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Related To Gifts # Discussion Topics

Speaking section in IELTS has three parts-:

  1. General questions
  2. Cue card
  3. Discussion topics

This time we are talking about discussion topics. Discussion part of IELTS consist of questions which are usually follow up queries of part II i.e the cue card.
Let us talk about some of the questions that may be asked.

RELATED TO GIFTS

What are the benefits and drawbacks of giving and receiving gifts?
The exchange of gifts surely has advantages and disadvantages. On one hand, gifts are a token of love and appreciation. They tend to strengthen bonds and create positive feelings about you in other peoples’ mind. Even more, in the busy lives that we live, gifts could help in nurturing a relationships which might not be possible otherwise.
On the other hand, in present times, commercialization of receiving and giving gifts was taken place. It has rather become a sort of status symbol. For example-: In Diwali or id or Christmas or any other festival, people judge others on the basis of how expensive a gift is. This sometimes becomes a burden on one’s budget.
What kinds of gifts would men, women and children generally like to receive?
We all are unique individuals and have our own set of unique tastes. However, generally women prefer ornaments or clothes while receiving gifts. Some of them even like household appliances and handicrafts. Men, on the other hand, usually like electronic gadgets like phones or watches. There are even who prefer expensive pens or books etc. children are mostly attracted to toys and video games. They even love chocolates and other eatables.
What changes have been seen in past in receiving and giving gifts?
There have been some major changes in our lifestyle since the past 50 years. With the rise of economy, people have more money and more reasons to celebrate. In earlier times, gifts were exchanged only in special occasions like marriages. However, in present times, gifts have become a part of our lives and a very frequent affair. People can be seen exchanging gifts in occasions like birthdays, anniversary, success in exams etc.
Whose gifts do you treasure the most?
I am always grateful for a gift, no matter who has given is. But the ones that I treasure the most are those which are given out of pure love. For example-: recently my brother made a card for me describing relationship. Although, it wasn’t expensive but it was priceless and has been one of the best gifts I have ever got.

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How To In Formal Language ?

When you are writing an essay or a letter or explaining a graph in IELTS, it is expected that you will rite in a formal language. But, what is a formal language?
Although, there is not much of a difference between formal and informal, but some points clearly distinguish the formal and the informal. Here are the points.

CHOICE OF WORDS
  • When writing formal prefer choosing words which are part of standard English these are the words which you will usually find in dictionary without any labels (informal, slang etc.) attached to them.
  • Do not try to fit high ranked vocabulary words. Figure out if there is any importance of that word in a particular passage. Use it only if they are appropriate for your piece of writing.
  • Synonyms are very important in formal writing. Prefer using synonyms of common words such as put, do, get etc.
AVOID SHORT FORMS
Although we are in a habit of speaking short forms, such as haven’t, I’m etc. do not use them in formal writing. Rather write, have not, I am etc. Even more, it is preferred if you avoid abbreviations in academic writing. Example-: ad for advertisement.
SENTENC STRUCTURE MATTERS
  • It is usually noticed that in formal writing you express complex ideas. To express them better, you must make sentence using relative pronouns, subordinating conjunctions and coordinating conjunctions.
  • It is good if you use complex sentences, but always aim for clarity.

Other things that need to be considered are -:

  1. Limit the use of first person pronouns.
  2. Use passive forms as they focus on verbs than subject.

SUBORDINATING CONJUNCTIONS
COORDINATING CONJUNCTIONS
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CO2 Emission # Line Graph

The graph shows the decomposing carbon dioxide emission trends and its drivers, in east Asia and pacific, 1992-2010.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.

CO2 Emission

CO2 Emission


The graph represents the ejaculation of carbon dioxide ,in East Asia and Pacific, over a period of 18 years, and the factors responsible for the gas emission; CO2 emissions, carbon intensity of GDP, GDP per capita and population.

Between 1992 and 2010, factors affecting CO2 ejection changed to some extent but the most marked change was in GDP per capita. At the beginning of period the effect of GDP per capita was similar to other factors, however, by 2010, it almost quadrupled, rising from a mark of 1 to 4. The other factor which showed similar trend was carbon dioxide emission. The effect of the emanation of CO2 rapidly increased from 1992 to 1996, when it first showed a decline for the next four years. After 2002, a steady increase has been observed, resulting in a significant increase of three times, over the period of 18 years.

In two categories, carbon intensity of GDP and population, the repercussions on CO2 almost halved, declining from a mark of 1 to nearly 0.5 in both cases. Thus, by the end of the period, the highest increase was marked in GDP per capita ,and the lowest on population.

Overall, the graph shows that a dramatic change took place in factors affecting the CO2 emissions over the period of 1992 to 2010, the part of GDP per capita showing the most marked change.

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Prime Age Employment # Line Graph

The graph shows the percentage of men with different degrees, involved in prime age employment, in Unite d States, over a period of, 2000 to 2012.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.

Prime Age Employment

Prime Age Employment


The graph indicates what percent of men, in United States, attained prime age employment, having different educational qualifications; less than high school, high school diploma, some college, college degree or advanced degree.

Between 2000 and 2012 percentage of men doing prime age employment, changed to some extent, in all five categories, but the most marked change was in men having high school diploma or some college degree. At the beginning of the period the proportion of such men employed in prime age was slightly lower than the ones with college or advanced degree. However, by 2012 this figure had
declined to nearly 80 percent.

The other category wherein the percentage of employment fell over the period was ,less than high school. However, the changes here were much less dramatic. Proportion of men involved in prime age employment remained nearly steady till 2008 when it dipped by few percent; observing a significant increase after 2008.

In two categories, college and advanced degree, the proportion of men employed remained steady, indicating a slight decline during 2008, after which it remained nearly constant. Thus, by the end of period, the highest proportion of men in prime age employment had advanced degree, and the lowest proportion had less than high school.

In conclusion, the graph shows that the patterns of employment in United States changed to some extent over the period of 2002 to 2012, the ones with high school diploma or some college showing the most marked change.
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