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2. IELTS Academic Writing Task 2: Ultra-Interactive Band 9 Tutorial + Model Answer, Vocabulary, and Practice
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July 29, 2025
IELTS Academic Writing Task 2: Step-by-Step Band 9+ Tutorial (LingExam | Ultra-Interactive)
Sample Task:
Some people argue that universities should primarily prepare students for employment by teaching market‑ready skills. Others believe higher education should prioritise intellectual development and research even if job outcomes are uncertain. Discuss both views and give your own opinion.
Follow each step below. Hover over any step to see a soft glow and focus your attention on the most important moves for Band 7+ in task response, coherence, and lexical resource.
How to Answer IELTS Academic Writing Task 2 (Complex Discussion Essay): 12 Crucial Steps
Band 9 Essay Plan & Example Notes (University Education & Employability)
Example Topic Sentences: “Supporters of job‑centred curricula argue that tighter alignment with labour‑market needs reduces costly skills gaps…” “By contrast, advocates of scholarly primacy maintain that rigorous research literacy enables lifelong adaptability and innovation…”
Example Conclusion: “Ultimately, universities should cultivate broad intellectual capability while integrating clear, evidence‑based pathways to employment.”
IELTS Academic Writing Task 2
Some people argue that universities should primarily prepare students for employment by teaching market‑ready skills. Others believe higher education should prioritise intellectual development and research even if job outcomes are uncertain. Discuss both views and give your own opinion.
Write at least 250 words. Present a well‑structured discussion and a clear opinion, supported by relevant examples.
Official Timer (with Custom Option)
Your Answer:
Band 9 Model Answer & Step‑by‑Step Explanation
Model Answer (≈290 words)
Advocates of an employability‑first agenda maintain that tighter alignment with labour‑market needs reduces costly skills mismatches. Partnerships with industry can generate internships and capstone projects that familiarise students with real workflows and standards, which in turn may accelerate job placement and regional productivity. Competency‑based assessment and micro‑credentials can also make graduate skills legible to employers. Nevertheless, a narrow focus risks dating quickly in volatile sectors; without broader analytical training, graduates may struggle to adapt when tools and expectations shift.
By contrast, supporters of scholarly primacy argue that universities uniquely cultivate critical thinking, research literacy, and intellectual independence. Methods‑rich curricula, supervised research, and interdisciplinary exposure build the capacity to formulate questions, evaluate evidence, and synthesise perspectives—capabilities that underpin innovation and civic judgement. Historical experience suggests that breakthroughs often emerge from curiosity‑driven work before applications are obvious, and graduates who can reason beyond current toolkits typically upskill faster when technologies evolve. However, purely abstract study that ignores practical realities can leave students uncertain about how to translate theory into work.
In my view, universities best serve students and society by centring intellectual development while embedding structured employability: evidence‑based careers support, authentic projects, and opportunities for placements that respect academic aims. This hybrid approach protects the long horizon of learning yet recognises immediate pressures facing graduates and employers.
In conclusion, while job‑ready training can smooth the transition into work, the distinctive value of higher education lies in cultivating rigorous inquiry. When institutions integrate targeted career pathways into a research‑informed curriculum, they deliver adaptability today and innovation tomorrow.
Step‑by‑Step Explanation (Open each point)
20 Crucial Words for This Question (Pronunciation • Patterns • Examples • Mistakes)
Patterns: employability of graduates; improve/enhance/boost employability; employability skills.
Definition (context): the degree to which students possess the skills, knowledge, and behaviours that make them likely to get and keep suitable employment.
Example: “Partnerships with local firms can enhance graduate employability by aligning coursework with real workflows.” (= make students more likely to be hired)
Synonym: job readiness (more common).
Common mistakes: ✗ “employmentability”; ✗ using it as countable (“two employabilities”). Keep it uncountable and collocate with skills or prospects.
Patterns: a curriculum in X; revise/update/align the curriculum; curricula (plural).
Definition: the complete set of courses, content, and objectives within a degree or programme.
Example: “An evidence‑based curriculum integrates research methods alongside industry projects.” (= complete program design)
Synonym: programme of study.
