Writing Feedback / Writing task 2: It is better to live in vertical city than horizontal city. [3]

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skyline towers or horizontal residences?

Some people think that it is best to live in a horizontal city while others think of a vertical city. Discuss both view and give your opinion. Write at least 250 words.

Answer

There has been a debate about whether horizontal city or vertical one is a better place to abide. While settling down in horizontal residence is commended, the opponents advocate skyscraper city. Although both kinds of residential properties serve a number of advantages, however, I believe the latter prevails over the former.

On the one hand, choosing a horizontal city as your residence provides you peace of mind. The classic house and lot packages in horizontal areas certainly ensure senior homebuyers whose dream is a retirement abode fresher air and greener space to keep their body and mind healthy. Also, they can enjoy a greater sense of community if newlyweds raise their young families in here.

On the other hand, vertical cities with an upsurge of highrises and population are recognised for its economy and convenience. This ideal environment substitutes roads that service horizontal cities for vertical commuting to reduce air pollutions, shorten the distances and preserve our horizontal spaces for agriculture and recreation. For example, Tanjong Pagar Centre, Singaporean tallest vertical city skyscraper, which attains the maximum efficiency offers residents with a complex use of housing, retail, office, hotel, gym and community space.

From my perspective, despite concerns about the resilience of skyline towers, the advantages of vertical city outweigh those of horizontal residences. It is clear that future overpopulation will outgrow globe's resources and severely contaminate it. Thereby, vertical city must be resorted to sustain ourselves.

Briefly, nobody can deny people increasingly tend to inhabit in either vertical or horizontal city due to various reasons. While vertical living boosts work productivity, horizontal neighbourhoods bond us together. However, it appears to me that vertical city will play a vital role as a future recourse compared to horizontal city.

Writing Feedback / Writing task 2: Commenting and criticising in class to improve educational quality [3]

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Teachers under the critical eye

Many people argue that in order to improve educational quality, high school students are encouraged to make comments or even criticism on their teachers. Others think it will lead to loss of respect and discipline in the classroom. Discuss both views and give your own opinion

My answer:

The argument that supporting would-be undergraduates to be outspoken and critical to teachers if needed to boost academic development is surging. Others said its consequence would be moral degeneration in class. Both viewpoints will be considered prior to my insights as follows.

Obviously, allowing tertiary students to be vocal in commenting or criticising teachers benefits learning process. Students and teachers will express their opinions equally and create productive classes. Additionally, instead of being indoctrinated, students perceive the world by their reasoning with teacher's help. For example, my art class design projects online and exchange ideas or even constructive feedbacks with tutors.

On the other hand, entitled to criticising teachers, students will increasingly break the rules and show blatant disrespect to their supervisors. Since there is no clarification on how much intensity should be placed in a critique, students may unconsciously cross the line and demoralise educators by extreme criticisms. This would certainly degrade social system and threaten mankind.

The common belief that everyone is entitled to their opinions is necessary in our free and fair society but I think it remains underdeveloped in class. The matter is there are students who oppose another's ideas use the phrase: 'well, it is just my opinion' without any elaboration. Thus, I believe to forward academic qualities, it is prerequisite that students provide justifications of their arguments predicated on rationality and evidence rather than bland assertion.

Briefly, interaction between students and teachers is regarded as the major strategy to achieve superior education paradigm. Students can amplify their voice on issues or supportively remark teachers. However, providing students understand that it takes times to learn from mistakes, they will manage to perform better and support their teachers.

Writing Feedback / Writing task 1: Describe the process of geothermal electricity production [2]

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geothermal power plant For electricity

The diagram below shows how geothermal energy is used to produce electricity. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

My answer:

The diagram illustrates the process of geothermal power plant taking advantage of subterranean heat to generate electricity. Generally, the electricity manufacturing comprises a total of 5 procedural steps. Each of them will be specifically stated and compared whenever possible regarding from the cold water input to the electricity outcome as follows.

Overall, there are five stages in the process, beginning with the cold water pumping down to the well farther underground. What proceeds is the fluid is injected into the geothermal basin, next into the production wells and pumped up to the condenser. The final course is that the output from the condenser operates turbine and generator for electricity production.

Taking a look at the first three stages of the process, there are two wells drilled at the same depth of 4.5 kilometres that allow water on the surface to access the geothermal zone underground. First, cold water is pumped from a tank on Earth down into the injection well. Second, after entering geothermal strata, cold water permeates hot rocks and absorbs the thermal heat on the way through. Third, the production well receives the scalding hot water and pumped it up into the condenser at 4,5 km above.

The last two steps are carried out on the Earth's surface. Initially, when the geothermal now-heated water enters the condenser, it evaporates and releases some steam through a pipe to the last chamber. In this chamber, the vapour courses into the turbine and powers it to rotate. Sequentially, the generator which is activated by the turbine generates and transmits electricity into the national grid.

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Writing Feedback / It is increasingly concerned that the recycling of household garbage is not adequate to the needs [4]

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making people recycle more of their waste

Some people claim that not enough of the waste from homes is recycled. They say that the only way to increase recycling is for governments to make it a legal requirement. To what extent do you think laws are needed to make people recycle more of their waste? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.

My answer:

It is increasingly concerned that the recycling of household garbage is inadequate. Some suggest that legislation should be introduced to make recycling an obligation. I am in total agreement with this perspective for a number of reasons.

First, legal requirements can urge everyone to protect ourselves by recycling waste. As a matter of fact, human have always had an ingrained bond to the habitat we are thriving on for centuries. Thereby, our eating, breathing, working and waste can have an immediate impact on the environment negatively and vice versa. People can sustain their lives only if they are required by laws to understand the urgency of preserving nature through recycling practices.

Second, making recycling a civic duty would minimise our environmental tax payments. It seems logical that the priority of any individual should be to cover his daily expenses, for instance, payments for provisions and services. Certainly, people would sooner contribute positively to society through waste recycling obligations than burden themselves with additional taxes on low recycling.

Lastly, I suggest that enforcing laws on waste recycling unite people. It is no longer a compulsion but a healthy lifestyle bonding with us. For example, in my high school, we created a game app to promote recycling. That a team of students posted achievements on it and received a star when they recycled something also boosted our competitiveness and solidarity.

Briefly, nobody can deny the household recycling is mandatory but in fact has not become a social habit. However, I believe owing to the law enforcement, more waste will be processed to ensure our future prosperity.

Writing Feedback / The proportions of British students at an England's school who were able to speak foreign language [2]

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British students speaking other languages

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Given are two pie charts depicting the percentage of British undergraduates in England by the years 2000 and 2010. The figures have been presented for comparison purposes according to the six status of students' ability to speak additional languages namely, No other language, French only, German only, Spanish only, Another language and Two other languages.

Overall, the most widely spoken language among tertiary students remained Spanish at roughly a third. Otherwise, one in ten British university students continued to be a German-only speaker. This was the smallest proportion that the numbers accounted for in both years mentioned.

The data collected shows that some 2010's foreign languages saw their moderate popularity gain by 5% each. First, 35% of British undergraduates in England were able to communicate in Spanish only, 5% higher than ten years before. Likewise, the number of students who were conversant in another language started at 15% in 2000 and amounted to 20% in 2010. The 5% growth can also be observed in the figures of 2000 and 2010 for college students in England with a command of two extra languages.

On the other hand, compared to the beginning of the century, British would-be graduates who were able to converse in French reduced remarkably by 5% while 10% more of them could speak at least one language in addition to their mother tongue in 2010. Furthermore, those totalling the same 10% of undergraduates in England as did German-only speakers were either trilingual in 2000 or French-only speakers in 2010.

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