IELTS Writing Task 2: Sample Essays on Lowering the Legal Voting Age to 16 (Band 6-9)

The topic of lowering the legal voting age to 16 has been a recurring theme in IELTS Writing Task 2 examinations. Based on analysis of past papers and current trends, this subject is likely to appear frequently in future tests. Its relevance to youth participation in democracy and the evolving nature of civic engagement makes it a prime candidate for IELTS essay questions. Let’s examine a sample question that closely resembles those seen in actual IELTS exams:

Some people think that the legal age for voting should be lowered to 16. To what extent do you agree or disagree with this statement?

This question requires candidates to express their opinion on a controversial topic, providing a perfect opportunity to demonstrate critical thinking and argumentation skills. Let’s analyze the question and provide sample essays for different band scores.

Question Analysis

The question asks for your opinion on lowering the voting age to 16. Key points to consider:

1. The current voting age in most countries (usually 18)
2. Reasons for and against lowering the voting age
3. Potential impacts on society and politics
4. Your personal stance on the issue

Remember to clearly state your position and support it with well-developed arguments and relevant examples.

Sample Essay 1 (Band 8-9)

In recent years, there has been growing debate about whether the legal voting age should be reduced to 16. While some argue that this would increase youth participation in democracy, I firmly believe that the current voting age of 18 should be maintained for several compelling reasons.

Firstly, at 16, most individuals have not yet developed the critical thinking skills and life experience necessary to make informed political decisions. The ability to analyze complex political issues, understand long-term consequences, and resist manipulation by media and campaign rhetoric typically develops later in life. Research has shown that the prefrontal cortex, responsible for decision-making and judgment, continues to develop well into a person’s twenties. This biological fact suggests that 18 is already a relatively young age for voting, let alone 16.

Moreover, lowering the voting age could lead to undue influence from parents, teachers, or other authority figures. At 16, many young people are still financially and emotionally dependent on adults, which may compromise their ability to form independent political opinions. The risk of familial or institutional coercion in voting choices is significantly higher for 16-year-olds compared to 18-year-olds, who generally enjoy more autonomy.

Additionally, the right to vote comes with responsibilities that 16-year-olds may not be prepared for. Voting is not just about choosing candidates; it’s about understanding and engaging with complex policy issues that affect entire nations. Most 16-year-olds are still in secondary education and have limited exposure to real-world issues such as taxation, healthcare systems, or international relations. Without this crucial context, their votes may not reflect the informed decision-making that democracy requires.

However, it is important to acknowledge that many 16-year-olds are politically engaged and well-informed. Rather than lowering the voting age, I believe we should focus on enhancing civic education in schools and creating more opportunities for youth political participation through mock elections, youth parliaments, and community involvement programs. These initiatives can foster political awareness and prepare young people for responsible citizenship without prematurely granting them voting rights.

In conclusion, while the intention behind lowering the voting age is commendable, the potential risks outweigh the benefits. The current voting age of 18 strikes a reasonable balance between inclusivity and ensuring that voters have the maturity and independence to make informed decisions. Instead of changing the voting age, we should concentrate on better preparing young people for their future role as engaged and responsible citizens.

(Word count: 398)

Debate on lowering the voting age to 16

Sample Essay 2 (Band 6-7)

The idea of lowering the voting age to 16 has been discussed a lot recently. Some people think it’s a good idea, but I disagree with this for several reasons.

First, I believe that at 16, most people are not mature enough to vote. They are still in school and don’t have much experience with real-life problems. For example, they don’t pay taxes or have to worry about finding a job yet. This means they might not understand all the issues they are voting about.

Also, younger people can be easily influenced by others. At 16, many still live with their parents and might just vote the same way their parents do without thinking for themselves. Social media can also have a big impact on young people’s opinions, and this could affect their voting choices.

Another problem is that 16-year-olds might not take voting seriously enough. They might treat it like a game or just vote for whoever their friends are voting for. Voting is a big responsibility, and it’s important to understand the consequences of your choice.

However, I do think it’s good that young people are interested in politics. Instead of letting them vote at 16, we should have better political education in schools. This could include learning about how the government works and discussing current events in class. We could also have mock elections in schools to help students practice voting.

In conclusion, while it’s great that young people want to be involved in politics, I think 16 is too young to vote. We should focus on educating young people about politics instead of changing the voting age. This way, when they do turn 18, they will be ready to make informed decisions as voters.

(Word count: 293)

Sample Essay 3 (Band 5-6)

Nowadays, some people say that 16-year-olds should be allowed to vote. I don’t agree with this idea because I think 16 is too young for voting.

