ACADEMIC WRITING SAMPLE ANSWERS

Academic Writing Sample Answers Practice 15 Test 03

This original practice page includes Task 1 (Static Table) and Task 2 (Discuss Both Views and Give Your Opinion), with Band 9, Band 8, and Band 7 sample answers for IELTS preparation.
Academic Writing Task 1

Task 1 · Static Table

Task 1 Prompt

You should spend about 20 minutes on this task. Write at least 150 words.

The table below shows the percentages of adults in four age groups who participated in different leisure activities in one country in 2022.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Academic Writing Task 1 Static Table practice image
BAND 9

Part 1 · Band 9 Sample Answer

The table compares the proportions of adults in four age categories who engaged in four leisure activities in a particular country in 2022.

Overall, participation followed two contrasting age-related patterns. Watching television and reading became progressively more common in older groups, whereas both playing sports and using social media declined with age. Television recorded the highest figure among adults aged 26 and above, while social media was dominant among the youngest participants.

Television participation rose steadily from 72% among 18–25-year-olds to 81% for those aged 26–40 and 88% in the 41–60 category, before reaching a table-wide high of 91% among people aged at least 61. Reading followed a similar upward pattern, increasing from 41% to 52%, 63% and 71% across the four successive groups. The gap between the two activities therefore narrowed from 31 percentage points in the youngest group to 20 in the oldest.

By contrast, the sports figure fell consistently with age, from 58% to 46%, 32% and finally 18%. Social media use declined even more sharply: its respective rates were 89%, 76%, 54% and 29%, producing a 60-point difference between the youngest and oldest adults. It was the leading pursuit among 18–25-year-olds, ahead of television by 17 points, but had already been overtaken by TV in the next group. Among those aged 61 or above, social media and sports were less than half as common as reading, making the age divide particularly pronounced for these two activities.

BAND 8

Part 1 · Band 8 Sample Answer

The table presents the percentages of adults from four age groups who took part in watching television, playing sports, reading books and using social media in one country during 2022.

Overall, older adults were more likely to watch television and read, while younger people showed greater participation in sports and social media. Watching TV was the leading activity in every group except those aged 18–25, for whom social media was clearly the most popular choice.

In the youngest category, 89% used social media, compared with 72% who watched television. Playing sports attracted 58%, whereas reading had the lowest rate in this group, at 41%. Among 26–40-year-olds, television rose to 81% and became slightly more common than social media at 76%. The reading figure increased to 52%, while sports participation declined to 46%.

The differences were larger among older adults. In the 41–60 age group, television remained well ahead at 88%, followed by reading at 63%. Social media participation decreased to 54%, and only 32% played sports. For the oldest group, the figures for television and reading reached 91% and 71% respectively. By contrast, social media fell to 29%, and sport was least common at 18%.

From the youngest to the oldest group, social media use experienced the largest overall fall, amounting to 60 percentage points. Sports participation also dropped substantially, by 40 points. Meanwhile, reading rose by 30 points, which was a greater increase than the 19-point growth in television viewing.

BAND 7

Part 1 · Band 7 Sample Answer

The table shows the percentages of adults in four different age groups who participated in four leisure activities in one country in 2022.

Overall, watching television and reading books were more common among older people, while playing sports and using social media were more popular among younger adults. Television had the highest participation rate in three age groups, but social media was the leading activity for those aged 18–25.

In the youngest group, 89% used social media and 72% watched television. Smaller proportions played sports and read books, at 58% and 41% respectively. Among adults aged 26–40, television was the most common activity at 81%, just above social media at 76%. Reading was reported by 52% of this group, compared with 46% who participated in sports.

For people aged 41–60, the percentage watching television increased to 88%, while reading reached 63%. Social media use was lower at 54%, and sport accounted for only 32%. The oldest adults showed the highest rates of television viewing and reading, at 91% and 71%. However, only 29% used social media and 18% played sports.

The biggest difference between the youngest and oldest groups was in social media use, which fell by 60 percentage points. Sports participation declined by 40 points. In comparison, reading increased by 30 points across the age groups, and watching television rose more moderately by 19 points.

Academic Writing Task 2

Task 2 · Discuss Both Views and Give Your Opinion

Task 2 Prompt

You should spend about 40 minutes on this task. Write at least 250 words.

Write about the following topic:

Some people think that the main purpose of education is to prepare individuals for employment, while others believe that education should focus on personal development.

Discuss both views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

BAND 9

Part 2 · Band 9 Sample Answer

Whether education should primarily produce employable workers or cultivate well-rounded individuals is a persistent debate. The economic argument is compelling: students need a realistic route into adult independence, and societies need capable professionals. Nevertheless, I believe personal development should remain the broader purpose of education, with career preparation embedded within it rather than allowed to define it completely.

