IELTS General Training Writing Practice Test 12

Write your own response before opening this example. This is a sample from the book, not a score or assessment of your writing.

Dear Marcus,

Thank you again for lending me your camera for my trip to Norway. I had an amazing time, and I took some wonderful photographs, which I can't wait to show you. Unfortunately, I also have some bad news, and I wanted to tell you about it straight away.

On our last day, we went on a boat trip to see the fjords. I was taking pictures from the deck when the boat suddenly turned, and a large wave came over the side. I managed to hold on to the camera, but it was completely soaked. Since then, the screen has stopped working, although the photos on the memory card are fine.

I feel terrible about this, especially because I know how much the camera means to you and how carefully you look after it. I should have kept it in its waterproof bag while we were on the water, and I'm really sorry that I didn't.

Of course, I want to put things right. I've found a camera repair shop near my office, and they say they can look at it this week. If it can't be repaired, I will buy you the same model, or a newer one if you'd prefer. Just let me know what you would like me to do.

Sorry again,

Amira

Commentary

• TA: All three bullet points are fully covered: what happened (a wave soaked the camera on a boat trip), the writer's feelings (guilt, with an admission of responsibility), and a clear plan to put things right (repair or replacement). The informal but sincere tone suits a letter to a friend.
• CC: The letter is well organised, with an opening that prepares the reader for bad news, one paragraph for each bullet point, and a suitable informal ending. Ideas are linked smoothly ("Unfortunately", "Since then", "Of course").
• LR: Natural, idiomatic language for the situation ("straight away", "completely soaked", "I feel terrible", "put things right"), with accurate everyday vocabulary ("memory card", "waterproof bag", "the deck").
• GRA: A good range of tenses, including past continuous with past simple ("I was taking pictures... when the boat suddenly turned"), present perfect ("has stopped working"), a past modal for regret ("I should have kept it"), and conditional sentences ("If it can't be repaired, I will buy you...").

Write your own response before opening this example. This is a sample from the book, not a score or assessment of your writing.

In many families, children are expected to help with tasks such as washing up, tidying their rooms and taking out the rubbish. Some parents give their children money for doing these jobs, while others feel that helping at home is simply part of being a member of a family. In my view, children should not be paid for ordinary household tasks, although payment can be useful for extra work.

Those who support paying children argue that it teaches them about money. A child who earns pocket money by washing the car learns that money has to be worked for, and may think more carefully about how to spend it. Payment can also motivate children who would otherwise refuse to help, and it may reduce arguments between parents and children about housework.

On the other hand, many people believe that paying children sends the wrong message. Adults are not paid for cooking their own meals or cleaning their own homes, and if children are paid for every task, they may come to see helping their family as a job rather than a responsibility. There is also a practical problem: a child who is used to being paid may refuse to do anything without a reward, or may decide that they do not need the money and stop helping altogether.

On balance, I agree with the second view. Children should learn that everyone who lives in a home shares responsibility for looking after it, and basic tasks should be done without payment. However, I can see the value of paying for larger jobs that go beyond normal family duties, such as cleaning the car or repainting the family's garden fence. In this way, children can still learn the value of earning money without losing the sense that a family works together.

In conclusion, although paying children has some benefits, I believe that everyday housework should be unpaid, with money offered only for extra tasks.

Commentary

• TR: Both views are presented fairly and developed with reasons and examples (learning about money and motivation; responsibility and the risk of always expecting a reward). The writer's opinion is clear from the introduction and is developed in a separate paragraph, with a reasonable compromise that is restated in the conclusion.
• CC: Clear paragraphing, with one view in each body paragraph and the opinion in the fourth. Cohesive devices are varied ("Those who support", "On the other hand", "There is also a practical problem", "On balance"), and referencing is accurate ("these jobs", "the second view", "In this way").
• LR: A good range of vocabulary related to the topic ("household tasks", "pocket money", "motivate", "sends the wrong message", "a responsibility", "family duties"), used precisely and with natural collocations.
• GRA: Complex sentences are used accurately and flexibly, including relative clauses ("A child who earns pocket money..."), conditionals ("if children are paid for every task, they may come to see..."), and passive forms ("children are expected to help").