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19/08/2025 309 Lưu

The plans below show a student room for two people and a student room for one person at an Australian university.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

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The plans below show a student room for two people and a student room for one person at an Australian university.  Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

 

Sample 1:

The presented diagrams provide an insightful look into the layouts of student rooms in an Australian university. One is tailored for a singular occupant, while the other is designed to accommodate a pair.

Overall, both rooms, despite having similar dimensions, are uniquely designed to suit the requirements of their occupants. Whether a student values privacy or cherishes shared experiences, the Australian university in question seems to have options to fit all preferences.

Diving deeper into the room meant for a solo student, set at a rate of $200 per week, it appears to offer a haven of privacy and simplicity. Central to the room is a solitary bed, flanked by a singular study desk on one side. Adjacent to this academic space is a compact bathroom, ensuring all essential facilities are within arm's reach. A notable feature is the window, which is situated close to the desk, perhaps offering natural lighting ideal for study sessions.

Contrastingly, at $350 weekly, the room intended for two students exudes a vibe of shared camaraderie. It is intriguing to note that both rooms span an identical area of 6 metres in length. The shared bathroom and the side window are also reminiscent of the single rooms, but what sets this room apart is the positioning of the furniture, ensuring that despite the shared space, each student has their own distinct area. This room comprises twin beds, each accompanied by its own individual study desk and there exists more shared furniture, namely the bookshelf, cupboard, table and chairs.

Sample 2:

The provided pictures compare the layouts of student rooms for one individual and two individuals at an Australian university.

It is noticeable that the room for two people is more expensive and larger in size than the one-person room. Also, there are more amenities in the room for two occupants compared to the single-person room.

It costs $350 per week to rent the student room for two people while the rate for single-person room is much lower, at $200 weekly. Although both rooms share the same length of 6 meters, the one for two people has a width of 4 meters, which is 1.5 meters wider than the other.

Both of the rooms offer basic facilities, such as study desk, television, bed and kitchen appliances. However, with more space, the room for two occupants includes additional pieces of furniture, namely, two bookshelves, two cupboards, table and chairs. One extra bed and study desk are provided to better accommodate the students in the larger room.

Sample 3:

The floor plans illustrate the differences between two student rooms, designed for one and two occupants, at an Australian university.

Overall, the dual occupancy room is more spacious, with additional furnishings, and its rental cost is correspondingly higher compared to the single one.

In terms of size, both units share the same length of 6 meters. However, the two-person room has been designed with a greater width (4 meters) compared to the one-person room (2.5 meters), resulting in a higher weekly rental cost ($350 vs $200).

As the visitor enters the room, the two rooms display similar features on the left, namely a bathroom and a bookshelf. Beyond that, both have a study desk facing the wall and a bed by the back wall. However, the larger room is furnished with a circular table with two chairs outside the bathroom.

Moving to the right-hand side of the entrance, both feature a kitchen that comes with a sink, a stove, and a microwave. However, the kitchen in the two-occupant room is in the corner opposite the bathroom, providing more space for cooking, while the single room's kitchen is located by the right-hand wall, offering a more confined cooking space when the door is open. Moreover, the space on the right-hand side of the twin room contains an additional study desk beside the TV, and a second bed, separated from the first one by two cupboards, while the single room is furnished with only a TV on this side, offering more usable space.

Sample 4:

The diagrams illustrate the layout and amenities of two student accommodations in Australia, one designed for dual occupancy and the other for a single resident.

Overall, the room for two people commands a higher price, offers greater dimensions, and is equipped with more amenities than the room designed for single occupancy. While the room for two facilitates a more communal living experience with additional features, the room for one focuses on essential functionality within a compact space.

The most striking difference lies in the spatial distribution and furnishings; the room for two is 4 meters wide, allowing for two study desks, two beds, and an additional bookshelf. Conversely, the single room, being only 2.5 meters wide, contains just one bed and one desk. Both rooms include a television, but its placement varies, being next to a desk in the larger room and opposite the desk in the smaller room.

Moreover, the dual-occupancy room boasts two cupboards, which not only provide substantial storage but also delineate the shared space into more private areas, a feature completely absents in the accommodation for one. The single room's lack of a dining set starkly contrasts with the two-person room, which includes a table and chairs. Despite these differences, it is noteworthy that both rooms share several facilities, such as a bathroom, microwave, sink, and stove, ensuring that basic living needs are met regardless of the room type.

Sample 5:

The provided maps demonstrate two distinct types of dormitories for students, one for two people and one for one individual, at an Australian university.

Overall, the higher-priced room is larger in width and is more costly, with a comparatively more complex layout. Moreover, there is less furniture in the one-person room compared to its bigger counterpart.

