IELTS Writing Task 2 [MASTERCLASS]: Get Band 7+

1. Welcome Aboard!: Hey, everyone, welcome to this course on the aisles writing task to In this course I'm going to teach you how to write a really great task to essay in a step by step manner. If you're coming to the scores from our writing task one course, then this course is going to complete your education for the aisles writing, because to get a band seven or higher on your child's writing, you need to perform well on the task. Wanna say as well as on the task to S A. The complete focus off this course is going to be on the writing task to. So let's get started. I want to begin by first giving you a brief overview off what you can expect to learn in this course. So I'm going to illustrate the journey that you're going to be taking with me using a map. So here's our map and this is our ship, and in this ship, you're going to be taking a journey to the other side of the map, which is where we have our flag, and this is the course that you're going to be taking in the first part of this course, we're going to learn about the different types of questions that you're going to see on the writing task to. You're going to learn how to get a high score, how to meet all the different requirements off the task to s a how to use cohesive devices in a natural and fluent way, how to use grammar correctly. We're going to be covering a lot of different Kraemer concepts in quite a lot of detail. Then I'm going to show you how to use the vocabulary for talking about a wide range of topics that you may see on the task to s a. Then in the second part of this course, we're going to move into the recipe. This is where I'm going to teach you the strategies for writing a great task to s A. I'm going to teach you how to prepare outlines so that you can speed up the process of your writing. I'm going to then teach you how to ride the introductions for different types of questions , how to write the body paragraphs to your essay, how to write a great conclusion. And then in the third part of the course, I'm going to be doing really exam questions. Where the timer next, I'm going to break down these answers into full detail so that you can see how all different components off the writing come together to create a really great essay. Finally, before we end our journey, I'm going to leave you with some final tapes for your success. Now I just want to make a special note for those students who are enrolled in any off our other courses for the outs exam. If you have taken any of our other courses for isles than I want to inform you that there are going to be certain parts in this course that are going to be repetitive, for example, Ah, lot off the grammar that you learn for the writing task one is going to be the same Kraemer that you learn for the writing task to. This is what I mean by repetitive because most off the grammar concepts that you need to learn will be the same across our different courses. The grammar does not change. So whenever I describe any information that has already been discussed in any off our other courses, then I will make a special note for you to let you know that a certain lesson or certain information has already been discussed in other courses. This way, if you have taken any off our other courses, then you can simply skip over the repetitive information so that you don't have to waste time on learning something that you already know about. But if you haven't taken any of our other courses, then you should not skip over anything, and you should watch every single lesson in this course. So with that being said, let us move on forward. I'm now going to be making my first note. I want you to note that in the remainder off this video, I'm going to tell you a little bit about myself, and I'll give you an overview off the Isles exam. So if you've already taken any off our other courses, then you will already be aware off this information on. You can skip the remainder of this video if you'd like, you can simply jump to the next video, But for everyone else, let's move on forward. Here's a little bit about myself. That's me right there on my name is Shay in this course, I'm going to be your Isles instructor and also the captain of our ship. That's my hat right there. So far, I've had over eight years off aisles teaching experience. I'm also a certified Celta English instructor at my university. I did my degree in communication and language and so far off taught in 11 countries around the world. I've helped many students to score a band seven or above, and I hope to be able to do the same for you if you'd like. You can read our testimonials at the given link. And if at any point you have any questions, feel free to contact me at aisles at Master Shape dot Co. So now let's talk about what is the aisles? Well, it's a test off your English proficiency, and what it stands for is international English language testing system. There are two main types of files. There's the academic Eilts. This type of files is mainly used by colleges and universities for students who want to study abroad in an English speaking country. General aisles, on the other hand, is mainly used by employers for people who want to work abroad. I suggest that you contact your university or your employer to make sure that you're taking the correct aisles. So who makes the aisles? Actually, it's jointly owned by three separate agencies that are listed here. As you can see, Cambridge English is one of the agencies that are actually creating the aisles exam, and for this reason, I highly suggest that you get the Cambridge English books. This over here is an image of what the Cambridge English books look like. The exam papers in these books are very authentic and look just like the real exam. Also, since isles is a paper based test, I recommend that you practice doing the exam on paper. How can you take the isles? Well, first you have to register. You can do so by using the provided link. Next, you have to select which date you want to take the test in. Testing dates are available each month, so you shouldn't have a problem finding a date that works for you. Keep in mind, however, that in some testing centers you may need to register two weeks ahead of time Next, select the date, the time and the location for your test fill out the application and pay the fee. At the moment, it costs about $200. Once you've done that, provide them with a copy of your passport on that should complete your Eilts application. Let us now go over the exam overview. Firstly, the aisles takes about two hours and 45 minutes to finish, and it has four parts reading, listening, writing and speaking. Each part has equal scoring. The exam is divided into two major sections. The first section is the paper exam. This includes three sections, the listening, reading and writing. And all three of these sections must be finished in one single session. The other part is the speaking exam. The speaking test can be scheduled separately. So if you don't want to, you don't have to take it on the same day. You can schedule it on some other day. Lastly, keep in mind that this is an English test. Some of my students feel that they may not perform as well on the test because they don't have any prior knowledge about other subjects. But actually you don't need any specialized background knowledge on any other subject other than English. There are no breaks in between the test so you won't have any bathroom breaks or lunch breaks. So it's important that you develop your stamina at home by taking full length practice tests again. It is a paper based exam, so your handwriting and spelling are very important. If your handwriting is unclear or illegible, then you're going to lose points for that. On the other hand, if you spell words wrong, you're also going to lose points for that. Let us now break down the different sections on the timing off the Alice exam. The first part is listening, in which you have four sections on a total of 40 questions. He will have 30 minutes to finish the listening part. Next is the reading section, in which you will have three reading passages with 40 questions total, which you have to finish in 60 minutes. Then you're going to move to the writing section in which will have two tasks. The writing task one on the writing task to you will have a total off 60 minutes to finish both tasks. Lastly, you have to speaking part, which will last a total off about 11 to 14 minutes in length This brings the total test time up to two hours and 44 minutes. Let us now talk about the answer sheet. You will have two different types of answer sheets on the left hand side. We have the answer sheet for the reading and listening. On the right hand side, we have the answer sheet for the writing part. So when you're writing your answers for task one and task to, you're going to have a sheet like this on if you need extra paper than you can ask her examiner. So that concludes this video. And in the next video, we're going to look at the fundamentals off the writing task to so I'll see you there. 2. Fundamentals of Writing Task 2: Welcome back to the course in this video. I'm going to give you some basic information for writing the task to essay. This is the fundamental information that is going to lay the groundwork for all of your education ahead. So the first thing that you need to know about writing the task to essay is that in these essays you have to describe a certain point of view, issue or a problem. Well, look at examples of this in the upcoming videos. Next, you need to know that the task to essay is worth twice as many points as Task one. Next, you're going to have a total off 40 minutes to finish the task to s A. In total, you have 60 minutes to finish both the task one and the task to essay. So you should be spending 20 minutes to finish the task One essay and then the remaining 40 minutes to finish the task to S A. In this task to essay, you have to write a total off four paragraphs. In total, this comes out to about 13 to 18 sentences. Next you have to write a minimum off 250 words this is the minimum requirement. Ideally, though, you should try to aim for about 280 words. It can be better to have a little bit higher ward count if you can. However, I want you to note that you can get a band nine with just the minimum requirement off 250 words. This means that the quality off your writing is much more important than the quantity. Once you have finished writing the minimum requirement off 250 words, quality becomes far more important than quantity. Next, I want you to note that unlike the academic task, one essay in the writing tough to you can use words such as I, you, we or us. However, don't overuse them. The writing task two is not a very formal essay. It's not as academic in nature like the academic writing task. One essay is so you can be a little bit more flexible with your language. Now there are many different types of questions that you can see on the writing task to, but I've broken down these different question types into six main categories, so we're going to cover this in much more detail in the next video. But essentially, there are six different types of questions that you can see on the task to F A. But the good news here is that even though there are six different question types, the same basic strategy applies to every single question type. This means that you don't have to learn different strategies for answering different question types. The strategy is the same, and we're going to break down the strategy in a lot of detail in Part two, off this course. Now, when you're writing the task to essay, you're going to be using a lot of different examples to illustrate your ideas to support your ideas. What I want you to note about using these examples is that when you are writing this essay , the examples that you use don't have to be truthful. They don't have to be true. The important thing is that this sound true. They should sound riel the aisles. Examiners don't care if you're telling the truth or not. The aisles. Examiners only care about your English. Can you write English? Are you good at writing English? That's what they care about. So don't worry about making up examples that aren't true. Next, in some questions, you're going to have to describe your position or your opinion on a subject. I want you to note that your position on your opinion can never be wrong again. The examiners only care about your English. They want to know if you know English. They don't care about your political opinions, which sides you choose. If you're right, or if you're wrong, it doesn't matter. So feel free to choose any side and express your views. Finally, I suggest that you use a pencil instead of using a pen when you're writing arrested so that you can make easier corrections. Okay, Now I want to move into the structure off the task to s A. I want to give you a visual representation off. What? The task to s it looks like and what you have to do. So here you can see all the different components off the task to s A. The first component is outline. Before you start writing the essay, you have to create an outline. This will make it easier for you to arrange your essay in an organized manner once we're done with the outline. You'll move on to writing the introduction. The introduction is the forest paragraph. Then you'll write the body paragraph number one and the body paragraph number two. These two paragraphs are the biggest paragraphs in your entire essay. Then you're going to end your essay with a strong conclusion. And finally, if you have any leftover time, then you should use that time to check your work. We're going to go over every single one of thes components in a lot of detail. Later, down the road here, you can see the number of words that you should be writing per paragraph. So here you can see that for the introduction, you should write between 40 to 50 words for the body paragraph number one and the second body paragraph. You have to write 90 to 100 words and finally, in the conclusion, you only need 30 to 40 words. Now, these are just general guidelines to give you an idea off how large each one off your paragraphs should be. It doesn't mean that you have to write this exact number of words here. You can see how many sentences you should be writing per paragraph you should write about three sentences for the introduction. 4 to 6 sentences for the body paragraphs and then 2 to 3 sentences for your conclusion. Finally, here is the amount of time that you should be spending for component. So you should spend five minutes to create the outline. Five minutes to write the introduction. 10 minutes per body, paragraph five minutes for the conclusion. And ideally, you should have about five minutes remaining at the end so that you can use this time to check your work. So that is the visual representation off the task to s A. And that brings us to the end off this video in the next video, we're going to be looking at the different types of questions that you're going to see for the task to s A I'll see you there. 3. The 6 Types of Questions: in this video, I'm going to show you the sixth different types of questions that you're going to see on the writing task to, so let's get right into it. The first type of question that you can expect to see is the agree, disagree question in this question. What you have to do is you have to agree or disagree with a certain point of feel. For example, this question says some people believe that unpaid community service should be compulsory part of high school programs, for example, working for a charity, improving the neighborhood or teaching sports two younger Children. To what extent do you agree or disagree now, just like every other writing task to question, you have to give reasons for your answer, and you have to support your reasoning. To do this, you can include relevant examples from your own knowledge or experience, as you should already know by now, you have to write at least 250 words in your essay. So how do you know if a question is an agree, disagree question? Well, that's quite simple. You're going to see that the question asks you to agree or disagree. That's how you can identify this type of question. One thing to keep in mind about this type of question is this. Question says, to what extent do you agree or disagree? This means that your opinion is required. The question is asking you the extent to which you agree or disagree, so you must express your opinion on. You are also allowed to express it strongly if you want, because the word extend gives you permission to express a strong opinion. Now this is what I want you to note about the agree or disagree question. It is best if you simply choose one side. Do not try to discuss both sides and do not try to justify both sides. As you'll soon see, there are certain questions in which you are required to discuss both sides. But this is not one of those questions. It is possible to write a partly agree as a It is possible to do that. You can partly agree with a certain point of view or partly disagree with a certain point of view. However, I don't recommend that you do this because when most students write a partly agree say it often ends up, turning into, Ah, discuss both sides as a and we don't want to do that. That is not what this question is about. So my recommendation to you is to simply choose one side and make it simple for yourself. Simplify the question and just talk about one side and later down the road. When you see me answer this type of question, I will only focus on answering this type of question by choosing one side. Okay, now, let's take a look at the next type of question. The advantage and disadvantage questions are also very common on the else exams. In such questions, you're going to be provided where the basic premise This is the basic argument off the topic. In this case, this is what a question says. Some experts believe that it is better for Children to begin learning a foreign language at primary school rather than secondary school. Do the advantages off this outweigh the disadvantages. So the first thing to note about this question is that whenever you see words such as advantages on disadvantages, that's how you can identify this type of question. The next thing to keep in mind is that similar to the agree or disagree question here. You also have to choose one side only. This is not a discuss. Both sides question the question. Does not say discuss both the advantages on the disadvantages. Okay, so you have to choose one side on only focus on that one side. Note that the question also does not ask you for your opinion. The question does not say what do you think? So for this reason, you should not state your opinion. It is not required. So all you need to do is simply discussed. The fact. Give reasons for your answer on include any relevant examples from your own knowledge or experience. The third type of question that you can see is the problem solution question. Here you're presented with a problem, and the question is asking you, What do you think are the causes of these problems on what measures could be taken to solve them? So when the question asks you about the causes of the problems on what can be done to solve them, you can easily identify this as a problem solution question. The next thing to note about this question is that it is asking you. What do you think this means? That your opinion is required, but you don't have to strongly express it. Notice that the question does not say to What extent do you think it's also not really asking you for your opinion? It's simply asking you to speculate the problem and the solutions, so you have to express your opinion, but you should not strongly express it now. The fourth type of question that you can see is the discussed opinion question. These questions are easy to identify because the question says to discuss both these views on Give your opinion. That's how you know that this is a discuss opinion question. So let's take a look at this example. Some people say that the best way to improve public health is by increasing the number of sports facilities. Others, however, say that this would have little effect on public health and that other measures are required. So what you have to do in this type of question is you have to discuss both these arguments on you have to also discuss your own opinion. Now take note that the question says, give your own opinion. This means that your opinion is required on. You are also allowed to strongly express it because this is your own opinion. So if you want to strongly express it, that's totally fine. The other thing to note is that this question says that you have to discuss both these views. This means that it is okay to agree with one side or both sides. So unlike the agree, disagree question on, unlike the advantage disadvantage question here, you can agree with just one side or both sides. You are free to choose. But regardless off whether you agree with one side or both sides, you still have to discuss both these views. Finally, a quick little note. If you favor one side more than what you have to do in this type of question is you have to insert your opinion in the body paragraph that you favor or agree with. We're going to cover how to answer each and every single one of thes question types in a lot more detail in the future videos. This is just a quick overview off the different types of questions. Now let's look at our next question. The next type of question is the opinion question. So here the question says Some people claim that not enough off the waste from homes is recycled. They say that the only way to increase recycling is for governments to make it a legal requirement. To what extent do you think loss are needed to make people recycle more off their waste? Here, you're simply required to express your opinion. It says. To what extent do you think? And that's how you know that this is an opinion question, and this phrase also tells you that your opinion is required. This is an opinion question. After all, you have to express your opinion on you are allowed to strongly express it. The question says, to what extent? So this gives you permission toe strongly express your opinion. I want you to note that for this type of question, it is best to simply pick one side and express it strongly because it's easier and safer. Now let's move on to our final type of question. This is the two parts question in this question. You have two different parts. That's how you can easily identify this type of question. The first part says, in what ways has technology affected the types of relationships people make. The second part of the question is, has this become a positive or negative development? So in this type of question, you have to discuss both aspects off the discussion. Take note that this question does not ask you for your opinion, so you should not state your opinion since it is not required. So that brings us to the end of this video. You now have a basic understanding off the different types of questions that you can expect to see on the writing task to in the next video. I'll show you how you can get a high score. 4. How to get a high score: Welcome back in this video. I'm going to show you what you need to do to get a high score. So let's get into it. Basically, your writing task two is going to be scored on four separate band descriptors. These are basically different categories on which your essay is going to be assessed. The first band descriptor is task achievement. The second is coherence and cohesion. Next is grammatical range and accuracy. On the last one is lexical resource. This is just vocabulary. Each one of thes band descriptors account for 25% off your grade. So when the examiners are grading your essay, what they do is they assign you a score between 0 to 9 for each of these different categories. Then they average out this score, and that becomes the total score for your writing task to now let's take a look at these band descriptors in a bit more detail. So the first thing that you need to know is that thes band descriptors are an important resource for preparing for your exam, and the reason for that is that these band descriptors will give you a better sense off how pious examiners evaluate your essay and how they assign you ban scores for your writing tasks. When you properly understand the criteria for these band descriptors, you will know exactly what you need to do and what you shouldn't do to get a certain score . So let's take a look at what these band descriptors look like. Now this here is the official ban descriptors list by the British Council. I highly recommend that you take a look at this list on that You properly understand what you need to do to get a certain bound. This list will tell you exactly what you need to do in each category to get a certain band . For example, if you want to get abound nine, then these are the things that you need to be doing. If you want to get a band eight, then these are the things that you should be doing and on and on. It goes for each of the band scores listed here, so I will provide you with a link to days so that you can read this list in your own time. However, for now, what I've done is I've simplified all of this for you basically off summarized everything that you should be doing to get a pan seven or higher on your writing task to S A. So let's take a look at that. So first, we're going to take a look at what you need to do to score well on the task achievement category. So to get a high score on the task achievement category, firstly, you need to address all the different parts of the essay. This means that you should provide all the information that the question is asking you for next, you must present a well developed response to the question with relevant extended on supported ideas. Basically, you need to develop a full response to the question, and you need to use relevant information. You also need to extend upon your answer by providing supporting ideas. Next, you must hold a clear position throughout the response. This means that if you choose a certain side or a certain position, then you need to maintain that position throughout the essay, and you need to support this position. In doing this, it is important that you avoid over generalization. In other words, you need to use specific information to support your ideas so that your essay can remain focused. Now let's take a look at what you need to do to score well on coherence on cohesion. Firstly, you need to use cohesion in a way that attract no attention. This means that you need to use cohesive devices. Naturally, it should not feel like you're forcing them into your writing. They should appear naturally. You also need to do well on paragraph in your essay paragraph ing mainly refers to formatting your essay in a certain way. On the other part of paragraph ing includes structuring your essay in a logical way. The logical organization off. The paragraphs within your essay are part off paragraph ing, so we'll cover all of this in much more detail in the future. Lessons. Next, you need to sequence your information on your ideas. Logically, this means that the ideas that you present should follow a natural order. It should be easy for the reader to follow along with what you're saying on with your ideas and the argument that you're making. In other words, there should be a clear progression throughout your essay. Ideas should a logically follow each other next. You should use a range off cohesive devices, meaning that you should not under use certain words or over use certain words. You should use a wide variety off cohesive devices, and finally you need to present a clear central topic within each paragraph, meaning that the ideas within your paragraph should remain focused. And they should only discuss one main idea at a time. Now let's look at what you need to do to score well on the Kraemer category to perform well on the Kraemer category. Firstly, you have to use a wide range off grammatical structures. Grammatical structures include things like the compound sentence, complex sentence, relative pronouns, active voice, passive voice and so one. We're going to cover all of this in much more detail in the future lessons. Next, you need to make sure that you make very few errors. Take note that it is possible to get about nine even if you make some minor errors. However, generally you should try to avoid as many errors as possible. In other words, the majority off your sentences should be error free. This means that over 50% off your sentences should not have any mistakes in them. Lastly, you also need to use punctuation correctly. Punctuation includes things like the comma, apostrophe period, semi colon and so on. The last category on which we're going to be created is the lexical resource. In other words, for Cavalleri to get a high score on the lexical resource category, you need to use a wide range of vocabulary fluently and naturally. You also need to be able to use vocabulary words to convey precise meanings. This means that you should be able to use a word to mean exactly what you want it to mean Now. Using a wide range of vocabulary also means that you should use some less common lexical items. Less common lexical items just means using vocabulary words that are not very common words that are infrequently used by the public. In addition, two days you must also use some call locations. Call locations are groups off words that often appear together. They are like a pair, a team that often appears as a group. We're going to look at all of this in a lot more detail in the future lessons. The last thing that you need to do to score well on this category is you need to avoid as many mistakes as possible. It is possible to get a high band, even with some minor errors or occasional slips. However, you should try to avoid this, and you need to make sure that your spelling on word formation are correct. So that brings us to the end of this video. In the next lesson, I'm going to show you how this course is structured on what you can expect to learn over the following videos. I'll see you there. 5. How this course is structured: here, there in this video, I'm going to show you how this course is structured. Basically, I'm going to give you an overview off this writing task to course so that you can have a better idea off what to expect in the future lessons. So let's get started. Essentially, this course is played into three different parts. What I want you to do is I want you to imagine that you're about to prepare your favorite food. If you were going to prepare your favorite food, what would you do? Well, the first thing that you would probably do is you would gather a bunch off ingredients, so that's the first part of our course. In the first part of this course, we're going to gather all the different ingredients that are required to write a great essay. These ingredients include task achievement, cohesion and coherence. Grammatical range on Mexico Resource. These are the four band descriptor categories on which the aisles examiners are going to create your essay. So in the first part of this course, I'm going to show you exactly what you need to do for each of the different categories to get. Ah, high Band Okay. So once you have all the ingredients, what do you do next to prepare your favorite meal? If you are terrible at cooking like I am, you're probably going to consult a recipe book. Well, that's the second part of this course. In the second part of this course, we're going to go over the recipe for writing a great task to S A. In the recipe section, you're going to learn the strategies for writing a great essay. I'm going to show you step by step, how to write the outlines for your s a how to ride the introduction paragraph, how to write the body paragraphs on how to write a strong conclusion. Once we have the ingredients and the recipe, we will then be ready to put everything together and start cooking. In the third part of this course, we're going to put everything that we've learned together in this part. You're going to see me, right? The task to essay in real time with a 40 minute timer. This will give you a better idea off how to write a great essay in riel exam situation. Then after I'm finished with writing the essay, I will then break down my answer in complete detail so that you can see all the different parts in the different components that come together to create a band seven plus s A. So now that you have a better understanding of what to expect from this course on how this course is structured, you're now ready to move on to the next lesson in which you'll learn how to get a high band on the first ingredient, which is the task achievement category. 6. First Ingredient: Task Achievement: in this video, you're going to learn what you need to do to get a high score for the task achievement category. Let's begin with some basics. If you want to get a band seven or higher on your task achievement category, here's what you need to do. Firstly, you need to cover all the requirements off the task by writing about everything that the question is asking you for next, you need to present a clear position or opinion throughout your essay. You must also present extend on support your main ideas with supporting details, and finally, you need to avoid over generalization. Now, a big part off the task achievement category is decided by the structure off your essay. If you have a good structure, then getting a high score for the task achievement category becomes easier. So now let's talk about this structure. This is the overview off the structure off your writing task to s A. So here on the left hand side, we have the paragraphs, and here on the right hand side, we have the requirements that you need to follow for the corresponding paragraphs. So for the introduction paragraph, what you need to do is first you have to introduce the topic. Next, you have to paraphrase the question language, and then you have to state the thesis. The thesis is composed of two parts. The first part is to state your main ideas. The second part of the pieces is to state your position or your opinion. Then in the second paragraph, which is your body paragraph number one, you have to discuss on support your position with the main idea number one, and to support this main idea Number one, you have to provide supporting details on examples. Then, in the second body paragraph, you have to do more or less the same thing here. Instead of talking about main idea number one, you have to talk about main idea number two and similar to the body Paragraph number one. You have to support this main idea using supporting date hills on examples. The last paragraph is the conclusion paragraph For this paragraph, you have to summarize the main points of the essay on You have to restate the thesis, including your own position on opinion, notice that this structure is very important for getting a good score on the task achievement category. The reason for this is that a good structure allows you to address all the different parts of the FAA, and they also help you to clearly present your ideas. We'll talk about how to construct each one of these paragraphs in a lot more detail in Part two, off this course when we talk about the recipe. Okay, now you heard me say before that you must avoid over generalization. Now you may be wondering what exactly is over generalization. So let's talk about that. Basically, over generalization is when you make a statement that may be true in some cases, or in many cases, but not in all cases. So whenever you make a statement that is sometimes true but not always true, that is an over generalization on you must avoid it. For example, here we have this sentence. Living in big cities is stressful because they are too overcrowded. So what's the problem with this sentence? You see, grammatically speaking, this sentence is perfectly correct. There is no grammatical error in the sentence. However, the sentence is an over generalization. You must ask yourself, Is this true for everyone who lives in big cities? well, I don't think that living in big cities is stressful for everyone. You see, The reason is that some people enjoy big cities. Therefore, this sentence is an over generalization. Let's look at another example. Children do not exercise nowadays again. Is this true for every single child? Of course not. There are some Children who do exercise. Therefore, this sentence is also an over generalization, so you need to avoid making such statements in your essay. Okay, so the next question is, how do you stop over generalizing? Here's how to avoid over generalizing. All you have to do is simply soften your statement with the words below. You can use any off these words here to soften your statement. For example, you can use mortal language words such as could, may might and so on. You can also use these adverbs to show the frequency off something. You can use words such as often. Sometimes usually I'm so one. You can also use these quantify IRS to describe the quantity. You can use words such as many, some few and so on. Now I just want to make a quick little note about the words soften on often when you're pronouncing this word here, you can pronounce it with the T sound as often. Or you can also pronounce it without the t sound as often. Okay, they're both correct. But when it comes to this word here, we do not say soft in okay, The correct word is soften soften without the t sound just like the word. Listen, when you listen to something we don't say, Listen, we say, Listen, the T is silent. All right? Now let's take a look at an example often over generalization. So here we have a generalization. Living in big cities is stressful because they are too overcrowded. Now this is an over generalization. So if we want to correct the sentence, this is what we can do. We can change this sentence too. Living in big cities can be stressful because they tend to be too overcrowded. Notice that we have used the phrases can be on tend to be too soft in our statement. Now, this sentence is in fact true. Whereas before it wasn't really true. Living in big cities is stressful because they're too overcrowded. This is not really true for everyone. However, this sense is true because living in big cities can be stressful because they tend to be too overcrowded. Similarly, you could also say living in big cities can be stressful for some people. So that's how you can stop over generalizing. Now let's take a look at a few more examples just to make sure that we really understand this concept. So here on the left hand side, we have a generalization off course. This is incorrect. And on the right hand side we have the correct version off this generalization. So here we have a sentence. Children do not exercise. Nowadays. We already know that this is not true because some Children to exercise. So if we want to correct this statement, we can say Children tend not to exercise nowadays. Notice that we have softened the language. Let's look at another example. Living in another country is difficult. Well, this is not really true for everyone. So if we want to correct this statement, we can say, Generally speaking, living in another country can be difficult. Okay, by using the word can we have softened language? We have made it true. Let's look at the next example, taking an exam is trustful again. This is not really true. Some exams are not stressful because they're too easy. So to correct this statement, you can say taking an exam is often stressful. Okay, by using the word often you have solving the language. All right on to the next example. Learning a new language is challenging again. Not really true, not for everyone. So we can correct this sentence by saying, in many cases, learning a new language can be challenging. Here's our next example. Living in a city is more convenient to correct this. We can say living in a city is typically more convenient. And here's our last example. Prison is more effective for reform. To correct this, we can say prison may be more effective for reform. Okay, so statements like these are over Generalizations on tow. Avoid over generalization. You should try to use words and phrases such as often can be typically, maybe on so on. So that wraps up this video on task achievement. You're now ready to move on to the second ingredient, which is cohesion and coherence. So I'll see you in the next video 7. Second Ingredient: Coherence and Cohesion: in this video, I'm going to talk about coherence and cohesion. You're going to learn how to use cohesive devices fluently in your writing. Let's begin with some basic information. So if you want to get a band seven or higher on the cohesion category, then here's what you need to do. Firstly, you have to logically organize your information on ideas with a clear structure. Remember, structure is part off your coherence and cohesion. Score because a good structure holds your paragraphs together and it connects your paragraphs to each other. Next, you have to connect the sentences and your paragraphs together using cohesive devices. Cohesive devices are words such as however. Moreover, furthermore, therefore, on so one, and lastly, you have to stay focused by presenting only one main idea for paragraph. So we'll talk more about this in the future. But generally speaking, you should have only one main idea per body paragraph, and you have to support that main idea using supporting details. So we look at all of this in much more detail in part two off this course. Okay, now let's talk about what exactly are cohesive devices? Basically, cohesive devices are just words and phrases that link your different ideas together. Their purpose is to make your essay flow smoothly. You can think of them as the glue that sticks your sentences and your paragraphs to each other. Let me show you an example. Here we have a sample paragraph in this paragraph all the words and the phrases that are written in the pink color, our cohesive devices. These are the words and the phrases that glue the different sentences and the paragraphs in your essay to each other words such as to begin with namely, such as, additionally, resulting in. And there are many more now what I want you to notice. Here is this word on note that this is a coordinating conjunction on this word down here, which this is a relative pronoun on. What I want you to notice about. These two words is that they also act as cohesive devices because these words help you to connect one idea to the next. They clue your sentences together. Now we're going to talk about conjunctions and relative pronouns in much more detail in the grammar section. But here, I just want you to note that these words can also act as cohesive devices. All right now, let's take a look at some off the most common cohesive devices that you can use in your writing. Let's start off with overview. Sometimes you have to give an overview on your main idea. So when you're giving an overview on your main idea, you can use words and phrases such as overall generally, generally speaking on so on. Next, we have opening. If you are opening a new paragraph or if you're opening a new idea, then you can use the words and phrases listed here. Next we have sequence. Sometimes you have to explain that one thing came before the next. For example, if you're talking about a certain time line, then you may need to talk about before on after. So whenever you're talking about any kind of sequence, you can use any off the words and phrases listed here. Next, we have addition. A lot of times you will need toe. Add extra sentences. You will need toe add extra information. In this case, you can use words such as additionally furthermore, moreover, on so on, let's keep moving on. Next. We have comparison. Ah, lot of times, you're going to have to compare the different pieces of information. For example, let's say that you hold a certain position about a certain legislation for recycling. For example, in this case, you have to compare different pieces off information to show why you think that recycling is good for the community or why you think that recycling is not good for the community. Either ways you have to compare information next we have contrast. Contrast is similar to comparison because usually you don't just compare data. You compare and contrast the data whenever you contrast the data. Basically, you're showing the reader an alternative point of few. You want to show a different point of view, so this is very handy for when you want to contrast data or information. Next, we have cause and effect. A lot of times you will have to talk about the cause of something a problem. For example, this is very common. You will have to talk about the cause off a certain problem, and you will have to talk about the effect that that problem is having on the world. So these are the words and phrases that you can use to talk about cause and effect. Next, let's talk about emphasis. Sometimes you want to emphasize a certain point of view. You want toe. Highlight certain information to show that this is important. In this case, you can use any of the words and phrases listed here. Next up, we have illustration. Ah, lot of times you will have to illustrate your point of view. You may have to say, for example, and then you may want to talk about your example. Next, we have qualification. Sometimes you may have to make a statement, but with a certain condition attached to it. So when you want to include a certain condition in your statement, then you can use any of the words and phrases here next. We have reference. Ah, lot of times you will have to reference back to certain information, and you may choose to do this because you don't want to be repetitive. You don't want to keep repeating a certain word. In this case, you will have to use reference words and phrases, and finally we have clarification. Sometimes a certain idea that you're talking about may not be very clear, so you may want to clarify what you're saying so that the reader can properly understand what you've said. So you may want to clarify by saying to put it simply or in other words or in fact, on so one. All right, now let's talk about paragraph ing. So I already mentioned to you that paragraph ing has two parts. The first part is having a good structure. When you have a good structure, your paragraph will be logically arranged. So I've already given you the overview off the structure and we'll discuss this in much more detail in part two off this course, so I won't be talking about that just yet. For now, what I want to focus on is the format off your essay. So when you're writing your essay, you have two options. Option number one is that you can indent each paragraph whenever you start a new paragraph . Okay, that's option number one. Option number two is that you can skip a line between each paragraph, so let me show you what I mean. If you choose to indent each paragraph, this is option number one. If you decide to indent each paragraph, what you need to do is you have to leave some space before starting a new paragraph. So you leave some space here on you, leave some space here, and you would leave some space here again when you start the next paragraph. Now, let's take a look at option number two. Option number two is to skip a line. If you decide to skip a line, all you need to do is before starting a new paragraph. You just have to skip a line in between on the aisles essay, you're going to be given a sheet of paper and on the sheet of paper there are going to be lines on. You have to write on these lines. So when you're starting a new paragraph, all you need to do is simply leave one line and then start the next paragraph. Okay, so both of them are correct. Feel free to choose either option, but make sure that you don't mix the two formats. Do not mix them on. Do not change them. Midway. Just choose one format on stick to it. All right, so that wraps up this video in the next section. We're going to be talking about who this is scary grammatical range and accuracy. This is our third ingredient, so I'll see you there 8. Third Ingredient: Grammatical Range and Accuracy: in this section, we'll talk about grammatical range and accuracy. This is our third ingredient to writing a great essay. Now this is going to be a long section because there are many different parts to grammar. We're going to be breaking down everything from tenses. Two simple sentences to compound sentences to complex sentences will talk about conjunctions, active voice, passive voice and much more. So because there are so many things for us to cover in this grammar section, I've broken it up into several different subsections. Now I want you to keep in mind that this is not a crime. Of course, the main focus off this course is to teach you the strategy that you need to perform well on your Isles test. Ideally, you should already be familiar with these grammar concepts. However, since these concepts are important, I will still be going over them on discussing the most important aspects of grammar. So with that said, let's move on ahead. We're going to start off with some basic information. So according to the band descriptors, if you want to get a band seven or higher, here's what you need to do. So First of all you need to show a wide range of different sentence types on word orders. Basically, you just need to show off your ability to form a variety off compound sentences on complex sentences. Now complex sentences look very good in your writing, but this doesn't mean that all you have to write are complex sentences. Keep in mind that you should also write some simple sentences. Why? Because simple sentences are very easy to write on. Therefore, you're less likely to make a mistake on a simple sentence. You see, when you write longer sentences, you are more likely to make a mistake. On the other hand, if you write simple sentences, you can decrease your errors and therefore boost your accuracy. This is important because the vast majority off your sentences that means over 50% off your sentences have to be error free, so be sure to use a nice mix off compound sentences, complex sentences on simple sentences. Finally, you need to know how to use punctuation correctly. Punctuation includes things like the comma, apostrophe, capitalization and so on. We'll discuss this in more detail in the future videos as well. So that's it for this video. This was just a brief introduction to our grammar section. In the next video, we'll be talking about tenses. 9. Grammar: Tenses: in this video, you're going to learn about Tencent's. So first, let's talk about which tens you'll have to use on the writing task to. Generally speaking, the majority off your essay will have to be written in the present simple tens. This is because often times you will have to give opinions. For example, you might say that I believe taxes are good or you may have to state facts or your position . For example, you may say something like punishing Children does not work, but I do want you to be careful to realize when other tenses are required. There will be times when you will have to use other tenses. In general. You should not change the tens halfway through the sentence unless the timing off in action requires it. All right, so let's explore this concept in a bit more detail. First, we'll talk about when not to change the tents In general. You should not change the tents off a sentence if there is no time change for the action. So let's look at an example of that, So here we have an incorrect sentence, the sentence reads. During the lecture, Jane stood up and drops her phone. What I want you to notice here is that the word stood isn't pasta ins, whereas the word drops is in present tense. Why is this incorrect? Because in this sentence, we don't have any time change for the action. You see the action off Jane standing up and dropping her phone happened at the same time. So because these actions happened at the same time, we have to use the same tense. So the correct version of the sentence would read during the lecture Jane stood up on dropped her phone. Okay. Both actions are happening at the same time. Therefore we use the same tents. In this case, both words are in past tense. On the other hand, you could also write during the lecture. Jane stands up on drops her phone. This is also correct because both words are happening in the same tens. In this case, they're both in present tense. Now let's talk about when to actually change the tents. Firstly, you should only change the tents when there is a need to do so. So when is there a need to change the tens? Usually it's the timing off the actions within a sentence that decide whether we need to change the tents or not. So let's look at an example of that. Here. We have a correct version off a sentence. The sentences. When Jane comes here, we will go to the movies. Notice that we have two different tenses in this sentence. Here we have a present simple tense. And here we have a future simple tense. Why is this correct? Because the timing off the actions is different. You see, we have two different actions here. So here's our first action. Jane comes here. This action hasn't yet happened. It will happen in the future. When Jane comes here, we will go to the movies. This is the second action. I want you to notice that the second action will happen after the first action. So since we have two different actions happening at different timings, we need to change the tents midway through the sentence. Let's look at another example. Here we have a sentence. Sam reached for the apple after he had already eaten two oranges. So I want you to notice that we have two different verbs here in two different tenses. The 1st 1 is reached, which is in past simple tents on our second tense. Here is the past perfect tense. I also want you to pay attention to the word after because this word tells us that there are two actions that are happening. One action happened after another action. So here we have our first action, which is what happened in the past. The first action is that Sam had already eaten two oranges. This is our first action. And here's our second action. Sam reached for the apple. This is our second action, which also happened in the past on it happened after the first action. Okay, so do you see how the timing off the actions is different in both of these examples? So whenever you have a situation like this where you have to discuss two different events or actions that are happening at different timings, then you're required to change the tense off a sentence. Now I'm going to refresh your memory on the different tenses. As you may already know, by now we have three Main tense is the present tense. The past ins on the future tense. We'll start off with the present tenses. So first, we have our present simple tents we usually use present simple tends to show repetition, habit or generalization. So here we have our timeline. Here is the past Here's the present right now And here's the future. If you were to look at the simple present tense visually, what you would find is that the action happens again and again at every point throughout the timeline. This is because present simple tense is used to show auctions that happen again and again due to repetition, habit or generalization. So an example of this is I eat rice every day. So I ate rice last month. I ate rice last week. I ate rice yesterday. I ate rice today or I will eat rice today. I will eat rice tomorrow. I will eat rice next month and so on. You get the idea. Here we have the structure of the present simple tents subject plus the base for Bob, plus the object. Now let's move on to the next tense, which is our present continuous tense. We use the present continuous tense to show an action that is happening right now. Okay, so here's our timeline. And here's right now, and it's happening in the moment it's happening in the moment. For example, I am eating rice right now or I'm recording this video for you right now. The structure off the present continuous tense is subject plus, um is or are plus the continuous form of the verb plus the object. Next, we have the present perfect ends. We use the present perfect tense when we want to show that an action has happened once or many times before now. So if we look at the timeline, we'll see that an action has happened in the past and that it is somehow related to the present. This action that has happened in the past has happened in reference to right now, one more thing about the present perfect ends is that the timing off this action is not important. We don't really care when this action took place. We know that it happened in the past, but we don't care about when exactly did it happen? For example, I have eaten all off the rice in this sentence. You know that I've eaten all off the rise and that this is an action which has already happened in the past, but you don't know when exactly. I ate the rice. So that's how we use the present perfect tens. And here's the structure for writing this tense. We have the subject plus half or has plus the past participle of the Werbe plus object. The last present tense is the present perfect, continuous tens we used. This tends to show that an action started in the past and has continued until now. So if we look at our timeline here, we can see that an action started in the past. Okay, this is where it started. Here's right now, and it has continued all the way from the past up until this moment right now, and it's still happening. So here we have an example. I have been eating rice for two hours. Okay, so I started eating rice two hours ago. I was eating rice one hour ago. I was eating rice 30 minutes ago, and I'm still eating rice right now. All right, now let's talk about the past tenses. We're going to start with the past simple tents. So this tense is used to show that some action was completed at some specific time in the past. So here we have our timeline and here's the past on recon. See that an action took place at some specific time in the past. So, for example, I ate Rice yesterday. So here's yesterday on this is when I ate rice to construct this tense. You have to use this structure over here. Next. We have the past continuous tense, and we use This tends to show that an action was ongoing for sometime in the past. So in our timeline, here is the past and here's an action, and this action continued for some time in the past. I want you to notice that sometimes this action may be interrupted. This means that it's possible that in some cases there may be another action that happens right here on interrupt this first action, for example. I was eating rice when you arrived. So here's the first action. I was eating rice and I was eating rice for some time until another action happened. In this case, the other action is that you arrived. So just keep in mind that in some past continuous tense is we may have a second action, whereas in other past tenses, we may not. So, depending on your sentence, the first action in the past continuous tense may or may not be interrupted. Okay, so here's the structure to this tense. Now let's talk about the next tense, which is the past perfect tense. We used this tents to show that something happened before another action in the past. So here's the past, and we have to past actions. Both of these actions took place in the past. Note that one past action took place before another past action. So here's our example. I had eaten all off the rice when you arrived. So here's the first action. The first action is that I had eaten all off the rice, and then we have the second action. You arrived. So in the past, perfect tense. We describe to past events in reference to one another on. To construct this tense, you have to use the structure provided here. Next we have the past perfect, continuous tense. Now we used. This tends to show that some events started in the past on this action continued for some time until another action happened in the past. So let's look at our timeline here. We have the first action. The first action started in the past. It continued for some time until another action happened. So here's our example. I had been eating rice for two hours when you arrived. So this is when I started eating rice and I was eating rice for two hours and then you arrived. Here's the structure to this tense. Finally, we have the future tenses. Let's start with a future simple, tense we used. This tends to show that an action will happen in the future. So here's our timeline on. We expect that some action will take place at some point in the future. For example, I will eat rice tomorrow. So this is tomorrow and this is when I will eat rice. Here's the structure to this tense. Next, we have the future continuous tense, and we use. This tends to show that some action will continue for some time in the future. So here's our timeline, and here's the future. Some action is going to start in the future on it's going to continue for some time. I want you to notice that this action may or may not be interrupted. So basically, in some cases, this first action is going to be interrupted by another action. For example, I will be eating rice when you arrive. So here's the first action. I will start eating rice in the future. I will continue eating rice for some time until you arrive. OK, so here's the second action that may interrupt the first action in this case. The second action is that you arrive. So whether this first action will get interrupted or not just depends on what sentence you have here. We have the structure to this tense. Next we have the future perfect tense and we used This tends to show that some action in the future will happen before another action in the future. So here's our timeline and here's the future. We have two different actions that are happening in the future and note that one future action happens before the other future Action. So, for example, I will have eaten the pizza by the time you arrive. So the first action is that I will have eaten the pizza in the future by the time you arrive. This is the second future action to construct this tense. You have to use this structure here. Now let's talk about our final tense, which is the future perfect, continuous tense we use. This tends to show that some future action will continue for some time until another future action happens. So here, in our timeline, we have an action which will start in the future. And this action is going to continue for some time until another action happens in the future. For example, I will have been eating pizza for two hours when you arrive. So here's the first action. I will start eating pizza in the future. I will continue eating pizza for two hours until another action happens, which is when you arrive. This is the second future action. So we used This tends to show that some future action will be finished by a certain time in the future. In this case, this future action will be finished after two hours, which is when you arrive. Now this tense is very uncommon. Okay, so you're probably not going to use it in your writing. But I just wanted to mention it Anyways, just for the sake of completion on, for your knowledge, to construct this tense, you have to use this structure over here. So that concludes this video on tenses. I'll see you in the next grammar section in which we're going to talk about articles and agreement. 