Nowadays, more and more students are unconscious about how to choose their major. They think if they need to choose the subject that they love or choose the subject that is in the future. that there are some benefits . If most of the students study these kinds of major, there will be a sharp increase in the technical development, the productivity will be improved and produce more high-tech products, as a result, the living standard will be and it will have a rise in the economic growth. Moreover, students may get , if they find a job that needs a lot of skill about technology or science. On the other hand, the others think that students need to study the . For example, students choose their favorite subject, they would like to spend more time on their subject that they don’t their classes, try their best to do their research or lecture, even though the subject is difficult for them, so they could and get more successful in their major. In addition, different people have different the students only study technology and science, the society develop in many kinds of ways, such as literature, art, sports. In , I believe that students need to choose the subject that they love, the reason for this is students can have more incentive to study and they can have a good mark in their exam. I think university could add some additional subjects about technology or science for students who do not learn these, some knowledge about technology or science.
Choosing University Subjects: Personal Interest vs Useful Fields
Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. Discuss both these views and give your own opinion.
Annotated response
13 correction notes
Overall assessment
Why this response received Band 6.0
The strongest aspect is the response's complete coverage of the task, addressing both views and stating a clear personal opinion with some supporting reasoning. The main limitation is the frequent grammatical and word-choice errors, which repeatedly strain accuracy and reduce precision even though the message generally remains understandable.
IELTS criteria
How each score was decided
Task Response
6.0The response addresses all parts of the task, discusses both views with some development and examples, and presents a relevant clear opinion, though the ideas are not always fully extended and the proposal in the conclusion slightly digresses.
Coherence and Cohesion
6.0Ideas are arranged in a broadly logical paragraph structure with some cohesive devices such as 'moreover' and 'on the other hand', but referencing and linking are at times faulty or mechanical.
Lexical Resource
5.5The vocabulary conveys the main argument and includes appropriate phrases such as 'economic growth' and 'have more incentive'. Word-choice and word-form errors, including 'unconscious about' for uncertainty and 'feel boring' for the students' feelings, reduce precision.
Grammatical Range and Accuracy
5.5Complex sentences are attempted, but frequent errors in clause structure, verb forms and articles require reader effort. Examples include 'a major is about the technology', 'the subject that they love it' and 'it can makes', alongside several comma splices joining complete clauses.