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Get a Band 8.0 IELTS Writing Task 2 sample answer on happiness. Learn scoring breakdowns, vocabulary, and common mistakes to avoid.
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Get a Band 8.0 IELTS Writing Task 2 sample answer on happiness. Learn scoring breakdowns, vocabulary, and common mistakes to avoid.
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Some people believe that happiness is simply a matter of luck. Others believe that happiness is something that can be learned. Discuss both views and give your own opinion.
The pursuit of happiness is a universal goal, but opinions differ on whether it is a matter of luck or a skill that can be cultivated. This essay will explore both perspectives before presenting a personal stance.
On one hand, many people attribute happiness to luck. This perspective is often held by those who have experienced sudden positive changes in their lives, such as winning the lottery or finding an ideal partner. For instance, a sudden financial windfall can alleviate stress and provide opportunities for enjoyable experiences. Moreover, some individuals believe that their happiness is influenced by external factors beyond their control, such as weather or economic conditions. A study by Cambridge Assessment English found that 40% of IELTS test-takers associate happiness with fortunate events or circumstances.
However, an equally compelling argument can be made for happiness as a learned skill. Psychologists have long advocated that happiness can be cultivated through practices like mindfulness, gratitude, and positive thinking. For example, maintaining a gratitude journal has been shown to improve overall well-being. Additionally, building strong social connections and engaging in meaningful activities can contribute to long-term happiness. According to a 2023 report by the University of Warwick, individuals who actively work on their mental health report higher levels of life satisfaction.
In my view, while luck may play a role in momentary happiness, sustainable joy is more likely to come from conscious efforts. Learning to manage stress, fostering positive relationships, and engaging in activities that bring fulfillment are all within our control. Therefore, I believe that happiness is a skill that can be developed and honed over time.
Task Response (TR): The response presents a clear position throughout and extends and supports ideas with relevant examples. The arguments are well-developed and logically presented.
Coherence and Cohesion (CC): The essay is well-organized with clear progression. Ideas are logically connected with a mix of cohesive devices, though there may be occasional lapses in cohesion.
Lexical Resource (LR): The response uses a wide range of vocabulary with some less common lexical items. There are some minor errors in word choice and collocation.
Grammatical Range and Accuracy (GRA): The essay uses a mix of complex sentence forms with some flexibility and accuracy. There are occasional errors in grammar and punctuation, but they do not impede understanding.
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Some people think happiness is just luck. Others think it can be learned. I think both are true.
Some people are happy because they have good luck. For example, if someone wins the lottery, they will be happy. Also, if someone has a good job or a nice family, they will be happy. These things are not because of hard work but because of luck.
But other people think happiness can be learned. They say that if you practice being happy, you can be happy. For example, if you do things that make you happy, like exercise or spend time with friends, you will be happy. Also, if you think positive thoughts, you will be happy.
I think both are true. Sometimes happiness is luck, but sometimes it is learned. For example, if someone is born into a rich family, they have good luck. But if someone works hard to be happy, they can be happy too.
Task Response (TR): The response presents a clear position but the arguments are not well-developed or supported with examples.
Coherence and Cohesion (CC): The essay is organized but the progression of ideas is not always clear. Cohesive devices are used but not always effectively.
Lexical Resource (LR): The response uses a limited range of vocabulary with some repetition and basic word choice.
Grammatical Range and Accuracy (GRA): The essay uses simple sentence forms with some errors in grammar and punctuation that may impede understanding.
The concept of happiness has been debated for centuries, with some arguing it is a matter of luck while others believe it can be learned.
On one hand, happiness can be attributed to luck. For instance, individuals who are born into wealthy families or have advantageous circumstances often experience higher levels of happiness. Additionally, unexpected events such as winning a prize or meeting a life partner can bring sudden joy. These instances suggest that happiness can be influenced by factors beyond one's control.
On the other hand, happiness can also be learned. Psychological studies have shown that practices such as mindfulness, gratitude, and positive thinking can enhance well-being. For example, keeping a gratitude journal or engaging in regular exercise can improve one's mood and overall happiness. These practices indicate that happiness is not solely dependent on luck but can be cultivated through conscious efforts.
In conclusion, while luck may play a role in happiness, it is also something that can be learned and developed. By adopting positive habits and practices, individuals can enhance their overall well-being and achieve a more fulfilling life.
Task Response (TR): The response presents a clear position and extends ideas with some supporting examples. The arguments are presented logically but could be further developed.
Coherence and Cohesion (CC): The essay is well-organized with clear progression. Ideas are logically connected with a mix of cohesive devices.
Lexical Resource (LR): The response uses a sufficient range of vocabulary with some less common lexical items. There are some minor errors in word choice and collocation.
Grammatical Range and Accuracy (GRA): The essay uses a mix of complex sentence forms with some flexibility and accuracy. There are occasional errors in grammar and punctuation, but they do not impede understanding.
The elusive nature of happiness has long been a subject of philosophical inquiry, with divergent views on whether it is a product of fortune or a skill that can be acquired.
Proponents of the luck-based perspective argue that happiness is largely determined by external circumstances. For instance, individuals who inherit wealth or enjoy favorable living conditions often report higher levels of happiness. Moreover, serendipitous events such as unexpected promotions or chance encounters can significantly boost one's well-being. These observations suggest that happiness can be influenced by factors that are beyond an individual's control.
Conversely, advocates of the learned perspective contend that happiness is a skill that can be cultivated through deliberate practices. Psychological research has demonstrated that activities such as meditation, journaling, and engaging in hobbies can enhance emotional well-being. For example, a study conducted by the University of Oxford found that participants who practiced mindfulness for eight weeks reported a 15% increase in their overall happiness levels. These findings indicate that happiness is not merely a matter of luck but can be actively nurtured.
In my view, while luck may contribute to momentary happiness, sustainable joy is more likely to result from conscious efforts to cultivate positive habits and attitudes. By actively working on our mental and emotional well-being, we can achieve a more profound and enduring sense of happiness.
Task Response (TR): The response presents a clear position throughout and extends and supports ideas with relevant, fully extended, and supported arguments. The arguments are well-developed and logically presented.
Coherence and Cohesion (CC): The essay is well-organized with clear progression. Ideas are logically connected with a wide range of cohesive devices used appropriately.
Lexical Resource (LR): The response uses a wide range of vocabulary with less common lexical items used appropriately and flexibly. There are no errors in word choice and collocation.
Grammatical Range and Accuracy (GRA): The essay uses a wide range of complex sentence forms with full flexibility and accuracy. There are no errors in grammar and punctuation.
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