10. Grammar: Articles and Agreement: Welcome back in this grammar section will be talking about articles under agreement. So let's start with the definite article. The There are many different ways in which we use the definite article. The however, for the aisles s A. I will only mention the most relevant rules. The main thing that you need to know about using this article is that we used the when the reader knows exactly to whom or what we are referring. So let's look at the different scenarios in which the reader may know to whom or to what we are referring. So firstly, we used the when we're mentioning something again. For example, I planted a tree in my garden. The tree is now big notice that we use the word the here. The reason for this is that we've already mentioned which tree were talking about. The tree has already been mentioned in the previous centers, so we already know to whom or to what we are referring. We also used with superlative objectives. Superlative objectives are basically words like highest, lowest, best, worst, fastest quickest. Slowest on so on. We'll talk more about superlative adjectives when we get to the vocabulary section off this course. So here's our example. China had the highest growth rate. So notice that because we have a superlative objective here, highest, we have to use the We also used, uh when we're making a statement about all things referred to by a singular countable noun . So here we have a sentence. The dolphin is a very intelligent animal. So in this case, the singular countable noun is dolphin. So when we say a sentence like this, the dolphin is a very intelligent animal. We're basically making a statement about all things okay about all dolphins. We're not saying that one particular dolphin is intelligent. We're saying that all dolphins are intelligent. So by using the in this sentence, we have generalized what all dolphins are like. All dolphins are very intelligent. We also used when we're talking about certain groups of people for example the elderly, the poor, the wealthy, the employed on so one. Finally, we used the if the figure is an important part off a noun phrase. So here we have a sentence. The number of mangoes sold in Britain was surprisingly high. So in this case, number of mangoes is the noun phrase. So when we have a noun phrase, we have to use the word the Now let's talk about the articles and on now, similar to the definite article, the there are numerous rules to using the indefinite articles and an so again for the purpose off the Isles s is I'll only be discussing the rules which are the most relevant. So the main thing that you need to know about these indefinite articles is that you have to use or on with singular countable noun. And we used them with these singular countable noun when the reader does not know exactly to whom or to what we are referring. Okay, so keep in mind, the reader does not exactly know to whom or to what we are referring. So let's look at some examples off that we can use thes articles to show that something or someone is part of a group. For example, we could say there is a way to prevent crime rates from rising. Now here we're talking about one way. Okay, notice that this is just one way out off several. Why is this part of a group? Because there are many different ways There isn't just one way, however, we're just talking about one way. Next. We could also use thes indefinite articles if we're referring to all things off the same kind. So here's an example of that. A teacher has the responsibility off educating our Children. So notice here we used the indefinite article, uh, with teacher. Now, take note that we're not talking about any one specific teacher. We're talking about all teachers. What we're really saying is that all teachers have the responsibility off educating our Children. So here we have used a teacher to refer to all teachers. Next, you should not be using or on if you're referring to uncountable noun or florals. For example, the price off oil stabilized by January. Note that hear the word oil is an uncountable noun. We cannot count oil. Here's another example. There are many Italians living in New York. In this case, the word Italians is plural. So since we have a plural noun here, we cannot use any indefinite articles with it. Now let's talk about subject and for of agreement. When you're writing your sentence, you have to make sure that your subjects and Forbes agree with each other in number. So what that means is that if your subject is singular than the verb, must also be singular. If the subject is plural than the verb must also be plural. Let's look at some examples off that on the left hand side we have the incorrect sentences , and on the right hand side we have the correct sentences. So here's the incorrect sentence. Future discoveries is based on past knowledge. Why is this wrong? Because here we have a verb is which does not agree with the subject. Discoveries noticed that the subject discoveries is plural, whereas the verb is singular. So in order to correct that, we have to write. Future discoveries are based on past knowledge that is, has to be changed to our because discoveries is plural. Here's another example. People improves their life by learning from their past mistakes. Notice that the word people is plural, whereas the verb improves is singular. So to correct this sentence, you have to write people improve their life by learning from their past mistakes. People is plural. Therefore, the verb improved also has to be plural. Here's our last example reflecting on our past help us to make better decisions. I want you to note that the subject reflecting on our past is singular, whereas the verb help is plural. So to correct this sentence, we have to change the verb help to helps the correct sentence would read. Reflecting on our past helps us to make better decisions. So that's it for this video. Also you in the next grammar section in which will talk about active versus the passive voice. 11. Grammar: Active vs Passive Voice: welcome to this Kraemer section on active and passive voice. So let's first start by understanding what is the difference between the active and the passive voice in the English language. When we talk about the voice off a sentence, we're basically talking about the relationship between the subject and the verb. So in English we only have two voices, the active on the passive. Here's what the active voice is. Basically, the active voice is when the subject does the work. So here's an example. The dog bait the boy. So dog is our subject on a bit is the verb. The subject does the verb, on the other hand, in passive voice. The verb is done to the subject. So in our example here we can see the boy was bitten by the dog. Our verb here is bitten and dog is the subject. So in this example, the verb is done to the subject. So do you see the difference between these two different sentences? Notice that both e sentences have the same meaning. However, there different in their structure. Let's explore these concepts in a bit more detail. We'll start with the active voice, so you may be wondering, When should I use the active voice? Here's the answer. The active voice is best used for conveying simple on straightforward ideas and actions. Now there are many reasons why the active voice is far more common than the passive voice. Let's explore some of thes reasons. First of all, the active voice is direct and concise, meaning that the active voice gets straight to the point. It is also easier to understand it's less awkward and structure on. It clearly indicates the relationship between the different parts off a sentence. So let's look at an example here. Here's a sentence. I fed my dog yesterday. Notice that this sentence is very clear and simple. The sentence is written in active voice on its very easy to understand. On the other hand, if you were to write this same sentence in the passive voice, you would have to write. My dog was fed by me yesterday. Do you see how strange and complicated this sentence sounds? It's very unnatural. Noticed that both of these sentences mean the same thing on both of these sentences are grammatically correct. However, this particular idea is best conveyed with the active voice because it's simple and clear. Now let's talk about the passive voice. If passive voice is so awkward in its structure, why do we use it and when do we use it? Passive voice is primarily used in two main situations. The first of thes situations is when we do not want to say or do not know who did the action. The second situation is when focusing on the recipient off the action is more important. So let's look at examples off both of these situations. Here's our first example. Shoplifters were arrested. Notice that in this sentence we don't have to say that shoplifters were arrested by the police because this is obvious. So this is an example off the first situation. We do not want to say who did the action. Why? Because it's obvious there's no need to say that shoplifters were arrested by the police because only the police can arrest people. Here's another example. My car was stolen in this case. We don't know who's told a car. So this is also an example off the first situation. We do not know who did the action. Now let's look at an example off the second situation in which we have to use the passive voice. Here's our sentence. The road is being repaired. Notice that in this sentence were only focusing on the recipient off the action. We're only interested in the road. We don't really care about the people who are repairing it. Here's another example. Here we have two sentences which mean exactly the same thing. The poem was written by Shakespeare. Shakespeare wrote the poem On the top we have the passive voice and here on the bottom we have the active voice. So both the sentences mean exactly the same thing. However, there is a difference. The difference is that in the first sentence, the focus is on the poem, whereas in the second sentence the focus is on Shakespeare. So depending on what exactly you're tryingto emphasize in a sentence, you may want to choose the passive voice or the active voice. So I hope that the differences between the active voice and the passive voice are clear to you. Now let's now talk about how exactly do you go about contracting the passive voice? Basically, if you want to form the passive voice, all you have to do is use different forms off the verb to be so. Here in this column we have a list of tenses, and here we have the structure for forming the passive voice. You'll notice that depending on which tents were talking about, we're changing the verb to be in different forms. So here are some examples. If we're talking about the present simple tents, we would say the food is eaten in the present continuous tense. We would say the food is being eaten in the present perfect tens. We would say the food has been eaten in the past. Simple tens. We would say the food was eaten, and so one. Now let me show you an example off the use off, active voice and passive voice in a paragraph. So in this example, we have the passive voice highlighted in this brown color, and we have the active voice in the black color. If you'd like, you can pause this video now and read this paragraph in your own time. So that concludes this video. I'll see you in the next grammar section, in which we'll talk about simple on compound sentences 12. Grammar: Simple and Compound Sentences: In this video, we're talking about simple and compound sentences. So first, let's start off with simple sentences. Now, if you're taking this course, then I'm going to assume that you already know how to construct simple sentences. Otherwise, you probably would not have bought discourse. So I'm assuming that you already have a good understanding of what simple sentences are and how to use them. But still, I want to quickly go over it. For some of you who may be confused or who perhaps know how to use them, but are not exactly sure of what a simple sentences. I'm just going to quickly go over that now. So guys, we have a simple sentence when we have a subject and a verb. Okay? So those two things make up a simple sentence. Now, an object is optional. We don't really need an object, but most of the times you are going to have an object in your sentence, in your answers. Okay? So here are three different examples. So here we have a simple sentence, taxes should be increased. So here we don't have any object. We just have the subject in the blue color, the verb in the purple color. And that said, here's our second example. Children are the future of our nation. Ok, so this time we have an object. The future of our nation is the object. Not the nation, but the future of the nation? Does the object Das will we're talking about. The final example is community service develops strong character individuals. This time the object is strong character individuals. The verb is develops to develop something, and the subject is community service. So that in a nutshell, is a simple sentence. Now, it doesn't matter if you know the structure and the format of all of these things, guys, I have a confession to make. I actually did not know what the exact format of a simple sentence is for a very long time, even up until the early days at my university, even as a native speaker, I did not know how exactly to differentiate subject from the object. And many other different grammatical nuances. Many other things about grammar that I did not understand. But regardless of that, I was able to speak fluently. I was able to write wonderfully. So you don't really need to know the elements of grammar in the sense that you don't have to know how they're structured, what are they called? You don't have to know if it's a subject or an object. The important thing always is to be able to use the language, okay? As long as you can use the language, you're going to get a good score. So always focus on that and don't worry, if you don't know what a subject is or what an object is, the important thing is that you know how to write the sentences. And if it helps you to write better sentences by understanding what a subject and an object is. Then by all means, go ahead and spend some time understanding the differences. But keep in mind always the important thing is to be able to write good sentences or speak correct sentences. Now, as you can see from these examples, that simple sentences can also include other basic elements, such as prepositions, articles, etc. Now let's talk about compound sentences. So compound sentences are a little bit more complex than the simple sentences. Let's take a look. In a compound sentence, we have two independent clauses. So whenever you have one independent clause joined to another independent clause, then you have a compound sentence. And examiners love these kinds of sentences. So be sure to use some compound sentences in your answers, but make sure that you don't try to force them in there. As always, your writing or you're speaking, should sound natural. It should not be forced. So what is an independent clause? And independent clause is where we have a complete idea. So whenever the idea is complete, it can be called an independent clause. Now here we have something that joins these two independent clauses. This thing that joins these two independent clauses is actually called the coordinating conjunction. And we always use a comma before the coordinating conjunction if we are using it to join two independent clauses. Now here are the different coordinating conjunctions are for, and, nor, but, or, yet, and so. So these are our seven coordinating conjunctions, and these are the only coordinating conjunctions out there. Now let's take a look at an example. Britain invested over 1 million pounds in books, and France only invested 100 thousand. So here in the blue color, we have our independent clause. Then in the red color, we have our coordinating conjunction with a comma over here. And then in the blue color, again, we have another independent clause. So I want you to pay attention at this point that the idea in the independent clause is complete. What does that mean? So if I say Britain invested over 1 million pounds in books, and if I stop right there, let's say I put a period and I stop right there. Do I really need to continue to make sense of this sentence? No. I can stop right here, because this idea is complete. Now in this case, what I'm deciding to do is I'm deciding to add extra information to a thought which is already complete, to an idea which is already complete. So here we have our other complete idea. France only invested a 100 thousand. So if I just wrote the entire sentence, let's say that we remove this part that comes before and we simply say, France only invested a 100 thousand. Is that a complete idea? Yes, complete idea. It can stand alone by itself. It does not need any extra words or phrases to complete it. It's already complete. So that's what we mean by a compound sentence when we connect two complete ideas with a coordinating conjunction. And these are the coordinating conjunctions. Let's take a look at another example. Switzerland ranked the highest in 1999, but it was outranked by Britain the following year. Here again, we are using a coordinating conjunction, but over here we have, but to connect two independent clauses, to connect two complete ideas. So Switzerland ranked the highest in 1999. That is a complete idea. It was outranked by Britain the following year. That is a complete idea. Matter of fact, you'll notice that actually what we have here, our simple sentences. So here we have a simple sentence, here, we have a simple sentence, here we have a simple sentence, and here we have a simple sentence. So another way to think about compound sentences is to think about it like this. You are connecting two simple sentences. You are connecting two simple sentences together using a coordinating conjunction. So these coordinating conjunctions are always going to be placed between two independent clauses and always with a comma. And when we do that, we have what we call a compound sentence. Now let's talk about these coordinating conjunctions, words that we use to connect different independent clauses. So the first coordinating conjunction we have here is, but. So here's an example. The proposed legislation seems promising, but it has several drawbacks. Now here, you will notice that this is a complete idea. It is a simple sentence. And this is another complete idea, also, a simple sentence. Now here is our next coordinating conjunction. Yet it is common knowledge that exercises healthy yet many people never go to the James. Do you see here we have a coordinating conjunction connecting two independent clauses. Here's our third example, and Germany and France both experienced significant growth in 2002. Now here we've got a little bit of a tricky sentence. Germany and France both experienced significant growth in 2002. Now here we have used the word and, and this is a coordinating conjunction. However, this example is not a compound sentence. This is not a compound sentence because in this case, the coordinating conjunction is just connecting words together. Germany is a word, is not an independent clause. It's not a complete idea. Germany is not a complete idea, it's not a simple sentence. This is not a compound sentence. The reason why that is, is because in this case, the word or is simply connecting words together. It's connecting unemployed or underpaid. C is connecting those two words together. So here, it's not really connecting complete ideas. Unemployed, that is not a complete idea. Neither is this. You Can I just say underpaid are forced to consume unhealthy foods to save costs. Because it's simply connecting words together. We're saying those who are unemployed or underpaid, unemployed or underpaid. So it's connecting those two words together. These are not complete ideas. Now let's talk about commas. You will have noticed that whenever a coordinating conjunction connects two independent clauses together, we always use a comma, as you can see over here. And over here. However, when the coordinating conjunction is simply connecting words together, or sometimes they may be phrases. If we're connecting words or phrases together, then we do not use a comma because this is not a compound sentence. So we don't use a comma here, and we don't use a comma here. Now here's my one last note on using commas with coordinating conjunctions. Placing a comma before and in a list is optional. So I'm sure that you have seen that sometimes people place a comma before AD and sometimes they don't. This is just a matter of preference. Choose whatever you like. Some people like to do this. Some people don't like to do this. So choose whatever way. It doesn't matter. Just keep in mind that it's only optional in a list. We're talking about a list here. Speaking of lists, here is a list of coordinating conjunctions. Fanboys. What exactly are fanboys? Right here we have two fanboys. Fanboys are boys who are really big fans of something, who really enjoy something, who are really passionate about something. Maybe it's a certain music band, maybe is an artist of some kind. Maybe it's an actor or something that you can become a fan of. So when we have boys who are really passionate about something like this, like a music band or whatever have you, then we call them fanboys. And fanboys is an acronym for these coordinating conjunctions for and, nor, but, or, yet. And. So That's a really easy way to remember what the coordinating conjunctions are. But once again, more important than trying to remember all of these coordinating conjunctions is to know how to use them. So that's the best way to remember coordinating conjunctions. You don't really have to remember a list of them. You just have to know how to use them. So this here is just a little abbreviation with which you can remember so that you can put these words into practice. So that's going to be the end of this one. In the next video, we're going to be talking about complex sentences. 13. Grammar: Complex Sentences: all right. Now that we've talked about the simple on the compound sentences were now ready to talk about the complex sentences. So that's what this section is about. Let's get started. So first of all, what is a complex sentence? Basically, Ah, complex sentence is when you have a dependent clause, plus an independent clause. So you'll recall from the previous video that an independent clause is a complete idea. On the other hand, a dependent clause is an incomplete idea. So when we have a dependent clause on an independent clause put together, we call that a complex. Since now, what do we use to connect the dependent and the independent clause to each other? We use what is called a subordinating conjunction, so we'll talk about subordinating conjunctions very soon. First, let's take a look at some examples off complex sentences. So here's our first sentence. Whereas Britain invested over £1 million books, Frantz only invested 100,000 in this case, the word, whereas is de subordinating conjunction. I want you to notice that France only invested 100,000 is an independent clause. It's a complete idea on it can stand by itself That means that if we were to just write this clause as its own sentence, it would still make sense because it's a complete idea. On the other hand, if we were to say whereas Britain invested over £1 million in books, this is not a complete idea because we're using the word whereas to make a comparison. So when we say this sentence, we have to compare it with something else. Therefore, we cannot just stop the sentence here. We have to add some extra information to complete the sentence. In this case, we need to complete the comparison. Let's look at another example. Switzerland ranked the highest in 1999 although it was outranked by Britain the following year. Now, in this case, the word, although is acting as the subordinating conjunction on this subordinate in conjunction is connecting the dependent clause with the independent clause. So here in the blue color, we have the independent Clause. Switzerland ranked the highest in 1999 you'll notice that this is a complete idea. If you were to stop the sentence here, it would still make sense. On the other hand, the dependent clause is incomplete, so here. This dependent clause only makes sense when we join it together with the independent clause . Do you get it? So an independent clause is called independent because it doesn't need anything else. It can stand alone by itself. It's complete. However, a dependent clause is incomplete. It needs to depend on something else. As a rule, we place thes subordinating conjunctions at the beginning off the dependent clauses. So you'll notice that here we put the subordinating conjunctions at the beginning off the dependent clause on. We've done the same over here, so it doesn't matter if the dependent clause comes first or if the dependent clause comes second. The important thing here is that the subordinating conjunction has to be placed at the beginning off the dependent clause on when we used these dependent clauses in a sentence, we form what are called complex sentences. Now let's look at some examples off how we use subordinating conjunctions to form complex sentences. We'll start with the word, although here's our example. Although this proposal has some drawbacks, its advantages far outweigh the disadvantages. Noticed that this first half is the dependent clause on this second half is the independent clause. Next we have to subordinate in conjunction despite here's our example. Despite the new regulations, many people still do not fully disclose their income to the government. The first half is the dependent clause on the second half is the independent clause. Next we have, unless walking is better than driving unless one is in a hurry. Here we have the independent clause before the dependent clause. Here is the next example It is important to consider one's financial situation before traveling abroad. Unless one is wealthy. Notice that in the sentence we have an independent clause plus a dependent clause plus another dependent clause. So in this sentence we have one independent clause on too dependent clauses. Here's our last example. Certainly this could happen. Although the odds are remote here we have the independent clause on here We have the dependent clause. I want you to notice that in all of these examples replaced the subordinating conjunctions at the beginning off the dependent clauses. Now you may have noticed that sometimes with the subordinate in conjunction, we use a comma and other times we don't. So you may be wondering when exactly should we use a comma with a subordinating conjunction and when should we not? So let's talk about that. There are a few basic rules. The first of thes rules is that if the dependent clause comes before the independent clause , then you should place the comma at the end of the dependent clause. So in this case, here we have the dependent clause on Dhere. We have the independent clause. The dependent clause comes before the independent Clause. So in this case, we have to place a comma at the end of the dependent clause. The second rule is that if the dependent clause comes after the independent clause, then the comma is usually not used. So here we have examples off this here We don't use a comma in both of these sentences. Why? Because here we have an independent clause that comes before the dependent clause. So when we have a situation like this, in most cases we do not use a comma. However, I want you to notice that there are exceptions to this rule as can be seen in this sentence over here. The next rule is that if the subordinating conjunction is used to give extra information, for example If we're just adding extra information as an afterthought, then we must use a comma. So in this example, we've used this dependent clause to simply add extra information. Okay, this wasn't really required. We don't have to add this information. We could just put a full stop here and end this sentence right here. However, we chose to add extra information as an afterthought and therefore we have to use a comma. Lastly, I want you to note that the word, although, is an exception. Akama is almost always used whenever, although appears in the middle of a sentence, as you can see in the example over here. Now let's take a look at a list off subordinating conjunctions. Here we have our list, and I want you to note that this is not a complete list. However, these are some of the most common subordinating conjunctions that are used in the English language words like, though, although as though since because despite are very common and you're probably going to use them in your isles writing on speaking. So you may be wondering now, when exactly should I use the complex sentences in my writing? Well, we usually used the complex sentences when we're comparing and contrasting two different pieces of data or information. So let's look at an example off that. Let's say that you see this bar graph on your isles writing Task one, and you're trying to describe the data from the year 1995. If you're writing about the year 1995 you could say something like in general. It is evident that in 1995 local fixed line calls were the most prominent choice, whereas more Biles for the least popular. Do you see how we've used the subordinating conjunction, whereas to compare two different pieces off information? We're saying that on the one hand, the local fixed line calls were very prominent, meaning that they were very popular. On the other hand, Mobil's were the least popular, so we have compared to contrast ing pieces of information in a single sentence. That's the power off a complex sentence. Let's look at another example. Now let's say that you get this map question and you have to describe the differences that you see between the two maps. In this case, you could say something like although the island used to be vacant and undeveloped in the past. It is now fully developed on equipped with tourist facilities. Do you see how we're using the word, although to compare to contrast in pieces off information, we're saying that on the one hand, the island used to be vacant and undeveloped in the past. On the other hand, now it is fully developed and equipped with tourist facilities. So by using complex sentences, we have mentioned to contrast in pieces of information in a single sentence. So these are the type of sentences that the aisles examiners are looking for. They want to see if you are able to form such complex structures, so make sure that you use some complex sentences in your writing to show off your grammatical range. So that's all for this video. I hope that you now have a clear understanding off what are simple sentences, compound sentences on complex sentences and that you now understand how to use them in your writing. I'll see you in the next grammar section in which we'll talk about correlative conjunctions 14. Grammar: Correlative Conjunctions: in this Kraemer section were talking about correlative conjunctions. So let's see what they are basically these air conjunctions that come in pairs and they act as a team. In order to make these conjunctions work, you have to use both of them in different places in a sentence. These conjunctions also act as cohesive devices because the connect words and phrases together. So let's look at some examples off that here we're looking at the correlative conjunctions either on or now notice that they come as a pair. They work as a team. So here's our example. Many ignore recycling either out of ignorance or laziness, so this sentence can only convey its correct meaning. If we use both of these correlative conjunctions in different places in a sentence, we can't just use one off them. Otherwise it doesn't work. Let's look at another example this time we're looking at both and here's our example. Vegetables are both nutritious on tasty. Now I want you to notice that whenever we use correlative conjunctions, Akama is not usually used between the two components off a correlative conjunction. Okay, so we don't usually use a comma. However, there is an exception and that exception is that if there are other elements that are present, so let's look at an example off that here we have the correlative conjunctions neither nor our sentences Neither Germany, which only grew by 2.4% nor Frantz saw significant growth in banana sales. Now here you'll notice that we've used a comma with which and the reason for that is that in this sentence there are other elements present. So what are the other elements in this case, The word which is a relative pronoun So in this case, were adding extra information right in between the two components off the correlative conjunction. So in order to separate this extra information, we use a comma to make it clear to the reader, will explore relative pronounce in much more detail in the next video. I want to now explore the structure off the correlative conjunctions because there's a very specific structure to these conjunctions. The most important thing about their structure is that the first part off the pair should always be exactly parallel inform to the structure after the second part, So basically, in other words, now should be linked to announce our objectives should be linked. Toe adjectives proposition all phrases to proposition all phrases and so on. So let me show you what I mean. Here we have two versions off the same sentence. One is the incorrect version and the other is the correct version. So here's the incorrect version. Parents should neither yell at their Children nor be punishing them. Now, I want you to notice that here we have our correlative conjunction neither. That's the first part of the conjunction and nor is the second part off the conjunction. So what we're saying is that whatever comes after the first part off the conjunction should be exactly parallel to what comes after the second part off the conjunction. So here you can see that the verb yell is not parallel informed to the second part. Be punishing if we want to make thes Forbes parallel. What we need to do is changed the be finishing part to punish okay, because then we have exactly parallel verbs. On the one hand, we have yell. On the other hand, we have punished. So now the structures are parallel. The correct sentence is parents should neither yell at their Children nor punish them. So that's what we mean by parallel structures. Let's look at more examples off this. Here we have the incorrect sentence I used to love both swimming competitively on to play golf. Here are correlative, conjunctions are both and on. And so after the first part of the conjunction, we have swimming, which is a continuous form of the verb, and after the second part of the conjunction, we have to play golf. This is the base for Bob, so you'll notice that the form off the verbs are completely different in the first part on the second part. So in order to correct this sentence, we have to make the words exactly parallel to each other. So how do we do that? Well, we have to change to play into playing, so the correct sentence would read. I used to love both swimming competitively, aunt playing golf. Now the structures air parallel. On the one hand we have swimming on. On the other hand, we have playing, swimming and playing. Now they're parallel in their structure. Here's another example. Vegetables not only are delicious but also healthy. Here is the first part of the conjunction not only and here's the second part, but also now this sentence is incorrect because after the first part of the conjunction, we have a verb farm and an adjective delicious, whereas after the second part of the conjunction, we only have one adjective. So in order to correct this sentence, we have to remove this are on changes location. We have to move it after vegetables so the correct sentence would read. Vegetables are not only delicious but also healthy, so you'll notice now after the first part of the conjunction, we have one adjective and after the second part of the conjunction, we also have one adjective healthy. So now the structures are parallel. Here's our last example. Parents can either send their Children to a traditional school or toe a home school. Are correlative conjunctions here are either on or so after the first part of the conjunction, we have send their Children to a traditional school. You'll notice that we have a verb over here send, whereas after the second part of the conjunction, we don't have any for Bob. We just have a proposition, an article on a noun. So if we want to make this sentence parallel and its structure. Here's what we need to do. We need to change this part over here. Send their Children. We need to move this part before the first part off the correlative conjunction so the correct sentence would read. Parents can send their Children to either a traditional school or ah, home school. Now the structures are parallel because after the first part of the conjunction, we have an article on the noun phrase. And after the second part of the conjunction, we also have an article on a noun phrase. I hope that's clear for you. Now let's take a look at a list off correlative conjunctions. Here are some off the most common correlative conjunctions us and as both and either or neither nor not, but not only, but also and lastly weather. Or so you can see that these correlative conjunctions are fished, bumping each other on. That's because they work together as a team. So that's all for this section on correlative conjunctions. Our ship will now be sailing to the next grammar section, which is relative clauses 15. Grammar: Relative Clauses: Welcome back to the course in this video were talking about relative clauses. There are basically two types off relative clauses. The first type is the defining relative clause on the second type is the non defining relative clause. So let's look at what each of these are. We're starting with a defining relative clause. Basically, a defining relative clause is a clause which is necessary in a sentence. Without this clause, the noun remains incomplete. So basically the idea off the sentence remains incomplete. In other words, this type of relative clause defines the noun. The last thing that you need to know about the defining relative clause is that we don't use a comma before the relative pronoun. So let's look at an example to better understand all off this. Here's our example. Belgium is the country that sold the most coffee. Now the word that in this sentence is the relative pronoun, and you'll notice that the word that defines the noun that comes before it in this case it's defining the country, in other words, were clarifying which country Belgium is. It is the country that sold the most coffee. If you were to just stop this sentence right here. This sentence wouldn't really make any sense because then you would just be left with Belgium is the country and that is an incomplete sentence. Belgium is which country? What type of country. We need to clarify this now to show the reader what exactly we're talking about. So that is what we mean by a defining relative clause. On the other hand, we have the non defining relative clause. A non defining relative clause is not necessary in a sentence. Why? Because the idea is still complete without it. So we don't really need the non defining relative clause. Well, if we don't really need it, then why do we use it? We use it when we want to give extra information about the noun in a sentence. Sometimes we want to extend the amount of information that were providing about denounce. In this case, we used the known defining relative clause. The last thing to note about this clause is that with this clause, we do use a comma before the relative pronoun. So let's look at an example off this. Belgium earned 1.7 million euros from coffee sales, which made it the most profitable country. So you'll notice that if we wanted, we could have just stopped the sentence right here. We could have just said Belgium earned 1.7 million euros from coffee sales. That's a complete idea. We don't have to continue this sentence. We could just stop right here. However, we decided that we want to add some extra information. Keep in mind this extra information is not necessary. We just want to provide this extra information anyway. So in this case, we've added the extra information with this relative pronoun here which that's our relative pronoun. And we've added this non defining relative clause, the clauses which made it the most profitable country. So we call this a non defining relative clause because this type of clause does not define the noun, whereas in the defining relative clause, this clause that we've added here defines the noun that we're talking about. So that's the difference between the defining relative clause on the non defining relative clause. Now all relative clauses use some kind of a relative pronoun. So in this example, refused the relative pronoun that in this example we've used the relative pronoun which and There are several other relative pronouns that were used with both. The defining on the non defining relative clause is so let's explore what some off these relative pronouns are. We're going to start off with the relative pronoun who so we used this relative pronoun whenever we refer to people. So here's our example Sentence. Sam's mother, who lives in Scotland, has six grandchildren. So notice that we used a relative pronoun who to talk about Sam's mother. Sam's mother is a person, so therefore we used a relative pronoun who, on the other hand, if you want to talk about things in general, then you can either use which or that in this example we're using the relative pronoun, which to refer to overgrazing. So our sentences overgrazing represented the primary cause of global land operation, which accounted for approximately 30% off land degradation. Next, if you want to refer toa places, then you can use the relative pronoun who where, for example, you could say the only country where the population declined. Waas Australia. Notice that we're using the relative pronoun where to talk about country in this case, that country is Australia on Australia is a place. If you want to refer to a specific period of time, then you can use the relative pronoun when so you could say the period when mobile phones plummeted in demand. Waas The month of December Notice that we're using the relative pronoun who, when to talk about the period that period is the month of December. So we're talking about a certain period of time. If you want to refer to possession, then you can use the relative pronoun who's, for example, you could say the only country whose sales declined waas Yemen. So in this case, were using the relative pronoun who's to talk about the country's sales. In this case, we're talking about Yemen's sales. Okay, so we're showing possession. Who sales. Whose sales are we talking about? We're talking about Yemen's sales. I also want to point out that most of the times when we used this relative pronoun who's we usually use it to show the possession by a person. However, you could also use this relative pronoun to show the possession by a country or other announce. Here's our final example. If you want to refer to a certain reason, then you can use the relative pronoun who I. So here's our example. The reason why they migrated to the nearby islands is not clear. So in this case, why is referring back to this reason? Here it is clarifying which reason we're talking about. So those are all the relative pronounce on. This is how we use them to refer to different things. Now let's talk about the use of commas in the relative clauses. So the first thing that I want you to notice is that whenever we have a non defining relative clause, we have to use a comma. So we've used a comma here, here, on here. Do you remember what the non defining relative clause is? The non defining relative clause is when we're just giving extra information, it's not required. We don't have to do it. Why? Because the sentence is already complete without it. So we don't need it. But we're just providing extra information anyway. So whenever we have unknown defining relative clause, we use a comma. So our first example here is Sam's mother, who lives in Scotland, has six grandchildren. The middle part who lives in Scotland is just extra information. We don't really need it. If we were to remove this part and just say sums, mother has six grandchildren. That would be fine. That would be a complete idea on we wouldn't really need this part anyway. However, if you choose to add this part in the middle, then you have to add a comma before it and after it to show that it is a separate piece of information. In our next example, we have overgrazing represented the primary cause of global land depletion, which accounted for approximately 30% off land degradation. Notice again. Now we could just topped the sentence here. We don't have to continue this sentence. However, we're just choosing to add extra information and since were choosing to add extra information, we have to use a comma. On the other hand, if you have a defining relative clause, then we don't use a comma. The defining relative clause is when we're clarifying what exactly we're talking about. The defining relative clause defines the noun. For example, in this sentence, the only country where the population decline was Australia. The relative clause where is defining the country that we're talking about? It is defining the noun. Okay, so we don't use a comma with the defining relative clause in this sentence. The relative clause when is defining the period of time in this sentence the relative clause whose is defining the country on in this example? The relative clause why is defining the reason So in all of these cases where we don't use any commas, so I hope all of that is clear for you in the next Kreimer section, we're going to be talking about conditional sentences. I'll see you there. 16. Grammar: Conditionals: Welcome to the next grammar section. In this video, we're talking about conditional sentences, so there are four main types of conditional sentences that are often used with the word. If so, let's explore these condition. ALS. We're starting off with the zero conditional. We used a zero conditional to talk about riel situations that always happen. Next. We have the first conditional, and we used this conditional. When we're talking about things that are likely to happen, there is a strong probability that these things are going to happen and when are they going to happen in the future? Next, we have the second conditional, and we used this conditional to talk about un really situations. There is a strong probability that thes things that we're talking about are not going to happen on. Finally, we have the third conditional on. We use this conditional to talk about things that will never happen. They're never going to happen. Why? Because they've already passed. They've already happened in the past, and so they cannot be changed. So we use it to talk about on riel past situations. So now let's explore each of thes condition. ALS in more detail. Let's start with zero conditional. So as we've already discussed, the zero conditional is used to talk about situations that are riel on possible. Basically, we use them to talk about general truth. These truths are always true. Another thing to note about the zero conditional is that in this conditional, the word if can usually be replaced by the word when without changing the meaning off the sentence. So let's look at some examples on the left side, we have the if class, we're talking about a sentence in which we have the word. If I want you to note that the word if can come at the beginning off the sentence. But it can also come in the middle of the sentence. And here on the right side we have the main clause off the sentence. Here in the blue color, we have the structure off the zero conditional. So an easy way for you to understand the zero conditional is to look at it like this. If this thing happens, that thing happens. For example, if you heat eyes, it melts. If it rains, the grass gets wet. Notice that these are general truth. There always true. If you heat eyes, it will always melt. I also want you to note that the order off the sentence doesn't have to be in this manner. If doesn't have to come at the beginning off the sentence, it can also be placed in the middle off the sentence. So, for example, we could talk about the main clause first and then we could mention the if clause. So I could also say ice melts if you heat it. The cross gets wet if it rains. Okay, so I want you to note that the if clause and the main clause can be switched around. The last thing to note is that the word if can usually be replaced by the word when without changing the meaning. So I could also say when you heat eyes, it melts. When it rains, the cross gets wet, the meaning stays the same. Now let's talk about the first conditional. We use the first conditional to talk about present situations or future situations where the situation Israel. So we used this conditional to talk about a situation which is very riel, and we also used this conditional to talk about the probable result off this situation, what is likely to happen as a result off this situation. So let's look at examples off that here's the structure off This first conditional an easy way to understand The first conditional is to look at it like this. If this thing happens, that thing will happen. For example, if you don't hurry, you will miss the train. If it rains today, you will get wet. Firstly noticed that we're using this conditional to talk about the present or the future tense. So in this case, were talking about the future tense. If you don't hurry, you will miss the train. If it rains today, you will get wet. I also want you to note that these are really situations. They're very possible. It's very possible that it may rain today. Okay. And the last thing to note about this conditional is that we also use it to talk about the probable result off this real situation. So what will happen as a result? Well, the result is that you will miss your train, you will get wet. There's a very strong probability that this will happen if this thing happens, so I hope that is clear for you. Now let's talk about the second conditional. We used this conditional to talk about a time that is now or any time. The important thing is that this situation is unreal. So when we construct sentences in the second conditional were basically creating hypothetical situations, these air, not really situations, were just talking about what could happen. What would happen on? We're talking about the probable result off that situation. So let's look at examples off that here's the structure for this conditional. And here's an easy way to understand the second conditional. If this thing happened, that thing would happen. But I'm not sure. I'm not sure if that thing would happen, but I think it would happen. Or you could say, If this thing happened, that thing would be happening. So we're talking about a hypothetical situation. What would happen in a certain on riel scenario? So here's an example. If I spoke Italian, I would be working in Italy. Okay, so this is a hypothetical situation. I don't actually speak Italian, because if I did, I would be working in Italy. But I also want you to note that I'm not sure if I would be working in Italy, but there is a strong probability that I would be working in Italy as a result off speaking Italian. Here's another example. If it rained, you would get wet. So this is a hypothetical situation. I noticed that this situation probably will not happen because we're using it to talk about an unreal situation. So this situation probably will not happen. But if it did happen then you would get wet as a result. In other words, this is a very unlikely scenario. This will probably not happen, but if it did happen, then the most likely scenario is that this will happen. So there's a very low probability off this ever happening. But if it did happen then there's a very high probability off this happening. Note that in both of these examples were not limited by time. We're just making general statements, so basically in the second conditional, we can make sentences to refer Toa any time now. Let's look at our final conditional in the third conditional. We can only talk about a past situation and we're not just talking about any past situation we're talking about ah past situation that is contrary to reality that is opposite to reality. Also note that it is used to refer to an unreal past situation on its probable past results . So let's look at some examples here is the structure off. The third conditional on Here's an easy way to understand it. If this thing happened, that thing would have happened, however neither off those things really happened on since neither off those things really happened. This thing is not happening. You could also use it to say If this thing happened, that thing would have been happening. But again, I want you to note that this first thing did not really happen because it's an unreal past situation. So this first thing did not really happen on. Therefore, this second thing is not happening. For example, if it had rained, you would have gotten wet. However, it did not rain on. Since it did not rain, you did not get wet, but if it had rained, you would have gotten wet. Here's another example. If you had studied harder, you would have passed the exam. However, the past is already gone. In the past, you did not study harder on since you did not study harder. You did not pass the exam. So basically on the one hand were using the third conditional to talk about an unreal past situation. So here we have an on really past situation and on the other hand, we're talking about the probable past results. So here we have the probable past results. So those are the four main condition ALS that you may need to use on your isles exam to talk about situations that are likely to happen or unlikely to happen. So that's all for this video. Also, you in the next grammar section in which we're going to be combining all off the different elements of grammar that we've been learning so far, so I'll see you there. 17. Grammar: Combining Elements: Now, in our grammar section, I've shown you a lot of different elements so far. So in this video, I'm going to show you how you can combine all of these different elements to form complex structures in your IOS exam. So if you want to form more complex structures, whether that is for your aisles writing or even if it's for the Speaking section, what you can do is you can combine the different elements, such as the subordinating conjunction, coordinating conjunction, correlative conjunction, relative pronouns, and so on. So now I'm going to give you an example of that. So here's our sentence. I like to sleep in, but I can get up early if I have to go to work or meet up with my friends. Now notice I've got some words over here that are color-coded. So here in the green color, we have the coordinating conjunctions, and here in the red color, we have the subordinating conjunction. So this actually is what we call a compound complex sentence. The reason that we call this type of sentence a compound-complex sentence is because in this sentence we have a compound sentence as well as a complex sentence. Okay? And you can see that here we have both elements. We have the coordinating conjunction as well as the subordinating conjunction. So here you can see that we've combined the two different elements in this sentence. So here we've got a complex structure. And using something like this in your aisles exam is really going to boost your score in the Krammer category. Now I want to show you another example. We're going to make it a little bit more complex. Let's take a look. Alright, so here what we've done is we've added the relative pronoun as well. So let's read the sentence. Even though pollution is increasing at an alarming rate, I believe that we can still improve the health of our planet and reverse the environmental damage that has caused numerous ecosystems to collapse. All right, now this is a great sentence because it's a complex structure. So we've used a subordinating conjunction here, a coordinating conjunction here, and a relative pronoun over here. So here we've got a dependent clause. This first part here is our dependent clause, and then everything that follows is the independent clause. Now, in this case, we're not using this coordinating conjunction to form a compound sentence. Rather, we are using this coordinating conjunction in this case, to form what is called a complex verb structure. You don't really have to worry about what all these names and labels mean. The important thing here is to know how to use. Different elements, ok, so don't really worry about what they are called and so on. The important thing is that you can use them correctly in your writing in order to form complex structures. One more thing that I want you to take note of is that you don't really need to be using a lot of different complex structures to get a high score on your exam. If you just use one or two complex structures in your writing, that's enough. You really don't need to fill up your essay with too many complex structures. Okay, now I'm going to show you one final example where we combine all four of these different elements. Here's our sentence. Research has shown that people who consume meat have higher rates of disorders due to cholesterol, which not only contributes to heart disease, but also diabetes, high blood pressure, and a host of other problems. Whereas plant-based foods have been shown to alleviate such disorders. Okay, now here in the purple color, we've got our relative pronouns. Here, we've got a defining relative pronoun. This relative pronoun is defining the subject, is defining the people. What people are we talking about? We are talking about the people who consume meat. Okay? So it's defining the subject. And therefore this is called a defining relative pronoun. And what we have here is a defining relative clause. Here, we've got a non-defining relative pronoun, because in this case, we're simply using this relative pronoun to tag along extra information to add extra information to the sentence. So here we've used two different types of relative pronouns that defining and the non-defining relative pronoun. Now here in the blue color, we've used correlative conjunctions. Do you remember a correlative conjunctions are like a team. They are like a pair that we have to use together with each other. Now here we've used a coordinating conjunction. Now here we're not forming a compound sentence, but still, this is a great use of coordinating conjunction. And then here we've got a subordinating conjunction, which we've used to add a dependent clause at the end of their sentence. So we've got a lot of different complex structures here. And guys, I want you to note that you really don't need to use a sentence like this in your aisles exam to get a band nine. Okay, I've just shown you a really complex example here, just to show you what is possible. I just want to show you the range of possibilities so that you can see how you can combine these different elements in a wide range of different ways. It doesn't mean that you have to form sentences that are this complex in your writing or in your speaking. So I hope all of that is clear for you. Now, in the next few videos, we're going to be taking a look at pronunciation. 