IELTS Writing Task-2 Essay (250 words in 40 minutes)

 

Task 2 Samples

Some people think that parents should teach their children how to be good members of society. Others, however, believe that school is the best place to learn this. Discuss both views and give your own opinion.

Some people believe that children should be taught by their parents about how to function as useful members of society, while others believe that sending children to educational institutions is the best way for them to study this. Although the latter opinion can be beneficial in some cases, I believe that family upbringing plays a more important role in educating children to be good parts of the community.

Schools can be considered suitable places for children to learn to be good citizens. With standardized educational methods, schools can foster children’s cognitive development so that they are able to contribute to society in the future. For example, Trung Vuong school and Vinschool are well known for having nurtured successful alumni such as Professor Ngo Bao, Professor Nguyen Hung who have devoted their talents to the development of the country. However, these people only represent a small fraction of the total number of students attending schools, and thus sending children to schools cannot be the best method of educating them to be good members of society. 

I believe that parents play a more important role in teaching them how to be good citizens. In Vietnam, the average class size is 20 students, which makes it difficult for educators to provide proper schooling for each student. One to one lessons at home, on the other hand, allow children to progress faster. Furthermore, parents form stronger bonds with their offspring and thus, it is easier for them to shape children’s personalities at an early age. For example, by telling stories such as Robin Hood, Cinderella before bedtime, parents can instil a sense of compassion and integrity into them. These children are likely to become good members of society when they grow up.

In conclusion, although sending children to schools can be seen as a way of teaching them how to be good citizens, I believe that domestic upbringing has a bigger impact on determining who they are in the future.

There is an increasing trend around the world of married couples deciding not to have children. Discuss the advantages and disadvantages for couples who decide to do this.

An increasing number of married couples around the world choosing to remain childless. The main benefits of not having a child for couples are that they can focus on their careers and have more time for themselves. The main drawbacks are that they could not fit into their peers’ group and have no one to look after them when they get old. 

One primary advantage of remaining childless for married couples is that they can focus on their work. This is because they have less responsibility and distractions in their lives compared to the couples that have a child. Another advantage of this is that they have more spare time. Looking after a child is a full-time job for parents and taking most of their time, while child-free couples have lots of free time after work. For example, many couples stop going out late with their friends after having a child as they have to stay at home for looking after their children. 

One disadvantage of couples deciding not to have children is that they can struggle to hang with their peers after most of them have children. Most parents prefer to spend more time with other couples that have children as well. Moreover, do not have anyone to look after them in their elderliness is another disadvantage. Children are the ones who take care of their parents when they get old because their parents did the same for them when they were young. For instance, the vast majority of the people who live in care homes have no child. 

In conclusion, the main benefits of staying child-free for couples are that they can be more career-oriented and have more free time for themselves, and the main drawbacks are that they could have problems about fitting into their friends’ group and having no one to take care of them when they become older.

GCE OL Literature Prose

 

 The Lumber Room-Nicholas

Nicholas is the protagonist of the short story, “The Lumber Room” by Saki. Though no physical description or age is given, the powerful character description depicts an intelligent child with a very creative imagination. Nicholas is portrayed as a child who is capable of creating and controlling events. The shrewd way he does this depicts the intelligence of the character too. For example, at the beginning of the story, he creates a situation where the aunt has ‘been proved to be profoundly in error’ in matters about which she had ‘expressed the utmost assurance’. Further the dialogue which ensues after the children are sent on the hastily planned expedition conveys that Nicholas uses impromptu strategies to put the aunt who does not have his quick, sharp brain into a difficult position as she is made aware of the truth, i. e. the children would not enjoy the expedition, by Nicholas. She loses control of the situation and changes the subject as she is confronted with loss of face. Additionally, the question and answer session between Nicholas and the aunt while she was in the rain- water tank not only conveys his shrewdness, but also his maturity in strategic handling of the situation.

"Now I know that you are the Evil One and not aunt," shouted Nicholas gleefully;

Thus, Nicholas excels in creating and controlling situations to his benefit during a very short period of time especially when pitted against his slow witted aunt. Nicholas’s maturity is especially clear when compared with the juvenile behaviour of the other children. Nicholas does not shed a tear when he is excluded from the expedition though it is expected from him. But, in contrast his girl-cousin howls and weeps when she scrapes her knee and ‘the tightness of Bobby's boots had had disastrous effect on his temper’. The other children suffer without complaining, but Nicholas is not afraid of the aunt and is smart enough to point out her flaws. He criticizes her child rearing capabilities pointing out her lack of attention to the children’s needs, which is suggested through the following line.

‘You often don't listen when we tell you important things’.