As for the room that costs 350$ a week, it is 6 meters long by 4 meters wide. Upon the entrance, there is a bathroom on the left of the room, and if going along that, there is a bookshelf, a study desk and a bed by the window. This arrangement is also presented in the room that has a weekly price of 200$ with the exception of a bookshelf and shorter width (only 2.5 meters).

To the left of the smaller room, the layout is simpler with some kitchen equipment such as a microwave, a stove, a sink and a TV for entertainment means. The shared room has more complex decoration with not only these appliances but also a table and chairs, a second desk for studying, an additional bed and two cupboards that separate the space between the two beds.

Sample 6:

The diagrams compare single and twin rooms at an Australian university. Overall, the latter room type is better equipped and has larger areas compared to the former; however, this comes at the expense of higher rent.

Differences can be seen in the expenses and measurements of the two room types. Students in twin rooms pay $350 per week, $150 more than those in single rooms. Although rooms designed for one and two students share the same 6m length, their widths differ, with single rooms at 2.5m and twin rooms at 4m.

On the left side of both room types, there is one bathroom and various amenities, including a sink, stove, and microwave. Only two-person rooms feature a dining set opposite a television, catering for entertainment during meals. Adjacent to this set are two cupboards that divide twin rooms into two sections, each with a bed and a study desk. In contrast, on the right side of the one-person room, there is only a study desk and a bed, accompanied by a TV.

Sample 7:

The diagram depicts two different student dorm room design layouts. Because one room is designed for two people while the other is planned for a single occupant, there are major differences between their dimensions and features.

To begin, both rooms have a length of 6 meters; however, they differ in width. The living space in the single room is 2.5 meters wide which allows sufficient space to place a single bed with one study desk beside it, across from which is a TV. At the upper left corner is the bathroom, and adjacent to that is the cooking area comprising a stove, a microwave, and a sink.

A closer look into the double room reveals that it has a width of 4 meters which permits plenty of space for two beds. At the top right corner is Bed 1, and at the bottom right corner is Bed 2. Beside each bed is a study desk and both are divided by a cupboard. Unlike the other room, the larger option has a small social/dining area with a circular table and two chairs facing the television. The larger room also features a bookshelf. Apparently, the bathrooms are exactly the same size for both room options.

Sample 8:

The plans show the layout of 2 types of room for students at an Australian university. Overall, the student room for two people is larger and more expensive than the room for one person. These two rooms can be also compared in terms of their features.

The double room costs $350 per week while students who choose a single room have to pay $200 per week. The room for two students, at 6m x 4m, is nearly twice as large as the room for one which is 6m x 2.5.

When it comes to furniture, both rooms have a bathroom, a television and a similar kitchen with a sink, a stove and a microwave. The number of beds and study desks furnished in each room is equivalent to the number of students living. The double room features two cupboards, a bookshelf and a table and chairs; by comparison, there are none of these items in the single room.

Sample 9:

The maps illustrate the layout plans of 2 different rooms specifically designed to accommodate a single and two occupants in an Australian university.

Overall, it is noticeable from the 2 maps that there are several major differences between 2 rooms, in terms of widths, prices and the number of in-room facilities along with their placement. Apparently, the room for 2 students has a higher price, larger space and more room equipment.

Regarding the prices, it costs $350 per week to live in the double room while a student has to pay more than a half of it, $200 per week, to be exact, to rent the single room. Furthermore, as regards the dimension, both 2 rooms have the equal length of 6 metres but the room for 2 students is slightly wider in size with 4 metres compared with 2.5 metres, which allows more space for additional room facilities. In terms of the interior equipment arrangement, the TV in the room for 2 occupants is put next to study desk 2, facing the extra dining table and chairs. Moreover, the room designed for 2 occupants also features 2 cupboards for storage purposes and a bookshelf adjacent to study desk 1.

There are similarities in the positions of the bathrooms, bed 1 and study desk 1 in the single room and those in the double dorm room. Specifically, they are situated at the top left corner, the top right corner and between bed 1 and the bathroom respectively. Additionally, in both 2 rooms, the cooking areas, each consisting of a microwave, a stove and a sink, are placed in the bottom left corner.

Sample 10:

The plans demonstrate two distinct types of dormitories for students, one for two people and one for one person, at an Australian university. It is evident that the room for two students is larger and is more expensive. Furthermore, there can also be seen to be more furniture in the two-person room than the room for one person.  

