic subjects fosters competent professions (should be professionals) |
| team spirit / cooperation | working well together | learn cooperation through team sports | those who have a lower interest in sports may be ignored, leading to unfairness |
| physical differences | differences in body size and strength | prevent children from taking part in team sports | physical differences may prevent children from actively taking part in team sports |
Arguments you can use
| Position | Arguments | Examples you can use |
|---|---|---|
| Schools should teach practical skills | ① More career options (e.g. public speaking) ② Helps students find their interests and choose a direction | After a personal finance class, a student finds finance fascinating, which sparks an entrepreneurial spirit. |
| Schools shouldn’t teach practical skills | ① Practical skills can be learned in daily life; class time should go to academic subjects ② Teachers and materials are expensive and crowd out other spending | Maths and science carry a lot of weight in Taiwan’s university entrance exams. |
| Funding shouldn’t go only to science | ① Unfair to students who don’t like science ② Imbalanced talent: non-science jobs go unfilled | Students consider scholarships and job prospects when choosing a degree. |
| Team sports aren’t the only way | ① Not every child likes sport ② Physical differences keep some children from taking part | The personal example I used in my essay: I disliked the sun and sweating, often found excuses to stay indoors, and so learned no teamwork in PE. |
A topic sentence you can adapt, plus an example
Topic sentence: The main reason why I think schoolchildren should learn practical skills is that these skills are so useful that they may provide a wide range of career choices.
The example I actually wrote (Task 12, practice prompt 45): The ability to give a public speech, which requires communication and organization skills, is a good example of this matter. An array of jobs like teachers, salespeople, and lawyers undeniably require proficiency in speaking in public.
“X, which requires…, is a good example of this matter” was the example pattern I used most at the time. Its advantage is that it puts the example and the reason it is relevant in the same sentence. But overuse turns it into a template, so use it once per essay at most.
The same topic, asked a different way
“Should university students study subjects outside their main subject?” (Task 4, Cambridge 18, Test 2) scored 8 / 6 / 7 / 8. The arguments I used in that essay transfer almost directly to the practical-skills and subject-funding questions:
| Argument | How I used it in Task 4 | Where else it works |
|---|---|---|
| Adapting to changes in the workplace | learning comprehensive subjects makes it easier for students to adapt to changes in the workplace (administrative jobs being replaced by technology) | Practical skills (for), technology replacing jobs |
| Finding your real interests | students can figure out whether they are interested in the main subjects they currently major in | Practical skills, gap year |
| Qualifications are the strongest proof when job hunting | qualifications are always the strongest evidence when finding jobs | University education, practical skills (against) |
| Specialist knowledge leads to promotion | workers with better educational backgrounds and professional knowledge are easier to get promotions (better: find it easier to get promoted) | Changing jobs, job satisfaction |
This essay only got 6 for Coherence. Looking back, I think the reason is that each paragraph’s two reasons had only one sentence of explanation plus an example, with no closing sentence saying “so what this shows is…” to connect the example back to the argument. The paragraphs read like lists. The content and vocabulary were good enough; what was missing was the linking between sentences.
Continue reading · Part 3 of 3
IELTS Notes in English · Writing Language (post 3 of 4)
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✦ Target Your Future
Some days you practise for hours and the score still does not move. I hope these notes remind you that the setbacks are part of the road: every recording you replayed, every essay you rewrote and every sentence you finally dared to say is progress you have already made.
I wrote this down so the next person can take fewer detours. You do not have to follow my method exactly. Find a rhythm that works for you, rest when you need to, and come back for the next small step.
I hope what you take away is more than a number on a score report: a little more confidence in yourself, and the courage to step a bit closer to the world.
— Ting
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