🔶 Part 1 — Tutorial

Step 1 — Analyse the task & map both views

Read the prompt twice and label the question type accurately: this is a “Discuss both views and give your opinion” task. Identify the topic: the purpose of university education. Specify the two viewpoints: (A) universities should focus on academic subjects (theory, research, knowledge for its own sake); (B) universities should prepare students for specific jobs (skills that lead directly to employment). Underline loaded phrases such as “focus on” and “prepare… for specific jobs” because they imply priority and direct alignment with labour market needs. Decide your stance early (lean to A, lean to B, or a balanced view) so the whole essay can develop one consistent line of argument. Brainstorm 2–3 developable reasons for each side: e.g., View A—advancing knowledge, critical thinking, academic freedom; View B—employability, industry needs, return on investment. For each reason, add a mechanism (how the benefit happens) and a micro-example (one sentence). Avoid vague, sweeping claims and statistics you cannot justify under exam conditions. Clarify definitions: “academic subjects” ≈ theoretical disciplines (physics, literature, philosophy); “preparing for jobs” ≈ curricula with professional competencies (software engineering, nursing, accounting). Note any assumptions you will challenge (e.g., theory vs. practice is not a zero-sum). Finalise a thesis that indicates both discussion and your opinion.

Example Box — Decoding the Prompt

Prompt: “Some believe university should focus on academic subjects; others think it should prepare students for specific jobs. Discuss both views and give your opinion.”
We must do: (1) explain View A, (2) explain View B, (3) state and defend our opinion.
Possible positions: (i) Prefer academia but recognise targeted vocational strands; (ii) Prefer job readiness while keeping theoretical cores; (iii) Balanced model with division of roles across faculties/programmes.

Step 2 — Plan a clear structure for a “Discuss both views + Opinion” essay

Use a four-paragraph frame to stay organised. The introduction should paraphrase the debate and end with a thesis that previews your stance (“I argue that …”). In Body 1, present View A (academic focus) fairly and analytically: topic sentence that states the view, two linked explanations (e.g., knowledge creation → long-term innovation; critical thinking → adaptability), and a concise example (a physics programme producing research skills later used in industry). In Body 2, present View B (job preparation) and integrate/contrast your opinion: topic sentence for View B, explanations (skills alignment; employability), micro-example (clinical placements for nurses; internships for engineers), and a sentence that positions your stance (e.g., “However, vocational design is most effective when underpinned by strong theoretical cores.”). Ensure each paragraph follows reason → mechanism → micro-example → link-back. Keep cohesion with precise reference words (“this emphasis”, “such programmes”) and restrained linkers (however, consequently, by contrast). The conclusion should restate your judgement in new words and synthesise both sides without adding new ideas. Aim for ~270–320 words. Allocate time: 7–9 minutes to plan, 28–30 minutes to write, 2–3 minutes to check coherence, grammar, and vocabulary accuracy.

Example Box — Skeleton Plan (University Purpose)

Intro: Paraphrase debate + thesis (my view: balanced with theory-first foundation).
Body 1 (View A): Universities as centres of knowledge & critical thinking → mechanism (research methods, academic rigour) → micro-example (theory enabling future breakthroughs).
Body 2 (View B + my opinion): Labour-market alignment, placements, certifications → mechanism (job-ready skills) → micro-example (nursing/engineering practicums) → my stance (best outcomes when vocational tracks are built on strong academic bases).
Conclusion: Universities should prioritise academic cores while integrating targeted professional pathways.

Step 3 — Write developed, balanced paragraphs

Keep the introduction compact: one sentence to restate the debate, one sentence to present your opinion. In Body 1, represent supporters of academic focus fairly: show how rigorous theory builds transferable skills (analysis, abstraction, research) that outlive specific tools. Explain the mechanism (reading primary sources, designing experiments, modelling) and add a micro-example that sounds credible. Do not attack strawmen; instead, acknowledge that pure theory can feel detached, but argue that its long-term pay-off is innovation and adaptability. In Body 2, represent advocates of job-ready curricula fairly: placements, certifications, and industry projects improve employability and reduce skills gaps. Then make a turn to your stance: without a theoretical base, practical skills can expire quickly; therefore the optimal approach blends conceptual understanding with applied training. Use precise lexis (curriculum design, accreditation, competencies, foundational knowledge), vary sentence structures, and keep a formal register. End with a conclusion that answers the question directly and synthesises the reasoning rather than listing points.