Common mistakes: Plural is curricula or curriculums, not “curriculumses.” Avoid confusing with syllabus (one course).
Patterns: core/technical/transferable competencies; competency‑based assessment; competency in something.
Definition: an ability that meets an agreed standard in knowledge, skills, and behaviour for a task.
Example: “Competency‑based assessment makes graduate abilities legible to employers.” (= easy to recognise)
Synonym: capability.
Common mistakes: Don’t mix up competency (specific ability/standard) with competitiveness (market rivalry).
Patterns: earn/stack micro‑credentials; a micro‑credential in data analysis.
Definition: a small, targeted certification that verifies a specific skill or outcome.
Example: “Stackable micro‑credentials help learners demonstrate discrete skills to recruiters.” (= compact proof of skill)
Synonym: digital badge (informal).
Common mistakes: Hyphenate consistently; avoid treating it as uncountable.
Patterns: build research literacy; research‑literate graduates; literacy in research methods.
Definition: the ability to understand, evaluate, and apply research methods and evidence.
Example: “High research literacy helps graduates adapt when technologies change.” (= can interpret evidence well)
Synonym: methodological awareness.
Common mistakes: Don’t use “research literacies” unless listing distinct types; keep it uncountable in general use.
Patterns: interdisciplinary exposure/work/research; an interdisciplinary team.
Definition: involving methods or knowledge from more than one academic field.
Example: “Interdisciplinary projects can spark innovations that single fields miss.” (= mixing fields boosts ideas)
Synonym: cross‑disciplinary.
Common mistakes: Not the same as multidisciplinary (parallel); interdisciplinary implies integration.
Patterns: a capstone project in X; complete/do a capstone.
Definition: a final, integrative project demonstrating cumulative learning.
Example: “A data‑driven capstone can show employers authentic problem‑solving.” (= real showcase of skills)
Synonym: culminating project.
Common mistakes: Avoid “a capstones”; plural is “capstones.”
Patterns: do/undertake a placement; placement with an organisation; placement rate.
Definition: a period of supervised work experience as part of a programme.
Example: “A six‑month placement familiarises students with industry standards.” (= work practice)
Synonym: internship (context‑dependent).
Common mistakes: Don’t confuse with “job placement service” (help finding jobs); clarify meaning via context.
Patterns: alignment with needs/standards; ensure/achieve alignment; align X with Y.
Definition: the degree of fit between curriculum aims and labour‑market requirements.
Example: “Regular employer feedback maintains alignment with emerging tools.” (= keeps things matched)
Synonym: congruence.
Common mistakes: Avoid “alignment to” for fit; prefer “alignment with.”
Patterns: reduce/address a skills mismatch; a mismatch between training and jobs.
Definition: a gap between what workers can do and what employers need.
Example: “Industry‑linked modules cut the skills mismatch facing new graduates.” (= shrink the gap)
Synonym: skills gap.
Common mistakes: Hyphen is optional; as a compound modifier use “skills‑mismatch problem.”
Patterns: drive/enable/spark innovation; innovation in healthcare/energy.
Definition: the creation and application of novel ideas with practical impact.
Example: “Curiosity‑driven research often seeds innovation years before use cases appear.” (= leads to breakthroughs)
Synonym: advancement (contextual).
Common mistakes: Don’t use “an innovation” for vague changes; reserve countable for specific ideas/products.
Patterns: research methodology; adopt/justify a methodology; methodological rigour.
Definition: the system of methods and principles used in a field or study.
Example: “Teaching methodology builds students’ capacity to evaluate evidence.” (= principles behind methods)
Synonym: research approach.
Common mistakes: Don’t confuse with method (a specific procedure).
Patterns: scholarly inquiry/work/literature; a scholarly tone.
Definition: characteristic of academic research and rigorous study.
Example: “Universities safeguard scholarly freedom to pursue foundational questions.” (= academic in nature)
Synonym: academic.
Common mistakes: Avoid “scholastic” unless referring to schools or medieval philosophy; nuance differs.
Patterns: intellectual/scientific inquiry; inquiry into X; foster inquiry.