Thus, it seems that he is the only child who rebels against the tyranny of the aunt. But, what is admirable in his personality is that he remains cool and composed in all situations. His maturity is shown, yet again when his assessment of the outcome of the expedition is proven correct. The reader does not see happy children at the tea table describing the fun time they had at the Cove.

Yet, we do not witness a gloating Nicholas as evidence around him was proof enough for the fact that the expedition had lost its main purpose: make Nicholas repent his deeds. Furthermore, Nicholas has the mature ability of escaping from the depressing atmosphere around him to enter a fantasy world of his liking recollecting happy events.

Another characteristic is the power of his vivid imagination which is shown through his response to beauty. In the lumber room, Nicholas sees a tapestry where ‘a man, dressed in the hunting costume of some remote period, had just transfixed a stag with an arrow’. The tapestry becomes a ‘living-breathing story’ for Nicholas. His creative ability is brought out vividly as he builds the story and pictures the fate of the hunter.

‘Nicholas sat for many golden minutes revolving the possibilities of the scene; he was inclined to think that there were more than four wolves and that the man and his dogs were in a tight corner’.

Later, Nicholas recalls the scene on the tapestry during ‘fearsome silence’ at the tea table. He creates the end to the story:

‘The huntsman would escape with his hounds while the wolves feasted on the stricken stag’.

Furthermore, his imagination is always ready to animate the inanimate. The sight of the colourful mandarin duck makes him commence on ‘assigning a life-history to it’. All examples above convey and strengthen the idea that Nicholas is not a mere dreamer, but has a vivid imagination and creative power which allows him to escape the hostile world outside. Nicholas is Intelligent and has a sharp, quick mind. The logical built up of the argument to prove that it is not the aunt, but ‘the Evil One tempting him to be disobedient’ conveys how quick thinking and intelligent he is. Nicholas is smart. According to Nicholas, when compared with the lumber room,

‘The gooseberry garden was a stale delight, a mere material pleasure’.

Thus, he is smart enough to prioritize his sources of pleasure. He is able to discern between the sublime bliss gained through the beauty of the artefacts in the lumber-room over the ‘material pleasure’ obtained through frolicking in the gooseberry garden. The gooseberry garden may provide fruit eat and he may be able to play in it. These would give him ‘pleasure’ which is physical. But, supreme aesthetic delight would come from the time spent in the lumber room. So, he is smart and intelligent enough to decide and choose the lumber room over the gooseberry garden.

Nicholas is not all good. Saki’s realistic portrayal of his protagonist as a mischievous rebel shows the complexity of Nicholas’ complex personality. The aunt is the victim of his mischievous rebellious nature. Nicholas is a rebel as he does not follow the conventional standard behaviour of a child; He mocks his aunt proving that she is wrong and is not truthful.

 ‘You said there couldn't possibly be a frog in my bread-and-milk; there was a frog in my bread-and-milk.’

The simple hidden goal of this action would have been to avoid the hated tasteless meal. Further, one of the lies of the aunt’s is craftily exposed by Nicholas in the following conversation between the aunt who is in the rain-water tank and Nicholas.

"Will there be strawberry jam for tea?" asked Nicholas innocently.

"Certainly there will be," said the aunt.

But Nicholas joyfully states that previously she had said ‘there wasn't any’. Thus, Nicholas proves that though the aunt tries to instil right behaviour patterns in the children she herself does not set a good example.

Source: https://www.litspring.com/2021/03/character-of-nicholas-in-lumber-room-by.html

GCE OL English Literature Poetry Aloysius College Wednesday 2.30/4.30 pm

 

 

FAREWELL TO BARN AND STACK AND TREE,

Farewell to Barn and Stack and Tree

Farewell to Severn shore.
Terence, look your last at me,
For I come home no more.”

“The sun burns on the half-mown hill,
By now the blood is dried;
And Maurice amongst the hay lies still
And my knife is in his side.”

“My mother thinks us long away;
‘Tis time the field were mown.
She had two sons at rising day,
To-night she’ll be alone.”

“And here’s a bloody hand to shake,
And oh, man, here’s good-bye;
We’ll sweat no more on scythe and rake,
My bloody hands and I.”

“I wish you strength to bring you pride,
And a love to keep you clean,
And I wish you luck, come Lammastide,
At racing on the green.”

“Long for me the rick will wait,
And long will wait the fold,
And long will stand the empty plate,
And dinner will be cold.”