Example Box — High-impact Sentences (University Purpose)

Thesis (balanced): “While universities should cultivate employability, their core mission is to develop deep disciplinary understanding on which specific professional skills can reliably rest.”
Topic sentence (Body 1): “Proponents of an academic focus argue that rigorous theory equips graduates with analytical habits that transfer across careers.”
Concession + turn (Body 2): “Although job-aligned courses accelerate school-to-work transitions, they are most resilient when anchored in first principles.”
Conclusion line: “Accordingly, universities should preserve academic cores while integrating targeted, well-governed pathways to practice.”

Step 4 — Language, cohesion, and examiner aims

Target examiner criteria explicitly. For Task Response, ensure both views are explained and your opinion is clear in the thesis and reinforced later. For Coherence & Cohesion, use topic sentences, reference words (“this emphasis”, “such training”), and logical linkers sparingly; avoid mechanical overuse of “moreover”/“furthermore”. For Lexical Resource, choose domain-appropriate terms: foundational knowledge, accreditation, competencies, transferability, curriculum design, practicums. For Grammatical Range & Accuracy, vary complex clauses and maintain precise punctuation (non-defining clauses, parallelism). Keep paragraphs unified; delete sentences that drift into funding politics unless they serve your main claim. Use hedging (“tends to”, “can”, “is likely to”) where absolute claims would be risky. Finally, proofread for article use (a/the), subject–verb agreement, and modifier placement, then check that your conclusion re-answers the question.

Example Box — Quick Quality Checks

Coverage: Have you discussed both views fairly and stated a clear opinion?
Development: Does each body paragraph show reason → mechanism → micro-example?
Cohesion: Are references and linkers smooth and varied?
Language: Is topic lexis precise and consistent?
Accuracy: Are key sentences error-free?

Universal Fill-in-the-Gap Template — Discuss Both Views & Give Your Opinion

Adapt carefully to the university prompt. Replace […] with your ideas. Keep sentences concise and formal.

Sentence-by-Sentence Scaffold (University Purpose)

Intro S1 (Paraphrase): There is ongoing debate about whether universities should prioritise academic disciplines or job-specific preparation.

Intro S2 (Thesis with opinion): While both aims matter, I [agree that / take the view that] universities should [primarily/mostly] [develop deep academic understanding] while [integrating/alongside] targeted professional training.

Body 1 S3 (View A topic sentence): Supporters of an academic focus argue that universities exist to advance knowledge and cultivate critical thinking.

Body 1 S4 (Explain 1): Rigorous theory and research methods teach students to analyse complex problems beyond any single occupation.

Body 1 S5 (Explain 2): Exposure to first principles makes graduates more adaptable as industries change.

Body 1 S6 (Micro-example): For instance, [discipline/programme] trains learners in [concept/method], which later supports [innovation/application].

Body 1 S7 (Link-back): From this perspective, academic depth is the most reliable foundation for lifelong learning.

Body 2 S8 (View B topic sentence): Others insist that universities should align courses with labour-market needs and deliver job-ready skills.

Body 2 S9 (Explain 1): Structured placements, certifications, and project-based modules improve employability and productivity from day one.

Body 2 S10 (Micro-example): For example, [programme] includes [internships/clinicals] so students can apply theory to real clients or systems.

Body 2 S11 (Your stance/turn): However, such pathways work best when anchored in solid theoretical cores; without them, skills can become obsolete quickly.

Body 2 S12 (Link-back): Therefore, the optimal model blends conceptual understanding with carefully governed professional training.

Conclusion S13 (Restate opinion): In summary, universities should preserve their academic mission while incorporating targeted, high-quality routes into work.

Conclusion S14 (Synthesis): This balance protects long-term adaptability and still meets immediate employment needs.