18. Grammar: Punctuation: in this grammar section were talking about how to use punctuation in your Eilts writing. So let's start by looking at all the different types of punctuation that you're going to be using in your writing. We're starting off with the periods. This here is a period. We use a period at the end off informative sentences in the paragraphs. So whenever you're ending your sentence, you use a period. Next we have exclamation marks. Now notice that we do not use exclamation marks in academic writing. This means that you should not be using any exclamation marks in the writing task one or the writing task to next. We have commas. Generally speaking, we used to calm us whenever we hear a brief audible pause. All right, so whenever you hear this brief, audible pause in a sentence, we use a comma. Next we have apostrophes. Apostrophes are used to show possession. For example, you could say Francis population. Okay. Whose population are we talking about? We're talking about Francis population. So we use the apostrophe up here. Or you could say Germany's cars whose cars? Germany's cars. So again, we use an apostrophe here. Now, keep in mind that you should not be using apostrophes to show contraction in your writing. So contractions are words like isn't doesn't so Instead of writing isn't you Should write is not instead of writing, doesn't you should write, does not Next we have capitalization. Basically, we capitalize all the words that come at the start Off the sentence on we also capitalize all proper noun so words like names off a country off a person on dso one. Lastly, we have semi colons. We use semi colons to join two independent clauses together and we do this if the two independent clauses are very closely related in ideas. Okay, Onley if they're related and we don't want to start another sentence, then we can connect the two independent clauses by just using a semi colon. Now I want to spend more time talking about commas since you're going to be using a lot of them now, there are many different rules to using commas, However, for your aisles as says, these four rules are the most relevant. So let's talk about these four most important rules when it comes to using commas. The first rule is that whenever the dependent clause comes before the independent clause. We have to use a comma at the end of the dependent clause. We've already talked about this before, but just to remind you, let's take a look at an example. So here's our complex sentence. The sentences. Even though junk food is unhealthy, many people consume it due to cheaper costs. So I want you to note that here we have two dependent clause. Even though junk food is unhealthy, that's are dependent. Clause on Here is our independent clause. So whenever the dependent clause comes before the independent clause, we use a comma at the end of the dependent clause. Now let's look at the next rule. We use a comma before any coordinating conjunction that links to independent clauses. Together. We've talked about this as well, but let's look at an example. Computers doubled in sales from 2003 to 2004 but their price had dropped to half. So in this case, we have to independent clauses. Here's our first independent clause aunt. Here's our second independent clause, and here we have a coordinating conjunction that is linking these two independent clauses together. So whenever we have ah, coordinating conjunction that links to independent clauses. We use a comma before the coordinating conjunction. Next, we have rule number three. We use commas to separate the items in a list. So here we have an example of the list. People can improve their mood with a healthy diet, exercise and a healthy social life. So here we have our commas before exercise on before on. So whenever you have a list used the commas to separate the different items in the list, I want you to note that this comma here, which comes before the aunt is optional. So if you want, you can use it. If you don't want to, then you don't have to. Here's our last rule. Whenever you have an introductory cohesive device, we use a comma after it. Here we have a few different introductory cohesive devices. So if you're starting a new sentence human, start the sentence with the word finally or alternatively or, for example, as a result, and so on. So whenever you use such introductory cohesive devices, you have to use a comma after them. I want you to note that there are certain introductory, cohesive devices with which we do not use a comma such as it is clear. Or this is due to remember the easiest way for you to find out if whether or not you should use a comma is to listen for a brief, audible pause. If you hear a brief audible pause, then you should use a comma. If you don't hear a brief audible pause, then you shouldn't. So I hope that's clear. Now let's talk about apostrophes now. Apostrophes air commonly used for two purposes. Firstly, there used to show contraction of words, for example, words like isn't and doesn't we already discussed this so we can use apostrophes to show contraction of words when we put two words together on shorten them, So is not becomes. Isn't does not becomes doesn't we also use apostrophes to show possession? Now, I've already discussed that in your academic writing. You should only be using apostrophes to show possession. You should not use them to show contraction. Now let's take a look at how to use apostrophes correctly. So the first way that we used the apostrophe is when we have a singular now. So in this case, we add in apostrophe plus we add an s to it. So let's look at an example of this. Our nation's population is rapidly increasing, so notice that nation is a singular noun and we want to show possession. Whose population are we talking about? We're talking about the nation's population. So to show the possession by a singular now we have to use an apostrophe. So here's our apostrophe on. We have to add an s to the word. So here's the S that we've added. Here's our next rule. If you have any singular noun or pronouns that end in the letter s, then we only used the apostrophe. So let's look at an example of that. Here's our sentence. Ensuring job satisfaction of the employees is the boss's responsibility. I want you to note that this is a singular. Now on. We want to show possession by a singular noun. However, this singular noun ends in the letter s. And when we have a singular noun that ends in the letter s, we only use the apostrophe. We do not add the s to it. So here, as you can see who we only have the apostrophe, Let's see another example the education of Children is their teacher's responsibility. In this case, we have a plural now, teachers, and we want to show the possession by this plural noun. So what do we do? We have a word that is ending in the letter s so again similar to our previous example. When we have a word that is ending in the letter s, we only use the apostrophe. So here, as you'll see in both of these cases, we only used the apostrophe next. If you have irregular plural mounds, then you used the apostrophe plus the letter s. Here's an example off that Children's views are usually shaped by their parents. I want you to note that Children is an irregular noun and it's an irregular plural now. So we say one child on to Children Notice that we don't say to Children's. We don't add an s when we're talking about the plural off child because the plural off child is Children. So if you want to show possession by this plural noun, then you have to add an apostrophe. Plus the letter s So we say Children's views are usually shaped by their parents. Note that we don't say Childrens and then add the apostrophe. That's wrong. Now let's look at our final rule. We do not use the apostrophe for plural izing a regular now. So what do I mean by this? Let's look at an example here. There are numerous traditions in the world, so here we have an incorrect sentence. There are numerous traditions in the world. I noticed that the word traditions is plural, but to show a plural now we do not add an apostrophe in the aisles writing. We only add the apostrophe when we want to show possession. In this case, we're not showing any possession. So this apostrophe here is incorrect, and we have to remove this apostrophe to correct this sentence. Next, let's talk about capitalization. Here are the rules for it. Firstly, you should capitalize. The first letter off the first word in a sentence. E is the first letter off the first word, so it has to be capitalized. Next, you have to capitalize proper. Now's proper names include names and places. So here's an example. Research conducted by Harvard University in Massachusetts shows that so in this case, here are the proper noun. Harvard University is a proper noun on Massachusetts is a proper noun. So notice that since Harvard University is the name of the university, we have to capitalize the H on the you on. Since Massachusetts is the name of a place we have to capitalize the M. Here's the next rule. Whenever you have months or days of the week, you have to treat them as proper announce on. You have to capitalize them. So months like January and February have to be capitalized. Also days off the week, such as Sunday, Monday, Tuesday. They have to be capitalized. However, when you're talking about seasons such as summer, winter, fall, autumn, these seasons are not proper announced on they should not be capitalized. So here's our example. After a sharp growth in March, the profit from banana sales plummeted in December but recovered by the falling summer. So in this example, March is a proper noun because it's the name for month. December is a proper now because it's also the name off. A month on summer is not a proper noun. Since this is a season, here's our last rule names. Off school subjects such as math, algebra, geology and psychology are not capitalized. However, the only exception to this rule is if you're talking about school subjects that include languages, So if you have a subject such as French or English, then they have to be capitalized. So here's our example, my favorite subjects in high school or Spanish and psychology. I want you to note that the S in Spanish is capitalized because this is a name off a language. But psychology is not capitalized. Now let's talk about semi colons. Basically, semi colons are used to indicate an audible pause that is longer than a comma but shorter than a period. Now take note that you will probably not need to use the semi colons in your essay. However, I just want to mention the main rules, just in case you do end up using them. So here's the first rule. We used the chemical into link to independent clauses together that are closely related in ideas. For example, you can say some people write on computers, others prefer to write by hand. Okay, so here we have two independent clauses on these clauses are closely related in ideas because both of them are talking about how people prefer to write. Some prefer to write on computers. Others like to write by hand so we can connect these two independent clauses by using a semi colon. Next, avoid a semi colon when a dependent clause comes before an independent clause. So in this case we have the example. Although they tried, they failed. All right, notice that this use of the semi colon is wrong. In order to correct this sentence, we have to say, Although they tried comma, they failed. Here's our next rule. We use a semi colon before words like namely, however, therefore Daddy's for example, for instance, etcetera on. We used the semi colon before these words when these words introduced a complete sentence. So let's look at an example off that science is one of the most significant subjects. However, the arts are justus important. So notice here we have our independent clause. Then we have a semi colon before the word, however, and we use a semi colon before the word. However, because this word is introducing a complete sentence, the arts are just as important. I noticed that when we use a semicolon before a word, like however, or therefore or for example, We also have to use a comma here. Here's our last rule. We do not capitalize any ordinary words after a semi colon. So keep in mind semi colon is not a period. Okay, so we capitalize words when we're starting a new sentence but with semi colon we do not capitalize ordinary words because a semi colon is still part of the same sentence. So here we have our example I'm here You are over there Notice that we've capitalized the why in the U after the semicolon here This is wrong. We can only capitalize proper announce not ordinary words. So to correct this sentence we have to say I'm here Semi colon, you are over there The why in the u should not be capitalized. All right, so that's pretty much it for all the different punctuation rules. Now what I want to do is I want to test your knowledge off the punctuation rules that you've learned so far. So I want you to now pause this video on Read this paragraph below. In this paragraph, there are 12 punctuation errors and after you've paused the video, I want to read this paragraph and find all these 12 punctuation errors. So go ahead. You can pause the video now. Okay. I hope you've had a chance to look over this paragraph and find the 12 punctuation errors. I'm now going to give you the answer. Here we have the 12 different punctuation errors. Did you get them all? Let's see what the correct version of this paragraph looks like this. Here is the correct version. Off this paragraph again, I want you to pause this video and make sure that you've got all of the 12 punctuation errors. Correct. So that's all for this video. I'll see you in the next grammar section, which is also our last grammar section in which we're going to talk about how to write about numbers in your writing task. One essay. So I'll see you there. 19. Grammar: Writing Numbers: Welcome back in this final grammar section, I'm going to show you how you have to write the numbers when you're writing your essay. So let's start off with numbers that are 10 on below. So whenever you have a number that is between the numbers zero and nine, you have to spell them out, meaning that you have to actually write out the numbers in the English letters. So here's an example of a sentence in its correct version, the sentence reads. It was found that four out of 10 students failed. Note that here the number four is less than 10. So for that reason, we have to spell it out. However, if you're talking about the number 10 then you have to write the number in the numeric format. Okay, so we only spell the numbers that are between zero and nine. Now, let's look at another example. This time we have an incorrect sentence, this sentence reads. She has four sisters, aged 68 13 and 17. Note that here we have some numbers that are spelled out in the English letters, whereas other numbers are written in the numeric format. So that's why the sentence is incorrect because whenever we have a list, it is best to write the numbers numerically. So here's what the correct version off this list would look like. All the numbers that are in the list 68 13 and 17 have to be written down numerically, whereas if a number is not in a list such as the number four over here, then you have to spell it out in the English letters. Now let's talk about numbers that are 10 and above. In this case, you have to write the numbers that are 10 and above in numerals in the numeric format. OK, the only exception to this rule is if these numbers appear at the start of a sentence. So let's see some examples. Here we have an example where the number 10 or above appears in the middle of a sentence. Note that the number 60 is above 10 and appearing in the middle of a sentence. In this case, we have to write this number in the numeric format. Let's see another example. In this case, the number 70 which is greater than 10 appears at the beginning off the sentence, and therefore it has to be spelled out in the English letters. But if a number above 10 does not appear at the beginning off a sentence, then we have to write it in the numeric format. Now let's talk about how to write numbers when you're discussing time. Generally speaking, we use numerals to discuss times of the day. Another point that I want to make about discussing times is that any of thes four months for writing AM or PM are correct so you can write AM or PM like this. You can also write AM and PM like this with the dots in between. Or you can write AM and PM like this in lower case letters with the dots or in just lower case letters without the DOT. All of these are accepted formats for writing AM and PM. Now this is how we commonly described time. You can say it starts at five o'clock in the morning, so when you're talking about five o'clock, you can spell it out in the English letters, or you can say it starts at 5:35 a.m. In this case, refused the numeric format. You can also say it starts at 6 a.m. Again, we've used a numeric format here. You can say it starts at 4 p.m. Where you only mention the number four. You don't have to add the colon on 00 to show for PM. You can just right number four. Now here's an uncommon example. It starts at 4 35 We usually don't describe time in this way. It's more natural to write for 35 in the numeric format. Now, when it comes to writing the AM and PM, all of these different formats are accepted, so feel free to use any off them. Another thing to notice is that in this example, we haven't stated If we're talking about 4 35 AM or PM, are we talking about the morning or are we talking about evening? So make sure that you're clear about which time you're discussing. If you have to describe time in your writing essay. Now let's talk about writing dates. Dates are typically written in numerals, meaning you have to write them in numeric format. Take note that when we're talking about dates, we do not use the orginal numbers. Orginal numbers are numbers like 1st 2nd 3rd 4th 5th and so on. We do not use these orginal numbers when talking about dates. For example, here's an incorrect sentence. School begins on September 2nd 2019. Notice that here we've used an orginal number second, and that's why the sentence is incorrect. Here's the correct version off the sentence School begins on September 2 2019. OK, so use the numerals. Do not use the orginal numbers. Now let's talk about how to describe percentages. We write the percentages as numerals as well. However, if the percentage appears at the beginning off a sentence, then we have to spell it out. So let's see some examples. Here's an example where the percentage appears in the middle of a sentence. In this case, we've written the 63% as a numeral. Here's another example in which the percentage appears at the start off a sentence. In this case, we've spelled out the percentage 80 and 1/2 percent okay, so if it appears at the beginning off a sentence, then it's best to spell it out. If it appears in the middle of a sentence, then write it in the numeral format. Let's talk about fractions Now. Generally, we always spell out the simple fractions on when we're spelling out the simple fractions who we also use hyphens. Here we have an incorrect version off a sentence. Notice that this is incorrect because we've written this fraction in the numeric format. To correct this sentence, we have to spell out this fraction. So we have to spell out the fraction in the English letters on. We also have to use a hyphen. Lastly, we're talking about decimals. Whenever you have a decimal, you should write it in the numeric format. Also, as a general rule, you should try to avoid starting your sentences with the decimals. So let's look at an incorrect example. Here we have an example where we've spelled out 0.86 as English words. This is incorrect. The correct way to write decimals is in the numeric format, so we have to write 0.86 in the numeric format. Now, as a final rule, whenever you are in doubt about whether or not you should spell out the number or write it in the numeric format, it's usually best to spell out the numbers in the English letters. So that concludes our video on writing numbers. This was also the last video on our grammar section. In the next video, we're going to be exploring the next ingredient to writing a great essay, which is the lexical resource. In other words, who vocabulary? 20. Fourth Ingredient: Lexical Resource: all right, so so far we've covered the three different ingredients to writing a great essay. We've covered task, achievement, coherence and cohesion on chromatic alr a ndjn accuracy. Now we're going to talk about the fourth and the final ingredient to writing a great essay , which is a lexical resource. So in this video, I'm just going to give you some basic information. So let's begin according to the official Ban Descriptors list. If you want to achieve a band seven or higher on your test, here's what you need to do. Firstly, you need to use a wide range of vocabulary. This means that you need to know how to use synonyms on how to paraphrase the question language so that you can rephrase it in your own words. Also, you have to use this vocabulary to convey precise meaning. Okay, the word stuff you use have to be used purposefully. This basically means that you have to use the right word to convey the right idea. Next, you need to use less common vocabulary on phrases, so less common vocabulary includes words that are not commonly used. Also, you have to use some call locations, call occasions are just groups off words that often appear together. Next, you have to show to the Examiner that you know how to correctly fit the words and phrases together. And finally, to get a good score, you need to make very few mistakes with your spelling on your word formation. So this is just a brief overview. In the future videos, we're going to delve much deeper into each of thes requirements. 21. Lexical Resource: Useful Expressions: in this video, we're going to be talking about useful phrases. Phrases are an important part of vocabulary, and knowing how to use them is going to boost your score. Now you're going to end up using many different phrases. But there are some phrases that you're going to end up using more than others. So let's take a look at some categories off these different phrases that you can use in your essay. So first we're going to explore the different phrases that you can use to express your personal opinion. Now, in a lot off writing task, two essays You're going to have to express your personal opinion or your position to express your opinion. You can use any off these phrases listed here, for example, you might say, in my opinion, punishing Children does not work. Or you might say, my opinion is that punishing Children does not work, So these are the different ways in which you can express your personal opinion. Let's take a look at the next set of phrases. Sometimes you will have to express a strong opinion in your essay to express a strong opinion. You might say I wholeheartedly believe that punishing Children does not work. Or you might say that I am strongly against punishing Children. It's also very likely that you will have to express time when you're writing a recipe. For example, you might choose to describe an event that happened in your past, or you might choose to describe a situation that you predict might happen or will happen in the future. For expressing such concepts, you can use any of the words and phrases listed here. I also want you to note that these phrases also act as cohesive devices, so when you use these phrases off course, they will boost your score for vocabulary. But they will also boost your score for the cohesion category. Because almost all of these words and phrases are cohesive devices on, they make your essay flow smoothly on fluently. Let's take a look at our next set off raises. Sometimes you may have to express that you agree with a certain point of view. In this case, you might say something like, I quite agree that everyone should recycle. Or you might say, I strongly agree that everyone should recycle. On the other hand, sometimes you might disagree with a certain point of view, you might express your disagreement by saying, I strongly disagree that everybody should recycle or I disapprove that recycling should be mandatory. Finally, you might choose to express an impersonal argument, meaning that you're sharing a point of view. But it's not your own. You're talking about other people's point of view. So you might say there are those who say that recycling should be mandatory. Or you might say that a common opinion is that everyone should recycle, and then you can go ahead and express your own opinion. You might say that a popular belief is that recycling is good for the community, and I personally agree with this view. So these are the different phrases that you can use in your writing past two s. A. You see, everything that I've discussed here is quite common on the aisles exam. Whenever you're writing an essay, you're probably going to have to agree with certain points off. You disagree with other points of view. You may have to share your position on your opinion so you can use these phrases regardless off the type of question that you get. I suggest that you pause this video on. Browse through these different phrases so that you can have a general idea off how to construct such phrases to express what you want to say. You don't have to sit down, create a list and try to memorize each and every one of these phrases. You don't have to do that. You can simply choose Ah, couple that you like, and then just go ahead and use those in your writing. So we're going to end this video hair, but in part two, off this course, you're going to see me use these phrases when I answer the different practice questions in front of you, so you'll see all of these phrases being used when we're writing the essays together. So stay tuned for that on in the next video, we'll cover topic related vocabulary 22. Lexical Resource: Collocations: So you've heard me use the word call occasions a few times throughout this course. So now we're ready to start exploring what call locations are and how to use them in your writing in more detail. So, forest, let's talk about what, exactly are call locations. A call location is just a set off two or more words that are commonly used together. Essentially, they're chunks off words that express a particular meaning, and the reason that they're important in your writing is because they make your writing more fluent on natural. So let me give you an example of this. Here's a sentence. The best way to get knowledge is through education, So if you're not a native speaker, this sentence might sound perfectly correct to you. And actually, there is no chromatic ALS error in this sentence. Dramatically speaking, this sentence is perfectly correct, and it's easy to understand what this sentence is trying to convey. But you see, get is not a word that we commonly use with the word knowledge. We don't say to get knowledge. This is a little bit unnatural. Instead, native speakers would rather say the best way to gain knowledge is through education. So knowledge is something that we gain or acquire, so keep that in mind. Both of these sentences are perfectly correct in terms off their grammar, However, one off them uses the correct call location, and the other one does not. Now, maybe as a foreign speaker, it's a little bit difficult for you to notice the wrong call location. That's all right. As you further your education off the English language, the call occasions will come to you naturally. For now, what I want you to focus on is to use the correct call location in your writing. Because the wrong version immediately jumps out to the native speakers on it will jump out to the examiners as well. On this is going to affect the score that you get on the vocabulary category. So it's important that you understand what call locations are on how to use them in order to maximize your score on the vocabulary category. All right, now, let's discuss a few different types of qualifications that you can use on your exam. There are six main types of qualifications, so we'll go through them one by one. The first hype is the verb noun call locations. So let's look at an example of this here. We have a sentence. There are some people who have raised a question raised. A question is a co location. The reason it's a verb noun congregation is because the word raised is a verb on question is a noun. Therefore we have of orb Now call location raised a question. Now let's look at the next example. The government is giving priority to the issue off water quality in cities. So here, giving priority is a call location again. Here we have a verb, and here we have a noun. The next type of qualification that you may see is a verb adverb call location. So here's our example. Many customers have complained bitterly about the terrible service. Complained bitterly is a co location. It means to complain with a lot of anger or frustration. Here's the next example. She apologized profusely after bumping into her boss on spilling his drink. To apologize profusely means to be very apologetic. The next type of co location you may see, is the adjective noun call location. Due to the heavy snow overnight, all roads were blocked heavy snow is a co location. It means there was a lot of snow. Next example, there is a strong possibility that ocean levels will rise due to climate change. Strong possibility means that there is a strong chance off something happening. So the word strong is an adjective on the word possibility is a noun. Therefore, we have an adjective noun, call location. All right, three more to go. The next call location is odd for objective allegation. For example, I was utterly shocked by her bad behavior. Utterly shocked means to be very shocked, to be completely taken by surprise. Next example. It is incredibly stupid to drink on. Dr Incredibly Stupid means to be very stupid, very idiotic. Next up, we have now now call locations. She got a round of applause after her performance. A round of applause is the co location here, and it means that the audience clapped their hands after her performance. That is a round of applause. Next example. It can be challenging toe work in the service industry for several reasons. The warden service industry is a col occasion because it's a group of words that often appear together. Service industries are any industries that are in the business off serving people. For example, the food business that is a service industry. Here's the last type of qualifications that you can use in your writing. These complications have the words have or take in them. Let's look at examples. I had a bath, but she took a shower before we both went out to have lunch. All right, so we've used three different call locations here. Let's take a look How to bath You can say had a bath if it's in the past tense, or you can say half a bath in the present tense. Similarly, you can say Take a shower or took a shower and you can say toe, have lunch or had lunch, depending on the tents. Here's our last example. If you're having a tough time, you should take a rest. Having a tough time means to go through a difficult time on to take arrest means to relax or take a nap. So these are all the different types of qualifications that you can use in your writing. By now, you should have a general idea off which words fit together with each other. For example, we don't say make arrests. We don't say Do arrest. We say Take arrest, make arrest on do arrest are both wrong. The correct call location is take a rest. So this is how you have to correctly use call locations in your writing. You have to make sure that the words that you are using correctly fit with each other so that you can show to the examiner that you are fluent in the English language. All right, now that was a mouthful, and you're probably wondering, how do I go about learning these different call locations? Here are some tips that I have for you for learning. Call locations. Whenever you learn a new word, you should also try to learn the other words that are commonly used in combination with that word. For example, let's say that you are learning the word half. If you are learning the word have, then you should also learn other words that are commonly used with the word have. For example, you can learn the word have in combination, so that instead of just remembering these words in isolation instead, you learned the word half as a trunk. That is the secret to learning call locations. You must learn them in chunks as groups off words. This way, you will naturally know which words go together with the word have. Have lunch, have a bath, have arrest ANSA one, for example. Instead of learning the word half on learning the word problem separately, it's much better to learn them as a set. Learned them as a trunk. Have a problem this way. It will only have to memorize one time, and you will also naturally acquire the knowledge off how to fit words together on which words can fit together. See, the problem is that these call locations come in countless varieties. There's a countless number of combinations that you can create by fitting the different words together, so it's not really effective to just create a list of qualifications and to try to memorize them. That's not really going to work very well for you because the variations are countless. A better solution is for you to immerse yourself in the English language by reading books, listening to audiobooks on conversing with native speakers. This way, you will naturally pick up on the call locations in the same way that a child learns a new language. You need to nationally pick it up. It's not something that you can just sit down and memorize overnight. Okay, so that brings us to the end of this video. In the next video, I'm going to talk about word formation, so come see me there. 23. Lexical Resource: Topic Related Vocabulary: in this video, we're going to be talking about how to use vocabulary that is specific to the topic that you're writing about in your essay. See if you want to get a good score on your isles writing task to You can't just keep using the same vocabulary words over and over, and you also can't use a basic set off vocabulary words. In order to get a high score on your vocabulary category, you have to show to the Examiner that you're able to use a wide range of vocabulary words and that you were able to use vocabulary words that are specific to the topic that you're writing about in your essay. So let me show you what I mean. Here we have two different sentences, and what I want you to do is I want you to read these two sentences, and I want you to decide which sentence sounds better. So let's go ahead and read the first sentence together. Universities are great places for people to get an education, thanks to the knowledge off their staff, well designed agenda on spaces for studying different things. All right, so in this sentence, you can see that we've used a variety off different vocabulary words. For example, here refused words like people get an education staff agenda spaces on different things. Now let's take a look at our second sentence, our second sentence reads. Universities are great places for students to pursue higher education, thanks to the knowledge off their faculty well designed course curriculums on research facilities for varied disciplines. Do you see the difference in the vocabulary worst that we've used in these two different examples? The vocabulary words that we've used in this first example are very basic their general words that can be applied to many other topics other than universities. However, the vocabulary words that we've used in the second sentence are words that can only apply when we're talking about universities. Words such as students pursue higher education course curriculums, faculty disciplines on research facilities. These are terminologies that are very specific to universities. What we have done is that in the second sentence, we have used topic related for Cavalleri or topic specific vocabulary on. This is what you have to do on your writing task to essay. So to sum it up in both of these sentences were talking about universities. However, in the first sentence we have used general vocabulary and these are words that can be used for other topics as well, whereas in the second sentence we have used topic related vocabulary which can only be used when discussing universities. So both of these sentences are saying the same thing. But the quality off these two sentences is very different because of the different vocabulary words used in these two examples. Now let me go ahead and clarify this point even further. What I want you to notice here is that I have removed the word universities from this first sentence on I have replaced it with museums. Now here's what I want you to pay attention to in this example, even though I have replaced the word universities with museums, this sentence still makes perfect sons take a look. Museums are great places for people to get an education, thanks to the knowledge off their staff, well designed agenda on spaces for studying different things. You see, it still makes sense even though we've replaced the word universities with museums. What does that tell you about the vocabulary words used here? What it tells you is that these vocabulary words are too general as a general rule of thumb , you want to avoid vocabulary words that are this general on words that could be applied to several other topics. You have to show to the examiner that you know how to use for Cavalleri words that are specific to the topic that you're talking about. You see, if I was to replace the word universities with museums in this example, this sentence would no longer make sense. So this is the kind of vocabulary that you have to be using on the writing task to S a. So to summarize here, If we replace the word universities with museums, it still makes sense. So you want to avoid such general vocabulary. Instead, you should try to use some topic related vocabulary to show off your English. But make sure that you don't overuse topic related vocabulary. Just Sprinkle it in there so that the Examiner knows that you know how to talk about a certain topic. So let me give you some more examples off. What? I mean, let's say that on the writing task to you get a question about health. You may have to talk about the topic off health. In this case, what you should do to get a good score on the vocabulary category is you should try to use topic specific words that are specific to the topic off health. So if you get a topic like this on your exam, you can use words such as obesity eating disorder to be on a diet overweight and so one you can choose to use words that are now owns. Noun phrases, call locations, adjectives, verbs and so on. What about if you get a question on education? Well, you can use words such as kindergarten, post graduate syllabus, curriculum and so one. Similarly, you can talk about the environment by using these words and phrases on. You can talk about society by using these words and phrases. So what I suggest is that you create vocabulary lists for topics that are common on the aisles exam. So try to create lists off vocabulary words on arrange them by category in the same way that I have done over here. Now here is a list off the 20 most common topics that often appear on the aisles, writing task to so make sure that you know the different vocabulary words for each of these different topics. All of these are very common on have repeatedly appeared in the past aisles exams, so you should know at least a handful of vocabulary words that you can use for each of these topics. Now, just to make all of this easier for you, I have created a list off over 500 Isles vocabulary words on there, all categorized by the different topics as you can see here so you can get access to their vocabulary list by simply scrolling down on finding the attachment in this lesson. All right, so that brings us to the end off this video. In the next video, we're going to be talking about call locations will talk about what they are and how to use them to boost your score on the vocabulary category. So we'll see you there 24. Lexical Resource: Word Formation: in this video, you're going to learn about word formation. After watching this video, you will know how to change the class off a word. How to change the meaning of award on how to create new words with new meanings. So let's get started. So first of all, what exactly is word formation? Well, ward formation is the modification off route words by using cell fixes, prefixes and compounds. So let's look at each one of thes three different categories, so we'll start off with Suffolk's. Suffolk's is a letter or a group off letters that are added to the end off a word to change its word class. So let me give you an example. Let's take the word master. In this case, the word master is our root word. Now, by adding different endings to the word by adding one letter or a group off letters to the end of this word, we can change the class off this word. So master becomes mastery by adding full, it becomes masterful. We can also turn this into masterfully or master ship. You will notice that each one of thes different words have different meanings, and they have different word classes, meaning that some maybe now some may be adjectives, some, maybe adverbs on some maybe Forbes. So in this case here, we have a noun here. We have an adjective here. We have an adverb on here. We have another now. Now let's look at the next category. The next category is prefixes. This is another way in which you can modify the root word. Our prefix is basically the opposite toe. A Suffolk's in a Suffolk's. You add letters or a group of letters to the end of a word in the prefix, however, you add them to the start off a word. So, for example, if you have the word war by adding different letters to the start off the word, you can change the meaning off the word. So by adding prefixes, you can change the word war into prewar, post war, pro war and anti war notice that each one of these words share the same route ward. However, the meanings are completely different. The prefixes are designed to completely change the meaning off the word. Now let's look at compounds. Compounding is the linking off two or more base words to create a new word. For example, here we have a baseboard stomach on here we have another base word ache. Ache means to hurt, to feel pain. So when you combine these two words together, it becomes stomach ache. Stomachache is pain in your stomach. Similarly, by combining these two words, you conform headache, backache or neck ache. Notice here that by combining these different base words, we have created a new word with a new meaning. Now let's go ahead and explore each one of these modifications in more detail. Okay, so you already know by now that a Suffolk's is a group of letters that are added to the end of a word to change the world class. But I want to explore this concept further to make sure that you really understand what I mean. So let me give you a different example. In this case, you see that here we have the word beauty. Beauty is a noun. It is also, in this case, the root word. Now, if we add this ending to the end of this word, it becomes a verb. Beautify. Similarly, if you change the ending to full, it becomes an adjective beautiful. If you change the ending to lead, Then it becomes beautifully an adverb. So this is what I mean by changing the word class. The class of award is the category. Is it a noun, A verb and adjective or adverb? This class off the word depends on the ending that is tagged at the end off the root word. Let's take a look at another example. Here we have the ending i o n at the end off create. Okay, so we have creation. Actually, in this case, this word create is the root word. In this case, the route forward is a FARP, whereas in our previous example, the root word was a noun. Okay, Now, if we add Ivy e at the end of this root word, it becomes an adjective creative. If we add Lee at the end of this route forward, it becomes creatively. Now, if we take this word and we add another suffix to the ending, for example, L Why then this word gets transformed into creatively and this is an adverb. Let's look at the next example. Here we have the word axis. Access is a noun. Access can also be a verb In this case, the word access is the root word. Now, if we add able to the end of this root word, it becomes accessible. This is an adjective notice that this particular word has no adverb. So you cannot change every single word into a different world class simply by changing the ending. Okay, Some words simply cannot be changed into a certain word class, such as in this example here. Okay, here's our last example. Weakness. In this case, our route ward is weak. The root word is an adjective. By adding nest to the end, it becomes a noun. By adding e en, it becomes a verb weaken on. By adding Lee, it becomes an on form weekly. So I think that by now you get the gist off. What? I mean, here's a few things to keep in mind. All of these words that are circled in the red color are the root words. Root words cannot be broken down further. They are the smallest unit of the word, and you simply cannot break them down any further. Notice that some root wars have suffixes such as in the word create. However, other root words don't have any suffixes. Next point, which you already know is that by adding a suffix to the root word, we can change the world class. So you've already seen that here. And lastly, take note that not every single word can be changed into every word class. Okay, so now you're probably wondering, how can I really use this knowledge off suffixes in my writing? Here's how. Let's say that in your essay you want to make the argument that drinking alcohol makes the body weaker. Now, this is one way to make this sentence. It's perfectly correct, and you do get your message across. However, if you want to change up the sentence. If you want to add more variety on, show your range off vocabulary, you may choose to state this sentence in a different way. For example, instead of making this statement, you might say drinking alcohol weekends the body by using this word weaken. You have made your message more concise, and at the same time you have shown your range of vocabulary to the Examiner. Okay, now we're going to build upon our knowledge off what we know about suffixes on. We're going to talk about? How do you go about forming a noun? Are you ready? All right, here we go. Now, this looks a little bit overwhelming at first, but don't let it scare you. I don't want you to sit down and try to memorize this entire list. That's not the point here. The reason that I show you this list is so that you can be aware off how different endings can give rise to new words. I just want this to be in the back of your mind so that when you look at words, you have an idea off how the endings off different words are changing their meaning on their word class. So if you add the word age to the end of a word now, this doesn't apply on every word. But a lot of times when you see words that have the ending age, you can classify it as a noun. For example, baggage Village postage. Similarly, if the ending off a word is out, you can also classify it as a noun. For example, the word arrival, BUE riel, deferral and so one. And so it goes with all of the's remaining self exists here they change the meaning of the word. And they changed the class off the word I suggest that you take a few seconds to pause this video on to look over this so that you can get a general idea off how the suffixes change the world class and the word meaning. Okay, now we're going to take a look at how to form adjectives. So we've got another long list here again. The point is not for you to sit down and try to memorize this list. Don't do that. It's not really effective. The point here is that you understand how the different endings change the class off a word . These are the endings that you're going to see on almost every adjective that you come across in the English language. Okay, Now let's talk about how to form verbs on adverbs. If you add any of these suffixes to the end off a root word, you conform Verbs, for example, words like complicate, dominant soften, shorten, identify. And so one. Now I want to make a quick note about this ending down here. You might see that some words use I s E whereas other times the same word maybe spelled with a different spelling I z e. The difference is simply that I s e is mainly used in British English whereas in the US, we use I z e I know that both of them are correct and both spellings are acceptable on the aisles exam. So there's not something you need to worry about. Just be aware that you can say economize with I s e or I z e The same thing with realize you can spell it with a S or a Z. They're both correct. And here are the suffixes for adverbs. So by using the suffix Lee, you conform words like calmly, Easily, quickly and so one And so it is with the rest off these suffixes again. Take a moment to pause this video on read through this list so that you have a better understanding off how the different endings change the world class. Okay, so now that we are finished with these suffixes, let us now move into prefixes. So you already know by now that a prefix is a group of letters that are added to the start off a word. And what this does is that it changes the meaning off the word. Let me show you some examples. So let's say that here we have a root word code and what we've got up here are the prefixes on. What we're going to do is we're going to add each one of these prefixes toe our root word. So here we have the word code. And if we add E end to the beginning off this word, it becomes encode. If we add d e at the beginning off this word, it becomes decode. If you add r e, it becomes recode on. If you try to add U. N or the I s. Well, those words don't really exist, so that would be wrong. Here's another root word able by adding e end to the beginning off the word able you conform Enable d e e and r e don't really work. These words don't really exist on If you add u n, it becomes unable. And if you add the I s and becomes disabled, let's take a look at another example. List can become analyst, realist or unleased. In the case of the word repeat, we already have a prefix in the root word itself. In this case, we cannot modify this word by adding any of thes prefixes. So take note that some root words will contain prefixes, while other root words will not. You already know by now that by adding different prefixes to the beginning off a root word , you completely change the meaning off that word. And finally, not every single prefix can be applied to every word as you've seen in these examples here . So how can you use prefixes? Here's how. If you want to make the statement, I do not agree with this view. Well, you can rephrase this sentence on instead say I disagree with this view, so suffixes and prefixes can help you to make your message more concise to show off your vocabulary. Range on to paraphrase sentences in your own words. For example, if you want to say the same thing but say it in different words, then you can use prefixes on suffixes to do that. Okay, now let's build upon the knowledge that we've gained about prefixes here. We're going to look at how to make new words, so here we've got a list off prefixes again. Similar to the list off suffixes that I showed you a couple minutes ago. You should not try to sit down and try to memorize this list. Just be aware off how adding different prefixes to the beginning off the word changes the meaning off the word. For example, if you add AB at the beginning of award, you conform. Abnormal absent abduct. If you add anti to the beginning of a word, anti means to be against something to be opposed to something. So if we're talking about government and high government means that you are opposed to the government, anti racist means that you are opposed to racism and high war means that you are against war. You do not like war. If you use the prefix auto, the prefix auto means self. So when you tag it on a word like biography, biography is basically when you tell a story about someone. Well, if you add the word auto in front of the word biography, it becomes autobiography. It means that you are now telling a story about your own self, the prefix by means to so a bicycle is called a bicycle because it has two wheels binoculars have two lenses out of which you can view the landscape. So you get the idea. So I suggest that you passed this video on. Take a look at these different prefixes. Make sure that you read the meanings off these prefixes and then try to understand how by adding these prefixes to the beginning off different words. You can change the meaning off these words. I've got some more prefixes for you over here again. Feel free to pause and take a look at how adding different prefixes enhances the meaning off the word. I've got some more prefixes for you here again. The meaning is in this column. So go ahead and post the video and take a look at these different prefixes on different examples. And here I've got some more examples for you. All right. I hope that by now you've had the time to pause this video to look at the different prefixes to look at the meanings off these prefixes on toe, understand the different examples. Now we're going to be moving on to the next category off word formation which is compounds . So you already know by now that compounding is the linking off two or more base words to create a new word. For example, tooth plus brush forms. Toothbrush equal plus friendly forms equal friendly. Now I want to give you some more examples. Here we have some downs. Car plus park becomes a car park, so plus opera becomes soap opera. Now you will notice that compounds come in different classes. You can have a compound that is a noun and adjective, a verb and adverb. It can also be pronouns, numerals, propositions on conjunctions. Also note that there are no specific rules to when to use Ah hyphen when you're forming compounds. So if you're not really sure about whether you should use ah hyphen in a word or not, use a hyphen or leave some space in between. Then it's best to consult a dictionary, so that wraps up this video on word formation. I hope that it was helpful to you to see how you can use the worst that you already know in new combinations, how you can take the words that you already know, and you can add a different ending to it or at a different beginning to it, and change the world class or change the meaning of the word. This can be very helpful to you on the aisles exam. This was the last video off our ingredients section on. In the next video, we're going to be moving in tow, Part two off this course, Part two of this course is the recipe. This is where I'm going to break down the strategy for how to write your essay to get about seven or higher on her aisles writing. I'll see you there. 25. Introduction to Part 2: The Recipe: Hey, everyone, welcome to Part Two off this course in this video, we're going to start talking about the different strategies that you will have to use toe. Ensure your success on the task to S A. So let's get started. Here's how you need to approach any question that you get on the writing task to Firstly, you have to understand the question. Make sure that you read the question carefully on If it helps you, then you might want to underline certain keywords to make sure that you fully understand what the question is asking you for. The next step is to identify what type of question you're dealing with. You might remember from the previous section that there are a total off six different types of questions that you can see on the writing task to. Well, once you've read the question, you need to identify which out of these six types of questions are you dealing with. This is going to be important because based on the type of question, you will want to adjust your approach. Next, you have to outline. You have to create an outline off the main ideas on the supporting details off the body paragraphs. I'm going to show you in the future videos exactly how to construct this outline. But for now, you just need to understand that creating an outline is going to make writing the essay much faster and much easier. Once you've created the outline, then you'll be ready to start writing the essay. You're going to use this outline to start constructing the essay on. In addition to this outline, you're also going to use our template to write your essay. In just a few minutes, I'll be going over this template with you. The last step is to check your work once you're finished with your essay. Ideally, you should have a few minutes remaining at the end of the essay. So any left over time that you have, you should use it to check your work. Okay, now let's talk about templates. This, my friends, is the secret sauce. Once you understand this template, writing the task to essay is going to become a lot simpler for you. So let's get into it. The first paragraph that you're right in your essay is the introduction. There are three things that you need to do in the introduction. The first thing is that you have to give a general statement. This means that you just need to introduce the topic. For example, if you're talking about education, then you just have to give a general statement about education. For example. You may want to talk about the current news that is going on surrounding the topic of education. That's what we call a general statement. In the future videos. We're going to take a deeper look into each one of thes different parts. The second thing that you need to do is you have to paraphrase the question statement. The question statement is just the prompt that you receive in the essay on What you have to do is you have, to paraphrase it, meaning that you have to put it into your own words. In order to do this, you may have to change up the word order, or you may have to use synonyms. Send the names are basically words that have the same meaning, but they're different words. So we look at more examples off how to paraphrase in the future videos. The last thing that you need to do for the introduction is you have to state the thesis. The thesis is the crux off your essay. If you could take your entire essay on, summarize it in one single sentence. Well, that would be the thesis. The thesis is composed off to different parts. Here. You can see that the first part is position. You have to state your position. What is your position or your point of view on the topic that you're writing about in the task USA? The second part too. The thesis is the main ideas. You have to give a summary off the main ideas that you're going to be talking about in your essay. Now, here's what I want you to note. You see these numbers that have written here 12 and three? Well, actually, they represent the different sentences. So what this means is that in the first sentence, you have to give the general statement in the second sentence. You have to paraphrase the question statement on in the third sentence, you have to state your thesis. So this means that you can write your entire introduction in just three sentences. Now, these are just general guidelines, and of course, they're flexible, but that's what these numbers represent. The second paragraph in your essay is going to be your body paragraph number one on Here are the five different sentences that you're going to write in the first body paragraph. Firstly, you're going to state the main idea Number one. Next, you have to give to supporting details that support this main idea. Number one. Next, you have to explain detail number one. Remember in the second sentence you gave to supporting details? Well, now you have to explain the first supporting detail. And then in the next sentence, you have to explain the second supporting detail. Lastly, in the fifth sentence on this is an optional sentence. You can transition into the next paragraph. The next paragraph is your body. Paragraph number two Here again similar to body paragraph Number one, we have five different sentences. You'll notice that they look exactly the same. There's just one little difference. An important difference in the first body paragraph. We decided to talk about main idea number one in the second body paragraph. You're going to talk about main idea number two, so you're going to give supporting details for main idea number two. Then you're going to explain the first detail. And then the second detail for main idea number two and then again transitioning into the next paragraph is optional. The next paragraph is your conclusion in the conclusion. All you have to do is simply summarise the main points of the essay on restate the thesis. You can do both of these things in just one sentence, and then in the second sentence, you can give suggestions or recommendations on your topic. So this here is the entire skeleton to your essay. This is the backbone off the structure off your essay in the future videos, you're going to see me do practice questions using this template, and all of this is going to make a lot more sense to you. But for now, I want to show you one more template. So this was our template number one. And here is our template number two. So in template number two, the introduction part remains the same. In the introduction paragraph, we still talk about the same three things in the first sentence. We give the general statement in the second sentence. We paraphrase the question statement on in the third sentence, we have to state our thesis now. This is where template number two starts to look a little bit different in the first body paragraph. What you have to do is in the first sentence, you have to state your main idea. Number one. The difference between template number two on template number one is that in this template , number two, you only have to give one supporting detail. This can be useful for those students who have a hard time coming up with ideas for supporting details. So maybe when you're taking the test is difficult for you to come up with to supporting details. In this case, you can just discuss one supporting detail. If you choose to do this, here's how you need to structure your essay. In the fourth sentence, you have to state your main idea Number one. In the second sentence. You have to give your supporting detail again. This is going to be the only supporting detail that you're going to provide for this body. Paragraph number one. Then in the third sentence, you have to support this supporting detail even further. You have to give more details, explain it a little bit more or given example. Then in the fourth sentence, you have to either explain it even further or you can simply transition into the next paragraph. So our next paragraph is, of course, the body paragraph number two. And in this body, paragraph number two. In the first sentence, you have to state your main idea number two. Then in the second sentence, you have to give a supporting detail again, similar to the body paragraph number one in body paragraph number two. You also only have to give one supporting detail. Then, in the third sentence, you have to explain the supporting detail for their so you could give an example to support it. And then in the fourth sentence, you could either explain it, even mawr or you could transition into the next paragraph. In this case, the next paragraph is the conclusion on the conclusion remains the same as in template number one. So the introduction and the conclusion paragraphs do not change regardless off the template that you use. But the body paragraphs will change in template number one. You have to support your main idea using to supporting details. But if it is difficult for you to come up with to supporting details to support your main idea. Then you can use template number two and simply provide one supporting detail. And then you can continue to explain the supporting detail more and more so. That is our template Number two. Now let's take a look at the structure off our essay. So we've just discussed the skeleton off your essay. Now let's take a look at the general structure that your essay should follow. Here's the thing. I want you to look at your essay as a pyramid at the top of this pyramid. We have the introduction in the middle. We have the body paragraphs, and at the very end we have the conclusion. A good essay moved from general to specific. You see, when you open the essay, it's very general, and there are no details to be found. But as you move deeper into the essay, as you move down the essay, it starts to become more and more specific. You start to add more and more detail until you reach the conclusion. The conclusion is where your entire essay becomes very condensed. It becomes so condensed that you can summarize the entire essay in one sentence. So here's another way to look at it. When you open the essay, you start off with a general statement. Then, as you go down the essay, you start to get more and more specific. Now we start to talk about the main idea. But in the next sentence, we delve deeper into the main idea, and then we delve deeper into the supporting details. You can see that with every single sentence are essay is getting more and more specific until you reach the very end of the essay in which you summarise the entire essay in a single sentence. So to write a good essay, you must refine your ideas on Go from general to specific. Well, look at examples of this very soon, so stay tuned for that. So this is the end off this video, and in the next video, we're going to look at how to create outlines. I'll see you there 26. How to Create Outlines: all right. In this video, we're going to go over the first step to writing the task to s A. We're going to talk about creating outlines. So first, let's go over some basic information. Ideally, you should be spending about 3 to 5 minutes on creating the outline. Remember that you have a total of 40 minutes on the task to essay. So out of those 40 minutes, you need toe allocate 3 to 5 minutes to creating the outline. Now take note that you only need to create the outline for body paragraphs. So when you're creating the outlines for the body paragraphs, all you need to jot down is the main ideas on supporting details. You don't have to outline the introduction and the conclusion because we already have templates for those. So why should you be outlining? Well, outlining is going to save you. A lot of time is going to keep your writing focused. It's going to organize your thoughts on it's going to reduce her anxiety because when you have a clear structure and you know what you're going to write about in the essay, it becomes easier to construct the essay on to boost your score. Also, take note that coherence and task completion form 50% off your total score. So make sure that you don't skip this important step. All right, Now let's take a look at the format off outlining. It's quite simple. Firstly, you have to draw down the main idea. What is the main idea Number one that you're going to talk about in order to support your viewpoint or your position next. Once you've got your main idea number one written down, then you have to write down the supporting detail. Number one. Now these are just bullet points. The supporting detail Number one is the detail that's going to support your main idea number one. So once you've got that down, then you have to write down the supporting detail. Number two. Now, this is a second point that you're going to make in order to support your main idea. Number one. Next, you're going to jot down your main idea. Number two. This main idea number two is going to support your position again. Similar to main idea number one and then below this main idea Number two, you have to write down the first supporting detail that supports this main idea Number two . And then you have to write the second detail, which also supports your main idea number two. So the first part of this outline is going to be used to construct your body, paragraph number one and then everything that you write down regarding Main Idea number two , this is going to be discussed in body paragraph number two. All right. Now, let me show you the format off the outline that you will be using before writing the task to s A. So first, we're going to create the outline using template number one. So if you recall, this is what the body paragraph off template number one looks like in body paragraph number one. In the first sentence, you have to state the main idea