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Key and writing sample

The document outlines a comprehensive assessment structure for listening, lexico-grammar, reading, and writing, including specific tasks and scoring criteria. It emphasizes the importance of both career-focused education and a holistic approach to learning, arguing for a balanced educational framework that prepares students for the workforce while fostering critical thinking and social responsibility. Additionally, it presents data on the career outcomes and earnings of anthropology graduates, highlighting the benefits of full-time employment and the disparities in salaries across different sectors.

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Trung Nguyễn
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7 views4 pages

Key and writing sample

The document outlines a comprehensive assessment structure for listening, lexico-grammar, reading, and writing, including specific tasks and scoring criteria. It emphasizes the importance of both career-focused education and a holistic approach to learning, arguing for a balanced educational framework that prepares students for the workforce while fostering critical thinking and social responsibility. Additionally, it presents data on the career outcomes and earnings of anthropology graduates, highlighting the benefits of full-time employment and the disparities in salaries across different sectors.

Uploaded by

Trung Nguyễn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

KEY AND EXPLANATION

I. LISTENING (50 POINTS)

Part 1.
1. NG
2. T
3. NG
4. F
5. NG

Part 2.
6. telekinetic-like abilities

7. detecting electrical activity/detecting brainwaves

8. (small) lithium-ion battery

9. brain(-)computer interface

10. human-like dexterity

Part 3.
11. B 12. A 13. C 14. D 15. C

Part 4
16. scratching the surface
17. biomarkers
18. neural signals
19. auditory system
20. Alzheimer's disease
21. post-traumatic stress
22. refugee children
23. feel-good neurotransmitters
24. inflammation
25. personalized prescriptions

II. LEXICO-GRAMMAR (20 POINTS)

Part 1.
26. D
27. B
28. D
29. C
30. A
31. A
32. A
33. C
34. A
35. C

Part 2.
36. COMPARTMENTALIZATION
37. TECHNOCRATICALLY
38. EVANESCENT
39. DECONTEXTUALISE
40. FORTHWITH
Part 3.
41. nomination => denomination
42. also => rather
43. on => at
44. showed => showing
45. iconograph => iconography

III. READING (50 POINTS)

Part 1.

46. seem/be 47. disposal 48. have 49. to 50. found

51. An 52. underground 53. enlist 54. into 55. However

Part 2.

56. T 63. axiom


57. F 64. discourse
58. F 65. historicisations
59. T 66. (the) status quo
60. NG 67. distinctive cultural content
61. NG 68. inexorable facts
62. F

Part 3. Part 4. Part 5.


69. H 76. D 86. A
77. A
70. D 78. B 87. A
79. C
71. B 88. C
80. A
72. G 81. D 89. D
73. A 82. C 90. D
83. B
74. C 84. B 91. E
75. E 85. C 92. E
93. C
94. B
95. B

IV. WRITING (60 POINTS)

Part 1.
The passage elucidates the paradoxical relationship between the availability and protection of
intellectual property in today's information age. Contrary to a popular perception of a
cacophonous environment, there is a fear of intellectual theft that discourages sharing and
stifles conversation. This intellectual reservation extends to policymaking and intellectual
circles, which potentially hinders effective policymaking. The challenge in a market economy
is that the value of information and ideas cannot be determined until they are known, but
once known, they cannot be returned to the originator unscathed. While it is undeniable that
the internet and free software have democratized information, the rampancy of low-value
content makes the safeguard of truly innovative ideas crucial amidst the commotion.

Part 2.

The pie chart illustrates the educational and occupational destinations of Anthropology
graduates from a specific university, while the table compares incomes of anthropologists
among three different sectors.
Overall, the majority of survey participants opted for full-time occupations as their
destination after graduation. It is also noticeable that a significant proportion of graduates in
all three sectors managed to earn $75,000 or more after 5 years of working, and those
working in government and freelancing earned more than those in private companies.
A staggering 52% of all researched graduates managed to land a full-time job. Such a
proportion was nearly twice as much as the combined figure for the second and the third most
popular destinations, which were part-time jobs and unemployment. 8% chose to continue
with their postgraduate studies while another 5% of graduates opted for the work-study
combination.
Anthropologists who worked as freelancers or federal workers were more likely to earn a
high salary. In particular, 80% of employees from each category enjoyed an income of at
least $75,000 after five years working. By comparison, only 55% of private sector workers
earned a minimum of $75,000. As regards the lowest salary bracket, only 5% were
represented by either freelance consultants or government employees, whereas a double of
this figure were constituted by anthropologists in the private sector.

Part 3.

Amidst the global push towards globalization, the imperative to narrow the disparities among
nations has intensified the call for an overhaul of the educational system. One proposal
suggests that the emphasis should be placed on students’ comprehensive growth over their
readiness for the workforce. In this essay, I will fortify my balanced approach to the quandary
between professional and human-centric educational styles by demonstrating the merits of
both.
On the one hand, the importance of career-focused education should never be discounted.
First and foremost, it offers conducive venues for immediate employability and readiness for
the workforce. Having acquired job-specific skills and practical competencies demanded by
the contemporary market, graduates are highly sought after, ensuring job stability and social
mobility. On a national level, the economic well-being of a country hinges significantly on
the specialization and alignment of its workforce with contemporary trends. This is
predicated on the fact that a skilled workforce can drive productivity and innovation in high-
demand sectors such as advanced manufacturing and renewable energy, which often attract
greater revenue, employment opportunities, and foreign investment. Vietnam's deliberate
emphasis on technical knowledge and skills within its educational framework with a view to
enhancing its economy perfectly serves to substantiate the point.
At the other end of the spectrum, the whole-person educational approach aligns with the
fundamental principle of education, which is to foster well-rounded individuals for society.
By encompassing diverse subjects and experiences, including core academics, civic
education, and physical health, it cultivates critical thinking, communication skills, and social
responsibility, preparing students for active citizenship. Moreover, a comprehensive
knowledge base and skill set enable graduates to adapt to evolving career landscapes. For
instance, graduates with backgrounds in both humanities and technology can transition
seamlessly between roles in journalism, and digital marketing, or pursue further studies in
various fields. In a volatile job market, where mass layoffs due to events like COVID-19 or
technological advancements are a reality, career flexibility becomes an invaluable asset.
In conclusion, in the face of globalization's demands for educational reform, a balanced
approach is crucial. While career-focused education provides immediate employability and
boosts economic growth, a whole-person educational framework is equally essential for
nurturing adaptable and engaged citizens. By integrating job-specific skills with critical
thinking, communication abilities, and social responsibility, we can equip students to thrive
professionally and contribute meaningfully to society.

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