TASK 1:
Written by: IELTS I-Ready, 14/8/2023
Marked by: Examiner
The table describes the changes of people who went for international travel in 1990, 1995, 2000 and 2005. (million).
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The table shows how many people, in millions, in 5 different areas went on international trips from 1990 to 2005, in five year increments. Overall, there was an upward trend in the number of people traveling abroad in all areas, with the majority of foreign travelers originating from Europe.
In 1990, there were nearly 450 million people traveling overseas in total and this number grew considerably thereafter and reached about 694 million in 2005. Initially, about half of the outbound traveling population were Europeans, at 280.2 million, followed by 80.5 million Americans. Afterwards, they both rose significantly and by 2005, the former reached its high point at 400.2 million, whereas the latter, after a steady growth to a peak of just over 118 million in 2000, had experienced a slight decrease to 113.2 million at the end of the period.
Regarding the other areas, 60.5 million people from Asia and the Pacific made trips abroad in 1990, much higher than those of Africa and the Middle East, with the respective figures being 18.2 million compared to 9.8 million. Over 15 years, international travelers from Asia and the Pacific more than doubled to about 136 million, while Africa’s and the Middle East’s numbers also increased steadily and finished at almost 29 and 16 million, respectively. (221 words)
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TASK 2:
ESSAY INFORMATION:
Written by: IELTS I-Ready, 14/8/2023
Marked by: Examiner
(IELTS Academic – 12/8/2023)
Question: The best way to reduce poverty in developing countries is by providing at least six years of free education for each child, so that all children can read, write and use numbers. To what extent do you agree or disagree?
ANSWER:
Universal education for a minimum period of six years for every student to eradicate illiteracy is the optimal resolution for economic deprivation in emergent nations. I partly agree with this opinion because this is only one of many effective solutions to alleviate this issue.
Firstly, complimentary access for schooling for a predetermined period can alleviate economic suffering by decreasing the unemployment rate. This is because youths can understand the principles of calculation and literacy skills to secure more profitable job offers in the future. As a result, they may have more disposable income to spend on their basic necessities as well as enjoy an improved quality of life, thus increasing the gross domestic product.
Moreover, a more educated populace can be an attractive catalyst for foreign investors. In fact, multinationals are often more willing to invest in a knowledgeable and skilful society because these people can invent and apply certain innovations to increase productivity. Consequently, foreign investment can give host countries more available monetary resources to solve pressing social issues, acting as an uplifting trajectory for economic progress.
However, if developed governments should prioritise creating fair trade policies so emergent nations can proactively and fairly engage in international trade, poverty could also be mitigated. In this way, less-wealthy regions can earn more revenue from exporting their products as well as acquire essential imported commodities such as medicines or raw materials for their development. Therefore, they can become more financially self-reliant and reduce disparities between nations.
In conclusion, I partly contend that encouraging all students to pursue a six-year minimum of formal schooling by waiving tuition fees can help underdeveloped nations combat poverty by generating more employment opportunities and attracting more foreign investment. However, I admit that the formulation of free-trade agreements are also important. Where possible, commitment from governments, and support from international organisations are highly recommended in this case. (306 words)
Highlight Vocabulary:
English | Vietnamese |
Illiteracy | Mù chữ |
Deprivation | Thiếu thốn |
Emergent | Mới nổi |
Alleviate | Giảm nhẹ |
Disposable income | Thu nhập khả dụng |
Monetary | Tiền tệ |
Trajectory | Quỹ đạo |
Proactively | Chủ động |
Disparities | Chênh lệch |
Waiving | Từ bỏ |