Joy English · Livello C1 · Stile IELTSjoy-english.com

Scrittura in stile IELTS: un saggio Task 2 sull'istruzione

Nome:Data:

Esercitazione indipendente nello stile del Task 2 IELTS Academic, non un test ufficiale: studia un saggio modello, esercitati con coesione e hedging, poi scrivi il tuo.

Coesione, registro e hedging

Scegli l'opzione migliore per completare o migliorare ogni frase di un saggio.

___ these qualities will become more valuable, technical knowledge cannot safely be ignored.
- a) While
- b) Because
- c) Unless
- d) So
Choose the most carefully hedged sentence.
- a) Technical skills will definitely become less important.
- b) Technical skills are certainly going to disappear.
- c) Technical skills might well become less important in the long run.
- d) Technical skills must become less important.
Rule-based tasks are easy to automate. ___, creative work is far harder for machines to imitate.
- a) As a result
- b) Similarly
- c) By contrast
- d) For this reason
Which sentence is most suitable for a formal essay?
- a) Kids today are glued to their phones, which is rubbish.
- b) Everybody knows screens ruin children's brains.
- c) Screens are bad, full stop.
- d) It is widely believed that young people spend too much time on screens.
___ the cost, many schools have introduced coding lessons.
- a) Although
- b) However
- c) Despite
- d) Unless
___, I believe the benefits of the proposal outweigh the drawbacks.
- a) For example
- b) On balance
- c) Firstly
- d) Meanwhile
Choose the most carefully worded statement.
- a) Technology always improves results.
- b) Technology never fails.
- c) Technology is the only solution.
- d) Technology tends to improve results when it is used well.
Pupils could learn teamwork through group projects. ___ approach would also keep the technical content in the curriculum.
- a) These
- b) This
- c) Those
- d) Such

Completa l'espressione

Scrivi una parola per completare ogni espressione tratta da un saggio.

To a certain ___, I agree with this view.
It could be ___ that schools place too much emphasis on examinations.
On the one hand, digital tools save time; on the ___ hand, they may weaken some skills.
Some people claim that technology makes us lazy; ___, the evidence for this is limited.
The argument has some ___, but I am not fully convinced by it.
All things ___, the advantages outweigh the disadvantages.

Compito di scrittura

Alcuni credono che l'istruzione universitaria dovrebbe essere accessibile a chiunque lo desideri, mentre altri pensano che i posti dovrebbero essere limitati agli studenti più capaci. Discuti entrambe le posizioni ed esprimi la tua opinione. Scrivi almeno 250 parole.

250–320 parole

Controlla il tuo testo

Ho risposto a ogni parte della domanda: entrambe le posizioni e la mia opinione.
La mia posizione è chiara nell'introduzione e coerente nella conclusione.
Ogni paragrafo centrale ha un'idea principale, una topic sentence chiara e un sostegno sviluppato.
Ho usato una gamma di connettivi e di parole di rinvio senza abusarne.
Ho attenuato le affermazioni dove necessario invece di fare dichiarazioni assolute.
Ho usato un lessico preciso e un mix di frasi semplici e complesse, e ho controllato ortografia e punteggiatura.

Soluzioni

Coesione, registro e hedging

a) WhileWhile introduce una concessione: chi scrive accetta un punto e poi ne afferma uno contrastante.
c) Technical skills might well become less important in the long run.Might well e in the long run esprimono una possibilità ragionata e non una certezza.
c) By contrastLa seconda frase è in contrasto con la prima, quindi serve By contrast.
d) It is widely believed that young people spend too much time on screens.It is widely believed that è impersonale e misurato; le altre sono informali o troppo generalizzanti.
c) DespiteDespite è seguito da un sintagma nominale (the cost). Although richiede una proposizione completa.
b) On balanceOn balance indica un giudizio complessivo ponderato, adatto a una conclusione.
d) Technology tends to improve results when it is used well.Tends to e la condizione when it is used well evitano un'affermazione assoluta.
b) ThisThis approach riprende l'idea intera della frase precedente. These e Those richiedono un nome plurale, e Such richiederebbe un articolo: Such an approach.

Completa l'espressione

extent / degreeTo a certain extent (o degree) è un'espressione di hedging comune.
argued / said / claimed / suggested / contendedIt could be argued that introduce un punto con cautela, senza che chi scrive vi si impegni del tutto.
otherLa coppia fissa è on the one hand ... on the other hand.
however / nevertheless / nonethelessLa seconda proposizione è in contrasto con la prima, quindi dopo il punto e virgola serve un connettivo di contrasto.
merit / merits / validity / substance / force / weight / appealHas some merit (o weight, validity, force) è un modo tipico di concedere un punto prima di dissentire.
consideredAll things considered è un'espressione fissa di conclusione.

Risposta modello

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.