Costing 350 dollars a week, a student can share a room that is 6 metres by 4 metres wide with another student. The bathroom is located in the left corner of the room. In the bottom left corner of the room are the kitchen appliances, which include a sink, stove and microwave. Located next to the microwave is a television which sits opposite the table and chairs. There are two beds, which are arranged next to a study desk each: the first bed is located in the top right corner of the room, while the 2nd bed is in the bottom right corner. Furthermore, there is a bookshelf situated between the bathroom and one of the study desks.

The single room, on the other hand, costs 200 dollars a week, with a comparatively simpler layout. The room measures 6 by 2.5 metres. There is also a bathroom in the top left corner of the room, opposite the kitchen appliances. There is also a television placed adjacent to the study desk. Finally, a bed is placed in the right corner of the room next to the windows.  

Sample 11:

The given diagrams illustrate the layout of two different student rooms at an Australian university. Overall, the main differences between the two rooms

are the price, the size, the features of each room, and how many people each room can accommodate. As can be seen, the first room is the larger, more expensive one, and has more features as well as can accommodate a greater number of people.

The first room is suitable for two people and costs $350 per week, while the second room is only suitable for one person and costs $200 per week. The first room is also significantly larger, at 6m x 4m, compared with the second room, which is only 6m x 2.5m.

The first room contains two beds, two study desks, two televisions, two cupboards, a bookshelf, and a table and chairs. Meanwhile, the second room only features one bed, one study desk, and one television, but it has no cupboards, bookshelf, or table and chairs. Both rooms have similar kitchen and bathroom facilities.

CÂU HỎI HOT CÙNG CHỦ ĐỀ

Lời giải

Sample 1:

Many young people work on a voluntary basis, and this can only be beneficial for both the individual and society as a whole. However, I do not agree that we should therefore force all teenagers to do unpaid work.

Most young people are already under enough pressure with their studies, without being given the added responsibility of working in their spare time. School is just as demanding as a full-time job, and teachers expect their students to do homework and exam revision on top of attending lessons every day. When young people do have some free time, we should encourage them to enjoy it with their friends or to spend it doing sports and other leisure activities. They have many years of work ahead of them when they finish their studies.

At the same time, I do not believe that society has anything to gain from obliging young people to do unpaid work. In fact, I would argue that it goes against the values of a free and fair society to force a group of people to do something against their will. Doing this can only lead to resentment amongst young people, who would feel that they were being used, and parents, who would not want to be told how to raise their children. Currently, nobody is forced to volunteer, and this is surely the best system.

In conclusion, teenagers may choose to work for free and help others, but in my opinion, we should not make this compulsory.

Sample 2:

Some individuals nowadays feel that youngsters should accomplish unpaid volunteer work in their leisure time for the benefit of society. I completely believe that it is critical to involve children in volunteer activity. The primary issues will be discussed with examples in this essay.

To begin with, teenagers who participate in unpaid employment are more responsible for local society. When adolescents interact with other individuals, they become aware of the issues that people face daily, such as poverty, pollution, and others. Furthermore, we have all been affected by the present COVID-19 outbreak, and many people have suffered a loss. According to "The Voice of Vietnam - VOV” a volunteer who is anti-virus and empathizes with the mental pain that the patients are experiencing, he always gives oxygen and food to those who need it the most. As a result, volunteering helps students become the most responsible citizens in the country.

Furthermore, unpaid employment can assist youngsters in broadening their social contacts and developing soft skills. Because when they work in an unpaid job, they will meet a variety of individuals and acquire a range of skills and abilities from others, such as leadership, teamwork, communication, and dealing with challenging situations. For example, a recent study in Japan discovered that students who participate in volunteer work are more sociable, enthusiastic, and tolerant of others. They will grow more extroverted, energetic, and hard-working as compared to youngsters who do not perform unpaid employment.

To conclude, I feel that rather than paying, young people should perform unpaid social work because they can acquire many important skills and are more responsible to society.

Sample 3:

There is a growing debate about whether all adolescents should be asked to perform mandatory volunteer work in their leisure time to help assist the surrounding area. Although there are a variety of benefits associated with this topic, there are also some notable drawbacks, as will now be discussed.

The advantages of teenagers doing voluntary work are self-evident. The first relevant idea is work experience. A valid illustration of this would be to increase their tangible skills. For example, an adolescent who volunteers to help in a customer service department will learn how to communicate effectively with people in different age groups. On a psychological level, the youth’s life skills will also be enhanced by having empathy towards others. This can be demonstrated by volunteering and assisting families living in low socio-economic backgrounds with their day-to-day tasks.

There are, however, also drawbacks that need to be considered. On an intellectual level, the teenager may get distracted from their study. This situation, for instance, can be seen when voluntary work is also being undertaken during school terms. There would be time constraints for both areas. On a physiological level, youth might experience fatigue as they are unaware of the acceptable working or volunteering hours and, as a result, sometimes they can be overworked.