number one. Then in the second sentence you give to supporting details, these are the two supporting details that support this main idea. Number one. Then in the third sentence, you explain detail number one in the fourth, you explain detail number two, and then the last sentence is optional. So you can use this sentence to transition into the next paragraph. And here's what the second body paragraph looks like For template number one, it's similar to body paragraph number one, except that in this case now you have to talk about main idea number two on you have to give to supporting details that support this main idea number two. So let's go ahead and create an outline using this template number one. Let's say that on your task to essay you get a question and you decide to use template number one because it's easy for you to come up with to supporting details to support your main idea Number one. In this case, this is how you would construct the outline forcefully. You would jot down the main idea number one, then below that you would stayed your supporting detail. Number one Note that here you don't have to construct four sentences. You only need to jot down bullet points so that you can know what you need to talk about on your task to s a. Then below that, you need to jot down the supporting detail Number two. So together, both the supporting details are going to support your main idea. Number one. So this is what you're going to write about in your first body paragraph, then below this, you have to jot down your supporting detail. Number two. Once we're done with that, you're going to go ahead and shut down your main idea. Number two. Below this you're going to again, right? Your first supporting detail. And below that, you're going to write down your second supporting detail together. Both e supporting details are going to support your main idea. Number two. So this is what the outline would look like for template number one. So let me go ahead and show you an example. Now let's say that you get an agree, disagree question, So let's go ahead and take a look at the question. Prompt. Some people believe that unpaid community service should be compulsory part off high school programs, for example, working for a charity, improving the neighborhood or teaching sports two younger Children. To what extent do you agree or disagree? Now, whenever you get a task to question, the first thing that you have to do is you have to make sure that you properly understand what the question is asking you for, so make sure that you take the time to carefully read the question on to understand the question. It might help you to underline certain keywords in orderto better understand this question . So in this case, I've simply highlighted certain parts of the question prompt that, I think helped me to better understand this question. The next step is that you have to identify what type of question you're dealing with. So in this case here, we can see the keywords agree or disagree so immediately. We can classify this question as an agree, disagree question. Now I want you to take note that whenever you get an agree or disagree question, you should only choose one side. Now it is technically possible. Toe partly agree with an essay. However, What I've noticed is that when students try to write ah, partly agree essay, it oftentimes ends up turning into a discuss both sides. Essay. That's not what this question is about. In this type of question, it is best to simplify it and just discuss one side only. All right now, let's go ahead and create our outline for this question. We're going to create our outline using template number one, so let's go ahead and see what that looks like. Let's say that for this question, this is the position that you hold. Your position is, I strongly agree that community surface should be compulsory. If this is the position that you're going to be taking in your essay, then you could create an outline like this. Your first main idea can be that community service builds character. It helps students to build character to become a better person. Now what you have to do is you have to support this main idea. Number one, using two supporting details. Remember, in template Number one, we need to supporting details. So here's our detail. Number one. We can say that community service helps to build character by adding new perspective. So you can argue in your essay that when students go out to do community service, they get to learn new things. They get exposed to new situations, and this, in turn adds new perspective. The second supporting detail that you can use to support this main idea number one is that it helps students to build work ethic. This means that it teaches students the value off hard work on sincere work so that they can grow up to become more productive citizens off our country. So once you've written the supporting details for your main idea number one, then you can move on to writing the main idea number two. So in this case, we can support this position by presenting our main idea number two, which is that it also improves community. All right, now we've got to support this main idea number two. So in order to support it, we need to supporting details. So here's our first supporting detail. It creates unity. So you might argue in your essay that when students come together to do volunteer work, their form, new friendships, they create new bonds with each other, and this, in turn, creates unity within the community. The second supporting detail that you can use is it can inspire solutions to problems so you can talk about how, when students go out to do volunteer work, they become exposed to the problems that the community faces. And this, in turn, can inspire them to seek out new solutions to these problems. And that's all you have to do for the outline. Remember, whenever we're writing the outline for template number one you need to support your main idea number one with two supporting details, and then you need to support your main idea Number two again with two supporting details in the future videos. I'm going to show you exactly how to construct your essay paragraph by paragraph on sentence by sentence using this outline. But for now, I want to give you more examples of creating outlines. So let's take a look at another way in which you can create the outline. This time we're going to be focusing on template number two. So if you'll recall from one of our previous videos, this is what the body paragraph number one looks like for template number two in template number two. In the first sentence, we have to state the main idea number one. Then in the second sentence, we have to give the supporting detail. We only have to give one supporting detail in template number two, as opposed to two supporting details in template number one. So that's the difference between template number one and template number two. In template number two. You only need to give one supporting detail now. Ideally, you should try to use template number one, and you should try to include to supporting details. However, I know that it can be difficult for some students to come up with to supporting details to support their main ideas. So this template is only for those students who have a hard time coming up with supporting details to support their main ideas. So if you can come up with to supporting details to support your main idea, then go ahead and do that. But if you cannot, then this will work just fine. You can still get a great band using this template. So if you decide to use this template than in the third sentence, what you have to do is you have to explain this supporting detail. You can explain it by giving an example, and then in the fourth sentence you have an option. You can either further explain your supporting detail, or you can simply transition into the next paragraph. Our next paragraph in this case is our body Paragraph number two in the body paragraph number two. In the first sentence, you have to state your main idea number two. Then in the second sentence, you only have to give one supporting detail in the third sentence. You have to explain this supporting detail. You can do this by again giving an example, and then in the fourth sentence you have an option. You can either further explain this supporting detail, or you can transition into the conclusion paragraph. So let's say that you decide to use Template number two to write your essay on your exam. In this case, this is how you would construct the outline. Firstly, you have to jot down your main idea. Number one. Next, you have to write down your supporting detail. In this case, you only have one supporting detail now, because there is only one supporting detail. You have to do a good job at explaining it on supporting it by using good explanations or by using an example. So in this case, you can drive down the bullet point off the explanation or the example that you plan to talk about in your essay. Then, once we're done with that, you're going to move on to writing down the main idea. Number two. Next, you're going to write down the supporting detail to support this main idea. Number two and next, you're going to write down the bullet point that further explains the supporting detail or provides an example for this supporting detail. Now let's take a look at this outline in action here. We're looking at an advantage. Disadvantage question. So here's our question. Prompt. Some experts believe that it is better for Children to begin learning a foreign language at primary school rather than secondary school. Do the advantages off this outweigh the disadvantages. So the first thing that you need to do whenever you get any type of question is you have to read it and make sure that you properly understand it. You may choose toe. Underline certain keywords in orderto better help. You understand the question. Next, you have to identify what type of question you're dealing with. In this case, we see the keywords advantages on disadvantages so immediately we can classify this question as an advantage. Disadvantage question. Now take note that similar to agree, disagree. Question here. Also, you must only choose one side. The answer is either a yes or a no. It cannot be both. Just make it easy for yourself and only choose one side. You will still have to talk about both sides, but you can only choose one side. Now let's go ahead and construct our outline. This time we're going to be constructing the outline using template number two. So this is what our outline would look like. Firstly, you need to know the position that you're going to take in your essay now. You don't have to write this position down. Do not right. This position down is going to be a waste of your time. This position that you're going to be taking in your essay is just something that you need to have in your mind. You just need to know it in your mind. You don't have to write it down. So let's say that you decide that the advantages do in fact outweigh the disadvantages. You believe that it is in fact, better for Children to begin learning a foreign language at primary school rather than in secondary school. So if this is the position you're taking, here's how you can go about constructing your outline. Firstly, you have to jot down your main idea. Number one. What is the main idea off your first body paragraph in this case, our main idea Number one is the disadvantages in this body paragraph. We're going to be focusing on disadvantages. Notice that here I have not written down the whole world. I've done this to save time. I'm using abbreviations on bullet points to save time. Next, I have to write down my supporting detail. So when this body paragraph, I'm going to discuss the disadvantages. And I'm going to mention the fact that one off the 1,000,000 disadvantages off teaching Children off foreign language at primary school is that it can result in under performance in other subjects such as math signs on so on. Now, this is going to be our only supporting detail for this main idea Number one. Now we have to further explain this supporting detail. So in this case, I'm going to give an example. Notice the abbreviation I've used E x, for example on the example that I'm going to give is that our world is becoming more and more digitalized, meaning that worsening more and more digitalization and computerisation within our world. So it's very important to be good at academic subjects such as math and science in orderto ensure job security. So this is what I'm going to talk about. In my first body paragraph in my second body paragraph, I'm going to start talking about the advantages in this case. I'm going to use this supporting detail. I'm going to argue that the advantage off teaching Children or foreign language at primary school is that it leads to cultural education on this cultural education, in turn, leads toe a healthy social life because when you know more about other cultures, then you can connect with more people. You can talk to more people in their own language, and this can lead to a healthy social life. Then I'm going to further explain this supporting detail. I'm going to further explain it by saying that this healthy social life will further lead toe a happier mental and emotional state, and this is far more important than job security. So that's what I'm going to talk about in my second body paragraph. Now, here's a pro tip for you, right? The paragraph that you disagree with first so that you can refute it in the next paragraph . We do this because it will make our s a flow better. So in this case, I disagree that Children should be taught a foreign language at secondary school? I don't think so. I think that Children should instead be taught a foreign language at primary school. So because I disagree with this, I'm going to talk about the disadvantages first. Why do I do that? So that I can refute it in the next paragraph? Because once I've shared these concerns and I've talked about them, then I can address these concerns, and Aiken dismiss them by showing why advantages far outweigh the disadvantages. So make sure to do this in order to make your F A flow better. So I hope that by now you have a clear understanding off how to use the two different templates and how to construct the outlines, depending on whichever template you choose to use. Now let's take a look at our next example here. We're looking at the problem solution. Question type. Here's our question. Prompt. In some countries, the average weight off people is increasing on their levels. Off health unfitness are decreasing. What do you think are the causes off these problems on what measure could be taken to solve them? All right, Firstly, make sure to properly understand the question underlying certain keywords. If it helps you next identify the question type here, we know that this is a problem solution. Question type because it uses the word problem and what measures could be taken to solve them. Next, we're going to construct our outline now in this question type. We don't have to true the side. We don't have to take a position. This is not that kind of question here. We simply have to speculate the problems on the possible solutions. In other words, you're going to be talking about the possible problems and the possible solutions. In your own opinion, what do you think are the problems and the solutions? So in this question, any problems and solutions that should discuss are going to be based on your own opinion note. Here. The question says, What do you think this means? That the question is asking you for your own opinion? All right, so let's go ahead and write down our main idea. Number one. The main idea Number one is going to be focused on the problems. What are the causes off the problem so we can speculate and we can say that perhaps these problems are caused by the lack of time. People don't have a lot of time to take care of their health and fitness. People are busy. They have to goto work, they have families and they just don't have time. The second cause off the problem may be that people don't have enough money. People don't have money to afford eating. Healthy people don't have money to go to a gym. So those are the two supporting details that you can talk about when discussing the possible causes off the problem. Next, in the second paragraph or in the second body paragraph, you're going to speculate the possible solutions here. I'm going to say that the possible solutions are focused around government initiative. That's my main idea. Governments have the power to make the change. Now I have to support this main idea number two. So I'm going to say that governments can take initiatives by launching national campaigns. So these might be educational campaigns that teach people about their eating habits, health, fitness and so on. The second supporting detail that I can present is regarding subsidies. Subsidies are basically funding that the government provides to certain sectors or to certain programs in order to help a certain group of people. And that's all you need to do for the outline off a problem solution question. You simply have to talk about the problems in one paragraph on the solutions in the next. Now here's a pro tip for you. If you get a problem solution question, then write about the causes and the problems first, so that you can address how to solve them in the next paragraph. This is going to make your essay flow much better. Now let's move on to our next question type. This time we have a discussed opinion question. So here's our question. Prompt. Some people say that the best way to improve public health is by increasing the number off sports facilities. Others, however, say that this would have little effect on public health and that other measures are required. Discuss both these views on give your own opinion. So the first step, of course, is to make sure that you properly understand the question, underlined certain keywords to help. You better understand the question. Next, you need to identify what type of question you're dealing with Now let's go ahead and construct our outline. So for this question, we're going to be constructing the outline using template number two. So let's say that we holds the position that gyms are not the best way to improve health in this case. This is how we're going to create our outline. Firstly, I'm going to talk about the benefits of having more gyms. This is the main idea Number one for our first body paragraph. Now take note that I don't really agree with this point of view. However, I do have to discuss this point of view because this question clearly states discussed both these views. So even though I don't agree with it, I still have to discuss it and then I can refute it in my next paragraph. So this is the main idea. Number one for the first Body paragraph. And here are my supporting details. So my first supporting detail is that more Jim's is going to lead to easier accessibility if we establish James in every zip code of a city than it will be a lot easier for people to access gyms. Next. I'm going to support this supporting detail. I'm going to further explain it by saying that when people get easier accessibility to James than this in turn results in increased motivation because it is easy to go to gyms, more people are likely to work out. So that's what I'm going to talk about in my first body paragraph. So essentially, I'm arguing that more gyms are not enough. Instead, what we need is a government initiative. Now I'm going to further explain the supporting detail. I'm going to further explain it by saying that the government can educate people about health and fitness on their food choices so that people can live a healthier life. So one of the government initiatives could be education. I can further explain the supporting detail by saying that governments should help poor areas because malnourishment rates are a lot higher in poor areas because people who don't have money often tend to eat poor diets. So this is additional explanation that I can add to support my supporting detail, and that's going to be the end off my outline for this question type. Now I want you to take note that in this question, you also have to discuss your opinion take note. The question says you have to discuss both these views, which we've done over here, and then you also have to give your own opinion. So what you have to do is you have to insert your opinion in the paragraph that you agree with in this case, I agree that other measures are needed. I do not agree with this paragraph. I do not think that we need more gyms. So for that reason, I have not included my opinion in this paragraph. Instead, I agree that other measures are needed. So because I agree with this paragraph, I'm going to insert my opinion in this paragraph. Now here's a pro tip for you, right? The paragraph that you disagree with first so that you can refute it in the next paragraph . This is going to make your essay flow better. So I disagree that we need more chins. So I talked about that first so that I can address these concerns in the next paragraph so that I can refute and dismiss this argument in the next paragraph. Now let's take a look at our next question type. This time, we're looking at the opinion question Here's our question. Prompt. Some people claim that not enough off the waste from homes is recycled. They say that the only way to increase recycling is for governments to make it illegal. Requirement? To what extent do you think laws are needed to make people recycle more off their waste? So, firstly, you've got to read the question to make sure you properly understand it highlights certain keywords. If it helps you next, you have to identify the question type. In this case, we see that the question is asking us to what extent do you think this tells us that this is an opinion question? Next, we're going to go ahead and create our outline. This time, we're going to create the outline using template number one. So before we can create the outline, you need to know in your mind what opinion you're going to hold in your essay. So when this has say, this is my opinion, I strongly believe that recycling laws are paramount. Now I have to support my opinion. So I'm going to do that by first presenting my main idea. Number one. My main idea number one in this case, is that many people ignore recycling, and this is true. Many people do in fact, ignore recycling. But now I have to support this main idea Number one, using two supporting details we're going to use to supporting details because this is template number one. So here's my first supporting detail. I'm going to argue that recycling laws are paramount because many people ignore recycling. And by mandating recycling by law, a lot more people are going to start taking recycling seriously. So that's how I'm going to support my main idea. Number one using this first supporting detail. Now I'm going toe further support this main idea Number one using a second supporting detail. So here's my second supporting detail. Laws help us to build good habits. So this is what I'm going to talk about in my first body paragraph. Next, I'm going to go ahead and outline the main ideas and the supporting detail for my second body paragraph. So here's my main idea. Number two recycling laws are paramount because they are critical for improving our planet's health. So in my second body paragraph, I'm going to focus more on the environmental aspect off this issue, So I'm going to support this main idea. Number two using to supporting details here is my first supporting detail. Reciting laws are going to lower the environmental pollution. Notice that here I've simply used the down our assemble on abbreviated the word environment . In order to save time, make sure that you do not write out full sentences because this is not a good use of your time. Instead, use bullet points on abbreviations. Now here's my second supporting detail. Recycling laws are also going to help us to conserve natural resource is so in this part of the essay, I can argue that a lot of people throw away their paper. They don't recycle it, and because of that we have to cut down a lot more trees. So if people started recycling more than we would end up using less paper on, we would have to cut down less trees. This, in turn, is going to conserve. Natural resource is you're going to see me write the essay for this question later down the road in the future video. But right now, let's just stick to creating outlines. I've got one last example for you. The last question time that we're going to cover in this video is the two parts question In this question type. You're going to have two parts. So here's our question. Prompt. Nowadays, the way many people interact with each other has changed because off technology, in what ways has technology affected the types of relationships people make? Has this become a positive or negative development? So, firstly, make sure to properly read the question underlying certain keywords and identify the question type. Here we've got two separate questions listed. So here's the first part of the question on here is the second part of the question. So that's how we know that this is a two part question. Now I want you to take note that in the second part of this question, this question asks us, Has this become a positive or a negative development? In this case, it's best to choose only one side. This question is not asking us to discuss both sides, so we should not do that. Instead, just choose one side on support that one side. Now let's go ahead and construct our outline. This time, we're going to be using template number two. So in this question. I'm going to take the following position. I'm going to argue that technology has had a positive impact on our relationships. Now, look, I know that a lot of you are probably wondering Hey, I don't think that technology has had a positive impact on our relationships. I think the opposite. Here's the thing, guys. The examiners do not care if you are right or you're wrong. They don't care about your political views. They don't care if you are a Republican or a Democrat. It doesn't matter. The examiners only want to see if you can speak English. If you can write English on, if you can do it well, so it doesn't matter what position you choose over here. What matters is are you able to articulate your position using English? And can you back up your statements? In the end, this is an English exam. So do not worry about being right or being wrong. As long as you can support your position. That's all that matters. Now let's go ahead and construct our outline. So here's our main idea. Number one in the main idea number one meaning in the first body paragraph. We're going to talk about how technology shapes relationships. This is the first part of the question. The question asks us in what ways has technology affected the types of relationships? So that's what we're going to talk about in our first body paragraph. Now, since this is our main idea number one, we have to support this main idea number one using a supporting detail. So this is my supporting detail. I'm going to say that it helps us to form new relationships. Now, I have to further explain this supporting detail. So I'm going to do that by providing an example. I'm going to say that technology helps us to form new relationships. For example, we can join Facebook groups now re conjoined forums and connect with like minded people. We can even meet our potential mates using dating applications. So this is what we're going to talk about in the first body paragraph in which we address the first part off this question. Then we're going to go ahead and shut down our main idea. Number two in the main idea number two. For this question, we're going to address the second part off this question. So I'm going to argue that technology has had a positive impact. That's my position. So I'm going to talk about positive development. Now. I have to support this main idea. I'm going to do that by using the supporting detail. I'm going to say that technology has had a positive impact on our relationships because technologies like telephones and email have brought us closer to each other. They help us to connect with one another, and they help us to stay updated with the daily on goings off each other's lives. Now I have to further explain this supporting detail, so in this case, I can give an example. And I can say that technology helps us to stay updated, and they even help us to conduct work meetings or business meetings online. So this in turn increases work productivity as well. So those are all the things that I can talk about in my second body paragraph. So that's it for this video, guys, I hope that everything is clear for you. The main thing that I want you to take away from this video is that whenever you get a question, I want you to first read that question carefully. underlying certain parts of the question. If it helps you to better understand it next, you need to identify the question type. Then you have to create the outline. Before you create the outline, you need to have a clear position in your mind. You need to know what you're going to talk about. Then you have to decide if you can come up with to supporting details to support your two. Main idea is your main idea Number one and your main idea Number two. If you can come up with to supporting details, then go ahead and use template number one. However, if you're having a hard time coming up with two supporting details, then just go ahead and use Template number two and just use one supporting detail. This is totally fine. You can still get a very good ban, even a band nine. By using template number two. You don't have to always use to supporting details, but it's better if you do. It just becomes easier if you do with that way, But if you don't have to supporting details, then just choose one supporting detail. He was Template number two and then create your outline in this manner. Once you've written down your outline, you will then be ready to start writing your task to s A. So we're going to talk about that very soon. So stay tuned. In the next video lesson, I want to quickly go over how to come up with ideas that you can use when creating your outlines. I'll see you there. 27. How to Generate Ideas: Maybe when you sit down to construct the outline for your test to essay, you feel a little bit like this cat over here confused and not really sure how to go about coming up with ideas. So that's what this video is going to teach you is going to tell you how to come up with ideas so that you can create your outline and get started with writing the task to S. A. I've noticed that many of my students struggle with this on. Actually, it doesn't seem that the inability or the difficulty with coming up with ideas has to do with the students level off English. It seems that it has to do more with the way in which people think so in this video, I want to share some strategies and some different ways of thinking that will help you to generate new ideas. So let's get started. It's really quite simple. We only have to ask ourselves one of three questions or all three questions in order to generate ideas. So let's take a look at what these questions are. Forcefully. Let's say that this is the question prompt that we received on our task to S A. The question says it is important for Children to learn the difference between right and wrong at an early age. Punishment is necessary to help them learn this distinction. To what extent do you agree or disagree with this opinion? Let's say that in this particular question, you decide to disagree with this opinion. The position that you have decided to take is that punishment does not be Children right from wrong. If this is your position than the first question that you can ask yourself to come up with ideas is why Why does punishment not teach Children right from wrong? So here's an example off the answer that you might come up with when you ask this question well, infants will not understand what is happening or why he or she is being punished because their brains are underdeveloped. Children are too young to understand why they're being punished. So you could use this as the main idea to support this position in your essay. The next question that you can ask yourself is, what is the alternative? So if punishment does not teacher and right from wrong, then what does What is the alternative. So here's an example. Instead of harshly punishing negative behavior, Children should be rewarded for good behavior for positive reinforcement. This kind of approach is more effective. Okay, so do you see how we have provided an alternative? So we're saying that this is our position on punishment is not the right approach. And then we've gone ahead and provided the alternative solution. This is what we should do instead, the third and the final question that you can ask yourself is, what if What would happen if we did start punishing Children in order to teach them right from wrong? What would happen if we started to do this? So here's an example that you can use as a main idea or as a supporting detail. If a child is punished, it will teach the child that it is acceptable for larger people toe hit smaller ones which may result in the child starting to bully others. So this is what's going to happen if we start to punish Children from a young age. Alternatively, you can also discuss the other scenario, which is what would happen if we didn't do this. Okay. So you can also provide the opposite scenario off what would happen if we did not punish Children? So, for example, if you decided to instead ask the question, what would happen if we did not punish Children? Then instead of this example, you might say that if a child is not punished, then it might teach them empathy, and it might teach them to have more respect for people who are smaller than them or younger than them. So these are the three different questions that you can use to generate ideas, and you can use these questions to create your outline on to come up with main ideas as well as supporting details. Now I want to show you one more example of this. Let's say that you get a different question this time. The question says some people think that parents should teach Children how to be good members of society. Others, however, believe that school is the place to learn this. Discuss both these views on give your own opinion. All right, let's say that your opinion in this example is that child's education is not the responsibility off the parents alone. If this is the position that you're taking in your essay. The first question that you can ask yourself when coming up with the outline is Why? Why is it that a child's education is not the responsibility of parents alone? Here's a possible answer that you might come up with if you ask yourself this question. Once a child goes to school, they are entering a wider community where teachers and peers will have just as much influence as their parents do at home. Okay, so for this reason, a child's education is not the responsibility off parents alone, because once the child goes to school, they're going to enter a wider community and they're going to interact with a lot more people. And these other people, such as teachers and peers, are going to have just as much influence as parents to at home. The next question that you can ask yourself is the alternative. What is the alternative in this scenario? So we're saying that a child's education is not the responsibility of parents alone. Well done. Whose responsibility is it? So we might provide an alternative answer to this? You could say something like at school. Children will experience working with people from various backgrounds this experience should teach them how to be good members of society. So here we've provided an alternative were saying that education is not the responsibility of parents alone. Instead, since Children are going to be interacting with people from many different backgrounds, it is this experience that should teach them how to be good members of society. The last question you can ask yourself is, What if or what? If not so? What would happen if Charles Education waas the responsibility of parents alone? What would happen in this scenario? If a child's education becomes the responsibility off parents alone, then Children will miss out on the opportunity to learn valuable lessons from others. So this is what would happen if Charles education becomes the sole responsibility off parents alone. Children will miss out on the opportunity to learn from other people's experiences to learn from their teachers and their peers, and we don't want that to happen, and therefore a child's education should not be the responsibility of parents alone. So I hope that makes sense. Once you ask yourself these three questions, you will be able to easily outline your main ideas on your supporting details. Now If you're someone who struggles with coming up with ideas, then it might take you a little bit more practice. But once you've spent some time creating a few different outlines, I'm sure you'll get the hang off it. So that's all for this video. In the next video lesson, I'm going to talk about how to write introductions. 28. How to Write Introductions - Basics: Hey, guys, in this video, I'm going to give you the basic information for writing the introductions. So, firstly, you need to spend about five minutes on the introduction, and the next point to keep in mind is that your introduction should be three sentences long , about 40 to 50 words. Now, this is the template that you've seen before for writing that has to s a So, if you'll recall, it doesn't matter which template you use whether you use template number one or template number two, the introduction paragraph does not change. It stays the same. So in the introduction paragraph, you have to write these three sentences. Firstly, you have to give a general statement. Next you have to paraphrase the question statement and lastly you have to state the thesis . The thesis is composed of two things. The position on your main ideas. Now we'll talk about these remaining paragraphs down here in the future videos. But right now I just want to focus on the introduction. So first, let's talk about writing the general statement. The general statement is the first sentence off your introduction paragraph, and there are three different ways in which you can write it. So let's say that this is the question that you get on your task to S A. The question says some people believe that unpaid community service should be compulsory part of high school programs, for example, working for a charity, improving the neighborhood or teaching sports two younger Children. To what extent do you agree or disagree? So we're not going to take a position just yet, but let's go ahead and try to construct a general statement. So there are three ways. Here's the 1st 1 The first way is that you can state fly. The topic is important. So in this case, we're talking about the topic off unpaid community service being a compulsory part of high school program. So that's our topic, and we can begin by talking about why this topic is important. So here's an example. Every nation needs citizens who display social commitment on actively work to improve the community for the welfare office residents. So this is why this topic is important because every nation needs responsible citizens, citizens who improve our community. This is why this topic matters. Now let's look at the second way in which you can construct the general statement, you can write about a recent development in the topic. So community services our topic and we can talk about a recent development, something perhaps going on in the news or current affairs, and we can talk about that. So here's an example. In the last few years, numerous approaches to improve society and reinforce the ties between community members have taken root. So here we're describing the development that has been going on since the last few years. The development is that we have tried many different approaches to improve society. The last way in which you can write the general statement is you can write about the impact off this public on our daily lives or on society. So here's an example of that. Volunteer work directly benefits the society by increasing the productivity off its residents on imparting valuable life skills. So here we've talked about the impact that community service can have on society. So here we're talking about how community service directly increases the productivity off a community. So these are the three different ways in which you can write the general statement, and this can be the first sentence in your task to essay. Now, over here, I want to give you a list off phrases that you can use for starting the introductions. So when you're writing that first sentence, which is the general statement, you can use any off these phrases to start your introductions. There is no denying that community service plays a valuable role in society, or you could talk about a recent development, and you can say in this day and age, and then you can go ahead and describe the latest trend or a recent ongoing development in that topic. So if you'd like, you can pause this video and you can take notes on these phrases. Or at the very least, just pause the video real quick and then read through these phrases so that you can have them in the back of your mind so that in the future videos when I show you practice questions, all of this will make more sense to you. All right, now, moving on, we're going to start talking about writing the second sentence in the second sentence. We have to paraphrase the question statement, so you're going to see examples of this in the next video. But right now I just want to give you a basic summary off. How, to paraphrase to paraphrase, means to say the same thing, but in different words. So if you're trying to say the same thing in different words, you can do two things. The first thing that you can do is you can use synonyms. Center names are different words that have the same meaning. For example, let's say that here we have the word shows. Now, instead of using the word shows, we can communicate the same idea by using different words. For example, instead of using shows we can use, demonstrates or we can use presents. Both of these words mean the same thing, but they're very different from the word shows. So this is one way you can use synonyms, different words that mean the same thing. To paraphrase the question statement, the next thing that you can do is you can change up the word order. So let's say that you're talking about Australian people. Well, if you want to paraphrase this phrase over here, instead of saying Australian people, you can simply switch the words around and say people off Australia again notice that this means the same thing. But the word order is different. So these are the basic ways in which we paraphrase the question statement. You're going to see several examples off this in the next video, but for right now, I just want you to pay special attention to these two ways in which you can paraphrase the last sentence that you will write in your introduction paragraph is the thesis. So let's talk about that. So let's take a look at the same practice question as before. This is the question about unpaid community service. So when we're trying to construct the thesis, we need two things. We need the position or the opinion, and the other thing that we need is the main ideas. And in the thesis, what we have to do is we have to connect both of these components in some way in a single sentence. So let's go ahead and take a look at an example off with thesis. So here in the red color is my position or my opinion, and in the green color are the main ideas, and then here in the black color is a conjunction in this case, I've used a conjunction to connect my position with my main ideas, So let's go ahead and read this. I strongly agree with this view because volunteering not only improves the community as a whole, but also bills valuable character traits. And that's all you have to write for the thesis. You simply have to state your position or your opinion on also state your main ideas that you're going to be talking about in your essay. Now, I just want you to pay attention to this one little thing. Take note that your position and your opinion is not required in the problem solution. Question type. So whenever you get the problem solution question, all you have to do is summarise the main ideas that you're going to be talking about in your essay. You'll see me right examples off this very soon, so that brings us to the end off this video. In the next video, I'm going to show you how to write the introduction paragraph for the agree Disagree questions. I'll see you there 29. How to Write Introductions for Agree Disagree Questions: Now that you know the basics off how to write the introductions, let us now delve into a practice question in this video. I'm going to show you how to ride the introduction for the agree, disagree question type. So let's go ahead and take a look at an example. So here's our question. You've seen this question before, but I'll go over it one more time. Some people believe that unpaid community service should be compulsory part of high school programs, for example, working for a charity, improving the neighborhood or teaching sports two younger Children. To what extent do you agree or disagree? You heard me use the term question statement before. So this is what I mean by question statement. It is the part of the question that contains the main argument. It is the topic that were writing about. So let's go ahead and construct our introduction sentence by sentence. So here is our question statement. Know that I haven't included the whole question here. The only part of the question that I've included here is the question statement. So the question statement part is this. Some people believe that unpaid community service should be compulsory part of high school programs, So this is the main argument or the topic at hand. Now some people agree with this, and other people disagree with this, and that's what we're here to discuss. That's what we're here to talk about in our essay. Now, when you're writing the introduction first you need to consider the template. We've talked about the template before. So in the introduction, it doesn't matter if you're using template number one or template number two because the introduction remains the same. In the introduction, we have to discuss these three things. Okay, so in the first sentence you're going to give a general statement in the second sentence. You have to paraphrase the question statement, remember, this part is the question statement. And then in the third sentence, you have to state the thesis. You have to state your position on the main ideas that you're going to discuss in your essay. So first, let's begin with our general statement. So here is the first sentence to R. S. A. Every nation needs citizens who display social commitment on actively work to improve the community for the welfare off its residents. Now in the previous video, I discussed in more detail the different ways in which you can construct the general statement. So which one off those ways did I use to construct this sentence in this sentence? I have described why this pop? It is important. So this is one way in which you can construct the general statement in the future. Examples. You'll see me, right general statements using other ways as well. So here we've chosen to write the general statement by describing why this topic is important. So now that we're done with that, we have to move on to the next sentence. We have to now paraphrase the question statement. So this part is the question statement and to paraphrase means that you have to say the same thing, that this part of the question is saying, you have to say the same thing, but in different words, you have to use synonyms. Synonyms are different words that mean the same thing, or you can change up the word order, but basically you have to say the same thing that is stated here in different words in your own language. So here's an example off that since students are the nation's future. Some people have argued that volunteer work should be a mandatory part off the school curriculum. This part of my answer here is the paraphrased part. So notice here, the question statement says. Some people believe that unpaid community service should be a compulsory part of high school programs. I've basically said the same thing, but in my own words, some people have argued that volunteer work should be a mandatory part of the school curriculum. It's the same thing, but written in different words. So that's where you have to do in the second sentence off your introduction. So once we're done with the paraphrasing, then you're ready to move on to the third sentence. In the third sentence, you have to state the thesis. The thesis is composed of two parts. The first part is your position on the second part is the main ideas. Now I want to make a quick little note. Take note that in the problem solution questions, you don't have to state your position because it's not really that kind of question. It's not asking you for your position or your opinion, but for pretty much every other question, type you have to state your position or your opinion. Now, do you remember this outline that we created in one off the previous videos? In one off the previous videos, I went through the entire process off how to construct the outlines. Now, if you'll recall, we created this particular outline using template number one in temperate Number one. We support our main ideas using to supporting details. So that's what we have done for this question type. Here in the blue color are our main ideas. So this is our main idea number one, and this is our main idea Number two. Both of these main ideas support our original position, So let's go ahead and take a look at our third sentence. I strongly agree with this view because volunteering not only improves the community as a whole but also builds valuable character traits. Now in the sentence, we've listed two separate things we've listed the position on. We've listed the main ideas. So this part over here, where I say I strongly agree with this view, this is my position, and the reason that I mention my position is because the question requires it the second part in the third sentence is the main ideas. Notice that I've included both of my main ideas in the same sentence. I've said I strongly agree with this view because volunteering not only improves the community. OK, so that's one of the main ideas improves the community but also builds valuable character traits. Okay, builds valuable character traits. That is our other main idea. It doesn't matter which order you place these in. The important thing is that in the thesis, you have to state both the main ideas. Note that I have not included the supporting details in the thesis. You don't have to include the supporting details. All you have to do is include the main ideas supporting details. It's something that we discussed in the body paragraphs, and that's all you have to do for writing the introduction. So this is what our complete introduction paragraph looks like. So that concludes this video in the next video. I'm going to show you how to ride the introductions for the advantage. Disadvantage question type. I'll see you there 30. How to Write Introductions for Advantage Disadvantage Questions: in the last video, you learned how to ride the introductions for the agree, disagree question types. In this video, you're going to learn how to do the same for advantage. Disadvantage questions. Let's take a look. So here we have a practice question. This is an advantage. Disadvantage question type. And here is the question prompt. Some experts believe that it is better for Children to begin learning a foreign language at primary school rather than secondary school. Do the advantages of this outweigh the disadvantages? All right, so you have seen this question before, so let's go ahead and take a look at the question statement. So here is our question statement. Everything that is underlined in the red color. The question statement tells us what the topic is about, and it tells us what the heart off the argument is. So here we can see that some experts believe that Children should start learning a foreign language at primary school. But other experts believe that Children should start learning a foreign language at secondary school. So this is the disagreement between different exports and different authorities, and that is what we're here to discuss in our essay So let's get started with our introduction. So this here is our question statement. And when we're writing the introduction, we have to first consider the template. You've seen this template before, and you already know by now that in the introduction we have to write three sentences in the first sentence, we write the general statement, then we paraphrase this question statement, and then we have to state the thesis. So first, let's go ahead and give a general statement. This is how we're going toe open our essay. So this is what I have for my general statement. A growing number of parents are enrolling their Children in foreign language classes for well rounded linguistic development. So what I've done here is I've described a recent development in this topic. So this is the topic at hand, and what I've done is I've described a recent trend the current affairs on this public. So the recent development is that more and more parents are enrolling their Children in foreign language classes. They want them to learn other languages other than their native language. Why, because they want their Children to be were rounded in their development. Once we're done with that, we can move on to the next sentence in the next sentence. We will paraphrase this question statement. So this is how I've paraphrased this question statement. In this regard, some educators propose that primary school is the best place for learning another language instead of secondary school. So notice that here everything that is bold id in this thick fond. I've basically said the same thing here as in this question statement. I've just said it in different words. I've used synonym language, meaning I've used different words that mean the same thing on I've changed up the word order. Another thing that I want you to notice about this second sentence is I've written in this regard here. I've used this phrase as a cohesive device. This phrase helps me to transition from my first sentence to my second sentence. Basically, it helps me to connect the different ideas in these two different sentences. So be sure to use similar, cohesive devices that help you to connect your ideas with each other. All right, so once they're done with the paraphrasing, we're now ready to move on to the third sentence in the third sentence you have to state the thesis. The thesis is composed of two parts position plus main ideas. So you might remember from a previous video when we were constructing the outline for this question type that we said that the advantages off teaching Children or foreign language at primary school outweigh the disadvantages. So basically, we are in favour that Children should be taught a foreign language at primary school and not starting from secondary school. So this is the outline that we created in one off the previous videos, and these were our main ideas in the blue ink. This question requires us to discuss both the advantages on the disadvantages, so those are, naturally our main ideas. That's what we have to talk about in this essay. However, even though we have to discuss both sides, we have to talk about the advantages and the disadvantages. We still have to choose one side. We still have to justify why one side is better. So that's what we did when we constructed our outline. Firstly, we listed the disadvantages notice that this is an abbreviation off the word disadvantages . I've done this to save time. Then I provided a supporting detail. What are the disadvantages? Well, one disadvantage is that Children will underperform in other important subjects, such as math and science. But in this essay, I will argue that despite this disadvantage, the advantages still outweigh this disadvantage. Because learning a foreign language at primary school gives Children the opportunity to engage in cultural education and when they learn more about other cultures Diskin, Lito, healthy social life and a happier state and all of this is far more important than ensuring job security by studying subjects like math and science. All right, now, you don't have to worry about the supporting details. Everything that is written in black ink over here. You don't have to worry about that just yet. We're not going to be discussing this in the introduction itself. This we're going to discuss later down the road. When we start writing the body paragraphs right now, you just need to focus on the main ideas off your essay. So the main ideas off this essay are that we're going to be discussing both the disadvantages on the advantages, and then we're going to present our position by showing why the advantages outweigh the disadvantages All right, let's take a look at our third sentence. Here it is. This essay will explore both the advantages on disadvantages off this proposal on demonstrate why its proponents are correct and that right there is our thesis statement in the thesis, we've written to different things. Firstly, we've mentioned the main ideas. We've clearly shown to the reader that in this I say we're going to explore both sides. We're going to talk about the advantages on the disadvantages. The second thing that we have done is we have shown our position we have shown to the reader. Now we're going to demonstrate why its proponents are correct. Why the advantages do, in fact, outweigh the disadvantages. So that's all you have to write. And this right here is our complete introduction. So that's it for this video. Stay tuned for the next one in which we're going to talk about how to ride the introductions for problem solution. Question time. I'll see you there 31. How to Write Introductions for Problem Solution Questions: Now let's talk about how to ride the introductions for the problem solution. Question type. Here we go. Here's our question and you've seen this before, but I'll go ahead and read it anyways. In some countries, the average weight off people is increasing on. Their levels of health and fitness are decreasing. What do you think are the causes of these problems on what measures could be taken to solve them Now, before I go ahead and show you the question statement, take a guess. Which part of this question prompt is the question statement? If you guessed that this sentence up here is the question statement, then you are correct. This sentence contains the heart off the problem that we're here to discuss. So that is naturally, Our question statement is the most important part off the question that gives us the gist off the argument or the problem. So let's go ahead and write our introduction. So here is our question statement, and this is our template for the introduction. The first thing that we're going to do is we're going to give a general statement, so let's go ahead and do that now. Maintaining optimal health is crucial for living a healthy lifestyle on avoiding diseases on disorders. Now, in order to give this general statement, I've told the reader why this topic is important. Remember, there are many different ways in which you can write the general statement and showing the reader why the topic is important is just one way to start your essay. So that's what I've done here. I've shown to the reader why maintaining health is important. It is important because it helps us to avoid diseases on disorders on to live a better life . Our next sentence is the paraphrasing here. We have to paraphrase this question statement. So here's our second sentence. Unfortunately, some nations are now witnessing an increase in the average weight off their population on a decline in their health and well being. So notice. I'm saying the exact same thing asked this question statement, but just in different words. For example, instead of the word people, I've used the word population. Instead of using the phrase health on fitness, I've used the phrase health on well being on. Instead of the word countries, I've used the word nations. You'll notice that I've also changed the setting structure a little bit, so you're completely free to reword this question statement in any way that you want. One of the easiest ways to do that is to use synonyms, different words that mean the same thing. Or you can change up the word order. Okay, so now that we're done with the paraphrasing, let's go ahead and write our final sentence. The thesis. So, in all the examples that you've seen so far are faces has been composed of two things. The position on the main ideas. But here's the thing in the problem solution questioned hype. You're not required to give your position. If we quickly come back to our question over here, you'll see that in this entire question, you'll notice that you're not required to give your position. The question does say, What do you think are the causes of these problems and what measures could be taken to solve them? But this question is only asking you to speculate. It's only asking you to discuss and think about the different causes of the problems and the different solutions. You don't have to take a position and say that the increase in people's average weight is a good thing or a bad thing. It's not asking you to take sides or to take a position. It's only asking you to speculate the causes off the problems and their solutions. So here's the thing. Let's return back to writing our introduction When you are constructing the thesis for this question, you don't have to write the position because it's not required for this question type. All you have to do is you simply have to state the main ideas only. So what are the main ideas? The main ideas are over here in the blue color. In the first main idea. We're going to talk about the causes off the problem. In the second main idea, we're going to talk about the possible solutions, specifically solutions that require government initiative. All right, now, let's go ahead and take a look at our third sentence. This essay will highlight the principal causes off these issues on possible solutions to resolve them, and that's all you have to write for the thesis. For this question type, you simply have to show to the reader that in this essay we're going to discuss the principal causes of these issues. And of course, we've already mentioned what the issues are in the previous sentence, and then we're going to discuss the possible solutions to resolve these issues. So, to sum it up, all you have to do is write the main ideas in your thesis for the problem solution, question type, and you are not required to state the position because the question is not asking you for that. So this is what our entire complete introduction looks like. So that's all for this video. I'll see you in the next one in which we're going to talk about how to ride the introductions for discuss opinion questions. 