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كتابة بأسلوب IELTS: مقال نقاشي Task 2

الاسم:التاريخ:

تدريب مستقل بأسلوب IELTS Writing Task 2، وليس اختبارًا رسميًا: ادرس مقالًا نقاشيًا رفيع المستوى، وتدرّب على لغته، ثم اكتب ردّك.

اختيار اللغة المناسبة

اختر الخيار الأفضل لإكمال كل مقتطف أو للإجابة عن كل سؤال متعلق بلغة المقال.

___ preservation matters, it does not by itself justify a museum's existence.
- a) Despite
- b) Although
- c) However
- d) Because of
Which phrase introduces the most carefully hedged claim?
- a) Everyone knows that
- b) It is beyond all doubt that
- c) It could be argued that
- d) There is no question that
A paragraph that turns from one side of the argument to the other should begin with...
- a) Nevertheless,
- b) Similarly,
- c) For instance,
- d) As a result,
Which sentence has the most appropriate register for a formal essay?
- a) Museums gotta try harder to get people in.
- b) Museums are well advised to look for ways of attracting a wider audience.
- c) Museums should totally think about their visitors.
- d) It would be great if museums could sort this out.
Preservation keeps the evidence safe; engagement, ___, gives people a reason to care.
- a) on the contrary
- b) as a result
- c) for its part
- d) at any rate
Which is the best way to begin a conclusion?
- a) As everyone knows, museums are good.
- b) So that is why I wrote this essay.
- c) Finally, I want to say a few things about museums.
- d) On balance, I would maintain that both aims deserve support.
The task says Discuss both views and give your own opinion. Which plan answers it best?
- a) One paragraph on each view, a clear opinion stated early and confirmed in the conclusion
- b) Only the writer's own view, developed in four paragraphs
- c) A description of the history of museums
- d) Both views, with an opinion added only if there are words to spare
Which sentence makes a claim that is tentative but still specific?
- a) Such exhibitions always attract every kind of visitor.
- b) Such exhibitions may attract someone.
- c) Such exhibitions tend to attract audiences who might otherwise never visit.
- d) Such exhibitions have nothing to do with attracting people.

إكمال النموذج

اكتب كلمة واحدة لإكمال كل جملة من لغة المقال النموذجي. استخدم الكلمة الموجودة بين القوسين إن وُجدت، مع تغيير صيغتها عند الضرورة.

The danger of this approach ___ in fashion.
Topics that seem urgent now can look ___ within a decade.
Objects that are lost cannot be ___ (RECOVER) by later generations.
Preservation alone does not ___ (give a good reason for) a museum's existence.
A museum that chases headlines ___ becoming a magazine with a larger budget.
It is often their ticket money and goodwill that ___ for the conservation workshop.

مهمة كتابة

يرى بعض الناس أن الجامعات ينبغي أن تدرّس فقط المواد التي تؤدي مباشرة إلى وظيفة. ويعتقد آخرون أن للتعليم العالي أهدافًا أوسع. ناقش وجهتي النظر وأعطِ رأيك الشخصي.

260–340 كلمة

راجع كتابتك

أجبتُ عن الأجزاء الثلاثة للمهمة: وجهتي النظر ورأيي الشخصي.
موقفي واضح في المقدمة وفي الخاتمة مرة أخرى.
لكل فقرة فكرة رئيسية واحدة يدعمها سبب أو مثال.
استخدمتُ التحوّط والتنازل (مثل tend to وAlthough وNevertheless) بصورة طبيعية ودون إكثار.
استخدمتُ مفردات دقيقة ورسمية وتجنبتُ تكرار كلمات المهمة.
راجعتُ القواعد والتهجئة وعلامات الترقيم، والتزمتُ بنحو 260-340 كلمة.

مفتاح الإجابات

اختيار اللغة المناسبة

b) Althoughتقدّم Although جملة تنازل. أما Despite وBecause of فتحتاجان إلى عبارة اسمية، وHowever ظرف جملة لا يمكنه ربط جملتين هكذا.
c) It could be argued thatتدل It could be argued that على ادعاء متحفظ؛ أما الخيارات الأخرى فتبدو مطلقة.
a) Nevertheless,تدل Nevertheless على تباين مع ما قيل للتو.
b) Museums are well advised to look for ways of attracting a wider audience.إنها رسمية ودقيقة وليست أسلوب محادثة.
c) for its partتضيف For its part مساهمة موازية من العنصر الثاني. أما On the contrary فترفض ما قيل، وas a result توحي بالسببية.
d) On balance, I would maintain that both aims deserve support.تلخّص موقفًا وتستخدم تحوّطًا (hedge) وتقود بشكل طبيعي إلى فكرة ختامية.
a) One paragraph on each view, a clear opinion stated early and confirmed in the conclusionللمهمة ثلاثة أجزاء: وجهة النظر الأولى ووجهة النظر الثانية ورأيك، لذا يجب أن تكون الثلاثة واضحة.
c) Such exhibitions tend to attract audiences who might otherwise never visit.Tend to تحوّط (hedge)، وبقية الجملة محددة. أما الخيارات الأخرى فإما مبالغ فيها أو فارغة.

إكمال النموذج

liesالتعبير الاصطلاحي هو lies in، ويعني أن المشكلة توجد في.
dated / outdated / old-fashioned / stale / obsolete / irrelevantتناسب Dated (أو outdated أو old-fashioned) فكرة أن الموضوعات تفقد إلحاحها بمرور الوقت.
recoveredصيغة المبني للمجهول بعد cannot be تحتاج إلى اسم مفعول.
justify / warrantتعني Justify «إعطاء سبب وجيه لـ»، وهي الفعل الطبيعي مع existence بهذا المعنى. وWarrant ممكنة أيضًا.
risksيأتي بعد Risk صيغة -ing، والفاعل مفرد.
pay / provideتعني Pay for «توفير المال لـ». والفاعل المركب ticket money and goodwill يأخذ فعلًا بصيغة الجمع.

إجابة نموذجية

The question of what a university is for has rarely been more pressing, now that degrees are expensive and the labour market changes faster than syllabuses can be rewritten. While I accept that employability matters, I do not believe it should be the only yardstick.

Those who favour a strictly vocational curriculum make a reasonable point. Students and their families invest considerable sums, and it seems unfair to send graduates into the world with knowledge that no employer can use. A curriculum built around identifiable skills also offers a clarity that more open-ended study cannot, and it can open careers to people who lack family connections.

Nevertheless, a narrow approach carries risks of its own. Occupations that are in demand today may be obsolete by the time a cohort graduates, whereas the capacity to analyse evidence, write persuasively and learn unfamiliar material rarely goes out of date. Subjects with no obvious vocational purpose, such as philosophy or ancient history, are often where these capacities are most deliberately trained. Moreover, societies need more than a skilled workforce: they need citizens able to judge arguments, and it is hard to see how that ability could be acquired from training manuals alone.

On balance, I would argue that universities should pursue both aims, and that the apparent conflict is exaggerated. A degree in a practical field can be taught with intellectual rigour, and a humanities degree can include work placements or training in data skills. The task for institutions is to make these connections explicit, so that students understand what they are learning and why.