Page 16 - IELTS_Leaflet_2024

SAMPLE PAGES FROM IELTS Practice Tests

model answers for all writing tasks

KEY

WRITING
Model answer for Writing Task 1
The given diagram outlines nine of the most important stages involved in the
production of cheddar cheese.
To begin with, raw milk undergoes a pasteurisation process. After the milk has
been pasteurised, cultures and a milk–clotting agent are added separately,
followed by a 30–minute fermentation process each time. The next step involves
cutting and heating the mixture at 38 degrees Celsius. This is followed by a
draining stage in which the mixture is separated into curds (the solid part) and
whey (the remaining liquid). It is important to note that only the curds are used in
the production of this particular type of cheese. These curds are cut and lipped in
order to be drained. Then the mixture is poured into moulds and pressed for 3—12
hours, until it takes the desired shape.
Finally, before being packaged and distributed, cheddar cheese undergoes an
ageing process, which may last from a few months to several years.
Model answer for Writing Task 2
The debate as to the place of dead languages such as Latin and ancient Greek in a
school curriculum is not a new one. Many people see little value in expending time
and money to learn a language with no practical application, while others deem it
an enriching activity which aids overall development.
Advocates of the study of these languages argue that they hold the key to
numerous academic studies — modern languages, for example, as well as
global culture and history. They assert that ancient languages train the brain in
transferrable skills such as logical thinking and complex reasoning. The argument
for their inclusion focuses on the idea that, while education does enable students
to acquire employable skills, its purpose is primarily to encourage personal
development, creating individuals of keen intellect and with a cultural conscience.
An argument against teaching such languages is that school funds — and the
hours in a school day — are limited. Neither Latin nor ancient Greek are considered
an easy study, and gaining pro iciency can be time–consuming — time which,
many parties argue, could be spent on pursuits with more direct relevance to
employment — such as learning computer skills or acquiring an insight into
business. There are also non–curricular considerations; it can be argued that
excess funds would be better spent providing students with proper nutrition,
extra–curricular training activities, or additional lessons for those with learning
di iculties.
For me, the assessment of the worth of studying a dead language revolves around
a subjective de inition of a ‘useful’ skill. In other words, is a skill deemed useful
only if it leads directly into a career, or is knowledge acquired for its own sake
equally valuable? I believe that including subjects such as dead languages in
the curriculum is worthwhile; it o fers students career diversity and intellectual
enjoyment. If education were to be simply career–focused, many (particularly
creative) subjects would have to be eliminated as being redundant to the majority
of students.

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