在語文考試和英語考試這兩種考試都是有一個寫作題的，這個寫作題是很多考生最擔(dān)憂的題目了。因為寫作題不僅僅需要平時的知識積累，還需要一些寫作技巧，就拿雅思考試來說吧，雅思考試寫作題是需要不少的詞匯量以及寫作方法才能夠達(dá)到高分的，考生們在考試前也會搜集一些雅思寫作考題匯總來學(xué)習(xí)。那么今天小編就為大家準(zhǔn)備一些雅思寫作的考題，希望能夠幫助大家有效復(fù)習(xí)寫作題哦。
一、雅思寫作考題匯總
1. 教育類會囊括一些什么內(nèi)容？
母題：It is generally believed that education is of vital importance to the development of individuals and the well-being of societies. What should education consist of to fulfil both these functions? (050312)
提示：本題圍繞教育的兩大功能來展開(個人與社會)，準(zhǔn)備好這篇文章，即可應(yīng)付教育類話題中的最大分支—教育的功能，做到以不變應(yīng)萬變。對于社會角度，可以從促進(jìn)經(jīng)濟(jì)發(fā)展、增加社會流動性(social mobility)、維護(hù)社會穩(wěn)定這幾個方面來展開，對于個人，可以寫改變思維模式、有利于就業(yè)和便利生活來寫。
子題：大學(xué)應(yīng)當(dāng)教授理論知識還是實踐技能？大學(xué)的是應(yīng)當(dāng)把學(xué)生培養(yǎng)成合格的公民還是讓他們自己得益？準(zhǔn)備未來職業(yè)最好的方法是上大學(xué)還是盡快離校積累工作經(jīng)驗？大學(xué)要不要擴(kuò)招？中學(xué)階段應(yīng)當(dāng)提供通才教育還是專才教育？要不要延長義務(wù)教育年限？要不要讓農(nóng)村地區(qū)的學(xué)生更容易上學(xué)？老師要教學(xué)生如何判斷是非嗎？
2. 學(xué)校的科目誰來選擇？
母題：Some people think that the government should decide which subjects students should study at the university, while others think that students should be allowed to apply for the subject they prefer. Discuss the two views and give your opinion. (060916)
提示：這類題目采取的策略就是“雙批判”，因為題目中提供的兩種選擇往往都是錯誤的。
子題1：政府選課or 老師選課？學(xué)生選擇所有的科目or根據(jù)興趣自行選擇？
子題2：要不要學(xué)國際新聞？要不要學(xué)歷史？要不要中學(xué)階段就學(xué)習(xí)外語？要不要學(xué)數(shù)學(xué)哲學(xué)這類的科目？
3. 什么樣的教學(xué)方式最好？
母題：Many people use distance-learning programmes (study material post, TV, Internet, etc.) to study at home, but some people think that it cannot bring the benefit as much as attending college or university. To what extent do you agree or disagree with this opinion? (041113, 081023, 100515)
提示：遠(yuǎn)程教育最大的好處，就在于三個any：anybody, anywhere, any time. 缺點(diǎn)是缺乏師生之間以及學(xué)生之間的interaction, 缺乏教師的moral guidance, 因為沒有體育課且久坐電腦前，會引發(fā)健康問題。
子題：私立學(xué)校好不好?留學(xué)好不好?要不要分快慢班?小組學(xué)習(xí)還是單獨(dú)學(xué)習(xí)好？
4. 誰來為學(xué)費(fèi)買單？
母題：Some people believe that university students should pay all the cost of studies because university education only benefit the students themselves not the society as a whole. To what extent do you agree or disagree? (100731)
提示：這些話題都有一個共同的特征：高等教育只對學(xué)生自己有好處，因此學(xué)生應(yīng)當(dāng)自行為高等教育買單。這類題目的寫法非常有規(guī)律，先駁斥這種理由，再交代學(xué)生自己支付學(xué)費(fèi)的后果就可以了。
子題：政府要為學(xué)生買單嗎？(缺點(diǎn)是給政府帶來經(jīng)濟(jì)負(fù)擔(dān)，這類話題寫法和其它政府類話題一樣)
5. 孩子們要不要參加社會實踐？
母題：Some school leavers travel or work for a period of time instead of going directly to university. What are the advantages and disadvantages? (030308, 050514, 090926)
提示：gap year好處就是各種能力的鍛煉，缺點(diǎn)就是容易受到社會惡習(xí)的影響，誤入歧途。
子題：要不要參加無償社會勞動?要不要畢業(yè)去農(nóng)村鍛煉？要不要從小遠(yuǎn)離父母居??？
6. 家庭教育
母題：Some people say that children should obey the rules of their parents and teachers, while other people think children will not be well-prepared for their adult life if they are given too much control. Discuss in both sides and give your opinion. (041120, 100520)
提示：寫一下各自的好處就可以了，最后的結(jié)論是早年的時候要教授他們明辨是非，對于做錯的事情要懲罰，但是也要適可而止讓其興趣愛好得到自由發(fā)展。
子題：窮人家的孩子是否早當(dāng)家？家長是否應(yīng)該為五歲小孩的犯罪負(fù)責(zé)？要不要把小孩趁早送到學(xué)校去？老師對兒童的智力和社會發(fā)展所起的作用大于家長嗎？同齡人壓力(peer pressure)的利弊？
二、雅思寫作常見話題
1. parenting n. 家長給小孩的教育
2. schooling n.院校對學(xué)生的教育
3. cultivate v. 培養(yǎng)
4. awareness n. 意識，覺悟
5. creative adj. 有創(chuàng)造力的
6. physical adj. 身體的
7. mental adj. 精神的
8. contribute to 推動，對……有幫助
9. motivation n. 動機(jī)
10. adapt to 適應(yīng)
11. afford v. 提供，負(fù)擔(dān)得起
12. prent adj. 普遍的，流行的
13. subjective adj. 主觀的
14. objective adj. 客觀的
15. celebrity n. 名人
16. journalist n. 記者
17. the press n. 新聞界
18. misleading adj. 誤導(dǎo)的
19. dependable adj. 可靠的
20. reveal v. 揭露
21. latest adj.近的
22. transform v. 改變
23. breakthrough n. 突破
24. advance v. 促進(jìn)，發(fā)展
25. enhance v. 提高，增強(qiáng)
26. innovation n. 創(chuàng)新
27. priority n. 首要任務(wù)
28. stability n. 穩(wěn)定
29. establish v. 建立
30. solve v. 解決
三、雅思閱讀真題題源
雅思閱讀真題題源：螞蟻智力
Collective intelligence:：Ants and brain's neurons
STANFORD - An individual ant is not very bright, but ants in a colony, operating as a collective, do remarkable things.