32. How to Write Introductions for Discuss Opinion Questions: Now let's talk about how to write introductions for the discussed opinion. Question type. So here is our sample question. Some people say that the best way to improve public health is by increasing the number off sports facilities. Others, however, say that this would have little effect on public health and that other measures are required. We have to discuss both these views, and then we have to give our own opinion. Now, if you'll recall the video in which we constructed outlines, you may remember that the position that we decided to take for this question was that simply increasing the number of sports facilities is not enough that other measures are required. So that was our position. Now let's go ahead and start constructing our introduction. First, we have to recognize the question statement. So in this question, everything that is underlined in this red color is our question statement. This is the part of the question that tells us what the heart off the argument is about. So let's go ahead and start writing our introduction. So here's our question statement, and this is the template that we need to follow to write the introduction. We need to cover these three things. In our introduction, we'll begin with a general statement. In many nations, the average weight of people is increasing on their level off. Well being is declining. Now What we've done here is we've told the reader of recent development in the topic. We've talked about the current affairs or the recent trends that are going on surrounding this topic. More and more people are becoming obese every day around the world. So that's how we've decided to open this essay. However, this isn't the only way in which you can start an essay. For example, you can give the general statement by talking about why this topic is important. All right, so now that we're done with that, we can now move on to the next sentence. The paraphrasing here we're going, to paraphrase this question statement, we're going to be writing the same thing in our own words. So here it is. In this regard, it is proposed that expanding the number of Jim's is the most effective way to boost the health off the general public, although many disagree on contend that other measures are required. Okay, so here I'm saying the same thing as in this question statement. The only difference is I've used different words and a different world order. So here, instead, off using the word increasing, I've used the word expanding. I've replaced sports facilities with James since James is a synonym. And instead of saying public health, I've said health off the general public here. I've simply moved the words around. So that's how you can paraphrase the question statement. Now, I want you to notice one more thing about this sentence here. I've used a phrase in this regard. Basically, I've used this phrase as a cohesive device. This phrase helps me to connect one idea to the next. All right, now, let's go ahead and write our third sentence. The third sentence is, of course, the thesis. In the thesis, we have to talk about two things. The position on our main ideas. So our position in this essay is that simply increasing the number of James is not enough that other measures are required and our main ideas are over here in the blue color. You might remember from one of the previous videos when we constructed the outline for this question that we used Template number two to construct this outline. Now in both templates in template number one. On in template number two, we need to main ideas. So this is our main idea. Number one. This is what we talk about in our first body paragraph. And here is our main idea number two. This is what we're going to talk about in our second body paragraph. The only difference between template number one and template number two is that in template number two, we only support our main ideas with one supporting detail, as we've done over here. Whereas in template number one, we support our main ideas with two supporting details. All right, now, let's go ahead and take a look at our thesis. Here it is. In my opinion, the proposal off expanding the number of Jim's is an insufficient measure. However, this essay will explore both aspects off this discussion. So in this thesis, we've accomplished two things. Forest. We've mentioned our position. Our position is that in my opinion, the proposal of expanding the number of Jim's is an insufficient measure. So that is the position that we're going to be taking throughout this essay. However, even though this is our position, we're still going to talk about both aspects. Why? Because that's what this question is about. This is a discuss opinion question and in a discuss opinion question, we have to discuss both sides and then show to the reader which side is better. So in this case, the two aspects that we're going to talk about our our main ideas and that's all you have to do for the introduction here is what are complete introduction Looks like. I hope all of this made sense to you. I'll see you in the next video in which we're going to talk about how to write introductions for the opinion questions. I'll see you there. 33. How to Write Introductions for Opinion Questions: Okay, now let's talk about how to ride these introductions for the opinion questions. Here we go. Here's our sample question. Some people claim that not enough off the waste from homes is recycled. They say that the only way to increase recycling is for governments to make it a legal requirement. To what extent do you think laws are needed to make people recycled more off their waste? So you've already seen this question before when we constructed the outline, Let's go ahead and write our introduction. So this part here is our question statement. Everything underlined in the red color. It tells us what the just off the problem is. It tells us the heart off the problem so that we can discuss it in our essay. And this part is therefore our questions statement. So let's transfer our question statement over here on one side. And here is our template that we need to follow to write our introduction. Of course, we're going to begin with the first sentence, the general statement. So here's our general statement. The growing pollution on the resulting environmental concerns have stirred a crucial debate . So in this general statement, I've told the reader about a recent development in the topic. Of course, this isn't the only way to start the essay. Instead of talking about a recent development, you could have also talked about why this topic is important. Or you could talk about the impact of this topic on our society today. So those are some other ways in which you could start the general statement. Now let's move on to our second sentence, the paraphrasing here We're going, to paraphrase this question statement. So this is how I've paraphrased it. Some environmentalists claim that due to public's negligence towards proper waste disposal , recycling should be legally enforced. So here you can see that I've replaced the word people with environmentalists here. In the question statement, it says not enough off. The waste from homes is recycled. So here I've changed it up, and I've simply termed it as public's negligence towards proper waste disposal. And instead of saying a legal requirement, I've said that recycling should be legally enforced. So this is how off said the same thing. But in different words in my own words. Now that we're done with that, we can now move on to our final sentence. The thesis. So we constructed the outline for this question type using template number one. So in template number One, we support each one of our main ideas with two supporting details. So our main idea number one is that many people ignore recycling. And our second main idea is that it is critical that people recycle in order to improve our planet's health. So those two are our main ideas. Now let's go ahead and construct our thesis. So let's take a look at our third sentence now. I strongly agree with this proposal, since a legal mandate will compel citizens to take recycling more seriously on result in the recovery off our planet's health. Okay, so we've done two things here. First, we've mentioned our position. Our position is that I strongly agree with this proposal, meaning that we completely agree with the concerns of these environmentalists that not enough off the waste is being recycled. The second thing that we have done is we have listed are two main ideas. The first main idea is that a legal mandate is going to compel citizens to take recycling more seriously. On our second main idea is that this legal mandate is going to result in the recovery off our planet's health. So this shows the reader exactly what we're going to be discussing in this essay, and that's all you have to do. Our introduction is now complete, and this is what it looks like. So that concludes this video. I'll see you in the next one in which we're going to talk about how to write introductions for two parts questions. This is our final question type. I'll see you there. 34. How to Write Introductions for Two Part Questions: all right. You made it to the final question. Type the two parts question. Let's take a look at how to construct the introduction for this question type. So here is our sample question. Nowadays, the way many people in Iraq with each other has changed because of technology. In what ways has technology affected the types of relationships people made? And has this become a positive or a negative development? So here we have the two parts to the question, and over here, underlined in the red color is our question statement. It tells us the just off the topic. Now let's go ahead and take a look at our template that we're going to follow. So here's our template. And here is the question statement. So we're going to begin with writing the first sentence. The general statement. There is no doubt that technology has had a significant bearing on all facets off our life , including work, education, on communication. So over here, the wave you've given this general statement is we've described the impact that this topic has on our society. In fact, we're talking about the impact that technology has had, not just right now, but throughout history since the dawn of technology. Of course, this isn't the only way to start a general statement. You could have also talked about why this topic is important, why technology plays a critical role in today's society. Or you could talk about a recent development in this topic. Perhaps you could discuss some new technologies that are starting to emerge in the 21st century, so that was our first sentence. Now let's move on to writing the second sentence, the paraphrasing. So here is the paraphrased question statement. This impact is particularly noticeable in modern day relationships, which have been remarkably enhanced through telephones, videoconferencing, e mails on social media platforms. Now notice that what we've done over here is we are in fact saying the same thing as this question statement. Well, we've actually made it a little bit longer. We've given more explanation on more details. For example, when we talk about technology, we've given examples such as telephones, videoconferencing, e mails on social media platforms. We're talking about how these mediums have remarkably changed the way in which we communicate. Another thing that I want you to pay attention to in this sentence is this part right here . This impact notice that here we use this phrase as a cohesive device, basically were using this phrase to connect our previous idea to the next idea. All right, now, let's take a look at our final sentence for the introduction. The thesis. In the thesis, we have to talk about two things. The position on the main ideas. So you might remember from one of the previous videos when we constructed the outline for the two parts question. Now we used temblor number two to create this outline. So first we wrote down our main idea number one, followed by supporting detail number one. Then we wrote down our main idea number two, followed by another supporting detail. So the position that we decided to take for this question was that technology has had a positive impact on our relationships. So that's what we're going toe argue in this essay that it has been a positive development . So let's go ahead and take a look at our thesis. Now. This essay will explore how technology has impacted our relationships on why this has been a positive development. Notice that we've done two things here. We've listed our main ideas as well as our position. So our main ideas are over here. Number one. How technology has impacted our relationships. That's our first main idea on the second main idea is why this has been a positive development. That's our second main idea. Notice that we've also included our position in this main idea. Number two. We haven't just said that we're going to consider why technology has had a positive impact . No, we're saying that we're going to prove we're going to show why this has been a positive development. So we're taking a clear stance. We're showing to the reader that this is our position and this is what we believe in. And we're going to justify this position. So that's all for this video that concludes our introduction for this question type. This was our last video on how to write the introductions, and by now you should know exactly how to write an introduction step by step. Following this template in the next video, we're going to go over the basics off writing body paragraph 35. How to Write Body Paragraphs - Basics: here, there. In this video, I'm going to show you how to write body paragraphs in this video. We're just going to cover some basics to give you a little bit of background information, some fundamentals on constructing the body paragraphs and then in the follow up videos, you're going to see me do practice questions and actually write the body paragraphs. So let's get started. So here are some basics that you need to know. Firstly, you should only spend about 10 minutes on each body paragraph. Next, each body paragraph should be about 4 to 5 sentences in length. That comes out to about 90 to 100 words. Body paragraphs are the most important part of the essay. The reason is that body paragraphs composed the bulk off your essay. So when I show you how to write these body paragraphs in the follow up videos, I'm going to be using both templates that you've seen me use before. We're going to be using template number one as well as template number two, so that you can get familiar with using both these templates and you can decide which over one you find the most convenient. Okay, Now let's take a look at the structure off a body paragraph. I want you to think off this essay as a table. So in our essay we have to talk about two main ideas. So in body paragraph number one, we're going to discuss main idea number one and then in body paragraph number two. We're going to discuss the second main idea. Now what you need to do is you have to support her main idea with supporting details. So let's say that if you're writing using template number one, then you need to support your main idea Number one using supporting detail number one on supporting detail number two. And then again for your second main idea, you need to support it using to supporting details. On the other hand, if you were to use template number two, then you can just support your main idea number one with one supporting detail and then support your second main idea with one supporting detail as well. Now, once you've written down, you're supporting details. What you need to do is you need to support these supporting details as well. So how do we do that? We do that by further explaining by giving more information and further supporting, are supporting details. So we do that by providing further explanations. So you can see in this way that the further down we go into our essay, the more specific it becomes. So the general structure off the essay goes from being general to becoming more and more specific. This is what a good essay looks like. Now let's quickly review the templates that you've seen before, so you might recall that this is template number one and this is what our body paragraphs for template number one look like. In template number one, we present our main idea number one, followed by two supporting details. Then we further explain detail number one, then detail number two and then finally frickin transition into the next paragraph, which is optional. We've already talked about the introduction in the previous videos so we won't touch on that again, and conclusion is something that will be discussed later down the road. But right now I just want you to focus on the body paragraphs. Now let's take a look at our template number two. So in template number two, the only difference in the body paragraphs is that we support our main idea number one with just one supporting detail. And then we do the same thing again with body paragraph number two. We support our main idea number two with one supporting detail as well, and then we go ahead and further explain are supporting details. Now here are some phrases that you can use for starting body paragraphs. So take a look. You can use any of thes phrases to start body paragraph number one, for example. You may say first and foremost, and then you can go ahead and get into your argument. And then when you're talking about your body paragraph number two, you can use any of these phrases over here. I just wanted to present these phrases to you here so that you can take a look at them and kind of have them in the back of your mind so that you can think about different ways off starting the body paragraphs when you see me doing practice questions. So if you like, you can pause this video and quickly go through these phrases, but you'll see me used these phrases when we do practice questions in the future videos. Let's move on now I want to talk about how to explain supporting details. So there are several different ways to go about doing this. And I just want to give you some ideas for thinking about these explanations in a certain way. So let's take a look. So let's say that this is the task to question that we get on our exam. The question says countries are becoming more and more similar because people are able to buy the same products anywhere in the world. Do you think this is a positive or a negative development? Now let's say that if you decide to say that this is a negative development, that's the position that you decide to take. Then we can go ahead and construct our outline a little something like this. We might argue with our main idea number one, by saying that this kind of globalization leads to a loss off cultural diversity. Then we can go ahead and support this main idea. Number one by saying that cultural artifacts will lose their value if the same products become available everywhere in the world and then we can further support this main idea number one by saying that this kind off loss of cultural diversity is going to prevent cultural learning. So we can talk about this in our first body paragraph and then began list down our main idea, number two, and say that this kind of globalization is going to result in a loss of jobs for the local people. And then we can support this main idea number two by saying that this is going to result in a decline in sales off local products because when people lose their jobs, this is going to result in a decline in sales. Furthermore, this is also going to result in a decline in tourism because now there's going to be less cultural diversity and people are not going to be as interested in cultural exploration. So we could talk about that in our second body paragraph. So in this case, we constructed this outline using template number one. So that's why we have one main idea, followed by two supporting details and then another main idea, followed by two more supporting details. Now, when you are constructing your body paragraphs, there's going to be a part in the essay where you're going to have to explain your supporting detail now, regardless of which template you use. Whether you use template number one or template number two, you have to explain your supporting detail. This is an important part off writing the body paragraph. So let's take a look at how you can go about explaining. You're supporting details. So there are several ways we're going to start off with the first way, which is by describing why or why not. So let's take a look at an example. So you might say that ah, country's history, language and ethos are also inextricably bound up in its manufactured artifacts that buying a cultural item non locally would be devoid off richness on meaning. So what you have done over here is you've shown to the reader why cultural artifacts will lose their value if globalization continues to increase. If the same products start getting sold everywhere in the world, you've shown very clearly to the Examiner that this is what is going to happen. Cultural artifacts are going to become devoid off richness and meaning. So that's one way you could describe why or why not. Now, let's take a look at another way in which you can show that cultural artifacts will lose their value. You could give an example you could show to the Examiner how, exactly ah cultural artifact is going to lose its value. For example, you might say something like an illustration of this. Loss of heritage is visible in India, where local citizens have replaced traditional at tires with Western clothing like jeans, jackets and T shirts. So here we've given an example off how globalization has led to a loss off cultural identity. Let's take a look at another way in which we can support our supporting detail. You can talk about personal experience. For instance, I once traveled to South Africa and found that local artifacts were near impossible to locate, and I was instead forced to purchase a generic souvenir devoid off cultural richness. So here we're talking about a personal experience in which I actually travel to South Africa, and I wanted to bring something back to remember the culture of South Africa so that I could remember my travel experiences. However, guess what. I couldn't find any cultural artifacts that were unique to South Africa, because what I ended up finding were just generic souvenirs that can be bought from anywhere in the world. And so there wasn't any cultural richness in these items that I was forced to purchase. So that's another way. Let's look at the fourth Way you can talk about research now. The thing about research is that it doesn't actually have to be, really. It just has to sound riel. It does not matter at all. If you just make up research on the spot, it doesn't matter. The only thing is you have to make it sound riel. The examiners don't really carry for telling the truth, or if we're just making stuff up, they are interested in your level off English. They want to see if you're good at writing English and if you can articulate your right years. So never worry about just making up research and feel free to use this strategy to support your supporting details. To further explain your supporting details, here we go. As cross cultural studies have shown that many countries are steadily losing their traditions on languages, the roll off cultural artifacts in preserving local heritage is more important than ever. Now, over here I've just made up cross cultural studies. I don't know if there are any cross cultural studies that show that more and more cultures are losing their traditions and languages, but I'm guessing that there probably is some research that shows something like this. So because this research sounds really enough in my mind, I've decided to use this to explain my supporting detail. Number five elaboration. When you are elaborating, you're basically just expanding upon the ideas by giving for their information. For example, you may say globalization undermines a nation off its history, traditions, cultural richness on meaning by stripping it off its cultural artifacts. Now notice that over here I've just made a general statement is just a general point of view. I haven't really went into specifics, often example or research or some other detail. Instead, I've just presented a general statement. Number six. You could ask a question. For example. You could say something like, What would a Japanese tea ceremony be without its specially crafted teapot or vision cover ritual without its bowl made from a certain type off tree bark? So over here were making a point by asking a question, basically what we're seeing over here is that when the same products start getting sold everywhere in the world, then cultural artifacts start to lose their value. So we're saying the same thing as we've said over here or were saying the same thing as we've said Over here it's the same thing. However, we've phrased it as a question. So that's another thing that you can do. Let's take a look at option number seven. You could talk about a trend over time. For instance, anthropologists have found that consumers interest in local artifacts have plummeted in Asia over the last 50 years and has reached an all time low over the past year. So over here, what we're doing is we're simply describing a development or a trend over time regarding a certain topic. So over here we're talking about what has happened to the cultural artifact in the last 50 years as well as in the past year. Now, again, I don't really know if this is true, but it sounds true. So I just made it up on the spot. Option number eight. You could speculate, or you could make a prediction. For example, international brands may introduce more technologically advanced versions of products that may make local items obsolete on undesirable, thereby leading to a possible discontinuation off the use off cultural artifacts. So what we're doing over here is we are speculating what would happen if we take globalization toe? It's extreme what would happen if international brands continue to push their products everywhere in the world? Well, what's going to happen is that it's going to result in a possible discontinuation off the use off those cultural artifacts. So in turn, thes cultural artifacts are going to become obsolete and they're going to lose their value . So we're making a prediction here. What would happen in a worst case scenario, Or if we continue going down this road number nine, you could make a comparison. For example, you could say something like the loss of cultural artifacts is visible in India, where the younger generation has replaced traditional at tires with Western clothing. In contrast, Fiji is an island. Were natives still wear traditional scores, gowns and other garments due to a lack of globalization. So over here we're contrast in two different places. One place is India, where there has been a rise in globalization and the other is the Fiji Islands, where globalization has not yet taken root on, by contrast, ing these two different places with each other, we can derive at a point, and by comparing these two different places with each other, we can show to the reader why one option is better than the other, so we can use this to prove our point. All right, now, here is the final way to explain your supporting details. You could present a scenario or talk about a consequence. For example, you could say if the relentless advance off international brands into every corner of the world continues, generic packages might one day completely oust the traditional objects off a nation. So over here, what we've done is we've taken a scenario and we've pushed it to its extreme. And when we push a scenario to its extreme, we can explore the consequence off that scenario. Now, here's one thing that I want you to take notice off. I want you to note that all of these different methods for explaining you're supporting details can overlap with each other. So when you're using any off these methods for explaining or supporting details, feel free to mix and match them in different combinations. For example, you could start off a sentence by talking about a certain speculation or by making a prediction. And then what you can do is you can push it to its extreme, and you can explore the consequence. So in this way you can combine these different ways off explaining you're supporting details. Now I want to talk about transitions. When you're writing your body paragraphs at the end of your body paragraph, you have an option to use a transition. So let's briefly touch upon that. You only need one transition between two paragraphs. So whenever you have any two paragraphs, whether that is the introduction and the body paragraph or the body paragraph in the body, paragraph number two or the body paragraph number two. And the conclusion in between those two paragraphs is where you will have to use a transition. Not always, but sometimes you may choose to use a transition if it helps your essay to flow better. Now a transition can take two different forms. You can end a paragraph with a sentence that leads forward to the next paragraph. This means that you can use a transition at the end off a paragraph. Or you could start the new paragraph with the transition so you could open a new paragraph with the transition and you could link it back to the previous paragraph. So it doesn't matter which way you do it. They're both fine. Just see whichever way makes your essay flow better. Now, I want you to think of the transitions in terms off a sandwich. So in a sandwich, we've got bread on both sides and in the middle, we've got the goodies. So the outside, the bread off the sandwich are the paragraphs. And in between the two paragraphs, we've got our transition. So why do we have a transition between these two paragraphs? The purpose of a transition is to make our essay flow better. It helps us to move from one idea to the next, so you can think about transitions as sandwiched between two paragraphs. Of course, these can be any two paragraphs, whether you're talking about the introduction and the body paragraph number one or body paragraph one and body paragraph two or body paragraph two, and the conclusion Now transitions are optional as I've mentioned before, but sometimes it is important to use them, especially when there is a contrast between the two paragraphs. So transitions become particularly useful in questions such as the advantage, disadvantage question, problem, solution, question or discuss both sides essays. The reason is that in these types of questions, we have a stark contrast between the two body paragraphs. Usually we're talking about opposite things in the two body paragraphs. So in this situation, a transition can be really helpful. So that concludes this video in the next video. I'm going to go over a practice question and show you how to write the body paragraph for agree, disagree questions. 36. How to Write Body Paragraphs for Agree Disagree Questions: in this video, I'm going to show you a practice question, and I'm going to ride the body paragraphs for the agree disagree question type. So here is our question. You've seen this before, when we wrote our introduction and when we created the outline for it. So go ahead and pause this video and feel free to read this question if you need to. But you might remember that the position that we decided to take for this question was that community service should be a compulsory part off high school programs. So that was our position, and that's the argument that we were going to make in this essay. So we've already written our introduction for this question type. Now let's go ahead and start constructing the body paragraphs. So for this one, we're going to be using template number one in Template one. We have one main idea, followed by two supporting details. So we're going to be using this template for the body paragraph number of one, and then we'll use this template for body paragraph number two. You'll notice that the sentences here are essentially the same in both body paragraphs. The only difference being that in the 1st 1 we talk about the first main idea, and in the 2nd 1 we talk about the second main idea. You might also remember that this is the outline that we created in one off the previous videos for this question hype. So our first main idea was that community service builds character, and our second main idea was that making community service compulsory is going to improve our community. So in the first body paragraph, we're going to be talking about this main idea number one. And then in the second body paragraph, we're going to be talking about main idea number two. So let's begin by writing body paragraph number one. So here are the sentences that were going to be writing in our first body paragraph, and we're going to be talking about this main idea number one. So let's begin with the first sentence. So, obviously our main idea number one is that community service Bale's character so we can start our first body paragraph like this. First and foremost, community service develops strong character individuals. So here we've stated our main idea number one notice that this sentence is not complete The reason I've decided to leave the sentence incomplete is because I'm going to complete it by giving these to supporting details. So this is just our main idea. Number one on the next part that we need to talk about are the two supporting details. So the two supporting details are listed over here in the green color. The first supporting detail is that community service adds new perspective. The first supporting detail is that community service builds character by adding new perspective, and the second supporting detail is that it builds character by helping students to build work ethic. So now I'm going to go ahead and complete this for sentence. I'm going to tag along this screen part to this first part of the sentence to the main idea Number one. So our full sentence reads. First and foremost, community service develops strong character individuals by exposing them to new perspectives on encouraging a healthy work ethic. So here we didn't use two different sentences, so that's okay. You can use to separate sentences to do this, or you can just combine it into a single sentence. It doesn't matter. They're both fine. So here we've included are to supporting details, adds new perspectives. That's our first supporting detail on encourages. Ah, healthy work ethic. That's our second supporting detail. Okay, now let's move on to the third part. So in the third part, we have to explain detail number one. So here is our detail number one, and we have to give for their explanation to support this detail. So in this case, this is how I've explained my supporting detail. Number one, it's here in the yellow color. I recall that when I volunteered to clean up the trash in my high school, I gained an immense appreciation for the articles. For that, janitors went through each day to keep our school tidy. So here what I've done is I've used a personal example as you as an example from my personal experience to support this detail number one. So in the previous video, I showed you many different ways in which you can support your supporting details in which you can further explain your supporting details on talking about your personal experience laws one off those ways. So that's what I've decided to do over here. I've decided to explain my detail. Number one using an example from my own personal experience. Okay, so now that we have explained are supporting detail Number one, we can now move on and explain are supporting detail number two. So here's how I've explained my supporting detail. Number two. Witnessing such labour, with which society members improve our society can impart valuable lessons about hard work , commitment and meeting goals and deadlines. So here I've explained my supporting detail number two by using speculation and talking about the consequence. So basically, I'm just speculating the type of impact that volunteer work can have on our society. So when I speculate about this situation, it seems to me that this kind of work can impart valuable lessons. So I decided to include that in my sentence. So now our first body paragraph is complete. Talking about the transition is optional. I've decided to exclude the transition in this body paragraph because I feel that my body paragraph is already long enough and I also want to save some time. So I'm not going to ride the transition for this body paragraph Instead, I'm just going to move on to my body paragraph number two. So here is the template again. Again, We're using the same template. Number one on we're now ready to start constructing our second body paragraph. So in the first body paragraph, we've already talked about our main idea Number one. On this time, we're going to be talking about our main idea number two. So this, of course, is our main idea. The main idea is that making volunteer work compulsory is going to improve our community. So here's our first sentence for the second body paragraph. Moreover, volunteering actively improves once community as a whole. Notice here that I've started this sentence with the word more over moreover, is a cohesive device. And it's a great word to use in this case in my second body paragraph, because this word allows me to transition from one idea to the next. I also want you to notice that this sentence is pretty simple. So you don't have toe always keep using complex and compound sentences. It's good to use some simple sentences as well. Okay, so that was our main idea. Number two. Now let's move on to our second sentence in our second sentence. We're going to be giving to supporting details so here are the two supporting details. Number one. Volunteering work improves community by creating unity on it also improves community by inspiring solutions to the problems that the community faces. So let's take a look at our second sentence. It serves as a bridge that connects community members with each other and can inspire solutions to community problems. So notice that over here I've just given a very general statement. I've described these two supporting details in a very general way. The first supporting detail is that it connects community members with each other, So that's the same thing as saying that it creates unity on the second supporting detail is that it can inspire solutions. So that's our second supporting detail. Now let's take a look at our third sentence in our third sentence. We're going to be explaining our detail number one. So this is our detail number one, and we're going to support this detail number one. So here's the third sentence. In my experience, the volunteering program at my high school allowed me to form lifelong friendships with fellow volunteers, which has strengthened my relationship with my neighborhood. Okay, so here you can see that I've used the phrase in my experience. So that should tell you that I've explained this detail number one by using personal experience. Now let's move on to writing our fourth sentence in the fourth sentence. We have to explain our detail. Number two. So here it is. It is also worth noting that such exposure can put students in touch with the obstacles their community faces, which can inspire them to choose a significant line of work that directly benefits their community. So in this case, I've decided to present a scenario, and I have speculated the consequences or the outcomes off that scenario. So here is the scenario that volunteer work can expose students to the obstacles that their community faces. So this is a scenario. This is what is possible. This can easily happen if students go out and do volunteer work. Now. What I've done is I've went ahead enough, speculated the outcome off that scenario. What's possible? What can result from the scenario and this is the result that I've arrived at. When students are exposed to such community problems, it can inspire them to create new solutions. So that's how I've decided to explain my supporting detail. Number two. So now our body paragraph number two is also complete. And again, in this case as well, I've decided to leave out the transition. It is optional. And in this case, my body paragraph is already long enough. So I've decided to stop there. Now here is the body paragraph number one and the body paragraph number two. Now we have written in this video if you'd like, you can pause the video now and go through this in your own time. That's the end of this video. I'll see you in the next video in which will do another practice question. We'll talk about how to ride the body paragraphs for advantage, disadvantage questions. 37. How to Write Body Paragraphs for Advantage Disadvantage Questions: Now let's talk about how to ride the body paragraphs for the advantage. Disadvantage question type. So here is our question. You've seen this before, so go ahead and pause this video if you need to read this question again. But you might remember that the position that we took for this question was that Children should start learning a foreign language in primary school or rather than in secondary school. In other words, we argued that the advantages outweighed the disadvantages. Now, for this question, we used Template number two to create our outline. So in Temple in number two, this is how we construct our body paragraphs. We stayed one main idea. Then we present one supporting detail and then we explain that supporting detail. And then you can either explain it more or you can transition into the next paragraph. And then the second body paragraph is similar. The only difference being that this time you have to talk about your main idea. Number two. So this was the outline that we created in one off the previous videos. So this was our main idea. Number one. This is an abbreviation for disadvantages and under disadvantages. We noted that one of the main disadvantages off teaching Children or foreign language in primary school is that it could result in the under performance in other subjects such as math, science and so on. And then this is the example that we decided to include to support this supporting detail. So this was our explanation, so that would be this part right here. So in the green color you see that we provided are supporting detail and then in the yellow , you can see that we have our explanation or example. And then, under our second main idea, we decided to argue why the advantages outweigh the disadvantages. So this was our supporting detail, and then this was our explanation. All right, now let's move on and write down our first body paragraph. So for the first body paragraph, here is our template. This is what we're going to be, including in our first body paragraph, and we're going to be talking about just this first main idea. So the first sentence includes our main idea, number one, and that's the disadvantages. So here's our first sentence in regards to the disadvantage is the main drawback off teaching of foreign language at primary school is that it may result in under performance in other vital subjects. So here you can see that we're talking about the disadvantages and you can see that we have also briefly touched upon are supporting detail. We haven't disgusted in too much detail just yet. We've just touched upon it now. In the next sentence, we have to give our supporting detail. So this is where we can explain this point in further detail. So this was our main idea Number one. And then in the next sentence, we're going to be explaining this supporting detail. Of course, the supporting detail is this green part right here under performance in math, science and so one. So here's our sentence. Subjects like math, science on computer programming have RIA world applications, and allocating time away from these subjects can lower our Children's employability in the future. Okay, so here we've given a really good explanation. Off are supporting detail, and it's very clear what ah possible disadvantage could be notice that here. When I described my supporting detail, I used a scenario and I used speculation to construct the sentence. So first I created a scenario. The scenario is that subjects like math, science and computer programming have riel world applications. So this is a scenario and it's a very realistic scenario now. The second part is the speculation. We're speculating what would happen if we take time away from important subjects such as math, science and so one and the consequence off. That could be that Children could have lower employability in the future. I want you to take note that you're supporting detail. Doesn't really have to be this detailed. I've just decided to make a detailed because it happened to flow really well into the sentence. But you're supporting detail can also be a shorter sentence. You don't have to go into so much explanation. You can give this explanation in your next sentence. That would also be fine. Okay, Now let's take a look at our third sentence. This is where we are going to further explain this supporting detail. So when we talk about this third sentence, we're going to be giving an example. As you can see over here specifically, we're going to be giving an example about the digitalization that we're seeing in the current world and how that's going to affect job security. So here's our third sentence. For example, digitalization is now displacing more and more jobs with automation on. As a result, many favor of scientific subjects over creative ones in order to ensure their Children's job security. So basically, we're saying that ah, lot of jobs are becoming displaced by automation by digitalization by computerization on. So for that reason, we have to really pay attention to the education that we're giving to our Children because it's very important to pay attention to scientific subjects so that we can ensure our Children's job security so that we can make sure that they can get a job when they grow older. So that's how we decided to support are supporting detail. We supported it by giving an example. Now take note that we explained are supporting detail by using an example, and in this example, we specifically talked about the trend over time. So we're basically talking about the trend that we're seeing in the market today. The trend that we're seeing, of course, is that more and more jobs are becoming displaced. Okay, now we're ready to move on to the fourth sentence here we go, however, although this is an understandable concern, this viewpoint undermines the true value off bilingualism. So here we've decided to do is we're not further explaining are supporting detail. Instead, we've decided to use a transition. So this is the transition that is going to lead us or transition us into the next body paragraph. We're basically saying that although these are valid concerns, and it's understandable why some people may think this way. This viewpoint, however, undermines the true value off bilingualism, meaning that people who think in this way do not really understand the true power off speaking a secondary language. So that's our first body paragraph. It is now complete, and we can now move on to writing our second body paragraph One final thing that I want you to note about it is that here I have not only included the transition, but I've also included my position. Do you remember our position was that the advantages outweigh the disadvantages. So in this sentence we've accomplished two things. We've made a transition. Plus, we've stated our position. Now let's move on to our second body paragraph. So in the second body paragraph again, we're using the same template. Number two. And these are the sentences that were going to be writing. We're going to be talking about the second main idea in which we further discussed the advantages off teaching Children off foreign language in primary school. So in the first sentence, we're going to be talking about our main idea number two, which, of course, is here in the blue color the advantages. So here's our first sentence. Knowing a foreign language will result in significant advantages to the child's overall development. Okay, so we've just made a very general statement. We've just said that teaching Children of foreign language in primary school is going to have significant advantages. Now we have to give our supporting detail. We have to support this main idea number two. So let's go ahead and support it. So in the second sentence, we're going to be supporting our main idea number two, by talking about cultural education and the impact that cultural education has on a child's social life. So here is our second sentence, one off. The biggest benefits would be that Children would learn to appreciate other cultures from an early age. Notice that here are supporting detail is presented with a general statement. I haven't really done any explaining yet. I'm going to do that in the next sentence. So I've just briefly touched upon the advantages by making a general statement. Now here is our third sentence. This is where I'm going to be further explaining my supporting detail. I'm going to specifically be talking about how cultural education leads to a healthy social life, which leads to a happier physical, mental and emotional state of mind and how all of these things are far more important than job security. So here's my third sentence. This is likely to lead to a healthy social life on improved psychological on emotional state, which are far more vital than job security. Okay, so now we have successfully explained, are supporting detail in this case, we have explained, are supporting detail by using a prediction and by talking about the consequence off that prediction. So we made a prediction that when Children learn about other cultures, they're likely to lead to a healthy social life. This is a prediction. We've made another prediction that it will also lead to improved psychological and emotional state and then we kind of went into the consequence by talking about how this is also going to lead to improved psychological and emotional state all right onto the last sentence in this sentence, Off decided to explain my point even further. In fact, research proves that the level off one's happiness and his her income are directly correlated. So here I'm saying that research shows that the more happier someone is, the more money they end up making. So for that reason, we shouldn't really be worried about job security. Instead, we should be focusing on the healthy development off our Children on the healthy development off their psychological and emotional states, a final point to keep in mind, which I've already talked about before. But it's worth mentioning again that research does not have to be true. You just have to make it sound true. Okay, so I just made that up. I don't know if there's a real research like that probably is. I'm not sure, but it sounds riel. So for that reason, I've decided to go ahead and included in this sentence. So now our body paragraph number two is also complete, and this is what our to body paragraphs look like together. If you want to pause this video, go ahead and do that so that you can read these body paragraphs in your own time. I'll see you in the next video in which we're going to be talking about how to write body paragraphs for the problem solution question type. 38. How to Write Body Paragraphs for Problem Solution Questions: now in this video, I'm going to show you how to write the body paragraphs for the problem solution. Question type. Let's take a look. So here is our question. And if you want to read this question, go ahead and pass this video now. But if you remember this question, then you would remember that when we were creating the outline for this question, we just jotted down the main ideas and the supporting details for those main ideas in the problem solution question type. There's no such thing as a position. The question is not asking us to take a stance or to take a position for a certain point of view. So this is the only question type in which you don't have to take a position. Now. We've already written the introduction for this question type, so let's go ahead and now construct the body paragraphs. So for this question, we're going to be using template number one. You may remember that when we were creating the outline for this question, we used template number one, meaning that we had one main idea, followed by two supporting details. Okay, so we have to supporting details per main idea. So when you are writing the body paragraphs, this is the template that you would be using. And over here is the outline that we constructed in one off the previous videos. So the first main idea was the causes off. Why the obesity rates are going up, why people are increasing in their weights. So we would talk about the possible causes. Of course, we're just speculating. So whatever you think of the causes, go ahead and talk about that. So in our outline, we said the causes were the lack of time and the lack of money and then our second main idea waas the solutions. So the question asked us to also speculate possible solutions to this problem. So when you are writing the body paragraphs, you would talk about this main idea number one and the two supporting details for this main idea in the first body paragraph. And then you would talk about this second main idea in the second body paragraph. So now let's go ahead and construct our first body paragraph. So here is our template once again and this is our outline. So I'm not showing you the full outline here. I've just included the first main idea and the two supporting details for that first main idea. So let's just stay focused on body paragraph number one for now. And here is the first thing that we need to do. The first sentence is that we need to state the main idea number one in which, of course, we have to talk about the causes. So here's our first sentence. In essence, the principal causes off obesity are twofold. So notice that here we are starting to talk about the principal causes on. We've made a general statement that there are basically two main causes off obesity. And of course, those are these two causes over here Now, I haven't written the full sentence for this first part. What I've decided to do is I've decided to combine these two parts together into a single sentence. Usually, I would state main idea number one in the first sentence, and then in the second sentence, I would give the to supporting details. But in this case, I decided to just change it up a little bit and decided to combine these two parts together and present it as a single sentence. So now let's talk about our to supporting details, which you already know are the lack of time in the lack of money. Those we are saying are the primary causes off rising obesity. So this is how we're going to complete this first sentence. In essence, the principal causes off obesity are twofold. The fast paced modern lifestyle on the poor economic condition endured by many. So notice I'm using synonyms instead of saying time off, said fast paced modern lifestyle, because it just sounds better. You want to show off your vocabulary when you are writing, arresting. So that's why I decided to do that. And then instead of saying money, I've said poor economic condition. So those are the two supporting details that we're using to support this main idea. Now what we need to do is we need to explain the detail number one. So this here is detail number one, and we're now going to go ahead and explain it. Firstly, a typical day off average working people is marked by a substantial lack of time, which can cause them to prioritize convenience and ease off accessibility over health. Now notice here that when I'm explaining this detail Number one. What I've done is I've used a scenario and I've talked about the consequence off that scenario. So the scenario that I've presented here is that the typical day off average working people is marked by a substantial lack of time, meaning that they don't have enough time because there to busy. They're busy with work. They're busy with their duties and responsibilities, so they don't have a lot of time now, what is the consequence of that? That is the second part off my sentence. I've talked about the consequence off this scenario. When people don't have enough time, it can cause them to prioritize convenience and ease off accessibility over health, meaning that when people don't have time, they tend to get a little bit lazy and they want things to become easy for them. So for that reason, they may choose to not cook at home. Or maybe they decide to eat out at a fast food restaurant or something like that. So these things are not particularly healthy, but they do help them to save time. Okay, so that's how we've explained our detail. Number one. Now let's move on to detail number two. Alternatively, there are those who are unemployed or underpaid and are forced to consume detrimental foods in an attempt to conserve their short supply off funds. So here what we've done is we've talked about another scenario and another consequence. This time, the scenario that we've presented is that a lot of people are unemployed or underpaid. This means that they don't have a lot of money to spend. So that is our scenario now. What is the consequence off that scenario? Well, when people don't have a lot of money than what they tend to do, is in order to save their short supply off funds or in order to save their money, what they do is they tend to eat detrimental foods such as fast foods, which are very cheap. But of course they're detrimental to your health. So that's how I've decided to explain detail Number two. Now, in this case, I've decided that my paragraph looks pretty good, so I'm not going to go ahead and talk about a transition. It is optional, so I'm going to skip it and simply move on to my next body paragraph. So here's our body paragraph number two, we are going to again follow a similar template, except that this time we're going to be talking about main idea number two. And this is our main idea number two. And these two are the supporting details. So let's get to it. First sentence is going to be our main idea number two. Despite these challenges, it is possible to resolve this health crisis. So notice that this is a different way of saying that we're now going to be talking about solutions. We're talking about the possible ways to resolve this health crisis notice here that are sentences incomplete because I've decided to combine these two parts into a single sentence . Now, before I move on to the second part and give my to supporting details, I want you to pay attention to something. Take note that over here this frees. Despite these challenges, this phrase right here it acts as a transition. So I decided not to include transition in my previous body paragraph. Instead, what I've done is I've moved the transition to the beginning off my body paragraph number two. So when I say despite these challenges, I can now transition into the possible solutions. So in the first body paragraph, we talked about challenges, and now we're ready to move on to a different idea. Which, of course, is our main idea. Number two. So this part here acts as a transition, and it can be helpful to use transitions such as days, especially in questions like the problem's solution or the advantage disadvantage questions or the agree disagree questions because typically in these types of questions, there is a contrast ing difference between the different body paragraphs. So for that reason, a transition can help you too smoothly. Move from one idea to the next. Okay, now let's move on and talk about the two supporting details. So these here are the two supporting details, and let's take a look at that in our sentence. So this is what our sentence looks like when we put it all together. Despite these challenges, it is possible to resolve this health crisis through educational campaigns on government subsidies. Okay, so here are two supporting details. National campaigns, which is the same thing as educational campaigns on government subsidies. Okay, so basically, we're pushing the idea that governments need to step in and take some kind of an initiative . Now let's go ahead and dive deeper into these ideas. Let's break this down further by explaining our detail. Number one. So here we go. We're first going to be talking about national campaigns. National campaigns, which can be promoted through social media on street outreach, half the power toe educate people about the importance off prioritizing their health over convenience on time saving. So here, what we're saying is that governments need to step in and they need to launch a nationwide campaign across the entire country. And this is specifically going to be educational campaigns, campaigns that educate people about the importance off taking care off their health. And these campaigns can be promoted through different channels, such as through social media or through street outreach. Three doubt reaches basically, you know, those people that you meet on the street and they're just giving you brochures or, um, some kind of a pamphlet to give you information about a certain topic that's street outreach. When people go out on the street and they try to give some kind of information to the public that just happens to be walking by. So we're saying that if the government was to launch such national campaigns, then people would be more educated than they would take care off their health and not compromise their health just to save a little bit of time. Notice that over here we've explained our detail Number one through what is called elaboration. Basically, elaboration is off. Just continue toe. Explain the idea further. I've broken it down further, specifically speaking, in this case, I've talked about the impact off national campaigns. What impact would educational campaigns have if the governments were to take this action? So you can also look at this as talking about the consequence? It's kind of similar. It's kind of like talking about the consequence off. What would happen if the government was to launch national campaigns? Okay, now let's move on to our detail. Number two. We're going to now explain government subsidies. Here's our sentence. Moreover, if the government were to subsidize healthy foods, it would allow farmers to produce them at a cheaper cost on lower the price for consumers as a result. Now, before we talk more about this sentence, let me just quickly describe to you the definition off what a subsidy actually is a subsidy is basically some kind of a government support in order to support certain programs or certain initiatives. So, for example, if the government wants to support a certain cause or a certain program than one way that they can help out is by funding that program is by providing money for that program, so that is referred to as a subsidy on to subsidize that is a verb. It means to fund healthy food programs or to fund whatever okay to subsidise means to fund a certain program. So what we're saying here is that if the government was to provide money to farmers for growing healthy foods, then the farmers will be able to produce that food at a cheaper cost. And if the farmers can produce the food at a cheaper cost, that means that they can sell it at a cheaper cost. So what would happen in this case is that it would be cheaper for farmers to grow the food , and it would also be cheaper for the customers to purchase that food. And if healthy foods are cheaper than of course, more people are likely to consume them. I noticed that in this case I've decided to explain my detail number two by using a scenario on describing the consequence off that scenario. So in this case, the scenario is that the government would subsidize healthy foods by giving farmers money to grow more healthy foods on the consequence off. That would be that farmers would be able to grow the food at cheaper cost and consumers would be able to buy the food at cheaper cost. So that's all I've decided to write for my body. Paragraph number two It's pretty long. So I've decided to skip my transition here and to