In summary, we can see that this is clearly a complex issue as there are significant advantages and disadvantages. I personally believe that it would be better not to encourage the youths to do compulsory work because their studies might take them to a higher level in society, whereas volunteering could restrict this progress.

Sample 4:

Children are the backbone of every country. So, there are people who tend to believe that youngsters should be encouraged to initiate social work as it will result in flourished society and individualistic growth of youngsters themselves. I, too, believe that this motivation has more benefits than its drawbacks.

To begin with, social work by children can be easily associated with personality development because, during this drive, they tend to communicate with the variety of people, which leads to polished verbal skills. For example, if they start convincing rural people to send their children to school, they have to adopt a convincing attitude along with developed verbal skills to deal with the diverse kinds of people they encounter. This improved skill will help them lifelong in every arena. Apart from this, the true values of life like tolerance, patience, team spirit, and cooperation can be learned. Besides that, young minds serve the country with full enthusiasm that gives the feeling of fulfillment and self-satisfaction. This sense of worthiness boosts their self-confidence and patriotic feelings. Moreover, experiencing multiple cultures and traditions broadens their horizons and adds another feather to their cap.

However, it is truly said, no rose without thrones. Can the drawbacks of this initiation be ignored? Children go to school, participate in different curriculum activities, endure the pressure of peers, parents, and teachers and in the competitive world, they should not be expected to serve society without their self-benefits. This kind of pressure might bring resentment in their mind.

In conclusion, I believe, the notion of a teenager doing unpaid work is indeed good but proper monitoring and care should be given to avoid untoward consequences.

Sample 5:

Youngsters are the building blocks of the nation and they play an important role in serving society because at this age they are full of energy not only mentally but physically also. Some people think that the youth should do some voluntary work for society in their free time, and it would be beneficial for both of them. I agree with the statement. It has numerous benefits which will be discussed in the upcoming paragraphs.

To begin with, they could do a lot of activities and make their spare time fruitful. First of all, they can teach children to live in slum areas because they are unable to afford education in schools or colleges. As a result, they will become civilized individuals and do not indulge in antisocial activities. By doing this they could gain a lot of experience and become responsible towards society. It would be beneficial in their future perspective.

In addition to this, they learn a sense of cooperation and sharing with other people of the society. for instance, they could grow plants and trees at public places, and this would be helpful not only to make the surrounding clean and green but reduce the pollution also to great extent. Moreover, they could arrange awareness programmes in society and set an example among the natives of the state. This will make the social bonding strong between the individuals and this will also enhance their social skills.

In conclusion, they can “kill two birds with one stone” because it has a great advantage both for the society and for the adolescents. Both the parents, as well as teachers, should encourage the teens to take part in the activities of serving the community in their free time.

Lời giải

The graph shows the number of people taking part in 4 kinds of sports in a particular region between 1985 and 2005. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

Sample 1:

The line chart illustrates how many people participated in 4 distinct types of sports in a particular area from 1985 to 2005.

Overall, rugby was the most popular sport in the first half of the period while tennis took the lead in the second half. In addition, rugby saw a downward trend while tennis took the opposite direction; moreover, the trends for basketball and badminton were relatively stable.

In 1995, the number of people playing rugby stood at just under 250, surpassing the figure for tennis players by around 100. Basketball and badminton had comparatively lower participation rates, with around 80 and 50 participants in turn.

Afterwards, the number of people participating in rugby plunged, hitting a low of 50 in 2005, equal to the figure for badminton in the same year. In contrast, the trend for tennis was upward, with its participation rate increasing to roughly 220 people at the end of the period, establishing it as the leading sport. Finally, the figures for basketball and badminton underwent negligible changes, hovering around 80 and 50 participants respectively.

Sample 2:

The line graph illustrates how many people participated in four types of sports in a specific area from 1985 to 2005. Overall, there was a significant decrease in the number of people playing rugby in this region, whereas tennis showed a gradual upward trend to become the most popular sport in the second half of the period. Additionally, throughout the period, the trends for basketball and badminton were relatively stable and comparable, with the latter sport remaining the least common. 

In the first decade, rugby had the highest number of players, despite witnessing a steady fall from nearly 250 to exactly 200 participants. From 1995 onwards, this sport kept losing popularity as its figure plummeted, reaching parity with badminton (at 50 people) in the final year.

In contrast, tennis was gaining popularity and had become the dominant category by the end of the timeframe. Specifically, starting at the second highest (at 150), the number of people engaging in tennis rose continually, overtaking that of rugby in 1995 before ending at approximately 250 players.

