Bài mẫu IELTS Simon Writing Task 2: Agree or Disagree

Tham khảo cách viết IELTS Writing Task 2 theo chủ đề Agree or Disagree. IELTS 24h tổng hợp bài mẫu chủ đề Đồng Ý hoặc Không Đồng Ý từ thầy Simon.
IELTS Simon: Bài mẫu IELTS Writing Task 2 Agree or Disagree

1. Cấu trúc và cách viết IELTS Writing Task 2: Agree or Disagree

1.1. IELTS Writing Task 2 là gì? 

Đây là phần thi thứ hai của bài thI IELTS WRITING học thuật (IELTS Academic Writing Test). Đối với Task 2, bạn cần viết một bài luận có độ dài ít nhất là 250 từ trong vòng 40 phút. Điểm thi của phần thi task 2 sẽ chiếm 2/3 tổng số điểm của phần thi Writing. Về chủ đề cũng như các câu hỏi liên quan thường cập nhật và xoay quanh đến những chủ đề quen thuộc hàng ngày mà mọi người trên thế giới quan tâm. 

1.2. IELTS Writing Task 2 của hình thức Academic và  General Training

Điểm giống nhau về phần thi Writing task 2 của hình thức Academic và General Training đó chính là viết một bài tiểu luận, bao gồm các dạng bài như: Opinion, Discussion, Advantage/ Disadvantage, Direct Question, Solutions. Còn điểm khá biệt duy nhất là câu hỏi cho phần General Training thường dễ hơn và các chủ đề thường đơn giản hơn.

1.3. Tiêu chí chấm điểm IELTS Writing Task 2: Agree or Disagree

- Task Response (25%): khả năng trả lời vấn đề bài thi đưa ra

- Conhenrence & Conhesion (25%): tính gắn kết và liền mạch của các câu và đoạn văn

- Vocabulary (25%): vốn từ vựng được sử dụng trong bài

- Grammar (25%): biết và sử dụng chính xác các cấu trúc ngữ pháp

1.4. Các bước viết bài chung IELTS Writing Task 2: Agree or Disagree

a, Cách viết cân bằng quan điểm

+ Đối với phần Introduction: 

- General statement: paraphrase lại đề bài

It is thought by some people that ....

- Thesis statement: trả lời câu hỏi của đề bài - nêu rõ quan điểm cá nhân là có điểm mình đồng ý nhưng cũng có điểm không đồng ý. Các cấu trúc câu phổ biến nhất để thể hiện ý này là:

"While/ Although I agree that .., I believe/ disagree that..."

"I agree that....., but I do not think that..." 

"To a certain extent, I agree that .... . However, I also think that ...."

+ Đối với phần Body:

Paragraph 1: Dùng cấu trúc song hành/ diễn dịch để giải thích lý do khiến mình agree.

- Câu topic sentence 1: On the one hand, I would agree that ....

- Nói về ưu điểm 1: In other words,... (diễn giải cách khác)

- Nói về ưu điểm 2: For example,.../ for instance,... (đưa ra ví dụ)

- Nói về ưu điểm 3: If ... (đưa ra viễn cảnh nếu không thì sẽ thế nào) 

Paragraph 2: Dùng cấu trúc song hành/ diễn dịch để giải thích lý do khiến mình disagree, hoặc những khía cạnh khác mà mình nghĩ cũng quan trọng.

- Câu topic sentence 2: On the other hand/ Nevertheless, I also think that ....

- Nói về khuyết điểm 1: First,....... It means that ......

- Nói về khuyết điểm 2: Second,..... In particular, ......

- Nói về khuyết điểm 3: Finally,....... For example,...

+ Đối với phần Conclusion:

In conclusion, while ...., I (do not) believe that ... 

b, Cách viết thiên lệch về một quan điểm cụ thể

+ Đối với phần Introduction: 

- General statement: paraphrase lại đề bài

It is a fact that ....

- Thesis statement: trả lời câu hỏi của đề bài - nêu rõ & trực tiếp quan điểm cá nhân là có điểm mình đồng ý hay không đồng ý:

Personally, I completely agree/ disagree with this idea.

In my opinion, I am in agreement with this idea/ I am not in agreement with this idea.

+ Đối với phần Body:

Cách 1: Lý Do - Lý Do

Paragraph 1: Nêu ra lý do 1 (dùng phương pháp diễn dịch)

- Topic sentence 1: The first reason for this is because .... is ...

- Supporting sentences: If .....  For example, .....

Paragraph 2: Nêu ra lý do 2 (dùng phương pháp diễn dịch)

- Topic sentence 2: In addition to the reason above, I also believe that ...

- Supporting sentences: If .....  For example, .....

Cách 2: Lý Do - Lợi Ích/ Hệ Quả

Paragraph 1: Nêu ra (các) lý do (dùng phương pháp diễn dịch / song hành)

- Topic sentence 1: The first reason for .... relates to...

- Supporting sentences: If .....  For example, .....

Paragraph 2: Nêu ra (các) lợi ích/ hệ quả nếu làm như vậy (dùng phương pháp diễn dịch / song hành)

- Topic sentence 2: There are many benefits that people could gain from ....