end my body paragraph there. So this is what our to body paragraphs look like together. So if you want to read these body paragraphs one more time, go ahead and pause the video. Now, this is going to be the end of this video. In the next video, we're going to be talking about how to write the body paragraphs for the discuss opinion question, type 39. How to Write Body Paragraphs for Discuss Opinion Questions: Now let's talk about how to write body paragraphs for the discussed opinion question type. So here's our question, which you have seen before. Feel free to pause this video. Now, if you need to read this question again But you may remember that the position that we took for this question was that simply increasing the number of sports facilities is not the best solution for improving public health. We argued that other measures are required, so let's go ahead now and construct our body paragraphs. So for this question, we're going to be using template number two. So in template number two, this is how we're going to construct our body paragraphs. We're going to have these four parts per body paragraph. So you may remember that this is the outline that we constructed in one off the previous videos. This was our first main idea. So this will go into our first body paragraph and this is our second main idea, which will go over here in the second body paragraph. Now let's go ahead and construct our first body paragraph. So for the first party paragraph were only looking at the first main idea. So we're going to be talking about the benefits off having more gems. Now, keep in mind, we don't particularly agree that simply increasing the number of James is enough that it is a sufficient measure. On the contrary, we actually believe that other measures are required. However, regardless off this position, we still have to talk about the benefits of having more James. The reason for that is that this is a discussed opinion question. So in the discuss opinion question, we have to discuss both sides off the issue. So let's go ahead and write our first sentence. So in the first sentence, we're going to be stating the main idea number one, which is this here in the blue color. So here's our first sentence. It is true that this proposition does offer some benefits. Okay, so we're saying that it is true that having more James does have some benefits. So that's our main idea. Number one, we haven't really explained it. It's just a very general statement now, in the next part, what we have to do is we have to give our supporting detail. So remember that in temperate number two, we only have one supporting detail, and in this case, this is the supporting detail in the green color. So we're going to be specifically talking about easier accessibility as one off the main benefits off having more gyms. So here's our second sentence. For instance, if a sports facility was established in every zip code off a city, people would find it quite convenient on time efficient to commute to the nearby Jim on, as a result, would be more likely to work out. Now. Notice that in this case we have a rather long supporting detail. Usually we don't have to be this detailed. It's fine if you just leave it as a general statement and then further explain that idea in the next sentence. That's one option. You can totally do that. Or on the other hand, if you just want to extend upon this idea right away, then you can just continue adding more information to the same sentence as we've done over here. So in this case, we've explained, are supporting detail using consequence. So first we talked about the main benefit off having more gyms, which is easier accessibility, meaning that if James are established in every zip code, off a city. Then people would find it quite convenient to access that Jim. And then we've talked about the consequence off that scenario. So we've presented this scenario and then we've discussed the consequence. The consequence is that people will be more likely to work out. Okay, now let's move on to our third sentence and the third sentence. We're going to further explain this supporting detail, so let's take a look at that. So we're specifically going to be talking about how easier accessibility is going to lead to increased motivation. So we kind of touched upon it over here. But notice that we've only mentioned it as a general statement. We haven't really provided any details to back this statement up, so let's go ahead and do that now. Additionally, Jim Gore's may come into contact with other like minded individuals who share similar health goals, which could result in an increased motivation to exercise. Now, in this case, we are speculating a scenario. We are speculating what would happen if more people started going to James. Well, if more people started going to James, then these gym goers are going to come into contact with other people who have similar goals, who are like minded, and this, in turn, could result in increased motivation to work out. So that's the consequence. A couple things I want you to notice about this paragraph as well as we go along is that noticed that I'm using a variety of different vocabulary words. For example, over here I used the phrase sports facility. So the next time when I want to refer back to that term, I don't use the same term. Instead, I use Jim, which is a synonym so you want to use a variety of different words in your test. Similarly, here, I said, work out. So the next time I want to talk about that same idea, I use a synonym exercise. Okay, now let's move on to our fourth sentence. So here is our fourth sentence. However, despite these benefits, merely increasing the number of Jim's is not the ideal solution. Sonority is that here we've done two things. First, this serves as an excellent transition. So we're saying that simply increasing the number of Jim's is not enough, and that's a great transition for moving into our next body paragraph in which we're going to talk about what other measures could be a good solution. The other thing that we've done is we've also touched upon our position here. So remember that in the discuss opinion question, you not only have to talk about both sides in the discuss part, but you also have to talk about your opinion. You have to mention your opinion or your position. So here we've made that clear. We're saying that simply increasing the number of Jim's is not the ideal solution. Okay, so now we're done with our first body paragraph. Now let's move on to our second body paragraph. So here's our template similar to the first body paragraph, except that this time we're going to be talking about main idea number two, which is this over here. So our first sentence is going to talk about the fact that other measures are needed. So let's go ahead and take a look at our first sentence. In my view, more effective strategies are needed to promote public health. So here we have stated our main idea number two in very general terms. Now notice that over here we're talking about our opinion, in my view, So we're using the phrase, in my view, to state our opinion so that it is clear to the Examiner that we are fulfilling this part of the question that we have, in fact included our opinion. So whenever you're asked for your opinion, make sure to use phrases such as, In my view, it is my view that and so one okay, something like that that makes it clear that you are sharing your opinion. The other thing to keep in mind is that it's best to state your opinion in the body paragraph that you agree with. So the reason that I've included my opinion in this paragraph is because this is the paragraph that I agree with. I agree that other measures are needed. I don't think that simply increasing the number of Jim's is enough. So for that reason, I haven't really included my opinion in the previous paragraph I did included. I did briefly mention it in the last sentence, but that was only for a transition. You see, over here, I'm making it explicitly clear to the Examiner that this is my view. This is my opinion. Okay, Now let's move on to our second sentence we're now going to be giving are supporting detail . The supporting detail is that we need government initiatives. That's the best solution. So here's our sentence. The government should take the initiative to promote healthy eating because research has shown that food plays a larger role in fitness than exercise. Okay, so here we have presented our supporting detail, and furthermore, we have backed it up with scientific research. So are supporting detail is that governments should take the initiative to promote healthy eating that's are supporting detail. But we've actually went one step further, and we've went ahead and supported that supporting detail. We've given a reason why the government should do this on Our reason is that research has shown that food plays a larger role in fitness than exercise. Once again, any research that you mentioned in your writing does not have to be riel. It just has to sound riel. Okay, on to sentence number three, we're now going to be explaining the supporting detail farther, so we're going to support it further by specifying what kind of government initiatives we need. So specifically speaking, the government initiatives that we need relate to education on to helping poor areas. So here's our third sentence. National campaigns should be launched to educate people about their food. Choices on economic stability should be promoted in underserved communities, since malnourishment rates tend to be the highest in poor areas. Okay, so we've combined two different ideas here. We've basically talked about how the government needs to step in and educate people about their food choices. That's this part over here, and also that the government needs to promote economic stability in underserved communities . So that's this part over here. Notice that here, we've explained, are supporting detail by giving examples. So that's the first thing. Firstly, we've given examples of how the government can help what kind of initiatives the government can take. So what kind of initiative? Skin to take? Well, they can educate people, and they can promote stability in poor areas. Furthermore, we've talked about the reasons why governments should do this. So why should government promote economic stability in underserved communities? How does that really help to improve the health of people? So what we've done is we've connected that idea back by explaining the reason why government should do this. The reason that they should do this is that malnourishment rates tend to be the highest in poor areas. Malnourishment simply means people who are under Fed people who are not eating healthy or maybe they don't have enough food to eat, so they feel sick and diseased. So we're basically saying that the rate off sickness tends to be the highest in poor areas . OK, so that's our third sentence. Now let's move on to our fourth sentence. Now, you have an option here. You can either explain your supporting detail further, or you can transition into the conclusion. In this case, we've chosen to transition. So here's our transition. I believe that these measures have the potential to have the most profound impact on public health. So you can look at this transition as a kind of summary. So we've just summarized this entire paragraph and we've just made a general statement that summarizes our main idea here. Okay, so we're now done with the first body paragraph on the second body paragraph. Taken together, they both look like this. If you need to pause the video to read this in your own time, go ahead and do that now So we're going to end our video here in the next video. How to Write body paragraphs for the opinion questions. 40. How to Write Body Paragraphs for Opinion Questions: let us now talk about how to write the body paragraphs for opinion Question type. So here's our question again. You've seen this question before and you may remember that the position that we took for this question was that in fact, not enough off The waste from homes is being recycled. We were in favour off the argument that recycling should in fact be made mandatory, that it should be made illegal requirement. So that was our position when we constructed the outline and when we wrote the introduction , So now we're going to be going into the body paragraphs. So for this question type, we used template number one. It doesn't matter which template you use. In the end, it just comes down to your personal preference. In this case, off just used Template number one for demonstration purposes. So intemperate number one. We have these two body paragraphs. You've seen this template several times before, so I won't explain it any further. But you may remember that this is the outline that we constructed in one off the previous videos. So this was our first main idea, and this was our second main idea. Now let's go ahead and write our first body paragraph. So here's the template we're going to be following. And here is our main idea number one. So in the first sentence, we're going to be talking about the fact that many people ignore recycling. So here's our sentence. It is an unfortunate fact that many ignore recycling either out of ignorance or laziness. So here we've just given a general statement that many people do, in fact ignore recycling. Now we haven't really explained it in a lot of detail. That's the job off the remainder off this paragraph. Now let's move on to writing are to supporting details. So here we have our to supporting details here in the green color. This is our first supporting detail on this is our second supporting detail. So here's what it looks like in our sentence. I noticed that here I've simply connected this main idea number one with my two supporting details using a semi colon. So this is entirely up to you. You can split this up into two sentences if you want, or you can stay this as one single sentence. However, legally enforcing this practice would compel residents to pay more attention to recycling on results in the formation off positive behavior. So here we've stated our first supporting detail that enforcing this practice enforcing recycling is going to compel residents to pay more attention to it. So that's our first supporting detail that people are going to be taking recycling seriously if we do this and our second supporting detail is that this will result in the formation off positive behavior. That's this second supporting detail right here. Now let's go ahead and in the third part explain are supporting detail number one. So we're now going to be delving deeper into this first supporting detail. We have to explain it. We have to back it up. So here it is. Research has shown that punishing negative behaviors with monetary penalties motivates people to correct their behavior in an attempt to preserve their hard earned funds. Okay, so basically, in a complicated language, what we're saying is that if you punish people and force them to pay penalties forced them to pay money every time they break the law, then people are going to fix their behavior in attempt to not waste their money. Notice that here we've explained are supporting detail number one, using research Off course. This is made up research. I don't know if this is true, but it sounds true. Now let's move on to explaining detail number two. Moreover, consistently repeating the act off recycling would reinforce it into a lifelong positive habit, which can inspire others to follow in similar footsteps. So here we've kind of built upon our previous explanation. We've taken this idea even further, and we've explained it using ah prediction or a speculation. We've made a prediction that if the law compels people to correct their behavior than over the long period, this is going to result in a lifelong positive habit because people are going to do it on a regular basis. And this, in turn, is going to end up becoming a habit which can further inspire other people to do the same. So that's what we've got for our first body paragraph. The transition is optional. I've decided not to include it here, since my first body paragraph already looks long enough and now I'm just going to move on to my second body paragraph. So here's the template we're going to be following. We're going to now talk about main idea number two, and this is our main idea. Number two. We're going to be talking about the fact that recycling is critical for improving our planet's health. So let's take a look at our first sentence. The opponents off this proposal should realize that our environment directly bears the burden off any residents negligence toward waste management. So here we're basically saying that the opponents, people who don't agree that recycling should be made mandatory. They need to realize that any time residents don't recycle their waste properly, that directly impacts the environment that directly pollutes the environment. So now that we've stated our main idea number two, we can delve deeper and explore this idea further by mentioning are to supporting details. So here we go. We're now going to be talking about how recycling lowers environmental pollution on how it conserves natural resource is. So here's our sentence. In recent years, we have witnessed the collapse off ecosystems on depletion off. Natural resource is now here. I want you to pay attention to my vocabulary as well as we go along and break down this template. Notice that I'm using very topic specific vocabulary words. Since we're here talking about the environment, I'm using words such as National resource is equal systems, waste management and so on. These are words that are very topic specific, and this looks great to the examiners when they read your essay, it really helps to boost your vocabulary score. Okay, so we've described are to supporting details in a kind of general manner. Now let's go ahead and delve deeper into it. So we're now going to explain detail number one. So here's our third sentence. Recycling regulations would ensure that hazardous waste like chemicals and plastics do not upset any ecosystems or endanger any marine or terrestrial species. Again. Notice. I'm using a lot of topics specific vocabulary words here. Now hear. What I'm saying is that if we make recycling mandatory, then that's going to make sure that hazardous waste or poisonous waste or harmful waste like chemicals and plastics do not end up in ecosystems like, you know, we're seeing that a lot of plastic is ending up in the oceans, and it's killing a lot off marine life. So we're saying that if we were to make recycling mandatory than this kind of environmental damage would not happen. Notice here that are supporting detail Number one is explained with a scenario on a speculation. So I've kind of painted a scenario. I've speculated it. I'm not really sure if making recycling mandatory is in fact going to stop our environment from becoming damaged. I'm not really sure about that, but I'm speculating. I think that that's a likely thing to happen. So here I've kind of just made a prediction or a speculation. Now let's move on to our detail number two. So we're now going to explain this detail Number two here on Here's our sentence. Additionally, if people recycle their waste, it would result in the conservation off. National resource is like trees which are routinely cut down to produce our everyday items like paper and rubber. So here were saying that if more people recycle their waste, then we wouldn't have to use up as much natural re sources such as trees because we could simply use the recycled material to create our products. So, for example, we wouldn't have to cut down trees to produce paper and rubber if we simply recycled items like paper and rubber. Okay, so in that way, by recycling, we can conserve. Natural resource is so that means that maybe will still have to cut down trees to produce paper and rubber. But maybe we won't have to cut down as many trees to produce paper and rubber here. In this case, I've explained my detail Number two again by using speculation on Dive. Also used an example here so notice that the example that I've used is a factual example factual, meaning that it is a fact that we do cut down National resource is like trees in order to produce our everyday items like paper and rubber. So that's an example. And here I've speculated a scenario what would happen if more people recycled their waste And then I've just kind of speculated the consequence off that what would be the result? Well, one possible result is that we wouldn't have to conserve as many natural resource is. So that's our second body paragraph right there again, I've decided to not write a transition because my second body paragraph looks long enough. So taken together, this is what our to body paragraphs look like. Go ahead and pass the video. If you need to read them. We're now going to stop this video and move onto the next one in which we're going to be talking about how to write the body paragraphs for the two part question type. 41. How to Write Body Paragraphs for Two Parts Questions: all right. Now, this is our last question type. So let's take a look at hard, right? The body paragraphs for the two parts questions. So here is our question on in this question. We have two parts. The first part asks us about the way in which technology has affected our relationships. On the second question asks us if this is a positive or a negative development. Now, you may remember that the position that we took was that technology has had a positive impact on our relationships. So now let's go ahead and construct our body paragraphs. So here is our template that we're going to be following. We're going to be using template number two, which means that our main idea is going to be followed by only one supporting detail on this is the outline that we constructed in one of the previous videos. So in the first body paragraph, we're going to be talking about how exactly technology has shaped our relationships, what kind of impact it has had. And then in the next body paragraph, we're going to argue that this has been a positive development. Okay, so now let's start with our first body paragraph. So we're going to be talking about the impact that technology has had on our relationships . So are four sentences going to talk about our main idea Number one? So let's go ahead and take a look at that. Modern technology has shaped our relationships in a myriad off ways, So this means that modern technology has shaped our relationships in a number of ways in many different ways. So that's our main idea. Number one. We've just stated it in a general way. Now, in the remainder of this body paragraph, we're going to be explaining this idea further, and we're going to be supporting it, using supporting details and by giving explanations. So now let's move on to giving are supporting detail. So are supporting detail. Is this part here in the green color? So we're arguing that technology has helped us to form new relationships. So here's our sentence. Social media platforms have enabled us to not only maintain ties with the people in our lives, but also to form new relationships. Okay, so that's a pretty straightforward sentence. We've just given a general statement off how technology has helped us to stay in touch with people in our lives, and it has also helped us to form new relationships to meet new people. Now we're going to be supporting this supporting detail. We're going to be further explaining it. So now we're going to move into the third sentence. So in our third sentence, we're going to be giving an example on the specific examples that we're going to be giving are the Facebook groups off how people have been able to connect to each other using social media platforms such as Facebook? How we are able to now connect with each other using online forums on dating applications. So let's take a look at our third sentence. For example. We can now meet like minded people through Facebook groups and online forums on even meet potential mates through dating applications. Okay, so here we're basically saying that we're able to meet people who are similar to us people who think like us people who have similar goals. So that's what like minded people means. So we're able to meet like minded people and make new friendships through the Internet through technologies such as social media platforms and forums on dating applications. Notice that here, my supporting detail is explained with an example. In fact, I haven't discussed one example. I've used several different examples. I've talked about a wide range off different types of technologies that help us to connect with like minded people. Now let's move on to our fourth Sutton's in the fourth sentence. We have an option. Either you can further explain this point or you can transition into the next body paragraph. So in this case, I have decided to explain this idea even further. I want to explain my supporting detail even more. So here's my fourth sentence. In fact, I have found three off my business partners on Lincoln on. I first met my wife through a mattress Moughniyah website. So it is evident that technology has had a positive influence on our relationships. So you'll notice that here, when I'm explaining my supporting detail, I'm using personal experience. So I'm talking about a personal experience, that how I met business partners on Lincoln and how it is possible to meet your significant other your partner through a mattress Moughniyah website and then, in addition to this, I've also stated my position. So in this case, my position is that technology has had a positive influence on our relationships on since I've mentioned my position. In this way, it also serves as an excellent transition because it just so happens that in my next body paragraph, I'm going to be arguing why technology has had a positive impact on our relationships. So by stating my position over here, this also serves as a transition. Okay, so now we're done with our first body paragraph, and we're now ready to move on to our second body paragraph. So in the second body paragraph, we're going to be talking about our main idea number two. So this here is our main idea. Number two. We're going to be arguing that technology has had a positive impact. So let's take a look at our first sentence. Perhaps the most constructive contribution of technology to relationships has been to bring people closer to each other, irrespective of physical distances. Okay, so here you'll notice that I have mentioned the fact that technology has had a positive impact. I've said that the most constructive contribution of technology has perhaps been to bring people closer to each other. So I've mentioned that technology has had a constructive contribution to society, and what I've done is I've kind of briefly touched upon my supporting detail. So in my supporting detail, I was going to argue how these different forms of technologies such as phones and emails, have helped us to connect with each other. They have helped us to come closer to each other, so I've kind of briefly touched upon that. And now in the next sentence, I'm going to be delving deeper into that idea. So let's take a look at our second sentence and we're now going to be giving are supporting detail. So here's our second sentence Phones. Emails on social media have allowed us to exchange information at phenomenal speeds. Okay, so here we're mentioning the different types of technologies we mentioned phones, and then we've mentioned emails on social media. Now let's go ahead and write our third sentence in the third sentence. We're going to be explaining this supporting detail, so in this case, I'm going to be giving an example. As you can see over here, I'm going to specifically be giving an example off how technology helps us to stay updated and how it helps us in business, such as in work meetings and so one. So let's take a look at our third sentence. For example. We can now stay updated with the daily ongoing off our loved ones, conduct business meetings over Skype or collaborate remotely via task management software. Okay, so here we're giving an example. We're giving an example of how technology helps us. We're talking about the different types of ways in which technology helps Us, for example, were saying that it helps us to stay updated with the daily ongoing off our loved ones. This means that we can basically use social media to stay updated and to know what is going on in the lives off our friends and our family members. And we've also given another example. We've said that technology helps us to conduct business meetings over Skype. Now Skype is a software, and we've given an example here. So we're saying that basically, we don't have to be in the same room in orderto have business meetings, that we can simply do it online, regardless off the physical distance between people. So that's how I've explained it here and now. In the next sentence in the fourth sentence. I have an option. I can either explain it further or I can transition into my conclusion. So in this case, in my fourth sentence, I've decided to simply transition into my conclusion. So I'm not explaining it anymore. I'm simply transitioning into the next paragraph. So here's my fourth sentence. All of these possibilities have enhanced personal relationships on increased work productivity. So here, the way that I've decided to transition is by summarizing the gist off this paragraph, basically off summarized this entire body paragraph number two into a single sentence, and that serves as my transition. Now I want you to take note that here this last sentence not only serves as a transition but here. I've also restated my position. So you can see here I've mentioned how all of the's possibilities have enhanced personal relationships and they have increased work productivity. So I've done two things here. I've stated my transition as well as restated my position. So we're now finished with both our body paragraphs on. Taken together, they look like this. Feel free to pause this video. If you need to read it, we're now going to be ending this video here. And in the next video, I'm going to be showing you how to write conclusions for the task to s A I'll see you there . 42. How to Write Conclusions - Basics: all right. So now that you know how to write the introductions, how to create the outlines and how to write the body paragraphs were now ready to talk about the final paragraph, which is the conclusion. So let's take a look at this. So first, let's go over some basics. So, firstly, you need to be spending about five minutes on the conclusion. Next. Keep in mind that your conclusion doesn't have to be very long. Ideally, you should aim for about 2 to 3 sentences, so that comes out to about 30 to 40 words. Now here's the thing. If you are running out of time, if you're short on time and you have to finish your essay quickly, then it's OK to just write one sentence for the conclusion. Okay, it's better to just write one sentence for the conclusion and end your essay that way, because if you leave your essay unfinished, then that is not good. That is going to negatively impact your score. So always make sure that you finish your essay even if it's not perfect. Always aim to finish your essay. Okay, now here is our template, and you're already familiar with the template. So by now you already know how we construct the introduction and how we write the body. Paragraph number one and the body paragraph number two. And now we're looking at how to construct the conclusion. The final paragraph. It doesn't matter which template you use. Whether you use template number one or template number to the conclusion does not change. So we still follow the same template. So in the conclusion we have two parts in the first part, you have to summarize the main points. In other words, you have to restate your thesis in different words. The second thing that you need to be doing is you have to end your essay with a suggestion or a recommendation. Now, when you begin writing your conclusion paragraph, there are certain phrases that you might find helpful to start this conclusion. Paragraph. So here are some off those phrases you can say something like in conclusion, to conclude in summary and so on. Go ahead and pause this video and simply browse over these phrases. I want you to have these phrases in the back of your mind so that when you see me doing practice questions When you see me writing the conclusions for practice questions, you will be able to connect the dots. You will be able to see how these phrases work, how these phrases fit into our sentences. So that's all for this video. In the next video, we're going to be looking at how to write the conclusions for the agree disagree question type. I'll see you there. 43. How to Write Conclusions for Agree Disagree Questions: Okay, Now we're looking at our first practice question the agree disagree question type. Let's take a look at how to ride the conclusion for this question. So here is our question. You've seen this many times before by now, and so far this is the answer that we've written. So this is the introduction that we've written so far. And then here are the two body paragraphs. Now, here you'll notice that the last sentence off the introduction paragraph is in blue color. This you may recognize to be the thesis. The reason I've colored this sentence Blue is because thesis is an important part off constructing our conclusion. So let's take a look at how to use our thesis to write our conclusion. Now here is our thesis and the thesis raids. I strongly agree with this view because volunteering not only improves the community as a whole, but also builds valuable character traits. So here in the Red Cutter, you'll notice that here we've stated our position. We've said I strongly agree with this view that volunteering should be made Ah, compulsory part of high school education. So that's our position. And then here in the green color, you can see our two main ideas. So our first main idea is that community service improves the community, and the second main idea is that it builds valuable character traits. So you may remember that this is what we argued for in our to body paragraphs. So in the first body paragraph, we argued for our main idea number one. And then in the second body paragraph, we argued for our main idea number two. Now, here is the template that you are to follow when you are writing the conclusion. We've already taken a look at this. So let's go ahead and write our first sentence. So in the first sentence, we're going to be summarising the main points. Or in other words, you can think of it as restating the thesis. So when we say main points are main points are basically composed of two things. The position on the main ideas. So this is what our first sentence looks like. To sum up. Teenagers should be made to partake in volunteer work as part off their high school curriculum, since it will build strong character traits while simultaneously progressing the community . Okay, so here we've stated all of our main points. So here we have our position. The position is that teenagers should be made to partake in volunteer work. Notice that I've said the same thing. But I've said it in different words because you don't want to keep using the same words for the same phrases over and over again. Okay, try to use variety. This is important for your vocabulary Score. Next off said that since it will build strong character traits, so here I'm saying the same thing as it will build valuable character traits. I've just changed the word valuable with strong just to add a little bit of variety while simultaneously progressing the community. Okay, so improves the community. I've changed that to progressing the community, and you'll also notice that the word structure the sentence structure is different here as well. The way in which I've organized my ideas here is different from the way of organized them in my seizes. Okay, so now we've accomplished the first part off the thesis, which is to summarize the main points or to restate the fees is now let's go ahead and write our second sentence in the second sentence we have to give a suggestion or a recommendation. So here is our second sentence. As a foreign believer in this approach, I suggest that every high school across the nation should take this proposal into serious consideration and implemented into their school agenda. Okay, so here you can see I've folded the phrase. I suggest that. So it's very clear that we're making a suggestion here, and the suggestion is based on our position on on our main ideas. So that's a great way to end your essay. Leave the reader with something that should be done to take care off this issue to resolve this issue. Okay, so now we're conclusion is complete, and with that or full essay is also complete. So here's what our entire essay looks like. We've got 294 words in this essay. Now you don't have to write as many words. Remember that you only need a minimum of 250 words on. You can still get about nine, even with just 250 words. Ideally, you should write an essay that is about 280 words, But try not to go over 300 words. Go ahead and pause this video. Now if you want to read this essay, and if you're done with that, we're now going to move on to our next video, in which we're going to look at how to write the conclusion for the advantage, Disadvantage question type. 44. How to Write Conclusions for Advantage Disadvantage Questions: Now let's look at our second practice Question the advantage. Disadvantage Question type. So here is our question. You've seen this before and you may remember that so far we've been arguing that the advantages off teaching Children or foreign language in primary school outweighs the disadvantages. So so far, this is the answer that we've written. So here's our introduction. Our body paragraph number one on our body. Paragraph number two. Now all we have to do is write our final paragraph, which is the conclusion paragraph. So we're going to do that in this video. But before we get to that, I want you to take a look at this sentence right here in the blue color. This is our thesis, and we're going to be using this thesis to compose our conclusion. So here is our thesis. This essay will explore both the advantages on disadvantages off this proposal on demonstrate why its proponents are correct. So here you will see that in our thesis, we've got two things here in the red color is our position were arguing that the proponents off this proposition are correct. So what's the proposition? The proposition is that Children should start learning a foreign language in primary school rather than in secondary school. So that's the proposition, and we are arguing that this is correct. Now the second thing that you'll notice in this thesis is our main ideas. So we're going to be talking about both the advantages on the disadvantages off, teaching Children or foreign language in primary school. Now, keep in mind that here we are arguing that the advantages outweigh the disadvantages, so we don't particularly agree that the disadvantage so we don't particularly agree with the disadvantages side. Okay, we don't agree with this, however, this question is an advantage. Disadvantage question on in this question type. We have to discuss both sides off the issue. So even though we agree with just one side, we still have to talk about both aspects. So we've already done that in our first body paragraph and in our second body paragraph. So now let's go ahead and wrap up this essay with our conclusion. So here is the template that we're going to be following. You've seen this template before In the first sentence, we're going to be summarising the main points or restating the thesis on in the second part off the conclusion. We have to end it by giving a suggestion or a recommendation. So let's go ahead and write our first sentence. So in the first sentence, we're going to be re stating this thesis right here in conclusion. While studying a foreign language in primary school does have some drawbacks, they are temporary and outweighed by the significant benefits off this approach. Okay, so here you'll notice that in this first part we have included both things from our faces. We've included the main ideas as well as our position. So here's our position. The position is that the advantages outweigh the disadvantages, and the second thing is the main idea. So we've mentioned that there are drawbacks and there are significant benefits. There are Both of those things exist. However, the drawbacks are temporary, and they are outweighed by the significant benefits off this approach. So now that we're done with restating our thesis, we can now move on to the second part, which is to give a suggestion. So here's our suggestion. You'll notice that here, instead of writing this as two separate sentences that have simply combined these two parts into one single sentence, so you can totally do that. There's no rules against that. So feel free to just write a one sentence conclusion. There is no problem with that. And this may be especially helpful if you're running short on time. Okay, so here's our second part. I've just elaborated upon the first sentence by adding a relative pronoun which so by using this word, which also serves as a cohesive device by using this word, I'm able to add extra information to that same sentence. So here it is, Which is why I would urge school boards to introduce foreign language classes as early as possible. So here you can see we are making a suggestion or a recommendation. I'm using the phrase I would urge school boards to do so and so Okay, so that's my recommendation. That's what we should be doing in order to reap the benefits off this proposition. So now that our conclusion is finished, we are done with our entire essay, and this is what our full essay looks like. It's a total of 272 words. I suggest that you pause this video now and read this essay in your own time. In the next video, we're going to be going over our third practice question. I'm going to be showing you how to write conclusions for the problem solution question type . 45. How to Write Conclusions for Problem Solution Questions: Now let's take a look at how to write the conclusions for the problem solution. Question type. Here's our question, and you may remember that for this question, we were supposed to contemplate upon the different causes of the problem. The problem, of course, here is that the average weight of people is increasing and their levels off health and fitness are decreasing. So that's the problem. And in this question, we were contemplating upon the different causes of these problems and then also upon the measures that could be taken to solve these problems. So that's what a problem solution question is. You're presented with a certain problem on you have to speculate the different causes of the problem and then try to come up with some solutions to resolve that problem. So we've done that. You've seen me create the outline for this question. You've seen me write the introduction and then the body, paragraph number one and the body paragraph number two. Now we're going to be writing our conclusion paragraph, our final paragraph. So before we get to that, pay attention to this sentence here in the blue color. This is our thesis, and as you probably know by now. We use the thesis in the conclusion in the first sentence off the conclusion, or rather in the first part of the conclusion. Because when we're summarizing the main points of the essay, which include the position and the main ideas than that is basically like restating the thesis. So that's how we end up using the thesis from the introduction in the final paragraph in the conclusion paragraph. So let's take a look at that. So here's our thesis. I'll read this for you. This essay will highlight the principal causes of these issues on possible solutions to resolve them. Okay, now, you may notice that in this case, all we have are the main ideas. The main ideas are the causes of the problems that we're going to be speculating or that we have already speculated in this case and the solutions. So in the first body paragraph, we speculated the causes, and in the second body paragraph, we speculated the solutions Now one thing that you will not find any problem solution. Question type is the position. We haven't mentioned any position, and we haven't mentioned our opinion because that's not required. This question Does not ask you to present your opinion or your position. Okay, so this is one of the only question types in which you don't have to state your position or your opinion. So let's go ahead and now construct our conclusion. We're still going to be following the same template. The template doesn't change on in the first sentence. We're going to be summarising the main points. We're going to be restating the thesis. So basically, we just need to restate our main ideas in different words. So here's our sentence to conclude. Although many nations are currently experiencing declining health, such challenges can be resolved with careful planning. Okay, so here we are, mentioning the problem. We are restating the problem. The problem is that many nations are currently experiencing declining health, their average weights are increasing and their health is declining and then were mentioning the fact that such challenges or problems can be resolved with careful planning. So we're saying that this problem exists and there are ways to solve this problem. So in this way we've restated our thesis. So we're done with the first part of the conclusion. And now all we have to do is we have to end our essay with a suggestion or a recommendation . So here's an example of that you'll notice I've used the phrase I would advise. So this is one way in which you can make a recommendation or give a suggestion. Or you can say, I would say Chest I would recommend and so on. So in this case, here's our example. I would advise the Food and Health Administration's off nations facing such issues toe allocate a significant portion off taxpayer funds to improve the well being off their citizens through educational campaigns on subsidies. Okay, so in other words, what we're saying is that I would recommend that the Food and Health Administration's meaning the department's off the government that are directly concerned with the health off our nation, that these departments off the government should allocate a significant amount of money that they get from the taxpayers to improve the well being off the public. And in this case, we actually went one step further, and we've specified the way in which the governments can improve the well being off the public. How can the government do that? They can do that through educational campaigns and subsidies. So you may remember that this is what we talked about in our body. Paragraph number two in the body Paragraph number two We mentioned the specific ways the specific measures that the government can take to solve this health crisis. Specifically, we said that they can launch educational campaigns that educate people about the importance of eating healthy foods on. We also said that the government's could provide subsidies to farmers so that it becomes cheaper to grow healthy food, and it also becomes cheaper for the consumers to buy healthy food. So our essay is now complete, and this'll is what our entire essay looks like. So here you can see the specific ways that I just talked to you about the specific ways in which the government can help the public. They can educate people on. They can subsidize healthy foods. I suggest that you pause this video now and read this in your own time. You'll notice that this essay is only 257 words. So so far you've seen ah, variety off different word count. You've seen some essays that are 290 words. Some essays are around 280 words, and this essay is 257 words, so you can see that the ideal range off the word count over shooting for here is about 280 words. But I don't want you to get too hung up on the word count as long as you meet the minimum word count off 250 words. You don't have to really worry about this. Pay more attention to the quality off your essay onto the structure off your essay. That's more important. All right, let's end this video here in the next video. I'll show you how to write the conclusions for the discuss. Opinion question type. 46. How to Write Conclusions for Discuss Opinion Questions: we're now talking about how to write the conclusion. Paragraph for the discuss. Opinion Question type. Here's our question. Go ahead and pause the video. Now if you want to read this question prompt. But you may remember that the position that we held for this question was that simply increasing the number off sports facilities is not a sufficient measure for improving public health. So far, we've been arguing in this essay that other measures are required in order to improve public health. So far, this has been our answer. So here is our introduction. And here are our body paragraphs Here in the blue color is our thesis. The thesis is the most important sentence in the essay because it contains our main ideas as well as our position. So we're going to be using this thesis when writing our conclusion. So here's our thesis. It reads. In my opinion, this proposal is an insufficient measure. However, this essay will explore both aspects off this discussion. Now, here you'll notice that in the red color we have our position. Our position is that this proposal is an insufficient measure, basically were saying that simply increasing the number of James is not enough to improve public health. This is insufficient. And then we've also mentioned our main ideas. Now we haven't really explained the main ideas. We've simply generalized it. We've just said that we're going to be exploring both aspect off this discussion. So that's fine. You can totally do that. You may remember that in the discuss opinion question, even though you're required to choose one side, you do have to take aside and take a position. You still have to discuss both sides of the issue. So therefore, in this essay, we've said that we will be exploring both aspects off this discussion. Okay, now, here's the template that we're going to be following for writing or conclusion. And in the first sentence, we're going to be summarising the main points. In other words, we're going to be restating the thesis. So here is what our first sentence looks like. All things considered, while increasing the number of Jim's would have some benefits, it would be an inadequate measure. So we're basically saying the same thing here were saying that increasing the number of James would have some benefits. It's not like increasing the number of James would have no benefits, it would have some benefits. However, these benefits are not enough. It's an inadequate measure. We need to do more. So here, you'll notice that we've stated our position. Our position is very clear or saying that this is an inadequate measure, what we need to do more. We've also touched upon our main ideas. You'll see here that we mentioned the fact that increasing the number of Jim's would have some benefits. So that's one side of the issue. And the other side of the issue is that these benefits are not enough that we need to do more. Okay, so in this way we've restated our thesis. Now let's move on to our second part in the second sentence off the conclusion. We're going to be ending this essay by giving a suggestion or a recommendation. So here's what that looks like, our sentence reads. I would advise health committees toe instead, focus on exploring more effective measures such as education at incentive ization. So here I've used the phrase I would advise, So that's how I start off my sentence to give my suggestion and hear what I'm saying is that instead off increasing the number of James. What we need to do, or what should be done, is that health committees need to focus more on exploring more effective measures because simply increasing the number of James is not enough. We need to be exploring other measures, more effective ones. And what are those more effective measures? In this case, I went ahead and specified those effective measures. Now, in the conclusion, you don't actually have to specify and mention what the's effective measures are. If I was to just stop my sentence right here, that would also be fine, because I have satisfied this requirement of the conclusion. I've already made a suggestion and that is enough. I can just stop my sentence right here. But just because I was feeling like it, I decided to extend upon the sentence. I decided to give some extra information, so I went ahead and specified the effective measures. So the effective measures are education on incentive, ization incentive ization basically means giving people some kind of an incentive that makes them take care off their health. So these two measures have already been discussed in my second body paragraph. So now that I'm done with my conclusion. This is what the entire essay looks like. It's composed of 288 words on in this paragraph. Right here you can read about the specific measures that have mentioned here in the conclusion. Okay, education and incentivize ation. Those two measures are listed here, so we're now done with RS. Say go ahead and post the video. If you need to read it, we're now going to be moving on to the next video in which we're going to talk about how to write conclusions for opinion questions. 47. How to Write Conclusions for Opinion Questions: Now in this video, we're going to look at how to ride the conclusion. Paragraph for the opinion Question type. Here's our question. Prompt on in this question. We've been arguing that not enough people recycle their waste. And we've been arguing that in order to make people recycle recycling needs to be turned into a law, it needs to become a mandatory legal requirement. So this is what we've written so far in our essay. Here's our introduction. And here are the two body paragraphs here in the blue color is our thesis on. As you know, by now we use our thesis when constructing our conclusion. In this case, our thesis reads, I strongly agree with its proposal, since a legal mandate will compel citizens to take recycling more seriously on result in the recovery off our planet's health. Okay, so here in the red color, we have our position. We are strongly agreeing with this proposal. The proposal is that recycling needs to be turned into a legal requirement, and then here we have our two main ideas. The first main idea is that if we turn recycling in tow a law, then this is going to compel citizens to take recycling more seriously. Why are people going to take it more seriously? Well, because they don't want to pay heavy fines. And our second main idea is that this is going to result in the recovery off our planet's health because there's a lot of pollution in our environment. And by making recycling a law we can aid in the recovery off our planet's health. Now here is our template that we're going to be falling when writing the conclusion on in the first sentence. Let's go ahead and restate our thesis. All in all, I firmly believe that recycling should be mandated by law on enforced with hefty fines, to encourage the public to take recycling seriously and aid in the recovery off our planet's health. Okay, so we're saying the same thing, but you'll notice. I've used different words, different language and different word structure. So instead of saying I strongly agree, I'm saying I firmly believe instead of saying proposal, I've mentioned the proposal. The proposal is that recycling should be mandated by law. So here I've mentioned my position. Now here I mentioned my main ideas. Why should reciting be mandated by law. Well, we should do this in order to encourage the public to take recycling seriously on to aid in the recovery off our planet's health. So now that I've listed all the main points of the essay, the position on the main ideas, I'm now done with the first sentence. Now let's move on to the second sentence and end this essay with a suggestion or a recommendation. So here we go. I would suggest the government to make this legislation a top priority and urgently implemented for the benefit off. All Okay, so here I'm saying I would suggest So this is how we know we're making a suggestion on what are we suggesting? Were suggesting that the government step in and make this legislation the legislation off making recycling a mandatory law to make this legislation a top priority and were further stating that the government needs to act upon it urgently so that the people the public can benefit from it. Okay, so we're now done with our conclusion. This is what our entire essay looks like. It's composed of 288 words. I suggest you pause this video Now take your time to read this essay, and when you're done with that, let's move on to our next video, in which we're going to talk about how to write the conclusions for the two parts question type. 48. How to Write Conclusions for Two Parts Questions: Now let's talk about how to write conclusions for our final question. Type the two parts question. So here's our question on in this question we have to separate parts. So the first part asks us how technology has affected our relationships. On the second question asks us if this has been a positive or a negative development, and you may remember that in this essay So far we've been arguing that technology has had a positive impact on our relationships. Now, this is the answer that we've written so far. Here's our introduction and here are the body paragraphs on here in the blue color. We have our thesis. So our thesis reads. This essay will explore how technology has impacted our relationships on why this has been a positive development. Now, in this thesis, we've accomplished two things. We have our position here in the red color. We are arguing for the position that technology has had a positive impact on our relationships on here In the green color, we have our main ideas. So here you'll notice that one of the main ideas is how technology has impacted our relationship on our second main idea. Actually, also happens to be our position. So in this case, our second main idea is that technology has had a positive impact. And so in the first body paragraph, we talked about this main idea. And then in the second body paragraph, we talked about this main idea. Now we're ready to construct our conclusion. The final paragraph. So here is our template on for the first sentence. We're going to be re stating this thesis. So here's our first sentence in summary technology has had a significant impact on every aspect of our relationships on has enhanced our social ties by bridging the distance between people. Okay, so here is one off our first main ideas. We have to talk about how technology has impacted our relationships. So here we have said that technology has had a significant impact on every aspect of our relationships. So we're seeing that technology has had a significant impact, a huge impact. So by stating that we have mentioned our first main idea now we've just generalized it. We don't have to go into a lot of detail because we've already done that in our body paragraphs. So here, when you are restating the thesis, you have to just generalize it now. The other thing that we've mentioned here is that technology has enhanced our social ties. So this is the same thing as saying that it has been a positive development. So by saying that it has enhanced our social ties, we have mentioned our other main idea as well as our position now, In this case, if I wanted, I could just stop my sentence right here. I could just say that technology has enhanced our social ties and I could stop right there . I don't have to continue on. However, I just decided to elaborate upon this idea. I decided to go one step further on explain that technology has enhanced our social ties by bridging the distance between people. Okay, now, one thing that's very important to keep in mind when you're writing the conclusion is that you should not introduce any new information, never mentioned any information that you have not already talked about in your party paragraphs. So the only reason that I'm restating this information here is because I already mentioned it in the body paragraph. If I hadn't mentioned this in the body paragraph, then I wouldn't mention it here in the conclusion either. Okay. So never introduced new information in the conclusion in the conclusion. All you have to do is you have to summarize what you've already talked about. You have to restate the thesis. Okay, Now let's move on to our second part in the second sentence. We're going to wrap up this essay by ending with a suggestion. So here's our second sentence. I such we should embrace the role of technology in our lives on encourage new developments in this field. So here you can see that I'm using the phrase we should. So it's basically like giving a suggestion or a recommendation. This is what we should do. Okay, So in this case, I'm saying that we should embrace the role of technology. We should not try to fight it. We should embrace it. We should welcome it into our lives so that we can encourage new developments in this field . Now, look, I know many off you may be thinking that Hey, technology has not had a positive impact. I don't agree with this. I think that technology has had a negative impact and that we should not embrace the role of technology. And so you may think that if you argue for a certain position, then maybe the Examiner will not agree with you. You might think that the Examiner might disagree with your position and therefore give you a lower score. This is not true. The examiners really do not care what your positions are, what your opinions are. They do not care about that. The only thing they care about is your level off English. So it doesn't matter which side you take which position you take. If it's right, if it sounds ridiculous or not, as long as you can support it using sound argument and using good English, then that's all that matters. Okay, so never worry about what position you're taking or what side you're taking. Feel free to express yourself in anywhere that you want. The examiners do not care about your position or your opinion. They only care about your English. Okay, so now we're done with this essay on. This is what the entire essay looks like. It's composed of 273 words. Go ahead and positive video. If you need to read this, I recommend that you do. And when you're ready, let's move on to the next video in which I'm going to talk about how to check your work in any time that you have left over. 49. How to Check Your Work: all right, now, once you're done with your essay, you may find that you have a few minutes left over at the end of your essay. So you may have some left over time. And what you should do in this left over time is you should spend it to check your work. Now, let's go over some basics. Ideally, you should have about five minutes left over at the end of your essay. And you should spend this time, of course, to check your work. In this time, you should only be correcting small errors, errors that are easy to fix. Now let's take a look at what is the difference between a band six Score on about seven. So here we've got a sentence. To help child learn the difference between right and wrong. Teachers and parents should provide first good role modeling in their own behavior. Now, if you've got a keen eye, you may notice that there are some small errors in this sentence. Now, here are the errors to help a child learn. Okay, We have to place her in front of child. This is called subject verb agreement. If you're not sure about that, I recommend you go back to the grammar section and take a look at that video in which we