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Writing practice

Both tasks in full: the integrated essay with its reading and lecture, and the academic discussion β€” each with a model answer and an explanation of why it scores.

🧭 Start hereπŸ“– Reading🎧 ListeningπŸŽ™οΈ Speaking✍️ WritingπŸ“ Words

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Task 1 β€” Integrated writing3 minutes reading, then the lecture, then 20 minutes to write 150–225 words

Summarise the points made in the lecture, explaining how they respond to the specific points made in the reading passage.

The reading passage

Many cities have introduced bike-sharing schemes, in which publicly available bicycles can be hired for short journeys. Supporters argue that such schemes deliver three clear benefits.

First, they reduce traffic congestion. Every journey made by a shared bicycle is a journey not made by car, and in dense urban centres where roads cannot be widened, shifting even a small proportion of trips away from cars produces a noticeable improvement in traffic flow.

Second, they improve public health. Cycling is moderate exercise, and by building it into the daily commute, bike-sharing allows people who have no time for the gym to become substantially more active without changing their routine.

Third, the schemes pay for themselves. Users pay a fee for each hire, and these fees, together with advertising on the bicycles and docking stations, are expected to cover the cost of purchasing and maintaining the fleet.

Show the lecture

PROFESSOR: The case for bike sharing is appealing, but each of those three claims turns out to be weaker than it sounds once you look at the data.

Take congestion first. The assumption is that a bike trip replaces a car trip. When cities actually survey their users, that is mostly not what happens. In several European studies, the large majority of shared-bike journeys replaced trips that would have been made on foot or by public transport β€” not by car. A few even replaced walking, which means the traveller is now less active than before. The number of cars actually removed from the road is far smaller than the headline figures suggest.

Second, health. Yes, cycling is good exercise. But the people who sign up for these schemes are, in survey after survey, younger, wealthier and already more physically active than the general population. The schemes are therefore adding exercise to the group that needs it least, while the sedentary population the argument invokes is largely not using them. The average health benefit across a city is much smaller than the average benefit to a user.

And third, the finances. I have yet to see a major scheme that covers its costs from user fees. Bicycles are stolen and vandalised at high rates, and there's a cost nobody anticipates at the planning stage: rebalancing. Everybody rides downhill in the morning, so every night a fleet of trucks has to redistribute the bicycles back up the hill. That is a permanent staffing and fuel cost, and in most cities it is the single largest item in the operating budget. Almost every scheme I know of runs on a continuing public subsidy.

Show a model answer

The lecturer challenges all three benefits claimed by the reading passage, arguing that each is weaker than it appears once the evidence is examined.

First, the reading claims that bike-sharing reduces congestion because each bicycle journey replaces a car journey. The lecturer disputes this assumption. He notes that surveys of users in several European cities found that the majority of shared-bike trips replaced journeys previously made on foot or by public transport rather than by car. Some even replaced walking, which leaves the traveller less active than before, and the actual reduction in cars on the road is therefore far smaller than claimed.

Second, the reading argues that the schemes improve public health by adding exercise to the daily commute. The lecturer counters that the people who use these schemes are consistently younger, wealthier and already more active than average. The exercise is thus being added to the population that least requires it, while the sedentary people the argument depends on largely do not participate, so the benefit across a whole city is much smaller than the benefit to an individual user.

Finally, the reading asserts that user fees and advertising cover costs. The lecturer says no major scheme he knows of achieves this, citing high rates of theft and vandalism and, in particular, the unanticipated cost of rebalancing β€” trucking bicycles back uphill each night, which he says is usually the largest single item in the operating budget. Most schemes, he concludes, depend on continuing public subsidy.

This is about 280 words β€” comfortably long enough, and every sentence is doing work. Note the three features that score: each paragraph names the reading's claim and then the lecture's answer to it; the specific details are all present (European surveys, younger and wealthier users, rebalancing trucks); and there is not one word of the writer's own opinion.

Task 2 β€” Writing for an Academic Discussion10 minutes, at least 100 words

Your professor is teaching a class on education policy. Write a post responding to the professor's question. In your response you should express and support your opinion, and make a contribution to the discussion.

Professor Ramirez

This week we have been examining school assessment. Some education systems have moved away from high-stakes public examinations at the end of schooling, replacing them with continuous assessment across the final two years. Others defend the single examination as fairer and more rigorous. Which approach do you think serves students better, and why?

Amara

I favour continuous assessment. A single examination measures how a student performed on one particular morning, which may have been the morning after a family emergency or an illness. Spreading the assessment across two years gives a truer picture of what someone actually knows, and it reduces the enormous anxiety that builds around a single date.

Wei

I take the opposite view. A public examination is marked anonymously by strangers against the same standard for everyone. Continuous assessment is marked by a student's own teacher, and that opens the door to favouritism and to very different standards between schools. For students from less advantaged backgrounds, the anonymous examination may be the fairest thing in the whole system.

Show a model answer

I find myself agreeing with Wei's central concern about consistency, but I think it points to a solution rather than a verdict.

Wei is right that anonymity protects students who have no influence with their school. In my own city, where teachers are under real pressure from parents to award high internal marks, I have watched two classmates with similar work receive noticeably different grades from the same teacher. The board examination was the one result neither family could affect.

However, Amara's objection is not answered by that. A single morning is a genuinely poor sample of two years of work, and the anxiety it produces is not an accidental side effect β€” in my school it drove several capable students to stop eating properly for weeks.

What I would argue for is continuous assessment that is externally moderated: the work is set and marked by teachers across the two years, but a sample from every school is re-marked by an outside examiner, and a school whose grades drift is corrected. That keeps Amara's fuller picture of the student while restoring the common standard Wei is defending.

About 190 words, written in ten minutes. It scores because it does four things: it takes a clear position, it engages with both classmates by name rather than ignoring them, it contains genuinely specific evidence from the writer's own experience, and it advances the discussion with a proposal neither of them made. A generic five-paragraph essay on 'the importance of examinations' would score considerably lower however correct its grammar.

Writing β€” what the marks are for

Integrated taskAccurate, complete selection of the lecture's points and their relationship to the reading. Content errors cost more than language errors.
Discussion taskA clear, relevant contribution that engages with the discussion, with reasons and specific detail.
LanguageVariety, accuracy and appropriate word choice. Occasional errors that do not obscure meaning are tolerated at the top band.
OverallEach task 0–5, converted to a scaled score out of 30.
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