Firstly, 16-year-olds are still in school. They don’t know much about politics or how the country works. They haven’t had jobs or paid taxes yet, so they don’t understand these important things. I think you need to know about these topics to vote well.

Secondly, young people can be easily influenced. Their parents or friends might tell them how to vote. Also, they might believe everything they see on social media without checking if it’s true. This is not good for making important decisions like voting.

Thirdly, voting is a big responsibility. 16-year-olds might not take it seriously enough. They might vote for someone just because they’re popular or funny, not because of their policies. This could be bad for the country.

But I think it’s good that young people are interested in politics. We should teach more about politics in schools. Maybe schools could have fake elections so students can practice voting. This would help them be ready to vote when they turn 18.

In conclusion, I don’t think 16-year-olds should be allowed to vote. They are too young and don’t have enough experience. It’s better to wait until they are 18 and teach them more about politics before they start voting.

(Word count: 226)

Students learning about civics and government

Explanation of Band Scores

Band 8-9 Essay:

This essay demonstrates excellence in all four marking criteria:

1. Task Response: The essay fully addresses all parts of the task, presenting a well-developed argument with relevant, extended and supported ideas.
2. Coherence and Cohesion: Ideas are logically organized with clear progression throughout. Paragraphs are well-linked, and cohesive devices are used effectively.
3. Lexical Resource: A wide range of vocabulary is used with very natural and sophisticated control of lexical features. Rare minor errors occur only as ‘slips’.
4. Grammatical Range and Accuracy: A wide range of structures is used with full flexibility and accuracy. The majority of sentences are error-free with only very occasional slips.

Band 6-7 Essay:

This essay shows competence but with some limitations:

1. Task Response: The essay addresses all parts of the task, though some parts are more fully covered than others. The format is appropriate, and the conclusion reflects the position.
2. Coherence and Cohesion: There is a clear overall progression, but some repetition of ideas. Cohesive devices are used but not always appropriately.
3. Lexical Resource: An adequate range of vocabulary is used for the task. There are some errors in word choice, but meaning is generally clear.
4. Grammatical Range and Accuracy: A mix of simple and complex sentence forms is used. There are some errors, but they do not impede communication.

Band 5-6 Essay:

This essay demonstrates a modest attempt at the task:

1. Task Response: The essay addresses the task but the development of ideas is limited. The format is appropriate but the conclusion is unclear.
2. Coherence and Cohesion: The overall progression of ideas is visible, but not always clear. Basic cohesive devices are used but with some inaccuracy.
3. Lexical Resource: A limited range of vocabulary is used, with some repetition. There are noticeable errors in word choice and spelling, but meaning is generally clear.
4. Grammatical Range and Accuracy: Only a limited range of structures is used. Errors are frequent but meaning is generally clear.

Key Vocabulary

1. Civic engagement (noun) – /ˈsɪvɪk ɪnˈɡeɪdʒmənt/ – Active participation in the duties and responsibilities of citizenship
2. Prefrontal cortex (noun) – /priːˈfrʌntl ˈkɔːteks/ – The front part of the brain responsible for complex decision-making
3. Coercion (noun) – /kəʊˈɜːʃn/ – The practice of persuading someone to do something by using force or threats
4. Mock election (noun) – /mɒk ɪˈlekʃn/ – A simulated election used for educational purposes
5. Autonomy (noun) – /ɔːˈtɒnəmi/ – The right or condition of self-government
6. Rhetoric (noun) – /ˈretərɪk/ – Language designed to have a persuasive or impressive effect, but which is often regarded as lacking in sincerity or meaningful content
7. Inclusive (adjective) – /ɪnˈkluːsɪv/ – Not excluding any section of society
8. Commendable (adjective) – /kəˈmendəbl/ – Deserving praise

In conclusion, the topic of lowering the voting age to 16 is a complex and contentious issue that requires careful consideration of various factors. While proponents argue for increased youth participation in democracy, there are valid concerns about the maturity and independence of 16-year-old voters. As this topic remains relevant, you may encounter similar questions in future IELTS exams. Some potential variations could include:

• Should voting be made compulsory for all citizens over 18?
• Do you think the maximum age limit for voting should be introduced? Why or why not?
• Some people believe that citizens should pass a basic political knowledge test before being allowed to vote. Do you agree or disagree?

To practice, try writing your own essay on one of these topics or the original question discussed in this article. Feel free to share your essay in the comments section for feedback and discussion. Remember, regular practice is key to improving your IELTS Writing skills!

Should voting rights be granted to prisoners? This is another interesting topic related to voting rights that you might want to explore to broaden your understanding of democratic participation issues.