Topic Gender – IELTS Writing examples

IELTS Writing task 1

TASK 1: The table below shows the estimated literacy rates by region and gender for 2000-2004. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Example

The table provided illustrates the percentage of literate individuals across various regions of the world from 2000 to 2004. Overall, the largest disparity in literacy rates was observed between Europe and Africa. It is evident that males had higher literacy rates compared to females.

Regarding the total population, the majority of literate individuals were concentrated in Europe, with a rate of 98.8%. Similar figures were reported for literacy rates in Oceania and the Americas, both exceeding 93%. Globally, the literacy rate was 82.2%, which was approximately 10% and 20% higher than the rates for Asia and Africa respectively.

Europe also had the highest proportion of literate males, at 99.2%. Oceania and the Americas showed similar rates for male literacy, just above 94%. More men globally were literate compared to those in Asia, with rates of 87.2% and 85.9% respectively.

In Africa, 71.6% of males were literate, the lowest among the regions studied. A similar pattern was observed in female literacy rates, with the highest recorded in Europe. Oceania and the Americas showed minimal differences between male and female literacy rates. While Asia and the global average both exceeded 70%, Africa had the lowest literacy rate for women, at 53.9%. 

Lexicon

• literate: có khả năng đọc và viết
• concentrate: tập trung
• the widest discrepancy: khoảng cách lớn nhất

Analysis

Overall, there is a significant gap in literacy between Europe and Africa. Additionally, male literacy rates are higher than female in all regions.

In this article, we simply compare the figures of each region in each category. Particularly noteworthy is the similarity in figures between males and females.

IELTS Writing task 2

TASK 2: In many schools and universities today, women have a tendency to study the humanities (such as the arts and languages) while men more often major in science related subjects. Some believe this tendency should be changed.

To what extent do you agree or disagree?

Example

In many academic environments, more women tend to choose humanities courses, especially in arts and languages, while their male counterparts opt for science disciplines. However, some argue that challenging these gender stereotypes is necessary. In my view, while this perspective holds some validity, I believe individuals should have the freedom to choose their majors, as being forced into unwanted subjects can diminish motivation to excel in them.

The elimination of gender bias in subject preferences is crucial. Due to the perpetuation of gender stereotypes, many parents and educators perceive humanities as softer disciplines that appeal to women's emotional side, while scientific subjects requiring logical thinking and physical experiments are seen as more suitable for men.

This phenomenon extends to certain institutions where male teachers are more likely to specialize in STEM fields, while their female counterparts often teach humanities and languages. These gendered expectations and the lack of role models in education may discourage women from pursuing scientific fields and men from exploring humanities, despite their potential to excel in these areas. This contributes to gender inequality in the workforce, potentially overlooking qualified job candidates.

Nevertheless, I argue that imposing cultural changes regarding gendered subject choices has limited value. Individuals should have the autonomy to decide their academic paths. Restrictions on personal choices can breed resentment and negatively impact academic performance. Furthermore, academic qualifications should not be judged based on gender.

The Empathizing-Systemizing theory has firmly concluded that assessing students based on gender is morally and scientifically incorrect. Instead, assessments should focus on academic performance and mastery of skills. This underscores the importance of allowing individuals to choose their disciplines freely, enabling them to achieve their full potential and succeed in their future careers.

In summary, while reducing gender stereotypes in subject choice has merit, I believe strongly that it is unnecessary as everyone should have the freedom to pursue subjects based on their interests.

Lexicon

• Be at liberty to do something: đươc tự do làm điều gì đó
• Gender stereotype: khuôn mẫu giới
• Enforce changes to something: tiến hành những sự thay đồ cho cái gì đó
• Cultural gendering : Viêc phân hoá giới thính theo văn hoá
• Prospect: triển vọng
• Driven to reach their full potential: có động lực để trở nên hoàn thiện nhất

Analysis

In this article, the author will partially agree with the given viewpoint. However, the author strongly supports the idea that “Everyone should have the freedom to choose subjects they like”.

Body 1: Phải thay đổi định kiến về giới tính khi lựa chọn môn học.

Vì sự truyền bá văn hoá về mô hình giới, hầu hết phụ huynh cũng như Mytour cô nghĩ rằng những môn học nhân văn sẽ phù hợp hơn với tính cảm động của phụ nữ, trong khi những môn khoa học, bao gồm tư duy logic và thí nghiệm thực tế, sẽ phù hợp hơn với nam giới.

Điều này có thể thấy ở một số cơ sở giáo dục, nơi giáo viên nam thường dạy các môn khoa học, trong khi nữ giáo viên chọn dạy các môn nhân văn và ngôn ngữ. Điều này ẩn chứa đã khiến các học sinh không dám lựa chọn ngành học phù hợp với sở trường của mình, dẫn đến sự mất cân bằng giới tính và bỏ lỡ nhiều ứng viên tiềm năng.

Body 2: Thay đổi định kiến về giới tính không cần thiết phải xảy ra.