Paraphrase & Thesis — Ready-to-adapt Samples (University Purpose)

Paraphrase Options

P1: Many people argue that universities ought to emphasise theoretical disciplines rather than practical job training.
P2: It is often claimed that higher education should focus less on abstract scholarship and more on preparing graduates for specific careers.

Thesis Options

Balanced (recommended): I contend that universities should prioritise academic depth while embedding well-designed professional pathways.
Lean to View A: I believe the primary mission is academic; vocational skills should be added selectively where appropriate.
Lean to View B: I favour programmes that map directly onto occupations, provided they retain essential theoretical cores.

🔶 Part 2 — Task & Submission

[IELTS Academic] [Writing Task 2] — Task

Topic: Government Transport Funding

Write about the following topic:

Question: Some people argue that governments should prioritise spending on public transport rather than expanding or maintaining road infrastructure. To what extent do you agree or disagree?

Instructions

Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.

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🔶 Part 3 — Sample Answers

[IELTS Academic] [Writing Task 2] — Discuss Both Views & Give Your Opinion

Question: Some believe university should focus on academic subjects; others think it should prepare students for specific jobs. Discuss both views and give your opinion.
Write at least 250 words.

Sample Answer — Band 6

There is an ongoing discussion about whether universities should mainly teach academic subjects or whether they should train students for particular jobs. In my view, both goals are important, but universities should first provide a strong academic base and then add practical elements where suitable.

On the one hand, people who support an academic focus say that higher education is about knowledge and ideas. When students study theory, read research, and learn how to think critically, they can solve many kinds of problems later in life. For example, someone who studies physics learns how to analyse data and test hypotheses. These skills are not only useful in laboratories but also in business or technology companies. In addition, academic study protects the independence of universities. If courses only follow current industry trends, they may become outdated quickly and students could lose the deeper understanding that helps them grow over time.

On the other hand, many argue that universities should prepare young people for employment. Tuition is expensive, and students and their families want a clear return on investment. Programmes with placements, internships, and certifications can help graduates find jobs faster. Nursing and engineering are common examples where hands-on training is essential. However, if courses only teach procedures and software, students may struggle when tools change.

In conclusion, universities should try to balance these aims. I believe they ought to prioritise academic learning because it develops flexible thinking, but they should also offer targeted practical experience so that graduates can enter the job market with confidence.

Why this answer is good (Band 6)

1) Addresses both views and gives a clear opinion in the introduction.
2) Uses a logical four-paragraph structure familiar to examiners.
3) Presents a fair explanation of the academic view with concrete mechanisms (critical thinking, data analysis).
4) Provides a simple, believable micro-example (physics → analysis skills).
5) Explains risks of chasing trends, which shows awareness of counterpoints.
6) Covers the employment view with reasons (costs, ROI, placements).
7) Includes applied fields (nursing, engineering) to ground arguments.
8) Makes a clear “turn” to the writer’s stance in Body 2.
9) Concludes by synthesising both aims rather than adding new ideas.
10) Cohesion is maintained with reference words (“these skills”, “if courses”).
11) Vocabulary is topic-relevant though mostly common (e.g., “return on investment”, “hands-on”).
12) Grammar control is generally accurate with some complex sentences.
13) Sentence length varies moderately, aiding readability.
14) Tone is formal and appropriate; no slang.
15) Could be improved with more precise academic lexis and denser development to reach higher bands.
16) Also, more nuanced examples and fewer general statements would strengthen Task Response.

Sample Answer — Band 7

Whether universities should privilege academic disciplines or concentrate on employment-oriented training remains contested. I take the view that institutions should preserve a theory-first mission while integrating well-designed professional pathways that help students transition into work.

Advocates of an academic emphasis argue that higher education exists to cultivate deep understanding and critical habits of mind. Rigorous engagement with first principles, research methods, and scholarly argument equips learners to frame problems, weigh evidence, and construct reasoned conclusions across domains. Consider a literature programme that teaches close reading and argumentation: those practices later transfer to policy analysis or user-experience research because they train attention to evidence and audience. Furthermore, protecting academic freedom allows universities to pursue long-horizon inquiries whose value may not be immediately visible to industry but ultimately drives innovation.