Definition: a process of asking questions and investigating to gain knowledge.
Example: “Scholarly inquiry trains students to frame problems before proposing solutions.” (= deep investigation)
Synonym: investigation.
Common mistakes: Spelling: BrE often uses enquiry for general questions, but in academic contexts, inquiry is common.
Patterns: adaptability to change; cultivate/build adaptability.
Definition: the capacity to adjust effectively to new conditions or demands.
Example: “Strong research training enhances graduates’ adaptability in volatile sectors.” (= can adjust quickly)
Synonym: flexibility.
Common mistakes: Avoid “adaptivity” in general academic writing; prefer adaptability.
Patterns: upskill rapidly/continuously; upskill in data analysis; programmes to upskill workers.
Definition: to learn new skills or teach someone new skills to meet changing demands.
Example: “Graduates with strong methods can upskill faster when tools evolve.” (= learn new abilities quickly)
Synonym: upgrade skills.
Common mistakes: Don’t write “up skill” (verb is one word). Noun is “upskilling.”
Patterns: evidence‑based policy/curriculum/practice; be evidence‑based.
Definition: guided by reliable data and research findings rather than opinion.
Example: “An evidence‑based curriculum updates modules in response to outcome data.” (= decisions from data)
Synonym: data‑driven.
Common mistakes: Keep the hyphen for compound adjective; avoid “evidenced‑based.”
Patterns: engage/consult stakeholders; stakeholder feedback/interest.
Definition: any person or group with an interest in programme outcomes (e.g., students, employers, faculty).
Example: “Regular stakeholder input keeps programmes relevant and fair.” (= all interested parties)
Synonym: interested party.
Common mistakes: Not the same as “shareholder” (owners of equity); avoid mixing terms.
Patterns: sector/market/technology volatility; volatility in demand.
Definition: the tendency of conditions to change quickly and unpredictably.
Example: “Over‑specialised training struggles in high technological volatility.” (= fast, unpredictable change)
Synonym: instability.
Common mistakes: Pronounce the stress on -til-; avoid “volantility.”
Patterns: a synthesis of ideas/evidence; achieve/offer synthesis.
Definition: the act of combining parts to form a coherent whole or conclusion.
Example: “The conclusion provides a concise synthesis of both views and a firm opinion.” (= joined, coherent summary)
Synonym: integration.
Common mistakes: Plural is syntheses, not “synthesises” (which is a verb form of synthesise).
20 Crucial Phrases & Expressions for This Question (Pronunciation • Patterns • Examples • Mistakes)
Patterns: prepare sb for employment; prepare learners for the workforce; prepare graduates to enter work.
Definition (context): to equip learners with the skills/behaviours needed to obtain and keep suitable jobs.
Example: “Universities can prepare students for employment through placements and authentic projects.” (= make them job-ready)
Synonym: ready students for work.
Common mistakes: ✗ “prepare for the employment”; omit the article; use employment uncountably.
Patterns: develop/gain/teach market-ready skills; a portfolio of market-ready skills.
Definition: practical abilities that employers immediately need.
Example: “Capstone projects help students demonstrate market-ready skills to recruiters.” (= directly useful at work)
Synonym: job-ready skills.
Common mistakes: Keep the hyphen; avoid “market readies skills.”
Patterns: prioritise X over Y; prioritise intellectual development within the curriculum.
Definition: to place scholarly growth—reasoning, analysis, research—above other aims.
Example: “Some contend universities should prioritise intellectual development even if jobs are uncertain.” (= put scholarship first)
Synonym: put intellectual growth first.
Common mistakes: BrE spelling prioritise, AmE prioritize; don’t use “prioritise than.” Use over.
Patterns: build/foster research culture; a research-led culture; culture of inquiry.
Definition: the shared values and practices that support rigorous investigation.
Example: “A strong research culture makes curricula evidence-informed.” (= norms that encourage inquiry)
Synonym: scholarly culture.
Common mistakes: Not “researches culture” when you mean the environment of research.
Patterns: uncertain job outcomes; measure/track job outcomes; outcomes for graduates.
