A1 Secrets: IELTS Writing Courses with Ex-MOE Examiner's Annotations

Most students walk into the exam hall thinking that big words and complex templates are the golden ticket to a Band 8. They spend hundreds on IELTS writing courses that teach them to memorize "one-size-fits-all" introductions. But here is the cold, hard truth from the marking table: examiners can smell a memorized template from a mile away. When your writing lacks logical flow and genuine engagement with the prompt, your score plateaus at Band 6 or 6.5, regardless of how many "sophisticated" words you sprinkle in.

Whether you are prepping for the IGCSE or the IELTS Academic module, the struggle is usually the same—hitting that word count without repeating yourself and ensuring your Plot Development (for narratives) or Argumentative Cohesion (for essays) actually makes sense. You aren't just writing for a grade; you are writing to prove you can think critically in English. 

The "Visualized" Model Answer: Task 2 Argumentative Essay 📝

Prompt: Some people believe that university education should be free for all students, regardless of their financial background. To what extent do you agree or disagree?

The debate surrounding the accessibility of tertiary education has intensified as global economies become increasingly knowledge-based. While some argue that universal free tuition is a fundamental right, I disagree with the notion that it should be entirely subsidized for every citizen, as this could lead to the devaluation of degrees and an unsustainable strain on national budgets.

One primary concern with making university free for everyone is the fiscal volatility it creates. Governments operate on finite resources; therefore, funneling massive proportions of the taxpayer’s purse into higher education necessitates budget cuts in other critical sectors like healthcare or infrastructure. If every student, including those from wealthy families, receives a free ride, the opportunity cost becomes too high. Instead, a targeted approach—where subsidies are reserved for those in lower-income brackets—ensures that social mobility is preserved without hemorrhaging state funds.

Furthermore, the unfettered proliferation of degree holders can lead to "credential inflation." When a bachelor’s degree becomes as common as a high school diploma, its value in the labor market diminishes. We see this in many developed nations where graduates find themselves languishing in underemployment, overqualified for the roles they occupy. A system that requires some level of financial investment often encourages students to be more discerning about their choice of study, aligning their education with actual market demand rather than pursuing a degree simply because it is a "free" default option.

Admittedly, proponents of free education argue that it fosters an egalitarian society. They suggest that talent should not be stifled by a price tag. This is a valid point; however, the solution is not necessarily "free for all," but rather "accessible for all." Through robust scholarship programs and income-contingent loans, talented individuals can still shatter the glass ceiling of their socio-economic status without the state incurring the exorbitant debt associated with universal free tuition.

Ultimately, while the ideal of free education is noble, the practical application is fraught with economic pitfalls. A balanced system that prioritizes merit-based aid and needs-blind admission is far more sustainable than a blanket policy of free tuition, ensuring that higher education remains both a valuable asset and a viable public investment.

The Mark Scheme Decoder 📈

The "Singapore Trap" 🇸🇬

⚠️ Warning: The "Cheem" Word Overload Many Singaporean students try to use "bombastic" words (locally known as "cheem") to impress markers. They use words like "coruscating" or "plethora" in the wrong context.

❌ Bad: "There is a plethora of students in the canteen." (It sounds robotic and unnatural).

✅ Good: "The canteen is overcrowded." In IELTS writing courses, we teach you that precision beats complexity every single time. Also, avoid the Singlish habit of ending sentences with "is it?" or using "can" as a standalone sentence.

Step-by-Step Rewrite Drill 🔄

Band 3 Paragraph (The Amateur): "I think free education is good. Many people cannot pay for university because it is very expensive. If it is free, everyone can study and get a good job. This will help the country become better and richer."

Band 1 Paragraph (The Professional): "The implementation of tuition-free higher education serves as a powerful catalyst for national development. By removing the formidable financial barriers that currently exclude low-income earners, a nation can tap into a broader pool of latent talent. Consequently, a more highly-skilled workforce emerges, driving innovation and strengthening the country's competitive edge in the global market."

What Changed? In the rewrite, we replaced "I think" and "good" with more authoritative phrasing like "serves as a powerful catalyst." We moved from simple "Subject-Verb-Object" sentences to complex structures using transitional phrases like "By removing..." and "Consequently." This demonstrates a mastery of Sentence Structure and Marking Scheme requirements by showing how one idea (removing fees) leads directly to another (national innovation). We turned a vague opinion into a sophisticated academic argument. ✨

Don't Just Guess. Get Your Essay Marked by Experts. 🎯