Universities have long been bastions of traditional learning, but the landscape of higher education is evolving. The question of whether universities should be more inclusive of non-traditional students has become increasingly relevant in recent years. This topic has appeared in various forms in past IELTS Writing Task 2 exams and is likely to continue being a popular subject for discussion. Based on analysis of previous test questions, we can expect to see prompts related to this theme in future exams.
Let’s examine a relevant question that reflects this ongoing debate:
Some people think that universities should accept equal numbers of male and female students in every subject. To what extent do you agree or disagree?
Analyzing the Question
This question touches on the broader theme of inclusivity in higher education, specifically addressing gender equality in university admissions. It requires candidates to consider the implications of enforcing equal gender representation across all academic disciplines. The task is to evaluate this proposition and provide a reasoned argument either in support of or against this idea.
Sample Essays
Band 8-9 Essay
Gender equality in education has been a topic of heated debate for decades. While some argue for strict numerical parity between male and female students in every university subject, I believe this approach is overly simplistic and potentially counterproductive. In my opinion, universities should strive for equal opportunities rather than enforcing equal numbers.
Firstly, enforcing strict gender quotas in every subject fails to account for individual interests and aptitudes. Students should be free to pursue their passions and talents, regardless of gender stereotypes. For instance, if more women are genuinely interested in studying nursing or if more men are drawn to engineering, forcing a 50-50 split could result in qualified candidates being rejected simply because of their gender. This not only undermines the principle of meritocracy but also potentially diminishes the quality of education and subsequent professional output in these fields.
Moreover, such a policy could inadvertently reinforce gender stereotypes rather than breaking them down. By treating gender as the primary factor in admissions, we risk overshadowing other important aspects of diversity such as socioeconomic background, ethnicity, or life experience. A truly inclusive university should consider a holistic range of factors to create a rich, diverse learning environment.
Instead of focusing on numerical equality, universities should concentrate on creating an environment that encourages all genders to explore any field of study. This could involve initiatives such as mentorship programs, gender-neutral marketing of courses, and actively challenging societal stereotypes about ‘male’ and ‘female’ careers. By addressing the root causes of gender imbalances in certain subjects, universities can foster genuine, sustainable change.
In conclusion, while the goal of gender equality in higher education is laudable, enforcing strict numerical parity is not the solution. Universities should instead focus on providing equal opportunities, challenging stereotypes, and creating an inclusive environment that allows all students to pursue their interests and talents freely. This approach will lead to a more organic and meaningful form of gender equality in academia and beyond.
(Word count: 309)
Band 6-7 Essay
The idea of universities accepting equal numbers of male and female students in every subject is a complex issue. While I understand the intention behind this proposal, I partially disagree with implementing such a strict policy.
On one hand, having equal representation of genders in all subjects could have some benefits. It might help to break down gender stereotypes associated with certain fields of study. For example, if more women studied engineering or more men entered nursing programs, it could challenge societal perceptions about these professions. This could lead to more diverse perspectives in these fields and potentially improve innovation and problem-solving.
However, I believe that enforcing strict numerical equality may not be the best approach. Firstly, it doesn’t take into account individual interests and abilities. Some subjects may naturally attract more students of one gender due to personal preferences or aptitudes. Forcing a 50-50 split could result in some students being denied entry to their preferred courses simply because of their gender, which seems unfair.
Additionally, this policy might not address the root causes of gender imbalances in certain subjects. Instead of focusing on numbers, universities should work on creating an environment that encourages all genders to explore any field of study. This could include initiatives like mentorship programs, gender-neutral marketing of courses, and efforts to challenge stereotypes from an early age.
In conclusion, while gender equality in education is important, I believe that universities should focus on providing equal opportunities rather than enforcing equal numbers. By creating a supportive and inclusive environment for all students, regardless of gender, universities can promote true equality in a more organic and effective way.
(Word count: 268)
Band 5-6 Essay
I think that universities should not accept equal numbers of male and female students in every subject. This is because people have different interests and abilities.