Definition: employment-related results after graduation (placement, salary, stability).
Example: “Critics worry that pure research courses may lead to uncertain job outcomes.” (= unclear employment results)
Synonym: employment results.
Common mistakes: Avoid singular “job outcome” unless a specific metric; phrase is usually plural.
Patterns: discuss both views and give your opinion; discuss both sides of the argument.
Definition: present and evaluate the reasoning behind each perspective.
Example: “The essay must discuss both views before stating a position.” (= cover each side fairly)
Synonym: evaluate both perspectives.
Common mistakes: Not a request to list pros/cons only; you need explanation and evaluation.
Patterns: give your own opinion with reasons/examples; clearly state your view.
Definition: express a definite stance that follows from your analysis.
Example: “After balanced coverage, you must give your own opinion in the introduction or conclusion.” (= state your stance)
Synonym: present your stance.
Common mistakes: Avoid hiding your opinion; unclear stance lowers Task Response.
Patterns: alignment with market needs; align curricula with employer standards.
Definition: the degree to which study programmes match job requirements.
Example: “Regular employer input sustains labour-market alignment.” (= keeps the fit strong)
Synonym: fit with the job market.
Common mistakes: Use with, not “alignment to” in this sense.
Patterns: reduce/address a skills mismatch; mismatch between training and jobs.
Definition: to shrink the gap between graduate abilities and employer needs.
Example: “Industry-linked modules can reduce skills mismatches.” (= narrow the gap)
Synonym: close the skills gap.
Common mistakes: Don’t write “reduce the mismatching of skills” in formal writing; prefer the set phrase.
Patterns: cultivate/develop critical thinking; critical-thinking skills; training in critical thinking.
Definition: the ability to analyse, evaluate, and reason logically about information.
Example: “Research-rich courses build critical thinking for lifelong learning.” (= disciplined, evaluative thought)
Synonym: analytical reasoning (contextual).
Common mistakes: Avoid vague “think critically about everything” without specifying context or outcome.
Patterns: conduct/undertake supervised research; supervision by faculty.
Definition: inquiry guided by an expert to ensure rigour and ethics.
Example: “Students mature academically through supervised research.” (= mentored investigation)
Synonym: mentored research.
Common mistakes: Not “supervisor research” when you mean the student’s project.
Patterns: provide/interweave interdisciplinary exposure; exposure to adjacent fields.
Definition: contact with multiple fields to integrate methods and ideas.
Example: “Interdisciplinary exposure often sparks novel solutions.” (= mixing fields helps innovation)
Synonym: cross-disciplinary breadth.
Common mistakes: Different from “multidisciplinary” (parallel work without deep integration).
Patterns: adopt/maintain an evidence-based curriculum; curriculum informed by data.
Definition: programme design guided by reliable outcomes and research.
Example: “An evidence-based curriculum updates modules using graduate data.” (= data-informed design)
Synonym: data-driven programme.
Common mistakes: Keep the hyphen; plural of curriculum is curricula/curriculums.
Patterns: implement/expand competency-based assessment; assess against standards.
Definition: evaluating performance by clearly defined abilities and criteria.
Example: “Competency-based assessment makes skills legible to employers.” (= easy to interpret)
Synonym: standards-based evaluation.
Common mistakes: Don’t confuse with “competition-based.”
Patterns: design/complete authentic projects; projects with real constraints.
Definition: tasks that mirror real professional practice and constraints.
Example: “Students showcase judgement by delivering authentic projects.” (= realistic work)
Synonym: real-world projects.
Common mistakes: Avoid vague “real projects” without context; specify authenticity features.
Patterns: complete/do a capstone project; capstone in data science.
Definition: a culminating assignment integrating programme learning.
Example: “A strong capstone project evidences market-ready competence.” (= proven skill set)
Synonym: culminating project.
Common mistakes: Singular vs plural: capstone project / capstone projects.
Patterns: undertake internships/placements; a placement with a firm; internship programme.
Definition: structured periods of supervised work experience.
Example: “Internships and placements accelerate transition to work.” (= smoother entry)
Synonym: work experience.