discuss the subject for of agreement in much more detail. Now the next thing to correct in this sentence is that there should be a comma here, and the reason that there should be a comma is because when we read the sentence, we hear a brief, audible pause. There's a brief pause there, and so we have to denote that pause by using a comma. If you're not sure about how to use commas, then go back to the grammar section and watched the video where I talk about punctuation. Okay, so the next thing that needs to be corrected is the word order. So here we say, provide forest good role modeling. But actually, that sounds very awkward, and it's incorrect. The correct word order is first provide good role modeling, and then finally, here we have the word be heavier, which, you may notice, is misspelled. It actually should be behavior with a. Now you'll notice that these two sentences look very similar, and the errors between them are quite small, so the errors include Miss spelling punctuation subject warp agreement and the word order. Now these may look like small errors, but actually, this is the difference between a band six and a band seven. Here we have a sentence which will score you abound six. And here is a sentence that can score you about seven. So the difference between these two is the difference off one entire band point. Okay, Now let's talk about what things in your essay you need to check and what things you should not check. Remember. Ideally, you would have probably only about five minutes of time, and this is a very short amount of time. This means that you don't have enough time to correct elements that will take too long to find or fix. So you should not be trying to correct big things. Rather, you should be focusing on correcting small errors. So here are the things that you should not check the structure of your ethic. The structure of your essay is the basic skeleton off your entire essay. It's not something that can be easily changed without completely re writing your essay, so obviously this is not something that you should try to correct or change. Once you're finished with the essay, the next thing that you should not check for is the strength off your arguments. Now. Once you made your arguments in your body paragraphs, it really doesn't make any sense to go back and correct them. Because all these supporting details and the explanations in your body paragraphs are based on your arguments. So once you've made the arguments it's done, do not try to go back and change it. Now this ties back to our previous point about arguments, so things like main ideas, supporting details and examples. These are things that compose your body paragraphs and again. These are very difficult to change, and they take a lot of time. So avoid this as well. Next, synonyms and paraphrasing. So you may remember that when you are writing the introduction, you have tow paraphrase the question language. So once we're done with paraphrasing and once we're done with using certain synonyms, don't try to go back and change. Start again. This takes too much time and finally tenses. Once you've written a certain sentence or certain sentences in a certain tens, then you should not try to go back and change it because most likely the tents off one sentence effects the tents off the sentences that come after that sentence. Now, let's talk about the things that you should check for what things you should correct in the small amount of time that you have left over at the end. First is word order and missing words. So when you're reading arrested, you may notice that it is missing certain words in this case, if it is easy to fix it, if it takes a short time, then go ahead and do that and fill in those missing words. Next plurality. You may notice that all you need for a certain word to make it correct is you need to add s at the end because you're talking about the plural form and maybe you forgot to add That s at the end. On the contrary, maybe you made a word plural when really it should be singular. So these are also very easy to fix plurality. So go ahead and do that. Go ahead and erase the S at the end, or Adan s at the end, depending on the word and the sentence next subject for by agreement. This is also quite easy to fix. Make sure that the subject agrees with a verb, and the verb agrees with a subject, as you saw in the previous example in the previous slide. So, for example, you would not right child love to study. That's wrong. We don't say child love to study. We say Child loves to study or Children love to study. Okay, so that's a subject for agreement. Next, we have articles depending on what were depending on what word you have. You may need to add in front of it on in front of it or the if you're not sure about which articles to use, go back to the grammar section and watched the video on articles. Next, we have propositions, so propositions are words like four from about by and so on. There are basically words that connect other words together. For example, I sat in my chair, so the word in is a proposition. Or you may say, I drank tea from a cup. In this case, from is a proposition. So propositions basically connect the words together and give meaning two phrases and sentences. Next we have spelling, So you need to make sure that any words that you are spelling are spelled correctly. Moreover, if you are taking the paper based test, then you need to make sure that your handwriting is legible, that it is easy for the examiner to read your handwriting. Next, we have warred formation. So this basically means how you are forming different words. So you may remember from the grammar section, when we talked about word formation, we talked about prefixes suffixes on compounds. If you're not sure about that, go back and check the grammar section and watch the video on word formation. And finally we have punctuation. So punctuation includes all things like comma capitalization, period and so on. Now, here's what I want you to do here. We've got an exercise and what I want you to do is identify errors in this passage. So you're going to find all these different kinds of errors in this paragraph, and what I want you to do is Paulist this video now and fix all the mistakes that you confined. Go ahead. I'll wait. Okay. I hope you've had the chance to pause the video and fix the mistakes. Now I'm going to show you the answer. So if you haven't already corrected this paragraph, go ahead and do that now. I'm not going to reveal the answers. So here are all the errors that we have corrected in this passage Here in the purple color , we have a word order error. Okay, so right amount and chop. Here in the blue color, we have plurality issue. So here, instead of our it should be, is here in the dark blue color. We have errors associated with subject for agreements. So we don't say work or feel. We say worker feels okay, So that's a subject for agreement. Here in the brown color, we've got articles. So here you will see that we've said on worker and that's incorrect. It should be the worker now, here in the green color, we have errors associated with propositions. So here we need to add the word from in order to correct it. And here, instead of saying developing their skills at training, we say through training. So that's another proposition. Now, here in the yellow color, we have a spelling error. So the word opportunities was spelled incorrectly. So we've corrected that spelling. Now here in the pink color, we have a word formation error. So here you'll notice that in the previous passage in the incorrect passage, it said importance. But that's the wrong word to use. The correct word should be important. And then here we said, a sense off fulfilling is also encouraged. And that's wrong. It should not be fulfilling. It should be corrected to fulfillment. That's the right choice off word. OK, so that's word formation. And finally, here in the red color, we have punctuation errors. So here you'll notice that we were missing an apostrophe, and here we did not capitalize the w here we were missing a comma. Go ahead and positive video now and make sure that you understand all of these different types of errors and that you understand how to fix them. We're now going toe end this video hair, and we're going to now move into the third part of this course, which is the cooking part. This is where we're going to put everything that you've learned together, and we're going to see how to ride. The answer is how to write. The task to S is in real time. And then I'm going to break down my essays to show you exactly what goes into writing a great essay 50. Part 3: Cooking - Practice Question 1 in Real-time: Hey, everyone, welcome to Part three off this course, this is the cooking section. This is where we're going to take everything that you've been learning so far, and we're going to be putting it all together. So we're starting off this section by first going over our first practice question. So in this video, I'm going to be doing a riel exam. Question. This is a question which appeared in one off the previous aisles exams on. I'm going to be answering this question for you in real time with a 40 minute timer. I want you to see how to write a band seven or higher essay in the given time. So let's get to it now. Here is our question on this Is the question prompt? So let's go ahead and read this. Universities should accept equal numbers off male and female students in every subject. To what extent do you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Of course, as always, we need to write at least 250 words. Okay, Now, do you remember what's the first thing that we do When we have a question, the first thing that we need to do is make sure that we carefully read this question. Make sure that you properly understand it. Make sure that you know what exactly the question is asking you for now. If you choose, you can go ahead and underline certain keywords if it helps you to better understand the question. So in this case, it seems that the main part of the question is asking me if an equal number off male and female students should be accepted in every subject. Okay, now this is a pretty straightforward question, and you may have noticed that this is an agree, disagree question. Now remember, in the agree, disagree question, we have to take a strong position. Don't partially agree with such a question. It's best to simply choose one side and argue for that one side. Now, in this question, in my opinion, I don't think that universities should accept equal numbers off male and female students in every subject. So that's the position I'm going to be taking, and I'm going to begin by creating an outline. So here's my outline. Well, I think that my first main idea that I want to talk about is the fact that if we were to give an equal number off seeds too, both male and female students than this can undermine national progress. So that's the main idea I'm going to start off with here. Notice that I'm not writing entire sentences. I'm only jotting down bullet points. Okay, so now I have to support. Why exactly do I think that this is going to undermine national progress? I have to support this main position. This? Ah, I have to support this main idea. Number one with supporting details. Now, I've decided that in this particular question, I'm going to be using template number one. So you may remember that in template number one, we have to supporting details per main idea. So I'm going to be listing down to supporting details for this question. So what will my first supporting detail be? Let me think about this. Well, I think that there are students who have a wide range of talents, and I think that if we give out seats just based on the student's gender, then this convey be a waste off students talents. So that's what I'm going to write down for my first supporting detail. And you know what? Actually, if if a student's talents are wasted, then you could also argue that their time is also wasted. So I'm going to go ahead and at that as well. Okay, now on to my second supporting detail. Well, let's think about this. What's going to happen if our students time and talents are wasted? I think that this is going to result in under performance. I'm going to drop that down as my second supporting detail. Perhaps students are going to be demotivated, and they're not going to be as interested in pursuing their talents in pursuing education. So these things are going to together undermine national progress. This is going to affect the progress off our nation. So I'm going to talk about that in my first body paragraph and then in my second body paragraph, Let's see what we can talk about. Well, it seems to me that this can easily result in inequality. Someone to write that down, create inequality. Students who are talented are not going to get seats in certain subjects because because the university's air trying to maintain a certain proportion off male to female students. So this is going to lead to inequality, and that's going to be my second supporting. That's going to be my second main idea. Now let's go ahead and support this. We have to explain how exactly this is going to create inequality. So I'm going to say that this is going to deprive students. It's going to deprive deserving students, students who deserve to go on and further their education. And I also think that if there is such inequality than students are also going to be demotivated. Okay, so we are now done with our outline and we can go ahead and start writing our first paragraph, our introduction paragraph. Now, you may remember that for the introduction paragraph, what we have to do is we have to take the question statement in this In this case, here is our question statement on what we have to do is we have to paraphrase this question statement, we have to put it into our own words using synonym language and by changing up the world order. So I'm going to go ahead and do that in the introduction. But that comes later first, I'm going to open up my introduction by starting off with a general statement. So let's go ahead and open up this introduction with a general statement. Now, in this case, I'm going to talk about a recent development in this subject. So basically, I'm going to be talking about the current affairs regarding this subject, and that's how I'm going to make my general statement. That's how I'm going to open up this essay. I'm going to say that this has been a trending topic in recent debates. Debates on gender, gender equality or gender inequality. Let's just leave it as gender equality. Okay, so we are now done with our first sentence. Now in the second sentence, we have to go ahead and paraphrase our question statement. This is our question statement on. We're going to go ahead and paraphrase that now I'm going to start off with in this regard because this is, ah, cohesive device. It's a phrase that helps me to transition from one sentence to the next. Okay, so it is proposed that university should accept equal numbers of male and female students. How can we reward this? It is proposed that that university seats should be equally allocated. Allocated just means divided should be equally allocated, allocated between whom? Between male meal on female students. Okay, and then we have to add in every subject. So let's go ahead and add that. So I'm just going to change that for every course. Okay, so that's the synonym for subject. I'm going to change it up with course, and that's it. That's all you have to do for the paraphrasing. I have now successfully paraphrase the question language, and we are done with the 1st 2 sentences in the introduction. Now for the final sentence in the introduction, you may remember we have to write our thesis. So in the thesis, we need to mention two things. We have to mention our position, and then we have to give a brief. We have to briefly mention also the main ideas. Okay, I'm going to add, however, another cohesive device to transition from one sentence to the next. However, I strongly disagree, and we strongly disagree. Remember, it's not good to simply oh partially to simply partially disagree or to partially agree it's best to take a strong position and then argue for just one side. So that's what I'm doing here. I strongly disagree with this view because now we have to mention these two main ideas in our thesis. Okay, so here's our main idea. Number one, Here's our main idea number two. So I'm going to say because it okay, because focusing on gender would undermine national progress and then I can further add on it can lead to on lead to inequality, towards deserving students or towards while qualified students. All right, so that's our introduction on. We have now finished our first paragraph. Now let's go ahead and move into our second paragraph, which is our first body paragraph. Now, you may remember that in the first sentence off the body paragraph, we have to give a general description off are forced main idea. So let's go ahead and give a general description off this main idea right here. I'll say to begin with here, we're using another cohesive device to moving to our paragraph to transition into our paragraph. To begin with, implementing this would or rather implementing this proposal would degrade it, will result in it would undermine national progress. So in other words, we could also say that it would degrade the national productivity or it would degrade the productivity. No foreign nation. Okay, so we can stop here and now in the next sentence, we can go ahead and talk about these two supporting details. Remember, in the second sentence off the body paragraph, we have to give a brief description, a general description off our to supporting details. So let's go ahead and do that. It would waste the talents. Actually, here's what I'm going to do. I'm going to combine my first sentence in my second sentence so that we have one single sentence. So I'm going to mention my here. I've already mentioned my first main idea. Now I'm going to mention the two supporting details in the same sentence. And here's how I'm going to do that. This proposal would degrade the productivity off our nation by by wasting the talents. That's how I'm going to change it. I'm going to say by wasting the talents off skilled individuals. So here you'll notice I used the term well qualified students. So now I'm using a different term on think skilled students just to change it up. So that's my first main idea is going to waste the talents off skilled individuals on here is my second main idea by wasting the talents off skilled individuals. Okay, so I'm done with this first supporting detail, and now I'm going to add my second supporting detail lead to under performance, or I can see and setting up students to underperform. That's another way of saying the same thing on setting up students. Toe underperform. All right, so now we have to explain our first supporting detail. So we're now going to be explaining this supporting detail. How exactly is this proposal going? Toe waste the time and the talents off students. So let's go ahead and think about that. In this case, I think I'm just going to elaborate upon my idea further. I'm not going to be giving specific examples in this case. I'm just going to be explaining this idea further, so let's go ahead and take a look at how this turns out. Disqualifying deserving students from a class just to maintain or simply simply to maintain the set ratio off male to female students will waste their time and or rather waste there precious time. The time is important who waste their precious time on what's going to be the result off that. Let's go ahead and think about the consequence off that the consequence off that is, that this is going to delay its going to delay graduation, delayed their graduation. And what happens if their graduation is delayed? Well, their employment is also delayed. So let's go ahead and add that as well is going to delay their graduation on their employment. And ah, and I think I'm going to tie this idea back to how this is going to undermine national progress. So we're going to go ahead and add some extra information which will negatively impact our national economy. Okay, does that make sense? If students waste their precious time, this is going to delay their graduation so they can't graduate on time. If they cannot graduate on time than they cannot get employment, they cannot have a good job, and they have to wait longer to get a job, and this is going to affect the economy, offer nation. So, in this way, I've tied my explanation back to the main idea. Now what I have to do next is explain this supporting details So let's go ahead and explain this supporting detail now so we can say. Furthermore, we're adding more information so we can say furthermore, this proposal so and say such a proposal, it would undermine the hard work. That's what I want to say. I want to say that such a proposal is going to undermine the importance of hard work. People are not going to value hard work because now people are just going to start relying on their gender to get into a good course to get into a certain subject. So if people stopped caring so much about hard work, well, then this is going to result in under performance and again, this, in turn, is going to affect our national progress. Importance. Okay, so it's going to undermine the importance of hard work and let's think about what's going to result from that. What's what's the consequence? Going to be well is going to obviously result in under performance, and why is it going to result in under performance is going to result in under performance because students are going to start relying on their gender. So let's add, as students learn to rely mawr on their gender for acceptance into university into university classes were talking about specific subjects. They're going to rely more on their gender mawr in relation to what MAWR in relation to hard work in relation to competence. So let's go ahead and at that as well than their competence. Okay, so we have now added our explanation for the second supporting detail as well. I can go ahead and add a transition, but, you know, just to save time and just to, um, keep my essay within a reasonable length, I don't want to write too much because then that ends up becoming a waste of time. I'm simply going to escape over my transition since it is optional, and I'm going to talk about my second body paragraph. I'm going to move into my second main idea now in the second main idea, or talking about how this proposal is going to create inequality, and you know what? The funny thing about that is? The whole point off having this proposal is to remove inequality. It is to remove inequality because we want to give males and females and equal opportunity to study in certain subjects. So we're trying to remove inequality. But the funny thing is, it's an irony. That's what's called an irony. The irony off that is that in this attempt to remove inequality, we are creating another type of inequality. So I'll go ahead and explain that in this sentence now, ironically, that's my cohesive device. Such an attempt to create equality or rather, rather, to create gender equality in universities would give rise to a new form off inequality, inequality. So let's go ahead and explore this new form off inequality. I want to explain this idea further. And of course I'm going to do that by writing down my supporting details. So let's go ahead and give a brief description off our to supporting details. Well, many deserving students would be deprived off equal educational opportunity. And this actually also ties into my second supporting idea into my second supporting detail . Because what's going to happen as a result of this is that it's going to result in students becoming demotivated, which may negatively many deserving students would be deprived off equal educational opportunity. Okay, let's do this, and this can result, and this can de motivate students to pursue for their education Okay, so here we have summed up our to supporting details. Now let's go ahead and explain our first supporting detail. So we're talking about deserving students and how they're going to be deprived. So I want to really stress that students, many students are very hard working and they take their education seriously, so we should not steal the opportunity. We should not rob them off the opportunity to study further if they deserve it. Okay, so here's my explanation. Numerous hardworking students take their education very seriously on to disqualify them from a class only because of their gender would be a great injustice. And now I want to talk about my second supporting detail. I want to explain how it's going to de motivate students. Well, let's think about this. Well, I think what's going to happen is that if we start to give seats based on gender, then what's going to happen is that students may start to lose their faith in our educational system, and another thing that can possibly happen is they may start to doubt their own abilities, so they may think that I'm not good enough. They anything that I'm not smart enough. I'm not talented enough. I'm not deserving enough so it can really d motivates students. So let's go ahead and write that down. In fact, I'm going to stress this point by using another cohesive device. In fact, such injustice can easily demotivated students as the lose faith. They lose faith in the educational system. Okay, so that is our explanation. Actually, we can go ahead and add the fact that students may start to doubt their own abilities. You can say or begin to doubt their abilities. Okay. All right. So I think that our second body paragraph looks pretty good again. I could add a transition, but I think that for the sake of saving time in this case, I'm not going to I'm simply going to move on to writing the conclusion. All right, So you may remember that in the first sentence off the conclusion what we have to do is we have to summarize all the main points off the essay, so that basically means that we have to restate the thesis. So let's go ahead and start our conclusion by saying in conclusion, that's a great way to start. A conclusion is quite simple. So let's go ahead and forest restate our position in conclusion. University seats should not be. That's what we're arguing. That they should not be equally divided, equally divided or, we can say distributed. Sounds better equally distributed between male Andi female students. Actually, I also want to add my main ideas here. So let's add because because focusing on gender I would undermined national progress. Remember, that's what our first main idea waas, that is going to undermine national progress. And the second main idea was that it's going to create inequality. So let's go ahead and mentioned those in our conclusion as well would undermine national progress on result in It's going to create inequality so we can say it's going to result in inequality towards well qualified, Let's say, well qualified students. All right, so now we have summarised the main points off our S. A. And the first sentence so far conclusion is done now in the second sentence, which is also the last sentence off our essay, we have to end with a suggestion or some type of for recommendation. So let's go ahead and do that now. I think I'm going to keep my situation pretty simple for this one. I'm just going to say as such, I strongly urge school boards across our country or across our nation. Let's say to reject such proposals. Okay, I'm just going to make a simple suggestion out there that we should reject these proposals . And, um, it's not a good idea. Simple as that. All right, so we are now done with this essay and in any time that you have left over in the test, where you should be doing is you should be using that time toe check your work. So I'm going to take a few minutes now and make sure that I haven't made any mistakes in my essay so far. Alright, So I've been through this entire essay and I haven't found any mistakes. So this essay is now complete, so that brings us to the end of this video in the next video, I'm going to be going much deeper into this answer. What I'm going to do is I'm going to be breaking down the strategy step by step so that you can see how all the different pieces fit together. And then I'm also going to be breaking down the ingredients, so we're going to be looking at all the different tenses that we've used. The different are types of sentences that we've used compound sentences. Complex sentences were going to be looking at the types of vocabulary words, whether we've used active voice and passive voice, cohesive devices and all of these different ingredients. And we're going to see how they all fit together, how they all work together to create a band seven plus as a so I'll see you there. 51. Breakdown of Strategy for Practice Question 1: in the previous video You saw me, right? The practice question number one in real time with a 40 minute timer. So what we're going to do in this video is we're going to break down our answer. The essay that we wrote in the previous video, the practice question number one. I'm going to break down the strategy so that you can see how, exactly I constructed my s a step by step. Okay, so let's break it down so that we can get a better understanding off it. Now for this question for the practice. Question number one. I used template number one. So in the tempting number one, this is how we write Our introduction we mentioned are general statement. Then we paraphrase and finally state our thesis. Then I stated my body paragraph number one on my body paragraph number two. So in the template number one, my main ideas were followed by two supporting details. Okay. And then finally, I ended my essay with a conclusion in which I first summarised the main points. I restated my thesis on. Then I wrapped up my essay with a suggestion. Now, here is the question that you saw me Answer. The question says universities should accept equal numbers off male on female students in every subject. To what extent do you agree or disagree? So if you see a question on your exam, the first thing that you need to do is make sure that you properly understand it. So to this end, it may help you to underline certain keywords so you can underline certain keywords if it helps you to better understand the question. The next thing that you'll notice is this is an agree, disagree question type. So after you've properly understood the question, you have to identify what question type you're dealing with. This is important because this is going to change the strategy, the way in which you approach this question. Now, since this is an agree, disagree question type, you should know by now that for the agree disagree question type, we have to choose only one side. Okay, now, look, there are some teachers out there who will tell you that it is okay to partly agree with an essay, and they're correct. You can partly agree. That's okay. However, most of the times students end up messing up when they tried toe partly agree, because when you try to partly agree with an essay, it oftentimes ends up becoming a discussed both sides essay. Okay, this is not a discuss. Both sides question type. That is a different question type. This is an agree disagree question type. And my suggestion to you is that you simply choose one side and argue for that one side only. Okay, boy, complicated. Just make it simple for yourselves and pick one side. Okay. Now, once you've read the question and you identify the question type, you need to now construct the outline. So here's our question. I've just mentioned the main part of the question right here. Just for your reference on here is our position. The position that we took was that I strongly disagree. Okay. I strongly disagree that universities should accept equal numbers off male and female students. Now, here is the outline that you saw me construct. So first, my main idea number one was that this is going toe. Undermine national progress. If university start accepting equal numbers of male and female students in every subject, this is going to undermine national progress is going toe negatively affect our nation's economy. So this is how I supported my main idea. Number one. I presented my first supporting detail as wasting talents and time. So I argued that if we were to disqualify students based on gender, then the talents off a lot off deserving students is going to be wasted and not just their talents, but their time is also going to be wasted. Next. I argued that this would lead toe under performance because if we're wasting talents, well, then it's natural that this is going to result in under performance. Students are not going to perform as well, and together these things are going to negatively affect our country. So this is how I constructed the outline for my first main idea. Noticed that I did not write full sentences. I only wrote bullet points. Now here's my second main idea. I argued that this would also create inequality. I talked about the irony. The comedic situation that we're trying to remove inequality were trying to eliminate inequality by making sure that equal number of male and female students get access to every subject. And so in that way, we're trying to remove inequality or at least the people who argue for this. They're trying to remove inequality. But the funny thing is that this is going to create a different type off inequality. The inequality that this would create is that deserving students would not get admission. So this is the inequality. It would deprive deserving students, students who have worked hard to deserve an education. The second thing that I argued is that this type of inequality would be motivate students, students messed up, believing in themselves, and they may lose faith in the educational system. So this was our outline, and we're now ready to go ahead and break down the introduction. So when I wrote the introduction, of course I followed this template. So first of all, I gave a general statement. I started my asset with a general statement, as we always do on this was my general statement. Let's take a look. The subject off male to female student ratio in university classes has been a trending topic in recent debates on gender equality. Okay, so here my general statement talked about the recent development in this topic. Okay, so I talked about the current affairs I talked about the recent development. And that's how I opened up this essay. Next thing that I did was I paraphrased this question statement. This is our question statement right here. So I paraphrased it, meaning? I put it into my own words using center names and by changing up the ward order. So here is our second sentence in this regard. It is proposed that university seats should be equally allocated between male and female students for every course. Okay, so here I'm saying exactly the same thing as over here, but I'm saying it in my own words. Next, I wrote the thesis. Now, in the thesis, we have two parts. We have our position on the main ideas on here is our outline. Okay, so in the thesis, we only mention our position and the main ideas. So here in the blue color are our main ideas. So let's take a look at our pieces. However, I strongly disagree. Now that's our position. I strongly disagree with this view because focusing on gender would undermine national progress on lead to inequality towards well qualified students. Okay, So undermine national progress. That's our first main idea on it would also lead to inequality. That's my second main idea. Now we're done with the introduction. After I finished the introduction, I moved on to my body paragraph. So this is the essay that we have so far. Let's go ahead and break down our first body paragraph now. So for the first body paragraph, this is the template we're going to talk about. Main idea number one. And this is the outline. Okay, Now, this is the outline only for the first main idea. So in the first sentence off my body paragraph number one, I'm going to talk about how this is going to undermine national progress. So here's my first sentence to begin with. Implementing this proposal would degrade the productivity off our nation. OK, so that's the same thing as saying that it would undermine national progress. I'm saying that it would degrade the productivity, it would decline the productivity. Now we're done with our first main idea. And the second thing that we need to do is we have to give to supporting details. Now, in this case, we're going to be talking about these two items here in the green color, wasting time and leading toe under performance. Now the first thing that you'll notice here is that I have not separated these two parts into two separate sentences. What I've done is I've combined these two parts into one single sentence by using the word by. So let's read our sentence from the beginning. Now to begin with, implementing this proposal would degrade the productivity off our nation by wasting the talents off skilled individuals on setting up students toe underperform. Now here's our first supporting detail wasting the talents off skilled individuals. And here is our second supporting detail. Students are going to underperform as a result off this. Now let's move on to our third part, which is explaining detail number one. So here's our sentence. Disqualifying deserving students from a class simply to maintain the set ratio off male to female students will waste their precious time on delay their graduation unemployment, which will negatively impact our national economy. Now here I've simply elaborated upon this supporting detail Number one. I've simply extended upon this idea and a further explained it found. In addition to explaining it, I've also talked about a consequence. I've talked about what would result as a consequence off this scenario. So if we were to disqualify deserving students, then the result of bad would be that students would waste their precious time. The result off. That would further be that this would delay their graduation, which would further delay their employment, which would in turn negatively impact our national economy. OK, so do you see my chain off thoughts? I'm following a certain sequence. I'm describing a sequence off consequences off events, One thing leading to the next. Okay, now let's move on to the fourth part, which is explaining detail number two. All right, so here is our sentence. Furthermore, such a proposal would undermine the importance of hard work and result. In under performance, our students learn to rely more on their gender for admission than their competence. Now, here you'll notice that I am speculating. I've explained this second supporting detail with speculation on with consequence. I'm speculating what would happen as a result off this situation as a result off this proposal. Well, the result of this proposal, I'm speculating, would be that this would undermine the importance of hard work. Students were no longer value hard work. Why? Because they're going to start relying more on their gender. They may not focus on working hard and on making sure that they understand what they're learning. So the result of this would be that students would underperform and their competence would go down. Okay, Now our first body paragraph is complete. I've decided not to include a transition since my body paragraph is already long enough. And also I want to save some time. Okay, so this is our essay so far. Now, let's go ahead and write our second body paragraph. So in the second body paragraph, we're going to be talking about main idea number two. Here is our outline on. We're going to be talking about our main idea number two in the first sentence, which is here in the blue color. So here is our second main idea. Ironically, such an attempt to create gender equality in universities would give rise to a new form off inequality. Now let's go ahead and talk about our to supporting details. So I'm going to be mentioning my to supporting details down here in the green color. In my next sentence, many deserving students would be deprived off equal educational opportunity on this condemn motivate students to pursue for their education. Okay, so I'm talking about how this is going to deprive deserving students, and that's the inequality that I'm talking about. This is an inequality. Students who have worked hard are no longer going to be able to study their subjects because maybe they can't get into the classes due to their gender. And then here is my second supporting detail that this would result in de motivating students. Now let's talk about our third sentence. Are explanation off detail number one. Numerous hardworking students take their education very seriously on to disqualify them from a class on Lee because of their gender would be a great injustice. Now here I'm explaining detail number one with elaboration, meaning, I'm simply explaining the idea further. I'm not really giving examples or talking about personal experiences. I'm simply explaining the matter of fact. I'm explaining the fact that numerous hardworking students take their education very seriously and so it would be an injustice if we disqualify thes, hardworking students and these well deserving students just because off their gender. Now let's go ahead and write our fourth sentence, which is the explanation off detail number two. In fact, such injustice can easily de motivate students as they lose faith in the educational system or begin to doubt their abilities. So here we are, explaining our detail number two with speculation and consequence. I'm speculating what could happen as a result off this injustice. So what could happen if we started to disqualify well deserving students? Well, ah, possible scenario is that students would lose faith in the educational system, or it's also possible that they may start to doubt their abilities. They may think that I'm not smart enough. I'm not deserving enough, and this can really de motivate students. So now my body paragraph number two is complete here as well. I've decided to skip my transition. It is optional, and my body paragraph number two is long enough. So I've decided not to include it here. So here is our essay. So far, we're moving along pretty well, and this is a pretty good length for our essay so far. Now, let's wrap it up with our conclusion, the final paragraph. So for the conclusion, you may remember that we need the thesis because in the first sentence, we have to restate the feces in the first sentence off the conclusion, we have to summarize the main points. So here is our thesis. I'll read it for you. However, I strongly disagree with this view because focusing on gender would undermine national progress on lead toe inequality towards well qualified students. So that was our thesis that we wrote in the introduction on here in the red color. We have the position on Dhere in the green color. We have our main ideas. Now, in the first sentence off our conclusion, we're going to be summarising the main points. In other words, we're going to be restating this pieces. So here's our first sentence. In conclusion, university seats should not be equally distributed between male and female students because focusing on gender would undermine national progress on results in inequality towards well qualified students. Okay, so here we've mentioned our position, seeds should not be equally distributed. That's the same thing as saying. I strongly disagree with this view, so that's how we've paraphrased it. We've restated our species. We have restated the position from our faces. Now here, I've said, because focusing on gender would undermine national progress. That's my first main idea. That's what we're here. And then I have said that it would result in inequality. That's my second main idea. So now that we're done with the first sentence in our conclusion, let us finish off our essay with a suggestion or a recommendation. Here's our last sentence. As such, I strongly urge school boards across our nation to reject such proposals. So I've said I strongly urge. So I'm making a strong suggestion, a strong recommendation, and I'm urging the school boards do not follow through with its proposal to reject all such proposals. So that's it. We're now finished with our conclusion on with that were finished with our entire essay, actually, and this is what the entire essay looks like in this essay. We've written a total off 286 words. Go ahead and pause this video. If you want to read this essay one more time, also, I want you to take note off the paragraph ing the spacing. So remember when you're writing the essay, you have tow Either skip a line between each paragraph, as I've done over here, or if you don't follow this format than what you can do is instead off skipping a line you can simply in dende the first word in den the first line off each paragraph. OK, so that's our essay. I hope all of this is much clearer to you now and that you have a better understanding off the strategy that goes into writing a band seven plus s A. Now, in the next video, I'm going to be breaking down the ingredients off this practice question number one essay that we wrote here together. I'll see you there. 52. Breakdown of Ingredients for Practice Question 1: in the last video, you saw me break down the strategy for the practice question number one that I answered in real time. Now, this time we're going to do is we're going to be breaking down the ingredients. Do you remember the ingredients? We went over the ingredients in part one of this course, So we talked about the grammatical range and accuracy we talked about task, achievement, cohesion and coherence on lexical resource. The vocabulary. So those are the ingredients on now in this video, I'm going to be breaking down those ingredients so that you can see how all the different ingredients, the different components come together to create a band seven plus as a So let's take a look at our essay. So this is the essay that we wrote. This is 286 words on You've seen this essay several times by now. You saw this essay when we broke down the strategy and you saw it when I wrote this answer in real time. So now let's go ahead and break down the ingredients. We're going to start off with cohesive devices. So all the words and the phrases here that are in the pink color that are highlighted in the pink color are the cohesive devices. So here you can see the phrase in this regard. So this is a phrase that helps us to start a new sentence. Here we have the word that so here we're using a cohesive device that references back to some information that we've already talked about. Similarly, here we have the word recent. So again we are referencing back to some information that we are already aware off. Here we have another cohesive device, however, is a word that you can use to show contrast off information. You can also use words such as because on on. So these are the conjunctions. So in this case here, we have a subordinating conjunction on the word and conserve as a coordinating conjunction . Now, here we have the word which this is a relative pronoun. So you see all of these different words and phrases add fluency to the answer. Their purpose is to help us to transition smoothly from one idea to the next, from one sentence to the next from one paragraph to the next. Okay, so that is the purpose of the cohesive devices. Go ahead and pause this video if you want to take a look at it in your own time. Now, if you want to review the cohesive devices, then go back to part one of this course where I've discussed cohesive devices in much more detail. Now let's move on to our second ingredient coordinating conjunctions. Now coordinating conjunctions help us to form compound sentences, but not always see, we can use coordinating conjunctions toe also form complex for phrases. Now, this is just a complicated word. You don't really have to know what it means. The important thing here is you know how to use the word on or and so on. Okay, as long as you know how to use these conjunctions in your sentences, you're good to go. You don't have to worry about the grammatical aspect off these things. In fact, I recommend that you don't waste too much time to try to learn the different grammar rules and so on. The important thing here is to know how to use these different words thes different conjunctions in your sentences. Now here's the thing. So here in the green color, we have coordinating conjunction on here. We also have and and these two coordinating conjunctions in this case form compound sentences. And that's great. That looks really good in your writing. And examiners want to see that this is going to boost your score. But you see, here in the blue color, we have coordinating conjunctions as well. We have a bunch off ands, and then we also have toward or now here, in these sentences, we don't have a compound sentence here. However, these are still just as valuable. These air still just as good. And they are also going to help your score. So here, even though you're not forming a compound sentence, you're still using language in a complex way. And examiners like to see that. Okay, So don't think that you have to write a compound sentence. You don't have to. In fact, you should not really be thinking about Is this a compound sentence? Is this a complex sentence and so on? You should not really be thinking about that. Your focus should be on answering the question on on answering it in a high quality matter . Okay, focus on the quality off your writing. Now let's move on to our next ingredient. Here we have the subordinating conjunctions here in the red color. We have to subordinating conjunctions words such as because by as and so one. So you may remember that a subordinate in conjunction helps us to connect a dependent clause with an independent clause. So here we have an independent clause. I strongly disagree with this view. And then everything after this is a dependent clause. If you're not sure about what the clauses mean, what an independent clause is, what it dependent clauses or if you just forgot, then go back to the grammar section where I discussed this in much more detail. Now let's move on to our next ingredient. The next ingredient are relative pronouns. Now, in this case, I've only used it once and again. You don't really have to use a relative pronoun in order to get a high band. You don't really have to use any one particular ingredient. You see, it's more about the quality off your writing. So in this case, I've used a relative pronoun just once, the word of which So in this case, I'm using the word which to add extra information to my sentence. Our next ingredient is the voice now in English. We have two different types of voices. We have the active voice on the passive voice. Now hear everything that you see in the black color everything that is written in the blacking. Pretty much the entire essay is written in the active voice. The sentence is here, the phrases the little parts that are highlighted in this brown color. Those are the passive voice. So here, when I say many deserving students would be deprived of equal educational opportunity, This is a phrase that is written in the passive voice. So you may remember that the difference between the active voice and the passive voice is that in the active voice the subject does of orb. So, for example, I may say I eat an apple that is active voice. On the other hand, in the passive voice, the verb is done to the subject. So I may say the apple was eaten by me. OK, do you see the difference in the active voice? We say I eat the apple in the passive voice. The apple was eaten by me. So that's the difference between the active voice in the passive voice. If you're not sure about this or if you simply want to refresh your memory, go back to the grammar section where I discussed this in more detail. Now the next ingredient is the tenses are right now we've used a lot of different types of tenses in our answer. Now, here in the green color, everything that is highlighted in the green color. Here, this is in the present simple tens. In the blue, we have the present perfect tense, such as up here in the dark blue color we have the future simple 10 such as here and then finally in the yellow color we have mortal tenses. So mortal tenses are basically any tenses that have the words that have mortal words in them, Words such as should would can and so on. Okay, so these are what we call motile verbs. Now again, you don't really have to worry about the grammatical aspect of thes things. In fact, again, I recommend Do not really try to focus too much on the grammar side of it. The important thing here is that you know how to use these words. Okay? So always focus on that. All right, Now, let's take a look at our president. Simple tenses. Here. You'll notice that the word is lead to inequality. I strongly disagree with this view. All of these are in the present simple tents. And in this case, I'm just making general statements. Okay, so when we make universal statements, we often do that in the present. Simple tense, as I've done over here, here we have the present perfect has been so university classes has been a trending topic in recent debates. So we use the present perfect tense when we want to show that something started in the past on it's still happening right now. Okay, so that's the present perfect tense in the future. Simple, tense. This is pretty straightforward. Were saying that something is going to happen in the future. If you want to review the tenses, go back to the grammar section where I discussed this in more detail. Next, let's talk about call locations. Okay? Now, I know this looks a little bit overwhelming. I've got a lot of blue color here, but let me explain this. So Akala cation is basically a group off words that go together with each other. So a col occasion. You can see it as a team or a pair that often goes together with each other. We frequently see them in combination. So, for example, the phrase give rise. Okay, We often say we don't say make arise. We don't say do arise. We say give rice. Okay. Something would give rise to something we don't say. It would make rise to a new form of inequality. That's wrong. So that's the purpose off allocations to use words in the correct combination. Another call location here is lose faith. So I wouldn't say drop faith in the educational system or it would take away faith in the educational system. Okay, so we don't really say it in that combination, the correct combination would be lose faith. So all the different words and phrases that you see here are combinations that frequently appear together. Okay, trending topic, recent debates. We often hear words in these combinations. Now you may be thinking to yourself, but why are certain combinations so long, such as? This entire sentence almost seems to be highlighted in the blue color? Why is it that some off them are so short, such as trending topic, but the rest are so long. So to answer that, let's look at this part of the sentence right here. I'll read it for you. I strongly urge school boards across our nation to reject such proposals. Okay, now you see, this part is underlined over here, and I've broken it down down here. Now what I've done is I've actually broken down the call locations. So you see here strongly. Urge is a call location. It's a group of words that we often see together with each other. Similarly urged school boards is something that is a combination. It's a car location. Similarly, school boards across is also called location. When we're talking about school boards were talking about across a nation. We want to express the fact that the school boards are spread out so similarly, if you were to talk about universities, you would also use the word across with it. So that's the car location. The next Col occasion is across our nation, so we want to show the fact that the school boards are spread out throughout the nation. Okay, and then we have urged to reject. Now we don't have the phrase urged to reject right here. So this is a word that actually ties back from back here. So we use this word earlier in our sentence. And actually, even though this word was used earlier in the sentence, it's still ties into the part that comes later in the sentence. So urged to reject means that we are suggesting to take certain action so urged to reject and then finally reject such proposals. What are you going to reject? What are we talking about rejecting? We're talking about rejecting proposals. So here is another call location. You see, these words are like a jigsaw puzzle. They're like a puzzle, and they all fit together with each other, and you need to know how to fit them together. That is what I call locations are call locations are about using the right words in the right combination and showing the examiner that you know how to correctly fit the different words together. So now what happens is when you end up using these qualifications, what happens is that when you use them in a sentence, they tend to Qala Kate with each other. So one word color kits with the next, which colic? It's where the next which colic? It's with the next and so one. So what you end up getting is a long chain off words, a long chain off locations. So that is the reason why some of them are so short up here. But then, others are so long in the cases where we have a bunch of call locations lined up like a chain. We have a long chain off words that all Qala Kate with each other where one Qala gates with the next, which colic? It's with the next and so one, So I hope that's clear for you. Now let's move on to our final ingredient, which is the vocabulary. Now, if you're going to get a high score on the vocabulary category, you need to use new vocabulary words. You're only going to score points for vocabulary words that are new. So any words that are from the question and the vocabulary words that are already used in the question, such as here in the brown color? These are words that are already used in the question, and therefore, by using them, you're not really going to get any points for the vocabulary category, so you have to use new words. And all the new words that I used in this answer are highlighted here in the dark blue color. So I suggest that you pause the video and take a look at these vocabulary words and make sure that you know the meaning off these words and that you know how to use them in your writing. So that brings us to the end of this video. In the next video, I'm going to be answering another practice question for you in real time. This is going to be our practice question number two, So stay tuned, and I'll see you there. 