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The responsibility for protecting and reducing global environmental damage lies with politicians as there is very little that the individual can do this. Do you agree or disagree? v.1

The responsibility for protecting and reducing global environmental damage lies with politicians as there is very little that the individual can do this. v. 1
Those who champion formal examinations, be it written or practical, as the only effective assessment tool of the university student performance student performance believe that continuous assessment such as projects yield unreliable evaluations of student capability. I strongly disagree with this opinion for two reasons which will be elaborated as follows. Formal examinations, which only gauge how students perform in a given time, are a subjective measure of student performance. There are various contributors to test outcomes such as students well-being and weather conditions which may prevent test-takers from achieving their best selves under test conditions. Assume that a high-performing student whose car has a flat tire failed to arrive at the test venue and therefore, is prohibited from taking the examination. The most probable mark that he can obtain is 0%, since he is marked as non-attendee, which consolidates my belief that formal test is not an objective method to evaluate one’s learning. Course work and group projects can enhance one’s soft skills which are of paramount importance in the contemporary workplace. One is in no position to exclude himself from interacting with others in a team project, thereby forcing him to communicate, deal with arising problems, mediate a conflict which hinders a group’s progress. These encounters will gradually, but surely establish a concrete foundation for soft skill to improve, thanks to which one can become a perfect applicant for forthcoming job opportunities. In conclusion, while formal exams cannot impartially measure students’ educational progress, ongoing assessments, on the contrary, are fairer, and capable of nurturing soft skills. Lest university graduates become insufficiently prepared for future work, group projects and coursework should be at the heart of tertiary education.
Those who champion formal examinations, be it written or practical, as the
This phrase/word (depending on the context) can be potentially replaced with :
only
effective assessment tool of the university
You use this word too often, consider replacing it with
student
performance
You use this word too often, consider replacing it with
student
performance believe that continuous assessment such as
You use this word too often, consider replacing it with
projects
yield unreliable evaluations of
You use this word too often, consider replacing it with
student
capability. I
strongly
disagree with this opinion for two reasons which will
be elaborated
as follows.

Formal examinations, which
This phrase/word (depending on the context) can be potentially replaced with :
only
gauge how
You use this word too often, consider replacing it with
students
perform in a
This phrase/word (depending on the context) can be potentially replaced with :
given
time, are a subjective measure of
You use this word too often, consider replacing it with
student
performance. There are various contributors to
You use this word too often, consider replacing it with
test
outcomes such as
You use this word too often, consider replacing it with
students
well-being and weather conditions which may
This phrase/word (depending on the context) can be potentially replaced with :
prevent
This phrase/word (depending on the context) can be potentially replaced with :
test
-takers from achieving their best selves under
You use this word too often, consider replacing it with
test
conditions. Assume that a high-performing
You use this word too often, consider replacing it with
student
whose car has a flat tire failed to arrive at the
You use this word too often, consider replacing it with
test
venue and
therefore
,
is prohibited
from taking the examination. The most probable mark that he can obtain is 0%, since he
is marked
as non-attendee, which consolidates my belief that formal
You use this word too often, consider replacing it with
test
is not an objective method to evaluate one’s learning.

Course work and group
You use this word too often, consider replacing it with
projects
can enhance one’s soft
This phrase/word (depending on the context) can be potentially replaced with :
skills
which are of paramount importance in the contemporary workplace. One is in no position to exclude himself from interacting with others in a team
You use this word too often, consider replacing it with
project
, thereby forcing him to communicate, deal with arising problems, mediate a conflict which hinders a group’s progress. These encounters will
gradually
,
This phrase/word is too simple and can be replaced with:
but
surely
establish a concrete foundation for soft
This phrase/word (depending on the context) can be potentially replaced with :
skill
to
This phrase/word (depending on the context) can be potentially replaced with :
improve
, thanks to which one can become a perfect applicant for forthcoming job opportunities.

In conclusion
, while formal exams cannot
impartially
measure
You use this word too often, consider replacing it with
students’
educational progress, ongoing assessments,
on the contrary
, are fairer, and capable of nurturing soft
This phrase/word (depending on the context) can be potentially replaced with :
skills
. Lest university graduates become
insufficiently
prepared for future work, group
You use this word too often, consider replacing it with
projects
and coursework should be at the heart of tertiary education.
7Linking words, meeting the goal of 7 or more
7Repeated words, meeting the goal of 3 or fewer
7Mistakes

IELTS essay The responsibility for protecting and reducing global environmental damage lies with politicians as there is very little that the individual can do this. v. 1

Essay
  American English
4 paragraphs
279 words
7
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 7.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 7.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 7.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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