By contrast, proponents of job-ready curricula stress affordability and employability. Structured placements, industry projects, and micro-credentials can shorten the school-to-work gap and signal competence to employers. Fields such as nursing or software engineering show that supervised practice accelerates mastery. Nonetheless, skills anchored only in current tools may decay quickly; without conceptual frameworks, graduates are less able to adapt when technologies evolve. For this reason, vocational elements are most effective when they are scaffolded on robust theoretical cores.

In summary, universities should safeguard academic depth while embedding targeted, quality-assured routes into practice. This balance respects their scholarly mission and equips graduates to contribute immediately without sacrificing long-term adaptability.

Why this answer is good (Band 7)

1) Fully addresses the task with a clear, consistently signalled position.
2) Uses topic-specific lexis (first principles, micro-credentials, conceptual frameworks).
3) Develops ideas through mechanism chains (theory → transferable reasoning → cross-domain application).
4) Provides a less typical example (literature → UX/policy) to demonstrate transferability.
5) Demonstrates balance by acknowledging cost/employability pressures.
6) Explains risks of tool-dependent training, showing cause-and-effect reasoning.
7) Cohesion achieved via precise reference (“those practices”, “for this reason”).
8) Paragraphs are logically sequenced with clear topic sentences.
9) Grammar shows a range of complex structures with accurate control.
10) The introduction is concise yet sets the evaluative stance.
11) Conclusion synthesises both strands without repetition.
12) Tone is consistently academic and formal.
13) Could be further improved with a second concrete micro-example in Body 2.
14) Minor gains possible by adding brief data or a contrasting case to intensify development.
15) Overall lexical variety and precision support a strong Band 7 performance.
16) Unity is maintained; there are no off-topic diversions.

Sample Answer — Band 8+

The purpose of university education is often framed as a binary choice: pursue disinterested scholarship or manufacture job-ready graduates. In reality, the two aims are not mutually exclusive; however, I argue that universities serve society best when they prioritise disciplinary depth and then architect professional routes that rest upon it.

Those who champion an academic orientation contend that universities are uniquely positioned to cultivate habits of inquiry that outlast any single technology cycle. Immersion in theory, method, and debate teaches students to model complex systems, interrogate assumptions, and justify claims—capacities that travel well across sectors. For instance, a maths undergraduate who has wrestled with proof and abstraction can later design robust algorithms or stress-test financial products because they understand structure, not merely syntax. Crucially, academic freedom enables high-risk, long-horizon research whose dividends—mRNA vaccines, public-key cryptography—were unforeseeable at inception yet transformative in hindsight.

Advocates of vocational curricula rightly highlight affordability and accountability. Internships, clinicals, and industry capstones compress the time it takes to contribute at work and help students build professional identity. Nonetheless, when programmes are optimised solely for today’s toolchain, they unwittingly train fragility: as frameworks, standards, and regulations shift, graduates without first principles struggle to re-tool. The most resilient design therefore sequences learning from conceptual foundations to applied competence, so that practice is continuously re-interpretable as contexts change.

In conclusion, universities should preserve scholarly cores while integrating carefully governed pathways into practice. This architecture honours their distinctive mission and produces graduates who are both immediately useful and durably adaptable.

Why this answer is good (Band 8+)

1) Clear, nuanced thesis that reframes the binary and states a defensible position.
2) Sophisticated lexical choice with topic precision (architect, disciplinary depth, re-interpretable).
3) Strong mechanism chains (theory → modelling → cross-sector transfer).
4) High-level, credible exemplification (proof → algorithms; mRNA/cryptography as long-horizon payoffs).
5) Cohesive progression via cause–effect and contrast; linkers are implicit and varied.
6) Topic sentences frame each paragraph’s function within the whole argument.
7) Complex yet controlled syntax (non-finite clauses, apposition, parallelism).
8) Precise referencing avoids ambiguity and repetition.
9) Balanced evaluation of the vocational view, including legitimate benefits and risks.
10) Conclusion synthesises rather than restates, echoing the essay’s architecture.
11) Style is formal, concise, and analytical, matching academic register.
12) No unsupported statistics; claims are justified through logic and exemplars.
13) Lexical variation prevents redundancy while maintaining coherence.
14) Error-free grammar and punctuation enhance clarity and flow.
15) Overall, the response demonstrates the “overview + depth + exemplification” pattern typical of Band 8+.
16) Development density remains high without sacrificing readability.

