Joy English
Joy English

C1 試験対策

C1IELTS形式30分

IELTS 形式のライティング：教育についての Task 2 エッセイ

IELTS-style writing: a Task 2 essay on education

IELTS アカデミックの Task 2 形式の独自の練習で、公式のテストではありません。模範エッセイを学び、まとまりと断定を和らげる表現を練習してから、自分のエッセイを書きます。

Task 2 のエッセイでは、一般的な問いについて、約 250 語以上で、およそ 40 分間で自分の立場を示して裏づけます。このレベルでは、採点者は、はっきりとした全体的な立場、列挙ではなく展開された考え、正確で多様な語彙、柔軟な文法、機械的な接続語に頼らないまとまりを見ます。模範エッセイを読み、各段落に 1 つの役割があることに注目してから、議論を控えめに聞こえさせる表現を練習しましょう。

お手本の文章

Model essay: schools, creativity and technical knowledge

It is often claimed that, as machines take over routine tasks, schools should concentrate on creativity and social skills rather than technical knowledge. While I accept that these qualities will become more valuable, I do not believe that technical knowledge can safely be sidelined.

The case for the proposal is a strong one. Tasks that follow clear rules, from filling in forms to sorting data, are precisely those that software performs most efficiently, so a curriculum built around them risks preparing young people for jobs that may no longer exist. By contrast, the ability to generate original ideas, to collaborate and to persuade is far harder to automate. Employers also report that graduates with sound technical skills frequently lack the interpersonal abilities needed to work in teams.

Nevertheless, it would be a mistake to treat the two kinds of learning as rivals. Creativity does not arise in a vacuum: a designer, an engineer or a composer can only innovate within a field if he or she has mastered its basic principles. Moreover, a population that understands how technology works is better placed to question it, whether by spotting errors in an automated decision or by deciding when a tool should not be used at all.

In practice, the most sensible approach is probably integration rather than substitution. Technical subjects could be taught through group projects that demand imagination and negotiation, so that pupils develop several capacities at once, instead of acquiring them in separate lessons that compete for time.

In conclusion, I agree only partly with the view expressed. Creativity and social skills deserve a larger place in education, but this should be achieved by teaching technical content differently, not by teaching less of it.

便利な表現

機能例
Stating a position with hedgingI would argue that...; To a certain extent, I agree; This seems likely to...
Conceding a pointWhile it is true that...; Admittedly,...; There is some merit in this view, but...
ContrastingBy contrast,...; Nevertheless,...; whereas...; Despite + noun
Adding a stronger pointMoreover,...; What is more,...; Not only... but also...
ConcludingOn balance,...; All things considered,...; In conclusion, I agree only partly...

練習問題 1/2

まとまり、文体、断定を和らげる表現

エッセイの各文を完成させる、またはよりよくする最適な選択肢を選んでください。

  1. _____ these qualities will become more valuable, technical knowledge cannot safely be ignored.

  2. Choose the most carefully hedged sentence.

  3. Rule-based tasks are easy to automate. _____, creative work is far harder for machines to imitate.

  4. Which sentence is most suitable for a formal essay?

  5. _____ the cost, many schools have introduced coding lessons.

  6. _____, I believe the benefits of the proposal outweigh the drawbacks.

  7. Choose the most carefully worded statement.

  8. Pupils could learn teamwork through group projects. _____ approach would also keep the technical content in the curriculum.

8問中0問回答

練習問題 2/2

句を完成させる

エッセイの各句を完成させるために、1 語を入力してください。

  1. To a certain , I agree with this view.

  2. It could be that schools place too much emphasis on examinations.

  3. On the one hand, digital tools save time; on the hand, they may weaken some skills.

  4. Some people claim that technology makes us lazy; , the evidence for this is limited.

  5. The argument has some , but I am not fully convinced by it.

  6. All things , the advantages outweigh the disadvantages.

6問中0問回答

あなたの番です

ライティング課題

大学教育は望む人全員が受けられるべきだと考える人もいれば、定員は最も優秀な学生に限るべきだと考える人もいます。両方の見解を論じ、自分の意見を述べてください。250語以上で書いてください。

0語

チェックはオープンソースのHarperを使ってあなたの端末で行われるため、文章はどこにも送信されません。よくある間違いの多くを見つけますが、すべてではなく、内容の良し悪しは判断しません。 Harperのライセンス

文章を確認する
解答例を見る

あなたの文章

まだ何も書いていません。

解答例

The question of who should be admitted to university is far from straightforward. Some argue that every willing applicant deserves a place, while others believe that places should be reserved for the most able. In my view, both positions contain part of the truth, but a system based on ability alone is more likely to waste potential than to protect standards.

Those who favour open access make a principled argument. Education improves earning power and personal confidence, so restricting it can deepen existing inequalities. Moreover, ability at eighteen is not a fixed quantity: many people who perform modestly at school flourish once they find a subject that interests them. Open access also allows adults who change career later in life to retrain.

On the other hand, there are practical limits. Teaching resources are finite, and large classes may reduce the quality of teaching for everyone. Employers, too, rely on degrees as an indicator of competence, and that signal could lose its value if qualifications were awarded without any selection. It is therefore understandable that some institutions wish to limit entry.

Nevertheless, selection need not be based on a single examination. Universities could consider a wider range of evidence, such as projects, interviews and previous work experience, and could offer foundation courses to students who need extra support. Such measures would protect standards without closing doors prematurely.

In conclusion, I believe that places should be widely available, but that access should be accompanied by support, so that opportunity does not become a promise that cannot be kept.

書いた文章はこのブラウザに保存され、ログインしている場合はアカウントにも保存されます。採点はされません。チェック、チェックリスト、解答例を使って見直しましょう。

出典

Joy Englishによる、試験の形式に沿ったオリジナルの練習です。公式テストではありません。IELTSとTOEICはそれぞれの権利者の商標です。

レベルは目安です。間違いを見つけたら、お問い合わせページからお知らせください。