Firstly, some subjects are more popular with one gender. For example, many girls like to study nursing and many boys like to study engineering. If we make equal numbers, some students might not get to study what they want. This is not fair.
Secondly, it is more important to choose students based on their grades and skills. If a university only accepts students to make equal numbers, they might not get the best students. This could make the quality of education worse.
However, universities should try to encourage both genders to study all subjects. They can do this by showing that all careers are good for both men and women. They can also have programs to help students feel comfortable in subjects where their gender is less common.
In conclusion, I think universities should not force equal numbers of male and female students in every subject. Instead, they should focus on giving everyone a fair chance to study what they want based on their abilities.
(Word count: 179)
Explanation of Band Scores
Band 8-9 Essay
This essay demonstrates excellent writing skills and a sophisticated approach to the topic:
- Task Response: The essay fully addresses all parts of the task, presenting a clear position with well-developed arguments.
- Coherence and Cohesion: Ideas are logically organized with clear progression throughout. Cohesive devices are used effectively.
- Lexical Resource: A wide range of vocabulary is used with flexibility and precision. Uncommon lexical items are used naturally.
- Grammatical Range and Accuracy: A wide range of structures is used accurately. Errors are rare and difficult to spot.
Band 6-7 Essay
This essay shows a competent handling of the task with some good points:
- Task Response: The essay addresses the task, though some aspects are covered more thoroughly than others.
- Coherence and Cohesion: There is a clear overall progression, but some paragraphs are better linked than others.
- Lexical Resource: A sufficient range of vocabulary is used appropriately, with some attempt at less common lexical items.
- Grammatical Range and Accuracy: A mix of simple and complex sentence forms is used, with generally good control, though some errors occur.
Band 5-6 Essay
This essay demonstrates a modest attempt at addressing the task:
- Task Response: The essay addresses the task in a simple way, with a discernible position, though development of ideas is limited.
- Coherence and Cohesion: The essay is generally coherent, but cohesion between and within paragraphs is often faulty.
- Lexical Resource: A limited range of vocabulary is used, with some errors in word choice and spelling.
- Grammatical Range and Accuracy: A limited range of structures is used, with frequent grammatical errors, though meaning is generally clear.
Key Vocabulary to Remember
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Inclusivity (noun) – /ɪnkluːˈsɪvəti/ – The practice or policy of including people who might otherwise be excluded or marginalized.
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Meritocracy (noun) – /ˌmerɪˈtɒkrəsi/ – A system in which people are chosen and moved into positions of success based on their demonstrated abilities and merit.
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Stereotype (noun) – /ˈsteriəʊtaɪp/ – A widely held but fixed and oversimplified image or idea of a particular type of person or thing.
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Parity (noun) – /ˈparəti/ – The state or condition of being equal, especially regarding status or pay.
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Aptitude (noun) – /ˈaptɪtjuːd/ – A natural ability to do something.
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Holistic (adjective) – /həˈlɪstɪk/ – Characterized by the belief that the parts of something are intimately interconnected and explicable only by reference to the whole.
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Initiative (noun) – /ɪˈnɪʃətɪv/ – The ability to assess and initiate things independently; an act or strategy intended to resolve a difficulty or improve a situation.
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Counterproductive (adjective) – /ˌkaʊntəprəˈdʌktɪv/ – Having the opposite of the desired effect.
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Inadvertently (adverb) – /ˌɪnədˈvɜːtəntli/ – Without intention; accidentally.
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Sustainable (adjective) – /səˈsteɪnəbl/ – Able to be maintained at a certain rate or level.
In conclusion, the question of university inclusivity for non-traditional students, including gender equality in admissions, remains a relevant and complex issue in higher education. As you prepare for your IELTS Writing Task 2, consider practicing with similar topics that explore various aspects of inclusivity in education. You might encounter questions about age diversity in universities, accommodations for students with disabilities, or the integration of international students.
To further improve your skills, try writing your own essay on the topic discussed in this article or on a related theme. Feel free to share your practice essays in the comments section for feedback and discussion. Remember, consistent practice and exposure to a variety of topics is key to success in IELTS Writing Task 2.