🔶 Part 4 — Vocabulary

Key Vocabulary from the Task

Each item below includes BrE/AmE IPA, part(s) of speech, common patterns, a clear definition, an example with a gloss (meaning), useful synonyms, and frequent learner mistakes. Use these terms in your essay for precision and higher lexical resource.

academic

BrE /ˌækəˈdemɪk/ · AmE /ˌækəˈdɛmɪk/ — adj., n.

Patterns
  • academic + subject/discipline/standards
  • an academic (noun) = university scholar
  • academic vs vocational

Definition: relating to scholarly study and theoretical knowledge, especially within universities.

Example: “Universities should prioritise academic depth to build long-term adaptability.”
Gloss: Focus on theory helps graduates adjust over time.

Synonyms: scholarly, theoretical, intellectual (adj.); scholar (n.)

Common mistakes: using academical (rare; use academic); confusing an academic (a person) with academic study; overusing as a vague praise word without a clear noun.

vocational

BrE /vəʊˈkeɪʃənəl/ · AmE /voʊˈkeɪʃənəl/ — adj.

Patterns
  • vocational training/route/college
  • vocational programme in X (e.g., nursing)

Definition: designed to prepare learners for specific occupations through practical skills.

Example: “A vocational pathway can shorten the school-to-work transition.”
Gloss: Job-focused courses help students start working sooner.

Synonyms: job-focused, career-oriented, occupational

Common mistakes: *“training of nursing” → “training in nursing”; using it as a noun (*“a vocational”); assuming it excludes theory completely.

curriculum

BrE /kəˈrɪkjʊləm/ · AmE /kəˈrɪkjələm/ — n. (pl. curricula/curriculums)

Patterns
  • design/revise/update the curriculum
  • the curriculum in a department; a curriculum for first-year students

Definition: the planned set of courses, content, and learning outcomes in a programme.

Example: “Integrating placements into the curriculum can improve employability.”
Gloss: If internships are part of course plans, jobs are easier to get.

Synonyms: syllabus (module-level), programme of study

Common mistakes: wrong plural (*curriculums only — both forms exist, but curricula is common); preposition errors (*“on curriculum” → “in the curriculum”); treating curriculum as the same as a single syllabus.

employability

BrE/AmE /ɪmˌplɔɪəˈbɪləti/ — n.

Patterns
  • enhance/improve employability
  • graduate employability in the labour market

Definition: the degree to which someone has the skills and attributes to gain and keep work.

Example: “Industry projects demonstrably raise graduates’ employability.”
Gloss: Real-world tasks help students get jobs.

Synonyms: job prospects, marketability

Common mistakes: misspelling (*employeability); using as a verb (*“employability them”); confusing with employment rate (a statistic).

critical thinking

BrE/AmE /ˌkrɪtɪkəl ˈθɪŋkɪŋ/ — n. (unc.)

Patterns
  • develop/apply critical thinking about issues
  • teach/assess critical thinking

Definition: the ability to analyse information logically, evaluate evidence, and form reasoned judgements.

Example: “Theory-heavy courses cultivate critical thinking that transfers across careers.”
Gloss: Analysing ideas helps in many jobs.

Synonyms: analytical reasoning, evaluative judgement

Common mistakes: *“criticism thinking” (wrong phrase); using it as a count noun (*“two critical thinkings”); assuming it means “negative thinking”.

first principles

BrE /ˌfɜːst ˈprɪnsɪpəlz/ · AmE /ˌfɝːst ˈprɪnsəpəlz/ — n. pl.

Patterns
  • return to first principles
  • first principles of a field/system

Definition: the most basic concepts and assumptions on which knowledge in a field is built.

Example: “Job training is more resilient when grounded in first principles.”
Gloss: Basics make practical skills last longer.

Synonyms: fundamentals, bedrock concepts, basics

Common mistakes: using singular (*“a first principle” for the general idea); vague use without naming the field; confusing with “rules of thumb”.

internship

BrE /ˈɪnˌtɜːnʃɪp/ · AmE /ˈɪnˌtɝːnʃɪp/ — n.