Common mistakes: Internship vs placement varies by region; clarify with context if needed.
Patterns: translate theory into practice; apply theory to real problems.
Definition: to apply abstract knowledge to real-world tasks.
Example: “Authentic projects help students translate theory into practice.” (= use ideas in action)
Synonym: put theory into practice.
Common mistakes: Preposition is into, not “translate theory to practice.”
Patterns: cultivate inquiry; culture of inquiry; inquiry-driven learning.
Definition: to develop habits of questioning and evidence-seeking.
Example: “Universities should cultivate inquiry alongside employability training.” (= nurture rigorous questioning)
Synonym: foster investigation.
Common mistakes: Not “culture inquiry” as a verb; use cultivate/foster inquiry.
Patterns: build/strengthen long-term adaptability; adaptability to change.
Definition: capacity to adjust effectively over extended periods of change.
Example: “Research literacy supports long-term adaptability when tools evolve.” (= staying effective over time)
Synonym: sustained flexibility.
Common mistakes: Don’t hyphenate after adverbials unnecessarily; keep the fixed compound long-term hyphenated before the noun.
Interactive Exercise 1 — Vocabulary & Phrases (10 MCQs • Instant Explanations)
1) Which definition best matches employability in the context of higher education?
Deep Answer Key (3–5 sentences)
Employability refers to the graduate’s capacity to secure and sustain appropriate work, not the macro supply of jobs or visa status. It collocates with skills, prospects, and improve/enhance. In essays, link it to mechanisms such as internships, competency-based assessment, and evidence-based curricula. Correct: B.
2) Choose the best collocation for alignment in this context:
Deep Answer Key (3–5 sentences)
We typically say “alignment with” when describing fit or congruence. “Alignment to” is less idiomatic in this meaning, while “on/by” are wrong here. For IELTS, precise prepositions signal control of collocation. Correct: C.
3) Which sentence uses micro-credential correctly and naturally?
Deep Answer Key (3–5 sentences)
Micro-credential is countable, hyphenated, and denotes a small, targeted certification. It is not an entire degree and its plural is “micro-credentials.” Option D is the only idiomatic, error-free choice. Correct: D.
4) Best paraphrase for prioritise intellectual development:
Deep Answer Key (3–5 sentences)
To prioritise intellectual development means to centre scholarly growth (reasoning, research, critical analysis). Options B–D contradict this meaning. Option A captures the idea succinctly and formally. Correct: A.
5) Complete the sentence naturally: “Authentic projects help students ______.”
Deep Answer Key (3–5 sentences)
The fixed collocation is “translate theory into practice.” Options A, C, and D are unidiomatic or inaccurate for IELTS formal style. Option B is the standard academic phrasing. Correct: B.
6) Which plural form of curriculum is acceptable in academic English?
Deep Answer Key (3–5 sentences)
Standard plurals are curricula (Latin) and curriculums (modern). The exam often prefers “curricula.” Options A, B, and D are incorrect here. Correct: C.
7) Which practice most directly builds research literacy?
Deep Answer Key (3–5 sentences)
Research literacy depends on understanding and evaluating methods and evidence. Only option D directly teaches those skills. The others may help in limited ways but do not train methodological reasoning. Correct: D.
8) Choose the sentence that correctly and clearly uses competency-based assessment:
Deep Answer Key (3–5 sentences)
“Competency-based assessment” evaluates performance against specified abilities. Option A states this precisely and idiomatically. B confuses “competency” with “competition,” while C and D are malformed. Correct: A.
9) The closest contextual synonym for long-term adaptability is:
Deep Answer Key (3–5 sentences)
“Long-term adaptability” emphasises durable capacity to adjust over time. “Sustained flexibility” matches both duration and function. The other choices imply the opposite or are too narrow. Correct: B.
10) Which thesis sentence fits IELTS Task 2 and the given debate?
Deep Answer Key (3–5 sentences)
IELTS favours nuanced, defensible theses that respond to both views and state a clear stance. Option C balances employability with scholarly primacy and forecasts coherent paragraphing. The others are extreme or vague. Correct: C.
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