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IELTS Writing - 2024

The document contains 10 lessons on preparing for the IELTS writing exam. It covers topics like writing introductions, analyzing charts and graphs, paragraph structure, and language focus. Sample writing prompts and graphs are provided, along with guidance on how to understand the data, structure responses, and incorporate statistical information into summaries.

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0% found this document useful (0 votes)

113 views72 pages

IELTS Writing - 2024

Uploaded by

Nguyên Xuân

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 72

IELTS WRITING

2024

BY ENGLISH DIVISION - FLC

Contents
LESSON 1 ................................................................................................................................................................. 2
LESSON 2 ............................................................................................................................................................... 12
LESSON 3 ............................................................................................................................................................... 18
LESSON 4 ............................................................................................................................................................... 25
LESSON 5 ............................................................................................................................................................... 33
LESSON 6 ............................................................................................................................................................... 41
LESSON 7 ............................................................................................................................................................... 49
LESSON 8 ............................................................................................................................................................... 55
LESSON 9 ............................................................................................................................................................... 61
LESSON 10 ............................................................................................................................................................. 67

1
LESSON 1
Rhetorical focus Graph with trends
Language focus - Expressing trends and changes
- Using prepositions

1. Structure of a Writing task 1

Introduction Introduce the chart
- Type of chart
- Paraphrased contents of the chart
- Time (if any)
Description - Data should be grouped into paragraphs into logical way.
- Each paragraph should present data in an order (order of time, order of value
from the highest to the lowest)
- BOTH comments and data to support the comments are needed.
- Comparison between data and/or highlights of data should be provided.
Overview (optional) Write general overview of the main features
- Upward trend, downward trend
- The majority, the minority
- The category/group of data with the highest/lowest value

2. Writing Introduction

Example:
The graph below shows Chile’s population by age group from 1975 to 2005.

Chile’s population by age group, 1975-2005

1975 1980 1985 1990 1995 2000 2005

Step 1: Quick analysis

To understand the chart and write the chart’s description, you should write down the following information:
- What the graph shows: the amount of…/the number of…/the percentage of…
- Time period
- Unit
2
Example:
- What the graph show: the percentage of Chile’s population who are of different age groups
- Time period: from 1975 to 2005
- Unit: % (percent)

Step 2: Apply the template of introduction

- You should start your task 1 answer by introducing the graph from your question. Just write 1-2
sentences to say what your graph shows and for what the time period.
To do this, you need to paraphrase text from your task 1 question.

Type of graph + verb + content: paraphrase of the title (+place) + time period + (unit)

The line graph/bar graph/table

� shows/illustrates/highlights/depicts/compares
� the number of N (countable) + (who/which/that + …)
the amount of N (uncountable)+ (who/which/that + …)
the percentage of N + (who/which/that + …)
� over…years /between... and.../from...to...
� (measured in ...)

Example:

Type of verb content (+place) time period (unit)

graph
The line shows the percentage of Chile’s who are of different between 2001 and
graph population age groups 2010.

⇨ Full sentence: The graph shows the percentage of Chile’s population who are of different age groups
between 2001 and 2010.

Exercise 1. Write introductions for the following tasks.

Line graph 1

3
Average Prices of International Phone Calls
2.5

1.5

0.5

0
1990 1995 2000 2005 2010 2015

Atlantis Utopia

Question:
The line graph shows the amount of money that people in Atlantis and Utopia paid per minute for international
phone calls between 1990 and 2015.

Quick analysis:
- What the graph shows: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit: ………………………………….………………………………….………

Introduction:
………………………………….………………………………….………………………………….……………………………………………….………………
………………….………………………………….……………………………………………….………………………………….………………………………
….……………………………………………….………………………………….………………………………….……………………………………………….
………………………………….………………………………….……………………………………………….………………………………….……………….

Line graph 2

4
Question:
The graph below shows the usage of oil in four different countries between 1966 and 2006 as a percentage of
total energy use within each nation.

Quick analysis:
- What the graph shows: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit: ………………………………….………………………………….………
Introduction:
………………………………….………………………………….………………………………….……………………………………………….………………
………………….………………………………….……………………………………………….………………………………….………………………………
….……………………………………………….………………………………….………………………………….……………………………………………….
………………………………….………………………………….……………………………………………….………………………………….……………….

Line graph 3 (year: 2010)

Question:
The line graphs below show the production and demand for steel in million tonnes in the UK in 2010.
Quick analysis:
- What the graph shows: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit: ………………………………….………………………………….………
Introduction:
………………………………….………………………………….………………………………….……………………………………………….………………
………………….………………………………….……………………………………………….………………………………….………………………………
….……………………………………………….………………………………….………………………………….……………………………………………….
………………………………….………………………………….……………………………………………….………………………………….……………….

5
3. Detailed analysis of the chart

Step 1: Paragraphing Decide the number of paragraphs based on:

- the number of categories
- the change in values
Step 2: Grouping details - Look at turning points of each line
for one paragraph - Sequence the description in time order
- Highlight any main features (bottom, peak, pattern)
- Give comments/description and support them with data

Sample:
The graph below shows the population of Chile by age group between 1975 and 2005.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.