Meanwhile, roughly 80 people played basketball initially, after which it stayed virtually unchanged until the end of the period. Badminton almost exactly mirrored this trend, albeit at a lower rate, consistently hovering around the 50 mark.

Sample 3:

The line chart compares the number of participants in basketball, tennis, badminton and rugby over a 20-year period from 1985 in a specific area.

Overall, more people played tennis throughout the period, and it was the most common sport since 1995, while rugby's popularity declined. Notably, basketball and badminton mostly had stable numbers of players.

In terms of tennis and rugby, both sports indicated inverted trends. Although rugby started at the highest point with nearly 250 players, the figure declined continually to about 200 players in 1995, when this sport was no longer the most popular. Since then, the number of people playing rugby dropped more steeply, reaching 50 in 2005. In contrast, from 1985 onwards, the figure for tennis increased steadily from second place with 150 participants. By 2005, it had reached its highest point of roughly 220 players.

In comparison, there were far fewer people who took up basketball and badminton. However, these sports remained relatively stable, with basketball having about 70 participants every year, while badminton was always the least popular with approximately 50 players each year.

Sample 4:

The line graph provides information about the number of individuals engaging in four types of sports in a specific area from 1985 to 2005.

Overall, while tennis underwent a surge in popularity, rugby experienced a decrease in participation within this region over time, with basketball and badminton remaining relatively stable. Moreover, the most drastic shift in popularity was witnessed in rugby.

At the start of the period, in 1985, rugby was the most played sport, with 240 individuals participating, and it significantly outnumbered the next sport, tennis, which had only 150 participants. Thereafter, the number of people playing rugby dropped to 200 in 1995, before plummeting to a 20-year low of 50 in the final year. This stood in stark contrast to the rise in the popularity of tennis, which saw a steady increase in participants to a peak of about 220 in 2005, making it by far the most played sport at the end of the period.

Turning to the remaining sports, in the first year, 80 individuals played basketball, almost 25 more than badminton. Over the following decade, the participant numbers for basketball rose to about 90, while those for badminton dropped to a low of 45 in 1995. In the remaining period, these two sports maintained their popularity, as the numbers participating stayed at roughly the same level until 2005.

Sample 5:

The line chart delineates the participation levels in four distinct sports in a specific area from 1985 to 2005.

Primarily, rugby emerged as the most favored sport in the initial half of the period, while tennis took precedence in the latter half. Moreover, rugby exhibited a declining trend, whereas tennis experienced a converse trajectory. Meanwhile, the engagement rates for basketball and badminton remained relatively consistent.

In 1985, the number of rugby participants stood at just below 250, exceeding the tennis players by approximately 150 individuals. Simultaneously, basketball and badminton showcased lower participation rates, with around 80 and 50 individuals involved in each sport, respectively.

Subsequently, rugby participation plummeted significantly, reaching a nadir of 50 participants in 2005, akin to the number engaged in badminton during the same year. Conversely, tennis experienced an upward trend, escalating to nearly 220 individuals by the conclusion of the period, solidifying its status as the predominant sport. In contrast, the figures for basketball and badminton remained relatively stable, with approximately 80 and 50 participants, respectively, throughout the entire duration.

Sample 6:

The given line graph delineates the participation levels in 4 different sports, namely basketball, tennis, badminton, and rugby within a specific region over a span of 20 years.

Overall, it is evident that the number of individuals participating in tennis witnessed a consistent and notable increase, contrasting sharply with the downward trend observed in rugby participation. Meanwhile, while basketball and badminton recorded lower participation rates compared to other sports, they remained relatively stable throughout the entire period.

Turning to the number of tennis players, the figures began at a relatively moderate level of 150 individuals in 1985. Subsequently, it experienced a gradual and consistent increase in participation, reaching a pinnacle of nearly 230 participants by 2005. In stark contrast, the trend of rugby involvement presented a distinctive pattern. Commencing at a relatively high level of almost 240 people, the numbers steadily declined over time and by the end of the 20-year period, rugby participants had dwindled to 50, matching the level of engagement observed in badminton. Interestingly, a point of convergence occurred in 1995, where both tennis and rugby shared a similar number of participants, with approximately 200 individuals engaging in each sport.

In regard to the remaining sports participants, the numbers for both badminton and basketball remained relatively stable over the given time frame. Beginning with approximately 50 individuals engaging in badminton and around 80 individuals involved in basketball in 1985, these figures persisted with little variation until 2005. Consequently, by the end of the period, both sports witnessed a culmination with nearly the same number of participants as they had at the beginning.

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