Writing: Sample essays band 6.0 vs 7.0 — Từ vựng theo chủ đề thi

Nowadays, some people think that universities should only teach academic knowledge, but other people think universities should also teach life skills. In this essay, I will discuss both views and give my opinion.

Firstly, people who support academic knowledge think it is very important for students. This is because academic knowledge helps students get good grades and pass exams. For example, if a student studies mathematics or science deeply, they can get a good job in the future. Universities are places for study, so many people believe this should be their main purpose, and other subjects that are not related to a student's major should not take up too much time in the programme.

Secondly, other people think universities should teach life skills too. This is because many students do not know how to do simple things like cooking, managing money, or talking to people at work. For example, some students finish university with good grades but they cannot manage their own money or communicate well in an interview. This can make it hard for them after they graduate, and it can also make them feel confused when they start their first job, because nobody teaches them these things at school before.

In my opinion, I think universities should teach both academic knowledge and life skills, but academic knowledge should still be the main focus. This is because academic knowledge is the reason universities exist, but a little bit of life skills training can also help students in their future life. For instance, a short class about managing money or writing emails would not take much time but could still be very useful for students later.

In conclusion, both academic knowledge and life skills are important for students. Universities should focus mainly on academic knowledge, but also give some life skills training to help students in the future and feel more confident after they graduate.

It is often argued that university curricula should focus solely on academic subjects, whereas others believe institutions should also equip students with practical skills for everyday life. Although both views have merit, I would argue that a balance between the two ultimately produces more capable graduates.

On one hand, those who favour a purely academic approach point out that deep theoretical knowledge is what universities are best positioned to provide, and that this is precisely the role no other institution can fulfil. Students who specialise in fields such as engineering or medicine, for instance, need years of rigorous, discipline-specific training before they can practise safely and competently. Diluting the curriculum with unrelated life-skills modules could, somewhat paradoxically, weaken the very expertise that employers expect from university graduates, since class hours spent on budgeting or interview technique are hours not spent mastering a student's chosen discipline.

On the other hand, a growing number of educators advocate for integrating practical training into degree programmes, arguing that academic achievement alone does not guarantee success in adult life. Many graduates leave university with strong grades yet struggle with everyday responsibilities such as managing a budget, writing a professional email, or performing well in a job interview. A student who has never been taught to plan finances, for example, may find the transition to adulthood considerably more stressful than one who has, and this stress can, in turn, affect their performance even in the very career their degree was meant to prepare them for.

In my view, the two priorities are not mutually exclusive. Universities should remain primarily academic institutions, since this is where their real strength lies, but a comprehensive education could include short, optional modules on practical skills without compromising the depth of subject knowledge. This approach would allow students to graduate with both the expertise their field demands and the confidence to handle daily life independently, rather than having to learn these lessons the hard way once they have already entered the workforce.

In conclusion, while academic rigour should remain the foundation of university education, a moderate degree of practical training would better prepare graduates for the realities beyond the classroom, and universities that manage this balance well are likely to produce the most well-rounded graduates.