雅思6.5分作文

Topic 5

You are advised to spend the maximum of 40 minutes on this task.

The best way to reduce the number of traffic accidents is to raise age limit for the younger drivers and lower age limit for the aged ones. Do you agree?

You should write at least 250 words.

The roaring rise of vehicle accidents has been viewed as a major public concern in contemporary society. Accordingly, many people claim that placing a firm limit on drivers’age can primarily reverse this trend. From my perspective, however, other aspects, such as wholesome legislations and safety instructions are indeed justified.

Most obviously, strict regulations lay a solid foundation of safe driving. Traffic rules are essential as referring to these terms, chauffeurs can be aware of the behavioural expectations, and consequently attempt to avoid mistakes on the road. From this viewpoint, lawmakers have an obligation to take as much impact as possible into consideration, while motormen are supposed to abide by these rules seriously.

Besides judicial groundwork, raising public awareness also serves useful purposes in minimizing traffic injuries. Statistics show that condemnable behaviours, like drunk driving and fast driving, stem largely from the indifference to regulations and disregard of pedestrians’ safety. A variety of educational programmes therefore should be taken by governments to lay stress on the appreciation of human lives, no matter of ourselves or others.

In spite of the contribution of laws and governmental actions, setting age limitation in exchange for lower accident rates makes sense to some extent. This is partly because youthful drivers tend to lack driving experience, while senior ones are often vulnerable to fatigue driving. Although ago restriction has several justifications, to recognise it as the best remedy against traffic issues is still somewhat unrealistic.

To summarise, to stamp out traffic menace, it would be considerably reasonable for the authorities to reinforce legislative enforcement and elevate safety consciousness among drivers, rather than depending on age limitation.

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there is clear progression throughout ?uses a range of cohesive devices appropriately although there may be some under-/over-use ?presents a clear central topic within each paragraph ?uses a sufficient range of vocabulary to allow some flexibility and precision ?uses less common lexical items with some awareness of style and collocation ?may produce occasional errors in word choice, spelling and/or word formation ?uses a variety of complex structures ?produces frequent error-free sentences ?has good control of grammar and punctuation but may make a few errors 6 ?addresses all parts of the task although some parts may be more fully covered than others ?presents a relevant position although the conclusions may become unclear or repetitive ?presents relevant main ideas but some may be inadequately developed/unclear ?arranges information and ideas coherently and there is a clear overall progression ?uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical ?may not always use referencing clearly or appropriately ?uses paragraphing, but not always logically ?uses an adequate range of vocabulary for the task ?attempts to use less common vocabulary but with some inaccuracy ?makes some errors in spelling and/or word formation, but they do not impede communication ?uses a mix of simple and complex sentence forms ?makes some errors in grammar and punctuation but they rarely reduce communication 5 ?addresses the task only partially; the format may be inappropriate in places ?expresses a position but the development is not always clear and there may be no conclusions drawn ?presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail ?presents information with some organisation but there may be a lack of overall progression ?makes inadequate, inaccurate or over-use of cohesive devices ?may be repetitive because of lack of referencing and substitution ?may not write in paragraphs, or paragraphing may be inadequate ?uses a limited range of vocabulary, but this is minimally adequate for the task ?may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader ?uses only a limited range of structures ?attempts complex sentences but these tend to be less accurate than simple sentences ?may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader 4 ?responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate ?presents a position but this is unclear ?presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported ?presents information and ideas but these are not arranged coherently and there is no clear progression in the response ?uses some basic cohesive devices but these may be inaccurate or repetitive ?may not write in paragraphs or their use may be confusing ?uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task ?has limited control of word formation and/or spelling; errors may cause strain for the reader ?uses only a very limited range of structures with only rare use of subordinate clauses ?some structures are accurate but errors predominate, and punctuation is often faulty 3 ?does not adequately address any part of the task ?does not express a clear position ?presents few ideas, which are largely undeveloped or irrelevant ?does not organise ideas logically ?may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas ?uses only a very limited range of words and expressions with very limited control of word formation and/or spelling ?errors may severely distort the message ?attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning 2?barely responds to the task ?does not express a position ?may attempt to present one or two ideas but there is no development ?has very little control of organisational features ?uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling ?cannot use sentence forms except in memorised phrases 1?answer is completely unrelated to the task ?fails to communicate any message ?can only use a few isolated words ?cannot use sentence forms at all ?does not attend ?does not attempt the task in any way ?writes a totally memorised response IELTS is jointly owned by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL). 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