Patterns
  • do/complete an internship at/with a company
  • paid/compulsory internship

Definition: a period of supervised work experience integrated into a programme of study.

Example: “Software internships allow students to apply theory to real systems.”
Gloss: Work placement lets learners test classroom ideas at work.

Synonyms: work placement (BrE), practicum (edu.)

Common mistakes: article error (*“a internship” → “an internship”); using as a verb (*“I internshipped”); confusing with apprenticeship (longer, contract-based).

accreditation

BrE/AmE /əˌkrɛdɪˈteɪʃən/ — n.

Patterns
  • seek/obtain accreditation from/by a body
  • accreditation for/of a programme

Definition: official recognition by an authority that a programme meets defined quality standards.

Example: “Clinically intensive courses require external accreditation to protect patients.”
Gloss: Approval ensures training is safe and meets rules.

Synonyms: certification, official approval

Common mistakes: wrong prepositions (*“accredited with” → “accredited by”); assuming accreditation is permanent; confusing with informal “endorsement”.

transferable

BrE /trænsˈfɜːrəbəl/ · AmE /trænsˈfɝːəbəl/ — adj.

Patterns
  • transferable skills across fields/sectors
  • transferable to new contexts

Definition: able to be applied effectively in different roles or contexts.

Example: “Research design builds transferable problem-solving skills.”
Gloss: Methods learned in one area work in others.

Synonyms: portable, applicable, cross-cutting

Common mistakes: spelling (*transferrable → transferable* preferred); using with countable noun without context (*“a transferable”); confusing with “transferred” (past verb).

foundational

BrE/AmE /faʊnˈdeɪʃənəl/ — adj.

Patterns
  • foundational knowledge/skills/concepts
  • foundational to/for later learning

Definition: forming the base on which further knowledge or skills are built.

Example: “First-year maths is foundational for advanced engineering modules.”
Gloss: Early math supports later engineering study.

Synonyms: fundamental, basic, core

Common mistakes: *“foundationary” (non-standard); missing preposition (*“foundational later learning” → “foundational to later learning”); overusing as a buzzword without naming the base.

🔶 Part 5 — Phrases / Expressions

Key Phrases & Expressions from the Task

Each item includes BrE/AmE IPA, part(s) of speech, common patterns, a clear definition, an example with a gloss, useful synonyms, and frequent learner mistakes. Use them to improve lexical precision and cohesion in your essay.

prioritise X over Y (AmE: prioritize)

BrE /praɪˈɒrɪtaɪz/ · AmE /praɪˈɔːrətaɪz/ — verbal phrase

Patterns
  • prioritise A over B
  • give priority to A (rather than B)

Definition: to treat one thing as more important than another when allocating attention or resources.

Example: “Some argue universities should prioritise employability over pure scholarship.”
Gloss: They think jobs matter more than theory.

Synonyms: give precedence to; put A before B; favour A over B

Common mistakes: missing preposition (*“prioritise A than B” → “prioritise A over B”); spelling (*prioritize/prioritise confusion — match the variety you use).

focus on

BrE /ˈfəʊkəs ɒn/ · AmE /ˈfoʊkəs ɑːn/ — phrasal verb

Patterns
  • focus on + noun/gerund
  • a focus on + noun (noun phrase)

Definition: to give most attention to a particular subject or activity.

Example: “Opponents fear that a narrow focus on tools makes graduates less adaptable.”
Gloss: Paying attention only to tools can reduce flexibility.

Synonyms: concentrate on; centre on; emphasise

Common mistakes: wrong preposition (*“focus in”); redundant “on” (*“focus on about”).

prepare (students) for

BrE/AmE /prɪˈpeə(r)/ · /prɪˈpɛr/ + /fɔː(r)/ /fɔːr/ — verbal phrase

Patterns
  • prepare sb for sth
  • prepare to do sth

Definition: to give someone the knowledge or skills they need for a future activity or situation.

Example: “Clinical placements prepare students for the pressures of hospital work.”
Gloss: Practice helps them face real jobs.

