Understanding IELTS: Writing

STEP 3.14

Model Answer: Task 1

The chart shows the percentages of paper and cardboard, glass containers,
aluminium cans and plastics that were recycled in one country between 1982
and 2010.

In 1982, about 65% of paper and cardboard was recycled. This figure fluctuated
before rising steeply to reach a peak of 80% in 1994. From then on, however, it
decreased steadily to a level of 70% in 2010. In 1982, half of all glass
containers were recycled; after dipping to a low of 40% in 1990, the glass
recycling rate gradually increased to 60% by 2010.

Aluminium cans were first recycled in 1986, starting at about 5%, but this
figure climbed rapidly over 25 years and by 2010 it had reached 45%.
Recycling of plastics, on the other hand, was not introduced until 1990 and,
although the growth in this category was also constant, it was very slow, rising
from about 2% to around 8% over the period.

Overall, the proportion of paper and cardboard that was recycled was the
highest of the four classes of material, but this category experienced a decline
after 1994, whereas there was a continuing upward trend in the recycling of
the other materials.
194 words

© British Council 2020

Model Answer: Task 2

Students spend a great deal of time and money on tertiary study; therefore,
vocational subjects would be a better investment in terms of immediate job
opportunities. However, not everyone has an aptitude for science, engineering or
medicine, and there is a need for graduates with expertise gained from arts
courses.

In subjects such as philosophy, students learn a valuable set of skills. They become
active thinkers who learn how to solve problems, rather than passive learners who
memorise facts and other people’s ideas. Philosophy students become proficient at
critical and moral thinking, argumentation and debate. The ability to examine
and analyse topical issues or challenge the status quo is very important. After all,
someone needs to question the results or indeed the usefulness of scientific
research, the politician’s assertions, and historical events and assumptions in
general. What is more, scandals in business and government emphasise the
need for ethics in the corporate and public domain.

The sciences and business are clearly very important for our community, and those
who have talent should, of course, pursue a university degree and a career in those
fields. If, however, they also have training in logic and analytical thinking or a
broad general knowledge from studying arts subjects, they are more likely to be
able to solve problems, create initiatives, identify bias and avoid major pitfalls as
they progress through their careers.

In short, I wholeheartedly disagree with the statement that arts subjects should
not be taught. I suggest that every student should have instruction in philosophy,
history or other arts subjects, even if they elect to major in the sciences, because
learning critical thinking skills, and developing a wide background knowledge, will
benefit them enormously in later life. In addition to this general training, we need
specialist graduates in arts subjects to make their contribution to a well-rounded
society.
306 words

© British Council 2016