IELTS Band 9 Essay About girls tend to choose arts while boys like science
Here we take a look at a band 9 ielts writing task 2 sample about “girls tend to choose arts while boys like science”. This sample then will be further analyzed for its vocabulary, grammar and format, so we see how it has qualified for such band score. We also suggest over 100 band 9 IELTS sample released in 2024.
Short Explanation about girls tend to choose arts while boys like science
The tendency for girls to prefer arts and boys to gravitate towards science in educational settings is a complex issue shaped by societal norms, gender stereotypes, and cultural expectations. From an early age, children are often exposed to biases that associate arts with creativity and empathy, traits traditionally linked to females, while science is viewed as logical and analytical, often attributed to males. This divergence is further reinforced by role models, peer influence, and even educational systems. Addressing this imbalance is essential for fostering equal opportunities, as both genders should feel empowered to pursue any discipline without societal constraints or stereotypes.
Band 9 Model Answer
In schools and universities, girls tend to choose arts while boys like science. What are the reasons for this trend and do you think this tendency should be changed?
The observed trend of girls gravitating toward arts and boys favoring science in educational institutions can be attributed to a combination of societal, cultural, and psychological factors. While such preferences reflect individual choices to some extent, I firmly believe that efforts should be made to mitigate the underlying influences driving this tendency.
One primary reason for this divergence is the pervasive influence of gender stereotypes. From a young age, girls are often encouraged to engage in creative activities that emphasize emotional intelligence, such as drawing or writing, whereas boys are steered toward analytical and technical pursuits like building models or solving puzzles. This early conditioning shapes their academic interests and reinforces traditional gender roles. Additionally, the lack of diverse role models exacerbates the issue. Women in STEM fields and men in arts-related professions remain underrepresented, limiting the scope of inspiration available to students.
Another contributing factor is the pedagogical approach within schools. Subjects like science and mathematics are often presented as competitive and objective, appealing to traits stereotypically associated with males. In contrast, arts subjects are perceived as collaborative and subjective, aligning with characteristics frequently attributed to females. These perceptions influence students’ self-confidence and career aspirations, perpetuating the imbalance.
This tendency, however, warrants change for several reasons. Firstly, such segregation of academic interests undermines individual potential by discouraging students from exploring fields outside societal expectations. A girl with an aptitude for engineering or a boy with a passion for literature may never realize their potential due to these barriers. Secondly, addressing this disparity is crucial for economic and social progress. Gender diversity in all fields fosters innovation, broadens perspectives, and promotes equality.
To counteract this trend, several steps can be taken. Schools should adopt inclusive teaching strategies that challenge stereotypes, such as showcasing diverse role models and implementing mentorship programs. Additionally, curricula should emphasize the interdisciplinary nature of arts and sciences, illustrating how skills from both domains complement each other in real-world contexts.
In conclusion, while the tendency for girls to choose arts and boys to favor science is rooted in societal norms and educational practices, it is imperative to dismantle these barriers. Encouraging equal opportunities and promoting a culture of inclusion will enable students to pursue their true passions, benefiting both individuals and society as a whole.
Total = 378 Words
Five Academic Words with Pronunciation and Sentences
- Stereotypes (/ˈstɛr.i.ə.taɪps/)
Sentence: Cultural stereotypes often limit people’s perceptions of their own potential. - Pedagogical (/ˌpɛd.əˈɡɒdʒ.ɪ.kəl/)
Sentence: Effective pedagogical methods can foster creativity and critical thinking in students. - Segregation (/ˌsɛɡ.rɪˈɡeɪ.ʃən/)
Sentence: Segregation of students by gender in classrooms may reinforce outdated notions about abilities. - Interdisciplinary (/ˌɪn.təˈdɪs.ɪ.plɪ.nər.i/)
Sentence: Interdisciplinary studies are gaining popularity for addressing complex global challenges. - Aptitude (/ˈæp.tɪ.tjuːd/)
Sentence: Recognizing a student’s aptitude early can help tailor their educational journey.
Five Advanced Grammar Structures and Their Impact
- Passive Voice
Example: “Women in STEM fields and men in arts-related professions remain underrepresented.”
Impact: Highlights the state of an issue without emphasizing who is responsible, maintaining an academic tone. - Complex Sentences with Subordinate Clauses
Example: “While such preferences reflect individual choices to some extent, I firmly believe that efforts should be made to mitigate the underlying influences driving this tendency.”
Impact: Links contrasting ideas smoothly, demonstrating advanced sentence structuring. - Relative Clauses
Example: “Subjects like science and mathematics, which are often presented as competitive and objective, appeal to traits stereotypically associated with males.”
Impact: Adds detail and specificity to the argument, enriching the explanation. - Conditional Sentences
Example: “A girl with an aptitude for engineering or a boy with a passion for literature may never realize their potential due to these barriers.”
Impact: Introduces hypothetical scenarios to emphasize the consequences of current trends. - Nominalization
Example: “The observed trend of girls gravitating toward arts and boys favoring science highlights the impact of societal conditioning.”
Impact: Creates a formal and objective tone by turning verbs into nouns.
Writing Format and Features for Band 9
- Introduction: Clearly identifies the issue and provides a concise thesis statement addressing both aspects of the question.
- Body Paragraphs: Organized into clear, logically connected ideas supported by examples and explanations.
- Conclusion: Summarizes the discussion, reiterates the thesis, and emphasizes the need for action.
- Cohesion and Coherence: Smooth transitions using cohesive devices like however, additionally, in conclusion, and for instance.
- Lexical Resource: Incorporates advanced vocabulary like stereotypes, pedagogical, and interdisciplinary, reflecting precise word choice.
- Grammatical Range and Accuracy: Demonstrates a variety of sentence types, including passives, conditionals, and complex clauses, all used correctly.
This essay achieves Band 9 by combining a balanced argument, sophisticated language, advanced grammar, and a well-structured format.
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