Synonyms: equip for; ready sb for; train for

Common mistakes: wrong preposition (*“prepare to” + noun → use “for”); missing object (*“prepare for” without saying what).

align (courses) with

BrE/AmE /əˈlaɪn/ — verbal phrase

Patterns
  • align A with B
  • be aligned with B

Definition: to make something match another standard, goal, or requirement.

Example: “Modules should align with labour-market needs without sacrificing theory.”
Gloss: Courses should match job needs and keep concepts.

Synonyms: match; be in step with; correspond to

Common mistakes: wrong particle (*“align to” → usually “with”); using it intransitively without an object when meaning “match”.

be grounded in

BrE/AmE /ˈɡraʊndɪd ɪn/ — adjectival phrase

Patterns
  • be grounded in + theory/first principles/evidence
  • remain grounded in + noun

Definition: based firmly on a particular set of ideas or facts.

Example: “Job training is most effective when it is grounded in first principles.”
Gloss: Practical skills work best if built on basics.

Synonyms: rooted in; based on; anchored in

Common mistakes: using “on” (*“grounded on” is rare) instead of “in”; overusing without naming the base.

strike a balance (between A and B)

BrE/AmE /straɪk ə ˈbæləns/ — verbal idiom/collocation

Patterns
  • strike/find/achieve a balance between A and B
  • balance A with B (verb)

Definition: to create a sensible compromise between competing aims.

Example: “Universities must strike a balance between academic depth and job readiness.”
Gloss: They need both theory and practice.

Synonyms: reconcile; find middle ground; calibrate

Common mistakes: missing prepositions (*“balance between A and B” → fine; but *“balance among A vs B” is odd here); mixing metaphors with “trade-off” in the same clause.

return on investment (ROI)

BrE /rɪˈtɜːn ɒn ɪnˈvɛstmənt/ · AmE /rɪˈtɝːn ɑːn ɪnˈvɛstmənt/ — noun phrase

Patterns
  • high/low return on investment
  • ROI on tuition/education

Definition: the benefit received compared with the money or time invested.

Example: “Parents expect a clear return on investment from costly degrees.”
Gloss: They want results for the money spent.

Synonyms: payoff; value for money; yield

Common mistakes: wrong preposition (*“ROI of” → usually “ROI on”); treating it as a verb (*“to ROI”).

hands-on experience

BrE/AmE /ˌhændz ˈɒn ɪkˈspɪəriəns/ · /ˌhændz ˈɑːn ɪkˈspɪriəns/ — noun phrase

Patterns
  • gain/get hands-on experience in/with X
  • hands-on + training/learning

Definition: practical, direct experience of doing a task rather than just studying it.

Example: “Internships provide hands-on experience that complements lectures.”
Gloss: Real work adds to classroom learning.

Synonyms: practical experience; experiential learning

Common mistakes: hyphen omission (*“hands on experience” as a compound modifier should be hyphenated before a noun); wrong preposition (*“experience on” → “experience in/with”).

school-to-work transition

BrE/AmE /ˌskuːl tə ˈwɜːk trænˈzɪʃən/ · /ˌskuːl tə ˈwɝːk trænˈzɪʒən/ — noun phrase

Patterns
  • shorten/ease the school-to-work transition
  • support students in the transition

Definition: the period when students move from education into employment.

Example: “Industry placements can ease the school-to-work transition.”
Gloss: Work experience helps students start jobs smoothly.

Synonyms: entry into the labour market; pathway to employment

Common mistakes: missing hyphens; using “transition of” instead of “transition to”.

job-ready skills

BrE/AmE /ˈdʒɒb ˌrɛdi skɪlz/ · /ˈdʒɑːb ˌrɛdi skɪlz/ — adjective + noun (collocation)

Patterns
  • develop/acquire job-ready skills
  • skills in X that make graduates job-ready

Definition: practical competencies that enable immediate contribution in a workplace.

Example: “Capstone projects build job-ready skills without abandoning core theory.”
Gloss: Final projects give practical abilities and keep concepts.

Synonyms: employability skills; workplace competencies

Common mistakes: spacing/hyphen errors (*“job ready skills” as a modifier should be hyphenated); using as a verb (*“to job-ready students”).