_{In the first lines of ‘Farewell to Barn and Stack and Tree’, the speaker begins by utilizing the line that later became the title. He bids farewell to a barn, a “stack,” meaning a conical pile of hay and a tree. These are specific images associated with a specific place, the “Severn shore”. The Severn is the largest river in the UK along which many of the most populated cities are situated. This line is also an example of alliteration with the repetition of words beginning with “s”.}

_{In the second stanza of ‘Farewell to Barn and Stack and Tree’ the speaker goes on. He informs the reader very quickly and emotionlessly that someone has died. A man named “Maurice” is amongst the hay. He “lies still”. If this isn’t bad enough, the speaker admits that his “knife is in his side”. Without a doubt, this is the reason the speaker is feeling. He’s killed by this man, for unknown reasons, and must, due to the pursuit of the law, leave his home. The first two lines of this stanza are shocking. They contrast the warmth, heat, and colour of the sun, to that of the “half-mown hill” and the dried blood.}

_{The third stanza of ‘Farewell to Barn and Stack and Tree’ continues the speaker’s tale. He describes his mother and her perception of the day. With these details the speaker’s crime becomes even more dramatic. It turns out that Maurice was his brother. His mother is going to be expecting her two sons to come home “To-night” but instead “she’ll be alone”. The speaker appears to be well aware of the consequences of his actions. Juxtaposition is used again in these lines as the speaker recalls how the two were meant to mow the lawn but instead, the day ended in murder and loss.} 

_{The story continues into the fourth stanza. The speaker looks at his hand, holds it out for his friend, and says “here’s a bloody hand to shake”. Whether it is covered in blood or not, it drew blood and like Macbeth, is stained by the act. Finally, in the second line, it appears the speaker is getting emotional, or at least a little distressed about his situation. He moves through his words unevenly, saying “And oh, man, here’s good-bye”. It is sinking in that he really has to leave, it’s the end. From a goodbye to his listener, he says goodbye to the life he had before. His “bloody hands” are no longer going to “sweat…on scythe and rake” together. His life is about to change dramatically. It’s clear the speaker wants nothing, but a positive future for his friend. But, in wishing him so, he is contrasting his own painful future with a happy and prosperous one. In the third line, he refers to “Lammastide”. It is a holiday celebrated on August 01st to mark the wheat harvest. In the last four lines of ‘Farewell to Barn and Stack and Tree,’ the speaker tells the listener that the “rick” or stack of hay is going to wait for him. It will be there in the field forever now, as his hands will never touch it again. The same can be said for the “fold,” the “empty plate” at his mother’s kitchen table, and the food on that plate. It will soon “be cold”. A “fold” is a reference to a pen or enclosure in which animals are kept.} 

_{Source: https://poemanalysis.com/a-e-housman/farewell-to-barn-and-stack-and-tree/}

 

 

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GCE OL English Literature Aloysius College Anuradhapura

 

Farewell to barn and stack and tree,

Farewell to Severn shore.
Terence, look your last at me,
For I come home no more.”

“The sun burns on the half-mown hill,
By now the blood is dried;
And Maurice amongst the hay lies still
And my knife is in his side.”

“My mother thinks us long away;
‘Tis time the field were mown.
She had two sons at rising day,
To-night she’ll be alone.”

“And here’s a bloody hand to shake,
And oh, man, here’s good-bye;
We’ll sweat no more on scythe and rake,
My bloody hands and I.”

“I wish you strength to bring you pride,
And a love to keep you clean,
And I wish you luck, come Lammastide,
At racing on the green.”

“Long for me the rick will wait,
And long will wait the fold,
And long will stand the empty plate,
And dinner will be cold.”

_{In the first lines of ‘Farewell to Barn and Stack and Tree’, the speaker begins by utilizing the line that later became the title. He bids farewell to a barn, a “stack,” meaning a conical pile of hay and a tree. These are specific images associated with a specific place, the “Severn shore”. The Severn is the largest river in the UK along which many of the most populated cities are situated. This line is also an example of alliteration with the repetition of words beginning with “s”.}

_{In the second stanza of ‘Farewell to Barn and Stack and Tree’ the speaker goes on. He informs the reader very quickly and emotionlessly that someone has died. A man named “Maurice” is amongst the hay. He “lies still”. If this isn’t bad enough, the speaker admits that his “knife is in his side”. Without a doubt, this is the reason the speaker is feeling. He’s killed by this man, for unknown reasons, and must, due to the pursuit of the law, leave his home. The first two lines of this stanza are shocking. They contrast the warmth, heat, and colour of the sun, to that of the “half-mown hill” and the dried blood.}