A single neuron in the human brain can respond only to what the neurons connected to it are doing, but all of them together can be Immanuel Kant.
That resemblance is why Deborah M. Gordon, StanfordUniversity assistant professor of biological sciences, studies ants.
"I'm interested in the kind of system where simple units together do behave in complicated ways," she said.
No one gives orders in an ant colony, yet each ant decides what to do next.
For instance, an ant may have several job descriptions. When the colony discovers a new source of food, an ant doing housekeeping duty may suddenly become a forager. Or if the colony's territory size expands or contracts, patroller ants change the shape of their reconnaissance pattern to conform to the new realities. Since no one is in charge of an ant colony - including the misnamed "queen," which is simply a breeder - how does each ant decide what to do?
This kind of undirected behavior is not unique to ants, Gordon said. How do birds flying in a flock know when to make a collective right turn? All anchovies and other schooling fish seem to turn in unison, yet no one fish is the leader.
Gordon studies harvester ants in Arizona and, both in the field and in her lab, the so-called Argentine ants that are ubiquitous to coastal California.
Argentine ants came to Louisiana in a sugar shipment in 1908. They were driven out of the Gulf states by the fire ant and invaded California, where they have displaced most of the native ant species. One of the things Gordon is studying is how they did so. No one has ever seen an ant war involving the Argentine species and the native species, so it's not clear whether they are quietly aggressive or just find ways of taking over food resources and territory.
The Argentine ants in her lab also are being studied to help her understand how they change behavior as the size of the space they are exploring varies.
"The ants are good at finding new places to live in and good at finding food," Gordon said. "We're interested in finding out how they do it."
Her ants are confined by Plexiglas walls and a nasty glue-like substance along the tops of the boards that keeps the ants inside. She moves the walls in and out to change the arena and videotapes the ants' movements. A computer tracks each ant from its image on the tape and reads its position so she has a diagram of the ants' activities.
The motions of the ants confirm the existence of a collective.
"A colony is analogous to a brain where there are lots of neurons, each of which can only do something very simple, but together the whole brain can think. None of the neurons can think ant, but the brain can think ant, though nothing in the brain told that neuron to think ant."
For instance, ants scout for food in a precise pattern. What happens when that pattern no longer fits the circumstances, such as when Gordon moves the walls?
"Ants communicate by chemicals," she said. "That's how they mostly perceive the world; they don't see very well. They use their antennae to smell. So to smell something, they have to get very close to it.
"The best possible way for ants to find everything - if you think of the colony as an individual that is trying to do this - is to have an ant everywhere all the time, because if it doesn't happen close to an ant, they're not going to know about it. Of course, there are not enough ants in the colony to do that, so somehow the ants have to move around in a pattern that allows them to cover space efficiently."
Keeping in mind that no one is in charge of a colony and that there is no central plan, how do the ants adjust their reconnaissance if their territory expands or shrinks?
"No ant told them, 'OK, guys, if the arena is 20 by 20. . . .' Somehow there has to be some rule that individual ants use in deciding to change the shape of their paths so they cover the areas effectively. I think that that rule is the rate in which they bump into each other."
The more crowded they are, the more often each ant will bump into another ant. If the area of their territory is expanded, the frequency of contact decreases. Perhaps, Gordon thinks, each ant has a threshold for normality and adjusts its path shape depending on how often the number of encounters exceeds or falls short of that threshold.
If the territory shrinks, the number of contacts increases and the ant alters its search pattern. If it expands, contact decreases and it alters the pattern a different way.
In the Arizona harvester ants, Gordon studies tasks besides patrolling. Each ant has a job.
"I divide the tasks into four: foraging, nest maintenance, midden [piling refuse, including husks of seeds] and patrolling - patrollers are the ones that come out first in the morning and look for food. The foragers go where the patrollers find food.
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