University Students Studying Additional Subjects vs Main Subjects Only

Some university students want to learn about other subjects in addition to their main subjects. Others believe it is more important to give all their time and attention to studying for a qualification. Discuss both these views and give your own opinion.

Annotated response

22 correction notes

Showing 22 correction notes.

Students at universities prefer learning other kinds of subjects which are different from their main subject. people opine that students have to studying for a qualification. They think it is more crucial. So, I will discuss both points of view and I will give my own opinion.

On the one hand, studying one compulsory subject is irritating and you will get bored after some time. you study an extra subject which you want to study , it will give you a good chance to present yourself . For instance, you and knowledge subjects as well as physics. And you can solve some problems , in addition, you can communicate

On the other hand, students have to give all their time to studying for a qualification. Because other subjects you can just forget about the things which you learned from the main subject. In addition, you can lose your interest in one particular subject. It will . Let’s take as an example our school system where to learn everything even if it is not required. Moreover, the most problematic issue nowadays is that children can not find their purpose for the next stage of their life. Because they gathered knowledge from everywhere from every subject. So that’s why most teenagers can not find their .

In conclusion, students at universities have to pay more attention to their main subject and study . Because you can get lost in your own decision. Nonetheless, you can study extra subjects but you need to be focused on the main subject.

Overall assessment

Why this response received Band 5.5

The response addresses both views and offers an opinion, showing a clear overall structure, but the ideas are often underdeveloped and supported with loosely connected or unclear examples. Everyday vocabulary and frequent grammatical slips, including sentence fragments, limit precision throughout.

IELTS criteria

How each score was decided

Task Response

6.0

Both views are addressed and a position is stated, but ideas are only partially developed and the argument in places drifts from the university context, so the task is covered relevantly yet unevenly.

Coherence and Cohesion

5.5

There is a visible overall progression with basic linking devices, but cohesion is often mechanical and some paragraphs progress through loosely connected or abrupt statements.

Lexical Resource

5.5

Vocabulary is adequate for the message but limited in range, with noticeable inaccuracy and awkward phrasing such as 'give all their minds' and 'present yourself from a good side'.

Grammatical Range and Accuracy

5.5

A mix of simple and complex structures is attempted, but frequent errors, including fragments beginning with 'Because' and subject-verb mistakes like 'every students', reduce accuracy and sometimes strain readability.