_{The third stanza of ‘Farewell to Barn and Stack and Tree’ continues the speaker’s tale. He describes his mother and her perception of the day. With these details the speaker’s crime becomes even more dramatic. It turns out that Maurice was his brother. His mother is going to be expecting her two sons to come home “To-night” but instead “she’ll be alone”. The speaker appears to be well aware of the consequences of his actions. Juxtaposition is used again in these lines as the speaker recalls how the two were meant to mow the lawn but instead, the day ended in murder and loss.} 

_{The story continues into the fourth stanza. The speaker looks at his hand, holds it out for his friend, and says “here’s a bloody hand to shake”. Whether it is covered in blood or not, it drew blood and like Macbeth, is stained by the act. Finally, in the second line, it appears the speaker is getting emotional, or at least a little distressed about his situation. He moves through his words unevenly, saying “And oh, man, here’s good-bye”. It is sinking in that he really has to leave, it’s the end. From a goodbye to his listener, he says goodbye to the life he had before. His “bloody hands” are no longer going to “sweat…on scythe and rake” together. His life is about to change dramatically. It’s clear the speaker wants nothing, but a positive future for his friend. But, in wishing him so, he is contrasting his own painful future with a happy and prosperous one. In the third line, he refers to “Lammastide”. It is a holiday celebrated on August 01st to mark the wheat harvest. In the last four lines of ‘Farewell to Barn and Stack and Tree,’ the speaker tells the listener that the “rick” or stack of hay is going to wait for him. It will be there in the field forever now, as his hands will never touch it again. The same can be said for the “fold,” the “empty plate” at his mother’s kitchen table, and the food on that plate. It will soon “be cold”. A “fold” is a reference to a pen or enclosure in which animals are kept.} 

_{Source: https://poemanalysis.com/a-e-housman/farewell-to-barn-and-stack-and-tree/}

 

 

 

GCE OL English Literature

 A Bird came down the Walk

In the first stanza of ‘A Bird, came down the Walk’ the speaker begins by describing the simple, yet beautiful movements of a bird. This particular bird is coming “down the Walk.” This is likely a sidewalk or path of some kind near the speaker’s home, or where she is situated. The speaker is able to observe the bird’s actions without it immediately becoming frightened. This says something about humans and their interactions with nature. Birds are rightfully wary of the presence of humans. They will not behave in the same way if they are knowingly being watched. The speaker does not have any ill intentions though. She is simply reporting on what she sees and finding importance in the instinctual actions of the bird. It finds a worm, noted here as an “Angle Worm,” and eats it raw, biting it in half. 

The next thing the speaker sees is the bird drinking the “Dew” from the grass. It doesn’t have to go anywhere else to find water, making the “Dew” and “Grass” “convenient.” So far, its life has been presented as a simple movement from need to need. In the next two lines another small life is introduced, the “Beetle.” While the two creatures might be simple to human eyes, the bird makes a conscious effort to “hop” to the side and “let” the beetle crawl past. The bird is well aware of its world.

In stanza three of ‘A Bird, came down the Walk’, the bird’s reactions to its world are carefully studied by the speaker. It is clear she is truly watching this creature and taking sound mental notes on what it is doing. She notices its inherent anxiety. No matter what it’s doing it looks around “with rapid eyes.” They move quickly, “all abroad,” trying to see everything at once. It is very on edge and aware of the variety of dangers it might face. 

The speaker takes some liberties with the description and states how the bird’s eyes appear like “frightened Beads.” They are shiny, probably black, and moving or rolling around easily. The bird becomes scared of the speaker and “stirs” its “Velvet Head.” This description of his feathers is interesting. Dickinson uses the word “Velvet” implying a kind of luxury about the animal. It is clear she, or at least the speaker she is channelling, sees the bird as a lovely thing.

The fourth stanza of ‘A Bird, came down the Walk’ describes the one interaction the speaker attempts with the bird. She reaches out to him and offers “him a crumb” of food. The bird does not react positively to this intrusion on its space and as its instincts require, flies away. 

In Dickinson’s words, the action is much more complicated and elegant. The bird is said to “unroll…his feathers.” It is a process the speaker sees slowly and is able to study. Each feather passes her by in all its “Velvet” beauty. When he takes to the sky he is said to “row” to his “Home,” wherever that may be. The use of the word “row” here, as if applying to sailing, starts a metaphor that continues into the fifth stanza. Dickinson closely relates water and flight and the movements which make them up. 

The last stanza is more metaphorical than those which came before it. The speaker is interested in how the bird’s wings move through the air. She describes this process as being similar to “Oars divid[ing] the Ocean.” 

The bird has a clear beauty that is compared to a butterfly that takes off from the “Banks of Noon” in the heat of the day. It jumps and moves “splashless” through the air. It cuts through the air as an oar would through the water.