Those who prioritise employment reasonably point to the practical consequences of education. Students devote years of effort and often substantial resources to study, so they expect qualifications to improve their prospects. Courses that develop literacy, numeracy, digital competence and occupational expertise can help graduates enter work and contribute productively. Employers also depend on education systems to prepare nurses, engineers, technicians and other skilled personnel. If schools and universities ignored labour-market requirements, graduates could emerge with knowledge they value but no credible means of supporting themselves, while vital industries faced shortages.

However, treating learners principally as future employees narrows both education and human life. Particular software, procedures and occupations may disappear, whereas the ability to reason, communicate and learn independently remains useful across changing circumstances. Education should also introduce people to literature, science, history, art and ethical debate, not because each subject leads directly to a vacancy, but because such exposure enlarges judgement and self-understanding. It enables individuals to form relationships, evaluate public claims, participate responsibly in democracy and decide what kind of life they consider worthwhile. These capacities benefit society even when they cannot be measured through salary or immediate economic output.

In my view, the strongest education systems do not force an absolute choice between these aims. Their foundation should be intellectual, social and emotional growth, since adaptable and thoughtful people are also more resilient workers. Alongside this foundation, students should receive practical career guidance, opportunities for workplace experience and multiple routes into vocational or academic study. A prospective electrician may need specialised training, for example, but also communication skills and civic knowledge; equally, a humanities student benefits from understanding how to present transferable skills to employers.

In conclusion, preparation for work is an essential responsibility of education because financial independence and social prosperity matter. Yet employment should be one outcome of a richer developmental process, not its sole organising purpose. Education succeeds most fully when it equips people to earn a living while also enabling them to think independently, adapt and participate meaningfully in society.

BAND 8

Part 2 · Band 8 Sample Answer

People disagree about whether education should mainly equip students for work or support their growth as individuals. Employment preparation is clearly important because most learners will eventually need to earn a living. However, I believe education should pursue both aims, with personal development providing the broad foundation on which useful career skills can be built.

There are strong reasons for schools and universities to consider employment. Students need practical abilities that allow them to compete for jobs and become financially independent. Subjects such as mathematics, languages and computing are valuable partly because they are widely used in the workplace, while vocational courses can prepare learners directly for occupations such as construction or healthcare. Society also invests heavily in education and reasonably expects a supply of qualified people who can provide essential services and support economic growth. An education system disconnected from available work could leave graduates unemployed despite years of study.

On the other hand, education has responsibilities that extend beyond the labour market. Young people need opportunities to discover their interests, build confidence and learn how to cooperate with others. Studying history, literature and science can help them examine evidence, understand different perspectives and make informed decisions. These abilities matter in family life, community participation and citizenship as well as at work. In addition, narrow job training may become outdated when technology or economic conditions change. A person who has learned how to think critically and acquire new knowledge will be better able to adjust than someone trained for only one fixed task.

In my opinion, institutions should combine broad learning with realistic career preparation. During compulsory education, students should receive a balanced curriculum that develops communication, creativity, reasoning and social skills. At later stages, they could choose more specialised academic or vocational pathways while continuing some general education. Schools can also offer career advice, work placements and contact with employers without turning every lesson into job training. This approach recognises that practical competence and personal growth often strengthen each other.

In conclusion, preparing students for employment helps them achieve independence and meets important social needs. Nevertheless, education should also develop curiosity, judgement and the ability to lead a satisfying life. A broad education supported by relevant career opportunities is therefore more valuable than a system focused exclusively on either employment or personal development.

BAND 7

Part 2 · Band 7 Sample Answer

Some people argue that education should prepare students for employment, whereas others think its main role is to help them develop personally. Both purposes are valuable, but I believe education should provide broad personal development as well as the practical skills needed for work.

The employment view is understandable because most students will need a job after completing their education. Schools can teach basic skills such as reading, writing, mathematics and computer use, all of which are required in many workplaces. Colleges and universities can offer specialised training for careers including nursing, engineering and teaching. This benefits individuals by helping them earn an income and live independently. It also benefits society because businesses and public services need workers with suitable knowledge and qualifications. If education does not consider these needs, students may find that their courses do not lead to realistic opportunities.

However, personal development is also an important purpose. Education allows people to explore different subjects and discover their abilities and interests. Through group projects, discussion and creative activities, students can learn cooperation, confidence and independent thinking. Subjects that do not lead directly to a particular job can still help learners understand society and make sensible choices. Furthermore, specific job skills may become less useful as technology changes. People who know how to learn and solve problems are more able to adapt throughout their working lives.

In my view, education should not choose only one of these aims. Younger students need a wide range of subjects that develop their knowledge, character and social skills. As they get older, they should have more opportunities to select academic or vocational courses connected to their career plans. Schools should also provide career guidance and short periods of workplace experience. In this way, students can understand employment while continuing to grow as people.

In conclusion, career preparation is necessary because individuals need financial independence and society needs trained workers. Even so, education should not be limited to producing employees. It should develop capable, thoughtful people who possess practical skills but can also form their own views, respond to change and contribute to their communities.

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