- Supporting sentences: First,.... Second, .... Finally, ...

Cách 3: Phản Đề - Lý Do

Paragraph 1: Đưa ra lập luận của phe đối lập và phản bác nó.

- Topic sentence 1:The argument in favour of ...{ý kiến đối lập}.. would be that ...{nêu các lập luận của ý kiến đối lập}... However, I believe this to be unrealistic/ a very shortsighted view.

- Supporting sentences: If .....  For example, .....

Paragraph 2: Nêu ra (các) lý do ủng hộ quan điểm của mình

- Topic sentence 2: The main reason for .... relates to...

- Supporting sentences: If .....  For example, .....

+ Đối với phần Conclusion:

Bạn có thể viết câu kết theo cách thức như sau 

- Câu 1: paraphrase lại câu thể hiện quan điểm của mình.

- Câu 2-3: tóm tắt và nói ngắn gọn các ý trong topic sentence 1 & 2.

2. Bài mẫu IELTS Simon Writing Task 2: Agree or Disagree

2.1. Đề bài: Some people think that all teenagers should be required to do unpaid work in their free time to help the local community. They believe this would benefit both the individual teenager and society as a whole. Do you agree or disagree?

Many young people work on a volunteer basis, and this can only be beneficial for both the individual and society as a whole. However, I do not agree that we should therefore force all teenagers to do unpaid work.

Most young people are already under enough pressure with their studies, without being given the added responsibility of working in their spare time. School is just as demanding as a full-time job, and teachers expect their students to do homework and exam revision on top of attending lessons every day. When young people do have some free time, we should encourage them to enjoy it with their friends or to spend it doing sports and other leisure activities. They have many years of work ahead of them when they finish their studies.

At the same time, I do not believe that society has anything to gain from obliging young people to do unpaid work. In fact, I would argue that it goes against the values of a free and fair society to force a group of people to do something against their will. Doing this can only lead to resentment amongst young people, who would feel that they were being used, and parents, who would not want to be told how to raise their children. Currently, nobody is forced to volunteer, and this is surely the best system.

In conclusion, teenagers may choose to work for free and help others, but in my opinion we should not make this compulsory.

2.2. Đề bài: Some people who have been in prison become good citizens later, and it is often argued that these are the best people to talk to teenagers about the dangers of committing a crime.
To what extent do you agree or disagree?

It is true that ex-prisoners can become normal, productive members of society. I completely agree with the idea that allowing such people to speak to teenagers about their experiences is the best way to discourage them from breaking the law.

In my opinion, teenagers are more likely to accept advice from someone who can speak from experience. Reformed offenders can tell young people about how they became involved in crime, the dangers of a criminal lifestyle, and what life in prison is really like. They can also dispel any ideas that teenagers may have about criminals leading glamorous lives. While adolescents are often indifferent to the guidance given by older people, I imagine that most of them would be extremely keen to hear the stories of an ex-offender. The vivid and perhaps shocking nature of these stories is likely to have a powerful impact.

The alternatives to using reformed criminals to educate teenagers about crime would be much less effective. One option would be for police officers to visit schools and talk to young people. This could be useful in terms of informing teens about what happens to lawbreakers when they are caught, but young people are often reluctant to take advice from figures of authority. A second option would be for school teachers to speak to their students about crime, but I doubt that students would see teachers as credible sources of information about this topic. Finally, educational films might be informative, but there would be no opportunity for young people to interact and ask questions.

In conclusion, I fully support the view that people who have turned their lives around after serving a prison sentence could help to deter teenagers from committing crimes.

2.3. Đề bài: The older generations tend to have very traditional ideas about how people should live, think and behave. However, some people believe that these ideas are not helpful in preparing younger generations for modern life. To what extent do you agree or disagree with this view?

It is true that many older people believe in traditional values that often seem incompatible with the needs of younger people. While I agree that some traditional ideas are outdated, I believe that others are still useful and should not be forgotten.

On the one hand, many of the ideas that elderly people have about life are becoming less relevant for younger people. In the past, for example, people were advised to learn a profession and find a secure job for life, but today’s workers expect much more variety and diversity from their careers. At the same time, the ‘rules’ around relationships are being eroded as young adults make their own choices about who and when to marry. But perhaps the greatest disparity between the generations can be seen in their attitudes towards gender roles. The traditional roles of men and women, as breadwinners and housewives, are no longer accepted as necessary or appropriate by most younger people.

On the other hand, some traditional views and values are certainly applicable to the modern world. For example, older generations attach great importance to working hard, doing one’s best, and taking pride in one’s work, and these behaviours can surely benefit young people as they enter today’s competitive job market. Other characteristics that are perhaps seen as traditional are politeness and good manners. In our globalised world, young adults can expect to come into contact with people from a huge variety of backgrounds, and it is more important than ever to treat others with respect. Finally, I believe that young people would lead happier lives if they had a more ‘old-fashioned’ sense of community and neighbourliness.

In conclusion, although the views of older people may sometimes seem unhelpful in today’s world, we should not dismiss all traditional ideas as irrelevant.

Chúc các bạn ôn luyện thành công và đạt kết quả cao trong các kỳ thi IELTS sắp tới nhé

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