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    Writing Task 2Reported 23 August 2026

    Youth unemployment: problems and measures

    The question

    In many countries, more and more young people are leaving school but are unable to find jobs. What problems do you think youth unemployment causes for individuals and society? What measures should be taken to reduce the level of unemployment among young people?

    How to answer it

    Two questions, so two body paragraphs — and the second must answer the first: every measure should map onto a problem you named. Split the problems as the prompt does. For the individual: lost earnings that never fully recover, skills decay, delayed independence. For society: lower tax revenue, higher welfare spending, political disaffection. Then measures: vocational routes and apprenticeships, hiring subsidies for first jobs, careers guidance tied to actual local demand.

    What moves the band

    • Do not merge problems and solutions into one paragraph — the two-question structure is being marked.
    • Precision beats drama: 'scarring effects on lifetime earnings', not 'their life is destroyed'.

    Two essays, two bands

    Both essays below respond to this exact question. Read them in order: the difference between them is what a band is actually made of. They are written by us for this page — they are not candidate transcripts.

    Band 6.5

    What a 6.5 sounds like

    In many countries around the world, a large number of young people finish their education but cannot find any job. This is a very serious situation which causes many problems, and in this essay I will explain these problems and suggest some solutions.

    Unemployment among young people has terrible consequences. Firstly, a young person who cannot find a job has no income, so he cannot leave his parents' house, get married or start his own family. He may also lose his confidence completely and fall into depression, and in the worst cases some of these people turn to crime or drugs because they have nothing to do all day. This is very dangerous for society, because crime rates increase and everybody feels unsafe. Moreover, the government loses money because these young people do not pay any taxes, and at the same time the state must pay them unemployment benefits, so it is a double loss for the economy. Therefore the government must take action immediately, for example by creating new jobs and by giving money to companies that employ young workers.

    There are also other solutions. Universities should cooperate with businesses so that students learn the skills that companies really need, and young people should be encouraged to start their own business instead of waiting for someone to employ them.

    In conclusion, youth unemployment destroys the life of young people and damages the whole country, so urgent measures are necessary before the situation becomes worse.

    Why it scores what it scores: The content is relevant and the range of ideas is respectable, but the structure works against the task. The prompt asks two questions and the tips warn not to merge them: here the first body paragraph runs problems and measures together and then the second paragraph adds more measures, so neither question gets a clean paragraph. The register also overreaches — destroys the life of, everybody feels unsafe — where the tips ask for precision instead of drama.

    Band 8

    What an 8 sounds like

    Youth unemployment is unusual among labour-market problems because its damage outlasts it: a spell without work at twenty-two leaves marks long after the person is employed again. The costs fall on individuals and on the state, and the measures that work are those aimed at the transition itself rather than at demand in general.

    For the individual, the most serious effect is scarring. Longitudinal studies consistently find that a long period of unemployment early in a career depresses earnings for a decade or more, because the first job sets the reference point for every subsequent negotiation. Alongside this sits skills decay: a graduate who does not use a qualification begins to lose it, and employers read the resulting gap on a CV as a signal rather than an accident. Independence is postponed too — household formation, and increasingly home ownership, simply moves later. For society the arithmetic is straightforward. A cohort outside employment contributes no income tax while drawing on welfare, and does so during the years when its productivity would normally be rising fastest. The less measurable cost is political: sustained exclusion from the labour market is a reliable predictor of disengagement from institutions that appear to have nothing to offer.

    The measures should map onto those problems. Because the difficulty is transition rather than capability, apprenticeships and structured vocational routes address it directly, giving the first line on a CV that scarring research shows matters most. Targeted wage subsidies for first hires are cheap relative to the welfare they displace and attack the same bottleneck. Finally, careers guidance should be tied to verified local demand rather than to prestige, since much of the mismatch is informational.

    Youth unemployment is expensive precisely because it is early. Policies that shorten the first gap therefore return far more than their cost.

    Why it scores what it scores: The two questions get their own paragraphs and, crucially, every measure in the third paragraph answers a problem named in the second — which is the structural requirement the plan sets out. The language is clinical where the 6.5 was dramatic: scarring, skills decay, mismatch is informational. Note the split of problems into individual and societal follows the prompt's own wording, which is the cheapest way to secure Task Response.

    Phrases worth stealing

    • its damage outlasts it
    • the first job sets the reference point for every subsequent negotiation
    • employers read the resulting gap on a CV as a signal rather than an accident
    • Targeted wage subsidies for first hires are cheap relative to the welfare they displace
    • Youth unemployment is expensive precisely because it is early

    These are candidate recalls. These are questions reported by test-takers after their exams, not official or leaked IELTS material. Wording varies by test version, location and memory. Use them for timed practice — never as a prediction of what you will be asked.

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