IELTS Writing Feedback

Universities have a responsibility to prepare graduates for employment, but reducing higher education to vocational training would be too narrow. Supporters of an employment focus argue that students invest considerable time and money in degrees and therefore need skills that employers value. Work placements, collaborative projects and professional communication can make the transition into work easier. However, universities also serve society by developing independent judgement. Graduates may work in industries that change rapidly, so the ability to evaluate evidence, challenge assumptions and learn new methods can be more durable than training for one role. In my view, the two aims should be integrated. Courses should teach relevant practical skills through realistic projects while retaining research, debate and critical evaluation. This combination would help graduates secure employment without limiting their capacity to adapt or contribute thoughtfully to society.

Remote work will reduce the need for some daily travel, but it is unlikely to make large cities unimportant. Employees who can work from home may choose cheaper locations and visit central offices less often. This could reduce demand for commuter transport and traditional office space. Nevertheless, cities concentrate services, specialised labour, universities, cultural institutions and business networks that are difficult to reproduce online. Many occupations also require physical presence, and even remote teams benefit from occasional face-to-face collaboration. I therefore partly disagree with the claim. Large cities may become less dependent on five-day commuting and may convert offices to housing or mixed use, but they will remain important centres of opportunity, innovation and social life. The more likely outcome is adaptation rather than decline.

Free public transport could reduce household travel costs and encourage some drivers to leave their cars at home. If services are frequent and reliable, lower car use may reduce congestion, air pollution and pressure for urban parking. The policy could also improve access to work and education for low-income residents. However, free fares would require substantial public funding and could overcrowd networks that are already operating near capacity. It may also have little effect where routes are slow or do not connect residential areas with workplaces. Overall, the advantages can outweigh the disadvantages, but only if free travel is introduced alongside investment in capacity, route coverage and service reliability. Removing fares without improving the system would be expensive and may not change driving behaviour.

Artificial intelligence can support learning, but uncontrolled use creates problems for assessment and skill development. Students may submit generated work that does not reflect their understanding, making grades unreliable. Heavy dependence can also weaken the ability to plan, write and solve problems independently. Institutions should respond by redesigning assessment rather than relying only on detection software. More work can be completed in class, followed by oral explanation or reflection on how sources and tools were used. Clear rules should distinguish permitted assistance from misconduct, and students should be taught how to verify inaccurate or biased outputs. Teachers also need training so that expectations are consistent. These measures would preserve academic integrity while allowing responsible use of a technology that is likely to remain part of education and employment.