Task 1
You should spend about 20 minutes on this task.
The chart below shows the total number of minutes (in billions) of telephone calls in the UK, divided into three categories, from 1995-2002.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Task 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people believe that unpaid community service should be a compulsory part of high school programmes (for example working for a charity, improving the neighbourhood or teaching sports to younger children).
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
Cambridge IELTS 9 Academic Writing Test 2 Task 1 Model Answer (159 words)
The chart shows the time spent by UK residents on different types of telephone calls between 1995 and 2002.
Local fixed line calls were the highest throughout the period, rising from 72 billion minutes in 1995 to just under 90 billion in 1998. After peaking at 90 billion the following year, these calls had fallen back to the 1995 figure by 2002.
National and international fixed line calls grew steadily from 38 billion to 61 billion at the end of the period in question, though the growth slowed over the last two years.
There was a dramatic increase in mobile calls from 2 billion to 46 billion minutes. This rise was particularly noticeable between 1999 and 2002, during which time the use of mobile phones tripled.
To sum up, although local fixed line calls were still the most popular in 2002, the gap between the three categories had narrowed considerably over the second half of the period in question.
Cambridge IELTS 9 Academic Writing Test 2 Task 1 Model Answer (278 words)
The idea of making unpaid community service a compulsory part of high school education sparks considerable debate. Some believe it fosters social responsibility, while others argue it adds unnecessary pressure on students. On balance, I support integrating community service into high school programs for several key reasons.
Firstly, mandatory community service promotes social responsibility and civic engagement. By participating in activities such as working for a charity or improving their neighborhood, students gain a firsthand understanding of societal needs and the importance of contributing to their communities. For instance, helping at a local shelter can develop empathy and a sense of civic duty.
Secondly, community service provides valuable life skills beyond the classroom. It enhances teamwork, communication, and problem-solving abilities. Teaching sports to younger children, for example, can build leadership and organizational skills. These experiences not only enrich students’ personal development but also enhance their resumes, giving them an edge in college or job applications.
However, it’s crucial to balance this requirement with students’ academic and personal commitments. Schools should offer flexible programs that allow students to select activities aligned with their interests and manage their time effectively. Proper support and guidance are also essential to ensure meaningful engagement rather than a burdensome obligation.
While critics argue that compulsory service undermines voluntary spirit, this can be mitigated through effective implementation. Emphasizing the benefits and framing service as an educational opportunity can motivate students to participate willingly and derive satisfaction from their contributions.
In conclusion, making unpaid community service a mandatory part of high school education offers significant benefits by fostering civic responsibility and practical skills. With thoughtful implementation, it can be a valuable component of holistic student development.
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