53. Practice Question 2 in Real-time: Welcome back in this video, we're going to be looking at practice Question number two. So I'm going to be answering this question in front of you in real time with a 40 minute timer. So before you saw me to practice question number one in which I used template number one This time I want to answer the question in front of you using template number two just so that you have a better understanding off using both the templates so that you can choose whichever one you like the most. So let's get started. Over here we have our writing task to question on. Here is the main part off the question. So let's go ahead and read this really carefully. Some people think that a sense of competition and Children should be encouraged. Others believe that Children who are taught to cooperate rather than to compete become more useful. Adults discussed both these views. Aunt gave your opinion. Okay, so the first thing that you need to do whenever you get any kind of question is make sure that you read it carefully so that you understand what it is asking you for exactly. If it helps you, then go ahead and underline certain parts off the question. The next thing that you need to do is you need to identify the question type that you're dealing with. So in this case, we are dealing with a discuss both sides question. OK, so what you need to do is you need to discuss both sides off this discussion, and then you need to give your own opinion. So let's get started. We're going to begin with writing the outline, so this is always the four step. Whenever you get the task to essay, begin with the outline. Now, of course, before I begin the outline, I need to have my position in mind. I need to know what position I'm going to be taking throughout this essay. So in this case, I don't need to write down my position. Of course, this is something that you already know in your mind. So you don't have to write this down. That would be a waste of time. In this case, my position is going to be that both sides are important. And remember that this is not an agree, disagree question where you have to just choose one side. This is also not an advantage. Disadvantage question where you only have to choose one side. On the contrary, this is a discussed opinion question in the discuss opinion question. You are supposed to talk about both sides now. You don't have to agree with both sides, but if you do agree with both sides, that's okay. Or if you agree with just one side, then you still have to talk about both sides. But then just state in your position when you're giving your opinion state the fact that you agree with this particular side only. So for this question, my opinion is going to be that both sides are important. I think that competition is important, that Children need to learn how to compete, but at the same time they also need to learn how to cooperate. Both of these are important skills to have. So with that position in mind, I'm going to go ahead and start constructing my outline. I'm going to first shot down my main idea number one on in the main idea. Number one. This is pretty simple. I just have to talk about the benefits of competition. This is already laid out for me because this is a discussed both sides question. So in the first main idea, I'm going to talk about the benefits off competition on the supporting detail that I'm going to use for days is something I need to think about. So give me a second here. Well, I think that one of the main values of competition is that it can teach us to to learn our potential to discover our true potential. It teaches us to push beyond our boundaries and beyond our limitations. So that's what I'm going to put down here for my supporting detail. Number one, that this helps us to push boundaries. Students can learn to push their boundaries if we teach them to compete. Now, this is Template number Two, in which I'm only going to use one supporting detail. So this here is my one supporting detail. Now what I'm going to do is I'm actually going to go ahead and add an example just so that I have this in mind so that when I'm writing my essay, it becomes a little bit easier. So to support this supporting detail, I'm actually going to talk about an example and this is going to be an example from my personal life. When I was little, I used to play soccer for my school, and we had a lot off soccer tournaments and competitions. So I want to talk about that particular experience on. I'm going to support this supporting detail using this personal example. Now I'm going to move on to writing my second main idea. And the second main idea is, of course, we need to talk about the cooperation side. So we need to talk about the benefits off cooperation. Now we need to present one supporting detail for our template number two. Well, the main benefit that stands out to me about cooperation is teamwork. Cooperation teachers, students how to work together in a team on a teacher, students the value off other people's perspectives. So I'm going to use that as my supporting detail for my second main idea, and for this as well, I'm going to use an example. So let me think about an example. Here's what I'm going to do. I'm going toe, make up an example. I'm going to talk about my kindergarten experience, so I'm going to talk about brainstorming projects. I'm going to give an example and say that when I was little when I was in kindergarten, I remember that my teachers would often give the whole class brainstorming projects in which all the students had to work together to find the solution to a certain problem or the solution to a certain puzzle. Now there is not a real example. I'm just making it up. I'm saying that this is a personal example that that that this is an example from my personal experience, but that's not true, but it doesn't matter. The examiners don't care. And so I'm just going to go ahead and make up an example. So that's how I'm going to explain my supporting detail over here. Got it. Now we're done with the outline, and we can move on to writing the introduction. So let's go ahead and start writing our SNL. Now. You may remember that the first sentence off our essay has to be a general statement. So when you're talking about the general statement, there are many different ways that you can go about this. For example, you can talk about the impact off a certain topic on the society. You can talk about a recent development in that topic. You can talk about the current affairs surrounding that topic and so on. So in this case, what I'm going to do is I'm just going to open this essay with just a general statement. I want to start it off like this. So right now we know that there are a lot of different views on how Children should be taught, how Children should be raised, and so on. The term for this is actually pedagogy. Pedagogy is the method in which we teach Children. So there are a lot of different pedagogy is out there for teaching Children and that you can kind of see that as a recent development in the topic. So that's how I'm going to start off this essay. I'm just simply going to say that there are many competing views on raising Children or rather many competing views on the pedagogy. I want to use that word. It's a good word to use on the pedagogy off raising Children, and that's it. I'm going to stop there. So that's the basic general statement, and we're now done with our first sentence now in the second sentence. What we have to do is we need to paraphrase the question statement. Now, here is the question statement for this question. So what we have to do is we have to paraphrase it, using synonyms on by changing up the word order. So we basically need to put this into our own words. So let's go ahead and do that now. Okay, so we're talking about the contrast in viewpoints off the two different groups. So I'm gonna start off like this in this regard in this regard. So I'm using a cohesive device here to transition from one sentence to the next. In this regard, some educators believe that encouraging Children to compete. So instead of saying competition, I will change it to to compete and that encouraging Children to compete is the most beneficial. Or let's say is most beneficial to there development. Okay, now we also have to talk about the other viewpoint because other educators believe that cooperation is more important. So I'm trying to fit all of this, this entire paraphrasing. I'm trying to fit it all into one single sentence. So what I'm going to do? Actually, I'm not going to end my sentence there. I'm going to carry on and I'm going toe ad this. I'm going to add this part here. I'm going to use the subordinating conjunction, whereas this is great to use when you're making a contrast when you're trying to show contrast between two different things. And here we do have a contrast because different groups believe different things. So I'm going to say whereas others believe or let's say, others argue in favor off cooperation or we can say in favour off teaching cooperation. Okay, great. We're done now with the second sentence as well. So you can see here that I've changed the words around. I've changed up the word order and I've also used synonym language here. So instead of saying competition, I've said compete instead of cooperate up said cooperation Instead of saying become more useful adults, I've said beneficial or most beneficial to their development. And so one Okay, you get the point. So we're now done with the second sentence and we can now move on to the third sentence in our introduction, which is also the final sentence for the introduction. The thesis Now, do you remember what we need in a thesis. We need two things we need the position on. We need a summary off the main ideas that you're going to talk about in your essay. So let's go ahead and write that down. So I'll start with my position here. I'm going to say, in my view, this makes it very clear to the Examiner that you are stating your opinion. In my view. Well, in my view, I think both things are important. Both skills. Let's call them skills. Both skills are essential to the development or to the were rounded. Let's say to the well rounded development off Children. Okay, so that's my position right there. Now what I have to do is I have to add the main ideas to this sentence. So let's go ahead and do that. I'm gonna put it like this on. As such, this essay will explore both sides off this debate. Let's change that to Facets. I like that word. More facets. Okay, so this, as they will explore both sides, both facets off this debate, and then it's not just going to explore both facets of this debate. Actually, I also want to show that both sides are important. So we'll say, Alan, show why both are necessary. Excellent. We are now done with our introduction. We've got the general statement. We've got the paraphrasing on here. We've got our thesis. Now let's move on to writing our forest body paragraph. So we're going to be talking about this part over here. So I'm going to start off with just a general statement mentioning the benefits of competition. So maybe something like this teaching competition serves an important roll in Childrens development. Okay. Actually, you know what? Here. I see that I've already used the word Children, and then I've also used it here again. So I'm gonna change states toe a synonym. I'm going to say, kids, I'm going to use a synonym for Children just to change it up. Okay, so that's my first sentence right there. It's a pretty simple sentence, and I've talked about the benefits of competition. I'm talking about the fact that competition does serve an important role. It does have some benefits. So in the next sentence, I have to present this supporting detail. Number one. - All right now I'm done with my supporting detail. My second sentence of simply said, Ah, competitive attitude can compel Children to push beyond their current limitations. So that's what we were talking about in our supporting detail. Number one we're talking about the fact how competition can cause can help Children to push beyond their current limitations toe break through their boundaries, their limitations and discover their higher potential. Okay, now I have to explain this further in my third sentence. So that's what I'm going to do. I'm going to talk about this soccer example from my childhood, for example, in my childhood, let me think about this for a second. Okay, In my childhood, it was the drive to be better then than the competing team At what? At soccer, of course. The drive to be better than the competing team at soccer that motivated me. And actually not just me, but also my team. So I can say that motivated me on my team. Okay, I think I'm gonna make the sentence a little bit longer than usual. So I'm saying that this drive this drive to be better than the competing team pushed me and pushed me in my team to be better than the competing team. And actually, what it did is it pushed us to put in extra hours of practice. So instead of going home, or we did is actually we stayed around the playing field on we put in extra hours off practice. So I'm gonna go ahead and at that in there to put in extra hours off practice. And now I want to talk about the result off that. Now here's the thing. I can actually stop right there, and I can start a new sentence. But, you know, I feel like I want to make this sentence longer a little bit complicated. So what I'm going to do is I'm going to simply add which and then I'm going to talk about the consequence off this situation. What was the consequence of doing this? What was the consequence off putting in extra hours of practice? So here's the consequence, which eventually lead to our victory to our victory in many soccer tournaments. Actually, now I can stop here, but what I want to do actually, I want to connect the idea off this point. I want to connect this point back to the original argument. The original argument is that competition can help us to push beyond our current limitations. So I want to tie this sentence back to this main idea right here or not. The main idea, but rather the supporting detail supporting the main idea got it. So here's how I'm going to do that. So here's how I'm going to do that. So I'm going to add, which eventually led to our victory in many soccer tournaments and helped us to discover I athletic potential. Great. Now I've connected the idea off, discovering one's true potential back to this supporting detail. So how did we discover our true potential? Well, we pushed beyond the current limitations by putting in extra hours of practice. And then we beat the competing teams and we won many tournaments, and that's how we discovered our athletic potential. So that's my example right there. Now. It doesn't have to be as complicated as this. If you feel like breaking up a sentence like this into two sentences, that's totally fine. You're still going to get a great score, so don't worry about that now. We are done with our third sentence and in the temple in number two in the fourth sentence . You may remember that you have two options. Now, I can either further explain this point or I can transition into my next paragraph. Now I think that I've done plenty off explaining over here. I think that the ideas are pretty clear. I don't think that I really need to be going on about this idea anymore. So I'm simply going to transition into my next paragraph now. So let's make this transition simple. I'm just gonna say, Let us now turn to the other side off this debate. Great. Simple is that Now let's move on to our second body paragraph. We're going to now talk about the benefits of cooperation. Okay, so that's my opening for the second body paragraph. No less important is the roll off teaching Children cooperation? Maybe it maybe I can change it up a little bit. No less important is the roll off teaching Children, let's say to cooperate with each other. It doesn't matter. They're both fine. Either sentence would be fine. Okay, so I'm done now with my second main idea. I've stated it as a general fact that cooperation is just as important. Now I can move on and discuss my supporting detail so I can talk about teamwork, the importance of teamwork and so one. So let me think about this, all right. I think I'm gonna start it off like this. Such cooperation can prepare students or, let's say, Children. We're not just talking about any students. Let's say Children such cooperation. Actually, let's say students. We've used the word Children a bunch of times, so I think students is just fine here. Such cooperation can prepare students to be good team players and understand the value off other people's perspectives. Okay, so I've kind of talked about teamwork here. I mentioned the fact that cooperation can prepare students to become good team players. So that's the same thing as saying that is going to teach students teamwork and one off the defining characteristics off teamwork or off. Being a good team player is that you get to understand the importance off other people's perspectives. See, if you did not understand the importance off other people's perspectives, then you wouldn't really be a good team player. So these two things they go hand in hand with each other. All right now, I've stated my supporting detail, and I can now move on to talking about my example. Now you may remember that this brainstorming project example that I made up was just made up. It's not a riel example from my personal experience. I just made it up because I couldn't think of anything else. So I'm gonna start off like this. For example, I remember that in my early childhood in my early childhood, education is what we're talking about. Actually, our teachers gave us projects. Well, let's say let's say a sign gave gave would be fine. It's a little bit too simple, so I'm just going to change it toe assigned, Because why not? Okay, our teachers assigned us project in which in which all the kids off their kids this time all the kids were required to brainstorm. Let's say toe collectively to collectively brainstorm to collectively brainstorm means to brainstorm together to do something as a group, okay, collectively to collectively brainstorm solutions. And by the way, if you don't over the word brainstorm means brainstorm means. When you're thinking about ideas, your think about certain solutions, solution to a problem solution toe a puzzle and so on. That's called brainstorming. Also another good word to use in an essay like this. So all the kids were required to collectively brainstorm solutions. Solutions to what, well, solutions to various problems. Let's just say that great. Now I've given my example and I've explained my supporting detail. And with that, I've supported my main idea. Number two. Now, for the fourth sentence again, I have a choice. I can either transition into the conclusion paragraph into the into the next paragraph, or I can further explain this point. So I'm going to go ahead and further explain this point. I'm going to simply talk about the consequence off this situation because it feels to me that this idea is incomplete because what I really want to do is I want to connect this idea back to my main idea Number two. So my main idea number two, of course, is to show the benefits of cooperation over here. What I'm doing is I've shown that when I was little, our teachers made us do these assignments in which everybody brainstorm together. But this doesn't really mean that this was a beneficial assignment. You see, it doesn't prove anything. It doesn't prove that this was beneficial to our development. And that's our main idea. We're talking about the fact that cooperation can be beneficial, so we have to prove that we have to support that. And so I'm going to go ahead and add an extra sentence. And I'm going to talk about the consequence off this in order to support my main idea. Number two. Does that make sense? So we could write something like this as a result, as a result of this or listen see as a result, As a result, we were able to solve puzzles faster. Okay, so we were able to solve puzzles faster. It could be seen as a beneficial development. I'm still not convinced 100%. So what I'm going to do is I'm going to prove it. I'm going to prove that cooperation helped us to develop. And I'm going to do that by saying I'm going to say that it accelerated are learning. It helped us to learn faster. So we were able to solve puzzles faster on accelerate are learning. Okay, So accelerate our learning. Now, I have proved with my personal experience that cooperation was very beneficial to the development off all the kids in the class because all of us were able to solve puzzles faster and all of us were able to accelerate our learning process. So now we are finished with our body Paragraph number two, if you want, you could actually go ahead and add a transition here. But it's not really needed since I'm trying to manage my time here. And then also, I've got a good number off words. I'm not trying to go too much over 250 words. Okay, so I'm easily meeting that requirement. So I'm not going toe worry about that. I'm simply going to move on to my conclusion. Paragraph now. Now, you may remember that in the conclusion paragraph, we have to do two things in the first sentence. We have to summarize the main points, meaning that you have to restate the thesis. So in the thesis, you have to restate the position on the main ideas that you talked about in the essay. Remember that you should never introduce any new information in the conclusion. The conclusion is basically a summary off your essay, so never introduced any information that you haven't discussed in the essay before. The second thing that you need to write in your conclusion is a suggestion. So this is a great way to wrap up your essay toe end. Your essay is to leave, Ah, final suggestion or some sort off a recommendation. I want you to note that your conclusion needs to be two sentences. But if you're running short on time and if you have to squeeze it down to just one single sentence, that is totally fine. You can still get a band nine with it, so don't worry about it. So let's go ahead and start constructing our conclusion. Now I'm gonna say in summary. So I'm referencing back to this part over here. This is our thesis from the introduction, and this is what I'm using to reward into my conclusion. I'll make it bold for you just so it's easier for you to see this. So instead of saying essential, I'm going to change it. Toe vital is vital. Four. I'm going to go ahead and use the phrase were rounded again. I have used it before up here, but ah, I'm going to go ahead and use it again anyway. But I'm not going to say development. What I'm going to say is well rounded, maturation, maturation of Children. So that's my summary right there. That's my summary of the main points in summary or healthy balance off. Both competition and cooperation is vital for the well rounded maturation off Children. So here you'll notice that I've restated my position. So I'm saying that both things are important and then I've also restated my main points. The main points are that competition and cooperation are both beneficial for the well rounded maturation of Children. Now all I have to do is add my final sentence and I will be done. So let's think about a good recommendation with which we can end this essay well. One recommendation that we could make is we could suggest that all the school boards should introduce a wide range of activities, activities that are not just competitive and not just cooperative, but activities that are both that encompass both that encompass competition and that also teach Children cooperation. So if school boards were to introduce activities that took care off both of these things, then we could ensure the were rounded maturation off Children by the way maturation means to mature, to grow up to develop. So here's my final sentence. Therefore, I would let's advice I would advice schools to introduce to introduce a wide range off activities that that incorporate incorporate means to include that incorporate both these essential let's call them skills again that incorporate both these essential skills into their curriculum or into their teaching curriculum. All right, there we go. Folks were now finished with our task one, I say What I want to do now is I want to quickly go over and read my essay really quickly just to make sure that there are no mistakes. And this is what you should do. If you have any leftover time at the end of her essay, then make sure that you take the time to read your essay on fix any small errors that you may have made. So I'm gonna go ahead and do that now. Okay. I've went through my essay. I've read it really quickly, and I don't see any errors here to be fixed, so I'm gonna leave it there. We're now finished with this practice. Question number two s A in the next video you're going to see me break down the strategy off writing this as a step by step, so I'll see you there. 54. Breakdown of Strategy for Practice Question 2: in the previous video you saw me, right? Practice question number two in real time with a 40 minute timer. Now what we're going to do in this video is we're going to be breaking down the strategy so that I can show you how I wrote that. I say step by step. So let's break it down. We're going to start off with looking at our template number two, since this is the template that I used for writing the practice question number two. So here is our introduction. The introduction does not change in the templates, regardless off whether you use template number one or template number two. Then here is our body paragraph. The only difference here, which I'm sure you know by now, is that each main idea is followed by just one supporting detail. Similarly, in second body paragraph, it's the same thing, but with main idea number two and then the conclusion is also the same whether you're using template number one or template number two. So for practice, question number two, I used this template and we're not going to be looking at our question. So this is our question. I'll read it for you. Some people think that a sense off competition in Children should be encouraged. Others believe that Children who are taught to cooperate rather than to compete, become more youthful adults. Discuss both. These views aren't give your opinion. Okay? So whenever you get any kind of question on your isles exam, the first thing you have to do is make sure that you understand what the question is asking you for now, In order to do this, it may help some off you to underline certain keywords. So here I've simply highlighted instead of underlining. But in your test you can underline certain portions off the question prompt so that you can better understand it. Okay, Now you don't have to do this, but if it helps you, then go ahead and do it. The next thing that you need to do is you have to identify what question type you're dealing with because that's going to change. Your strategy is going to change the way in which you approach the question. So here you may have guessed that this is a discussed opinion question. The reason we know that is because this question is asking us to discuss both views. So we have to talk about both sides off this discussion. And then we also have to mention our own opinion. So this is a discussed opinion question type. Okay, so once you're finished with understanding the question on identifying the question type, you can then move on to construct in your outline. So we're gonna now go ahead and construct the outline. Now, I've put the question prompt over here, Just the main part of the question for your reference. It may help you, and here is our position. So in this question, the position that you saw me take when I wrote this essay was that both sides are important . So I'm arguing that both competition on cooperation, they're both important. Now I want you to note that if this was an agree, disagree question, I would not say that both sides are important because in an agree, disagree question or an advantage disadvantage question, you only have to choose one side and argue for that one side because in an agree, disagree question or an advantage disadvantage question, it's best to simply choose one side and argue for that one side. However, this is not that type of question. This is a discuss both sides question, and therefore it's OK in this case to say that both are important. The reason that I can say this is because I have to discuss both sides anyways. And so if I think that both of them are important than that very well fits into the flow off our essay. So that's the position that I took for this question on. Here is the first main idea that you saw me jock down. Now remember, whenever you are writing the outlines, we are not writing complete sentences. That is a waste of time on Lee George down bullet points just enough for you to know what you're going to write about. So in the first main idea, I'm going to write about the benefits of competition. Remember, I have to discuss both sides off this discussion so the first side is to discuss the benefits of competition on. I'm going to support this main idea with my supporting detail. Here's my supporting detail. I argued that one off the main benefits of competition is that it can teach Children to push beyond their boundaries to push beyond their current limitations. And then you saw me further support this supporting detail. You saw me further explain this supporting detail, using an example on the example that I used was my soccer experience. So I used to play soccer when I was a little kid. And so I used that experience as an example to support this supporting detail. Now, once I was done with my first main idea, I then moved on to jotting down the bullet points for my second main idea. So this time we have to talk about cooperation. That's the other side of the issue. So here was my supporting detail. I said that one of the main benefits of cooperation is teamwork. It teaches students how to be a good team player, which is a very important skill if we're going to work in businesses and so one. And then I supported this supporting detail, or I explained this supporting detail by using another example. This time, this wasn't a real example. I just made it up on the spot, and the example that I made up was that when I was little, our teachers used to assign us to certain projects, brainstorming projects in which all the kids would come together and collectively solve a certain problem or a certain puzzle and how that helped us to accelerate our learning. So that's the outline that I created. And then I moved into writing my introduction. So here is our question statement. So you may remember we used the question statement in the second sentence when we are paraphrasing and we use this in our introduction. So before we get to that, the first step is to actually open your essay with a general statement. Now here is my general statement that I wrote for this question. I said there are many competing views on the pedagogy off raising Children. Pedagogy just means the method or the way in which we teach Children. Okay, so that is the subject off pedagogy. So here I basically just talked about a recent development in this topic. So a recent development is that recently many competing views regarding how Children should be raised have coming to light or have started to be debated in the public domain. Now, once I was done with this, I then moved on to my second sentence, in which I paraphrased this question statement here. So let's go ahead and take a look at what I wrote for our second sentence. Here's our sentence in this regard. Now here is a cohesive devices, a phrase that helps me to connect or rather helps me to transition from my first idea for my first sentence to my next idea. So in this regard, some educators believe that encouraging Children to compete is most beneficial to their development, whereas others argue in favour off teaching cooperation. So here, of course, I'm saying exactly the same thing as over here. So here you can see that I've changed some words around. So Harris, as competition in Children, should be encouraged. I've changed that around, and I have said educators believe that encouraging Children to compete is most beneficial to their development. Okay, And then you can also see that I've changed some words around and you can kind of call them synonyms, For example, instead of cooperate offset cooperation, I've changed talk to teaching instead of encouraged off, said encouraging on so one. Okay, so let's now take a look at our final sentence. The thesis now in the thesis, we need two parts position and main ideas. Here is the entire outline that we've put together on in the thesis. We're going to talk about our position, which you already know by now. We think that both competition and cooperation are important. So that's our position. And then we also have to mention our main ideas. Now here, the main ideas are in the blue color There, the main parts on the top off our outline. So here the main ideas are in the blue color. So here is the thesis that I wrote. It is my view that both scales are essential. Now that's my position. Both skills are essential to the well rounded development off Children. On a such this essay will explore both facets off this debate and show why both are necessary. Okay, so here I'm saying that this is going to explore both facets. We're going to first talk about the benefits of competition, and then we're going to talk about the benefits of cooperation. So even though I haven't said it exactly like this, it's still the same thing. I'm still talking about my main ideas over here, and that's fine. You can do that. Okay, so we are now finished with our introduction. And this is our essay So far, this is just the first paragraph. Now let's go ahead and write our second paragraph. Our body paragraph number one. So we used template number one. And this is the template sentence by sentence. Or you can think of it as part by part and in this body, paragraph number one or just going to focus on the benefits of competition. So in the first sentence, we're going to be mentioning our main idea number one. So this is what I wrote. Teaching competition serves an important role in kids development. Okay, a simple is that I've basically just stated that we're going to be talking about competition in this paragraph. So that's my main idea is quite simple. And now we can move on to giving are supporting detail. So in this case, are supporting detail is over here in the green color. So I talked about how this competition can help students to push beyond their boundaries. So here's my sentence. A competitive attitude can compel Children to push beyond their current limitations. So that's the same thing as saying that it can help students to push beyond their boundaries. Boundaries, limitations there, synonyms. So now let's move on to our third sentence. Now we have to explain this supporting detail. So in this case, it's here in the yellow color. And I talked about the example. I talked about soccer, For example, in my childhood, it was the drive to be better than the competing team at soccer. That motivated me on my team to put in extra hours off practice, which eventually led to our victory in many soccer tournaments and helped us to discover our athletic potential. Okay, now one quick thing here in the US, we actually call football soccer. But in almost every other part of the world, football is called football. It's not called soccer, so take your pick. If you have to end up using this sport to describe your passion or your hobby or something , feel free to use soccer or football. They're both the same in America. Football is a different sport, so that was just a quick little side note. Now let's break down this explanation that I've given. So it's obvious that here I've used an example. In fact, I've used an example from my personal experience. Now, in addition to giving an example from my personal experience, I've actually went one step ahead and I've even mentioned a consequence. So I've talked about the result off this scenario. So I said that when I was little, it was the drive to be better than the competing team. Me and my team. We wanted to be better because we wanted to win, and that forced us to put in extra hours of practice. In other words, that forced us to push beyond our boundaries. And what was the result off that? What was the consequence? The consequence was that this led to our victory in many soccer tournaments, and furthermore, it helped us to discover our athletic potential. So here you can see how I've tied this idea. I've tied this example back to my supporting detail. You see, I've brought it full circle here. I've talked about my example, but it's not just any example. I have to make it relevant. So I connected it back to my main idea. I have to prove using this example that competition does, in fact serve an important role. So that's what I've done here with my explanation. Now, in my fourth sentence, I decided not to explain anymore. As you can see, this is a good enough explanation right here. I really don't need to carry on any further. So I decided to stop there and I figured that I would just and this paragraph with a transition. So here you can see a very simple transition. Let us now turn to the other side of this debate. So this is a very smooth transition on it tells the reader that in the next paragraph we're going to be talking about something else. We're now going to be changing the gears on, looking at the other side of this debate, which of course, is cooperation. We're gonna look at the role of cooperation. So here is our essay So far, we now have two paragraphs down, and we can now move on to our second body paragraph. So this time we're talking about the benefits off cooperation. So for my first sentence, I simply stated my main idea Number two. So here's the first sentence to body paragraph number two. No less important is the roll off teaching students to cooperate with each other It's also pretty simple. We've just dated a simple sentence and mentioned the fact that this paragraph is going to now We're talking about the benefits of cooperation now. In my second sentence, I gave my supporting detail in the supporting detail. I talked about teamwork. So it's here in the green color, such cooperation and prepare students to be good team players on understand the value off other people's perspectives. So here I've just said that cooperation can teach people to be good team players. That's the same thing as saying that it can teach people teamwork. It can teach them the value of teamwork. And you know what? It's not possible to be good at teamwork or to be a good team player without understanding the value off other people's perspectives. So I went ahead and added that in there as well. I said that it teaches them not only to be good team players but also to value other people's perspectives. Now, in my third sentence, I explained this supporting detail and I gave an example. The example was a made up example in which I mentioned brainstorming projects. Let's take a look at that. For example, I remember that in my early childhood education are teachers assigned this project in which all the kids were required to collectively brainstorm solutions to various problems. So here I'm basically saying that when I was little, our teachers used to give us projects in which all the kids in the classroom would come together and we would collectively solve a problem. It taught us teamwork. And then I actually further explained this point in my fourth sentence. So we're gonna get to that pretty soon. First, I want you to see that here. I've explained my supporting detail with an example from personal experience. Now, this is not a real personal experience. Off course. I made it up, but still it's an example in which I'm using personal experience. Okay, So I said that once I finished this third sentence I carried on and I added extra information. What I did is for my fourth sentence. I chose to explain it further, so let's take a look at that. Here's what I added As a result, we were able to solve puzzles faster on accelerate our learning. Now, why did I do this? Well, if I simply left it here and then I transitioned It wouldn't be so bad. But you know what? It wouldn't connect this example back to the main idea, and that's what I really wanted to do. I want the Examiner to know that I'm not just throwing out this example for no reason. There's a reason behind it. And the reason is that I want to prove this point. I want to prove the importance of cooperation. So for that reason, because I wanted to prove I went ahead and added this extra sentence. I said as a result, we were able to solve puzzles faster on accelerate our learning. Okay, solve puzzles faster and accelerate our learning. This basically proves that it helped our development. So now I have accomplished the task off proving this point off effectively supporting my main idea on effectively supporting my supporting detail here, Human notice that this sentence is explained with consequence. I simply mentioned the consequence off this situation. So we're now finished with our body paragraph number two. I chose not to include a transition and this is what our essay looks like so far. Now we've got three paragraphs introduction and are to body paragraphs and you'll notice that here I've put the thesis the last sentence off the introduction paragraph, the thesis in the blue color. And the reason that I've done that is because in our next paragraph, which is the conclusion paragraph that we're gonna put right here, we're going to be using this thesis to construct our conclusion to construct the first sentence off our conclusion. So here's the thesis. I'm going to read it for you. It is my view that both competition and cooperation are essential to the well rounded development off Children on as such this as they will explore both facets of this debate and show why both skills are necessary. So that is our thesis. And you may recall from the template that in the first sentence off our conclusion, we have to summarize the main point. In other words, we have to restate this thesis in our own words. Now, here you'll notice that in the red color we have our position because the thesis is composed of two parts. The position on Dhere in the green color, we have the main ideas. The main ideas are that we're going to be exploring both sides off this debate. So let's take a look at the first sentence that I wrote for my conclusion in summary are healthy balance off both competition and cooperation is vital for the well rounded maturation off Children. So here, instead of saying where rounded development, I changed it to wear rounded maturation. I simply used a synonym on. You'll notice that I also changed some words around. So basically I'm saying the same thing as over here. But I've said it in a different way. So instead of saying that both are essential, I've said that both are vital. So I've used a combination off center names and changing up the word order to construct this first sentence for my conclusion. Now all I have to do is I have to end this essay with a suggestion and I'll be done. So here is my suggestion. As a result, I would advise schools to introduce a wide range of activities that incorporate both these essential skills into their teaching curriculum. Okay, so here is our phrase. I would advise, which is the same thing as saying that I would recommend or I would suggest. And what are we suggesting? we are suggesting that schools need to introduce activities that incorporate both competition on cooperation because they are both essential. So the maturation off Children. All right, guys, we are now finished with our conclusion. And with that, we are actually finished with our entire essay. We have written 265 words, and I recommend that you pause this video now and take a look at this essay to make sure that you properly understand how all the different sentences and how all the different paragraphs are structured. One more thing that I want you to pay attention to is that here I've used words such as some and can Now these are softer words. Remember, we use softener words tow avoid over generalization. So here, for example, I cannot say in this regard. Educators believe so. And so I cannot say that because that implies that all educators believe this. Okay, all educators do not believe this. That would be incorrect. That is an over generalization and we want to avoid it. OK, this is important for getting a good score on your task achievement category. Do not over generalize. All educators do not believe this so don't say educators rather you should say some educators believe so. When So similarly, here you cannot say Ah, competitive attitude will compel Children. You cannot say that because you don't know that. But you can say can compel Children because now you've mentioned it as a possibility. And that is probable. That can happen. That is not an over generalization. Okay, so keep an eye out for that. Make sure that you don't over generalize so that you don't lose those important points for the task achievement category. Finally, here is our paragraph ing or spacing. So paragraph ing includes how we structure our paragraphs. That is also part of your task achievement as well as part of your cohesion and coherence category. Okay, And then here I want you to pay attention to the fact that we have spaced our paragraphs, meaning we have left some space between each paragraph so you can do this or on the contrary. If you don't want to do this, then you can simply IND end the first line off each paragraph. I hope that's clear for you. We're going toe end this video here now on in the next video you're going to see me break down the ingredients for this question. So right now we broke down the strategy in the next video, I'm going to break down the ingredients. I'll see you there. 55. Breakdown of Ingredients for Practice Question 2: Welcome back now. In the previous video, I gave you a breakdown off the strategy for practice. Question number two. Now, in this video, we're going to be breaking down the different ingredients. So when I say ingredients, I mean the four different band descriptors on which your essay is going to be created. Do you remember the four different band descriptors? The four band descriptors are that task achievement, cohesion and coherence, grammatical range and accuracy on lexical resource, which basically means your vocabulary. Okay, so those are the ingredients and now we're going to be looking into that. So here is the essay that we wrote and I broke down the strategy for this. In the previous video, we wrote a total of 265 boards. Go ahead and pause this video and read it if you need to refresh your memory. But I'm going to move on and show you the first ingredient, which is cohesion on coherence. So all the words and the phrases that are highlighted here and the pink color are the cohesive devices and the purpose of cohesive devices, as you should know by now, is to add fluency to your essay. Now here we have different types of cohesive devices. So here I have a phrase which I've used to transition from one sentence to the next. Here I have a cohesive device wish references back to information which has already been mentioned. Okay, so words such as there, this, that and so on. All of these words are called reference cohesive devices because we used these to reference back to certain information which has already been mentioned. You'll also notice that here I have a conjunction. In this case, what I have is a subordinate in conjunction. Subordinating conjunctions are something that we use to form complex sentences. So that also qualifies as a cohesive device because it helps us to connect ideas together. It helps us to extend upon our information. Now here we've got a relative pronoun and we use relative pronouns in relative clauses to either add extra information or to clarify the noun that we're talking about. Now you'll also notice that we've got a bunch of coordinating conjunctions the word and that's a coordinating conjunction. And then you'll notice that we've also got a cohesive device that we use to illustrate certain ideas such as by giving examples. So these are all the different cohesive devices that we've used in this essay. Of course, these aren't the only cohesive devices that you can use. So the cohesive devices that you end up using in your writing is really going to depend on your own writing style on the way that you write your paragraphs or sentences. And so one. I suggest that you posses video now and go through these cohesive devices so that you can see how I've used them on so that you can get used to them. This will make it easier for you to use such cohesive devices more naturally when you're writing your own essays. Now I'm going to move on to the next ingredient here. We've got coordinating conjunctions. Now you'll remember that we often youth coordinating conjunctions to form compound sentences. But that's not the only time that we use them, such as over here you can see in the blue color. We've used coordinating conjunctions in our sentence, but these actually do not form compound sentences. But that does not mean that you should not use coordinating conjunctions in this way. What we've got over here is complex verb phrases, and these look great in your writing because these are still complex structures, your forming complex structures. And that's going to boost your score in the Kraemer category so you don't have to use coordinating conjunctions just to form compound sentences. OK, you can use them even when you're not forming compound sentences as long as you're forming complex structures. That's good enough. Now go ahead and pause this video if you want to read these sentences and if you want to see how I've used coordinating conjunctions in these examples, I'm now going to move on to the next ingredient, which is subordinating conjunctions on subordinating conjunctions are something that we used to form complex sentences such as over here I've used the word whereas on this is a subordinate in conjunction. So we've got a complex sentence when we combine together a dependent clause with an independent clause. So in this case, this first part here is the independent clause. It's independent because it doesn't need to depend on something else. If we were to stop the sentence right here, it would still be a complete sentence. Now, the second part here, starting from, Whereas this is the dependent clause. So when we put the independent on the dependent close together, what we've got is a complex sentence and this looks great in your writing. Of course, examiners want to see that on. You should try to include at least one complex sentence in your writing. Okay, the more the better. But try to include at least one that's really going to boost your score. Now let's look at our next ingredient, the relative pronounce. Now here we've got the word that on which now here what we've got is a non defining relative clause. And here we've got a defining relative class. Now the main difference between a defining and a non defining relative clause is this in the non defining relative clause, or we use the relative pronoun such as the word which we use the relative pronoun toe add extra information. Whereas in the defining relative clause, we used the relative pronoun to clarify the subject that we're talking about if you're not sure about how to use relative pronouns and what I mean by defining and non defining relative clause is then go back to the grammar section in which I've discussed this in much more detail. Let's look at our next ingredient. Now here we've got voice. Now we've got two different types of voices in the English language. We've got the active voice on the passive voice in the active voice. The subject does Div herb such as I eat the apple and in the passive voice, the verb is done to the subject. For example, the apple was eaten by me, Got it. Active voices I eat the apple passive voice is the apple was eaten by me or the apple is eaten by me So that's the difference between the active and the passive voice. Again, if you're not sure about how to use thes or what these mean, then go back to the grammar section where I've discussed this in much more detail. Now, here, in this example, I've written my entire essay pretty much the entire essay in the active voice. The only part that is written in the passive voice is this little part over here were required. Now this part over here is in the passive voice. Now, one thing that I want you to note about this is that you don't need all of these different ingredients to get a band. Nine. You can still get a great band just by using some off these ingredients. The important thing always to keep in mind is to focus on the quality off your writing. Focus on the message, focus on the structure on on your ideas. These ingredients are things that you should not really be thinking about too much. Don't worry yourself whether we're going to be wasting time. If you do that, focus on writing your essay, focus on communicating your ideas, okay. And this is just going to come out naturally in your writing. Now let's look at our next ingredient here. We've got tenses now We've used a lot of different tenses here in the red color you can see off Use the past simple tenses in the green We have the present simple tenses in the blue You can see that I've used the future simple tents once and then here in the yellow color we've got our motile tenses so motive Herbs are words such as can should wood and so on. I suggest that you pause this video here on go through these different tenses on. Make sure that you understand how I've used these tenses. In this example. I'm now going to move on to the next ingredient, which is called locations. Now. I've explained call locations before, but I'm going to go ahead and explain it to you one more time. Call locations are basically groups off words or chunks off words that often appear together in combination. They frequently appear together. They're like a team, so that's why we often see them together with each other. For example, phrases such as childhood education. That's a phrase that we often see together. Another phrase that we often see together is a healthy balance. Healthy balance is another call location. Now here's the thing. When you have a bunch of qualifications that appear together one after the other after the other in a sentence, what you get is a long chain off allocations. So that's why here you can see that long chunks off words are highlighted in this blue color because what's happening here is we've got a situation in which one word colic it's with the next, which colic. It's with the next, which colic it's with annexed and so one So we end up getting a long chain off words that all Qala Kate with each other. So let me give you an example off. What? I mean, let's take a look at this part over here. This part underlined in the red color. So here, it says, advise schools to introduce a white range off activities that incorporate on and on. Okay, so let's break this down now. In this example, the first col occasion here is advised schools to introduce. Okay, so advise schools is a col. Occasion on advise is something that can be introduced. So that's actually another call location. Now here we've got introduced a wide range. So here, ah, wide range is something that can be introduced similar to advice. Advice can be introduced, but the advice off introducing a wide range can itself be introduced. So this is another call location a wide range off what a wide range off activities. Now this again is a group of words that fit together. Okay, I want you to think of this like a puzzle like you're putting together different pieces of puzzle together on in the same way you have to fit the different words together so that they make sense so that they come together as one entire sentence. Okay, so think off it like a puzzle where your goal is to fit pieces together. If you have to fit different words together and they should make sense. So in this case, we've got another complication. And here is our final example. Activities that incorporate So activities are something that can be incorporated, you see? So here we've got words that also fit together. So therefore, we've got another call location right here. So when we've got a situation like this where we have one call location which connects with the next col occasion, which connects with the next col occasion and so on, we end up getting a long chain off words that Alcala Kate with each other. Now again, don't worry about this. You don't have to be thinking about this. I'm just showing this to you just so that you can have a better understanding off what goes into a great essay. But really, you don't need to be thinking about this when you are writing your essay. This is going to come out naturally, so don't worry about this. Okay, This is just something that you need to understand in order to know what goes into a band seven. Plus, I say Now, let's take a look at our final ingredient vocabulary. Now, here's the thing. You're only going to get points on your writing for using new vocabulary words. So you have to use new vocabulary words. You cannot use vocabulary words that have already been used in the question itself. So here you can see that the worst that are highlighted in this brown color are words that have already been used in the question. Words such as views compete Children these over words that we saw in the question. So therefore, if you end up using these words in your writing, then you're not really going to get points for the vocabulary category. For these words, you're only going to get points for using new vocabulary words, such as the words that have highlighted here in the dark blue color. Now I want you to pause this video and make sure that you understand the meaning off all of the's words. You'll notice that when the words appear twice, I haven't really highlighted them twice for example, over here, you can see that I've highlighted this phrase, were rounded, but I haven't highlighted it again over here, since I've already highlighted it once before. Okay, so I've only highlighted the vocabulary words once in this entire essay, so words that are repeated have not been highlighted twice. So go ahead and pause this video and make sure that you know the meanings off these words. And it's also going to help you to see how I've used the different vocabulary words to explain my ideas. It's very important in the writing task to to use topic specific vocabulary. So here you'll notice that since we're talking about education, I've used a lot of different words that directly relate to the topic off education, such as brainstorming solutions such as talking about schools, curriculum, a healthy balance, accelerating learning, athletic potential, well rounded maturation, and so one. Do you see how I've used topic specific vocabulary to talk about this topic off education. That's very important to do, so make sure that you know how to use such topics specific vocabulary in your writing. On a final note, I want to remind you that a lot of the ingredients that I'm talking about here. I'm simply showing you to make you understand what goes into writing a band seven plus as a . I don't want you to worry about all of these different ingredients, and I especially do not want you to force these ingredients into your writing. OK, Do not try to force these ingredients into your writing because that's going to make your writing sound really unnatural. And that's not good. These are things that should come out naturally in your writing. You should be focused on your ideas. Instead, you should be focused on other things, such as the structure, the sentences, quality off your writing and so on. Ingredients are something that should kind of be in the back of your mind, and you should try to incorporate them. But you should not try to worry about them too much, and you should especially not try to force them into your writing. Let them come into your writing naturally. So with that, we're going to end this video here now and in the next video, which happens to be our final video guys, I'm going to be showing you some final tips for your success so that you can go on and get that band seven plus on your task to s a. 56. Final Tips: all right. You finally made it here to this final video off our course in this video. I want to leave you with some final tapes to ensure your success. These are some off the things that you need to do before your exam, so let's get to it. So what to do before the day off her test? The first thing that you should be doing is you should lightly review any content that you're still struggling with. Now, notice off, emphasized the words lightly review. This means that I don't want you to use this day or this night as an intense study session . If it's the day before your test, you should already know how to answer your exam. Questions only used this time to do a light review. This means that you should not be spending any more than 1 to 2 hours for your review. Now you should be doing this because you should use this day to relax on, to refresh your mind and body so that when you go into your exam the next day, your mind and body feel fresh and at their best. Now it's very important that you know exactly where the test is on how to get there. So the day before the test make sure that you check the map on that. You know how long it's going to take for you to get to the test center Now for you to perform well on your test, it's very important that you get yourself a good night's sleep. This is very important to refresh your mind and body the next day, so make sure that you don't stay up at night to prepare for your exam. Research shows that students who sleep at least seven hours the night before an exam the typically score higher than those students who only get six hours of sleep. So even that one extra hour makes a huge difference. So make sure that you get as much sleep as you need to feel well rested on prepared for your exam the next day. Now, all of that preparation is going to be for nothing if you don't wake up on time the next day, so make sure that you set an alarm so that you can wake up on time. If you're like me, then you may need to set two or three alarms to make sure that you wake up on time as a side note, you should avoid setting more than three alarms, because this way, people often end up oversleeping. Okay, you're gonna keep pressing that snooze button over and over, and you're going to end up oversleeping. So don't set more than three alarms and keep them at most 10 to 15 minutes apart from each other. Next, get together everything that you're going to need for her exam. You'll need to prepare all the materials that you're going to need for your test the night before. So what do you need to bring to your test? Here are the things that you need to bring for your isles exam. First, you have to bring your original on a valid passport, so you have to bring your original passport on. It should be valid, meaning that your passport should not be expired. Take note that driving licences on student ideas are not accepted as identification. You have to bring your passport. Next, you have to print out the confirmation email for the test, so when you register for your exam, you're going to receive a confirmation email and you have to print it out and bring it to your test. This document is going to be stamped. Next. You should bring to colored photocopies of your passport. Now, this is just a precautionary measure, just in case you have not sent the photocopies or you haven't uploaded them with your application. So in such cases, you can bring the photocopies off your passport with you and submit them at the test center . Next, bring along four colored, passport sized photographs off yourself. This is also another precautionary measure. This is just in case. The photo that you uploaded in the registration form is not clear. So if the uploaded photo is not clear, then you can submit thes colored, passport sized photographs off yourself at the test center. You're going to need some stationery items, so carry your own pencils, sharpener razors on pens. If you're going to use pens to write, I don't suggest using pens to write your task. One. And task to essay pencils are better because you can erase your mistakes and easily correct them. But essentially, you want to carry your own stationery items just in case the test centre does not provide them, so most of the time, that exam centre will have all of these things, so you don't have to worry about it. But just in case they don't have it, it's always better to have your own stationery items. Next. A water bottle. This is optional. I want you to note that your water bottle has to be transparent without any writing or labels on it. I also want you to note that water bottles are not allowed in some test centers. In such a case, if water bottles are not allowed, there's going to be a water facility at your exam centre. Next up, we have snacks now. This is also optional. I want you to note that snacks are not allowed in the test room. However, you can eat them while you're waiting to go into the examination hall. Sometimes this can be a long wait so it can be helpful to have some snacks along so that you can keep your energy levels up. All right, now we're moving on to what to do on the day off the test. First of all, start your morning strong. This means that you should eat a healthy and filling breakfast toe fuel yourself for the upcoming examination, you're going to have to sit for a couple hours straight, so make sure that you've properly energized yourself. Here are some good brain foods that you might want to consider eating before a test. Whole grains such as oatmeal, granola and king. Wow, These are great meals because they are very rich in carbohydrates so they can give you energy for a long period of time. Another personal favorite is fresh fruits on vegetables, so make sure that you confirm that you have everything you need to take with you to the test on the day off the test itself as well. So you should have already done this the night before, but just confirmed that you have everything you need on the day off the test as well. Be on time. It's very important. Ideally, you should aim to get to your exam centre at least 30 minutes before your test. If you arrive after the test starts, then you're not going to be allowed to take the test. Go to the bathroom before you leave your house. Go to the restroom so that you don't have to waste time going to the restroom at the test center. All right. Now, the moment of taking the test is before us. And here are some quick things that you should do right before you take your test. I gotta pee. We'll use the bathroom before the test because there are no bathroom breaks in your exam. If you are in the middle off the test and you do need to use the restroom, then you must raise your hand to the Examiner and ask them for permission. Now, if you're in the middle off taking your test, I suggest that you do not go to the bathroom during the listening test. This is because if you go to the bathroom, the listening test will not stop for you on. You're going to miss the answers on. As a result, you're going to get a lower score overall, so avoid going to the bathroom during the listening test. If you must go, then it's best to go during the reading or the writing section off your test. However, really try to avoid going to the bathroom during her exam. Try to take care of all of this right before your test or right before leaving your house. Now it's very important that you stay calm and positive during your test. It's normal to feel nervous before an exam. Just relax onto your past. One way that you can relax yourself is you can focus on deep breathing, so breathe in on, breathe out. Another way to relax yourself and to put yourself in a positive mood is to stretch your arms, stretch your legs, crack your back if you need to and get the blood flowing. So those are all of my final tips before you go into the exam. We have now arrived at the end of our course. Guys, we have finished our entire journey, and you now know exactly how to write a great essay. It has been a really honor and a really pleasure to have been your teacher. I really enjoyed every moment of teaching you. I wish you a hearty congratulations and the best of fishes on your Isles exam. On a final note. I just want to say that you've worked really hard to get this far into the course, so I want you to relax. Give yourself a pat on the back on focus on studying the parts that you're still not sure about that still need work. If you enjoyed this course, guys, check out the other courses and share it with your friends and family if they also need help with writing the essay. Cheers, everyone. I wish you the best of luck on your journey in whatever goals you have in life. Whether that is toe work in an English speaking country or to study abroad, my best wishes are with you.