Chile’s population by age group, 1975-2005

1975 1980 1985 1990 1995 2000 2005

Step 1: Paragraphing Decide the number of paragraphs based on:

- the number of categories: 3 paragraphs
● Paragraph 1: 0-14 years
● Paragraph 2: 15-64 years
● Paragraph 3: 65 years and over
- the change in values: 2 paragraphs
● Paragraph 1: 0-14 years & 65 years and over (consistently
increase/decrease)
● Paragraph 2: 15-64 years (increase and decrease)
Step 2: Grouping - 0-14 years: quickly decrease (1975-1980), slightly decrease (1980-2005)
- 15-64 years: gradually increase and reach the peak in 1997, significantly
decrease (1997-2005)
- 65 years and over: nearly stay unchanged (1975-1990), increase (1990-
2005)

6
Exercise 2. Look at the 3 line graphs in Exercise 1 and try to complete the analyses below.
Line graph 1.
Step 1: Paragraphing
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Step 2: Grouping
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

Line graph 2.
Step 1: Paragraphing
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Step 2: Grouping
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

Line graph 3.
Step 1: Paragraphing
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

7
Step 2: Grouping
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

4. Language for describing trends and changes in graphs

a. Nouns and verbs for describing trends

8
Change of direction
- peak at + number = reach the highest point
- reach a peak of + number
- reach a low of + number

b. Adverbs and adjectives for describing degree and speed of changes

c. Prepositions to describe data.

from the first amount/ the start point of a The unemployment rate decreased from 10 to 4
trend units.
to the final amount/ the end point of a
trend
by the amount of change between two The unemployment rate dropped by 6 units.
different periods of time or values
with the percentage / the amount He won the election with 53 percent of the vote.
at used before a number The unemployment rate hit its highest point, at
10 percent.

9
Exercise 3.

………………………………….………………………………….………………………………….……………………………………………….………………
………………….………………………………….……………………………………………….………………………………….………………………………
….……………………………………………….………………………………….………………………………….……………………………………………….
………………………………….………………………………….……………………………………………….………………………………….………………
………………….……………………………………………….………………………………….………………………………….………………………………
……………….………………………………….………………………………….……………………………………………….………………………………….
………………………………….……………………………………………….………………………………….………………………………….………………
……………………………….………………………………….………………………………….……………………………………………….…………………
……………….………………………………….……………………………………………….………………………………….………………………………….
……………………………………………….………………………………….………………………………….……………………………………………….…
……………………………….………………………………….……………………………………………….………………………………….…………………
Exercise 4.
Choose one graph you have analyzed in exercise 2 and write 5 sentences to describe it.
………………………………….………………………………….………………………………….……………………………………………….…………
……………………….………………………………….……………………………………………….………………………………….……………………
…………….……………………………………………….………………………………….………………………………….………………………………
……………….………………………………….………………………………….……………………………………………….……………………………
…….………………………………….……………………………………………….………………………………….………………………………….……
……………….………………………………….………………………………….……………………………………………….……………………………
…….………………………………….……………………………………………….………………………………….………………………………….……
……………….………………………………….………………………………….……………………………………………….……………………………
…….………………………………….……………………………………………….………………………………….………………………………….……
……………….………………………………….………………………………….……………………………………………….……………………………
…….………………………………….……………………………………………….………………………………….………………………………….……
10
PRACTICE

Exercise 1: The graph below shows the proportion of four different materials that were recycled from 1982
to 2010 in a particular country.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.

Exercise 2:

11
LESSON 2
Rhetorical focus Pie chart
Language focus - Expressing percentages/ fractions
- Expressing comparatives and superlatives

1. Language for describing percentages

a. Verbs for describing data and adverbs for approximation
Subject + account for almost + value (%) + of the total (noun)
= comprise approximately
= constitute roughly
= make up (just) nearly/under
chiếm (just) over
E.g. The transport sector comprised 10% of the total.
b. Expressions for describing data (Comparatives vs. Superlatives)
● The highest/largest + percentage of + danh từ (chỉ tổng thể)

● The lowest/smallest + percentage of + danh từ (chỉ tổng thể)

● Subject + be + higher than (cao hơn) + that of/in + danh từ (đối tượng được so sánh)
lower than (thấp hơn)

● Subject + be + higher (cao hơn) + compared to + danh từ (đối tượng được so

lower (thấp hơn) sánh)

 The (second/third) + superlatives

c. Percentage and fraction

Percentage Fraction
5% just a small fraction
10% a tenth
20% a fifth
25% a quarter
33% a third
50% a half
66% two thirds
75% three quarters

12
Exercise 1.

Exercise 2. Look at the bar chart and then complete the description with suitable percentage and fraction.

Exercise 3. Choose one pie chart 1, 2, 3 on the next pages and write 5 sentences to describe it.
13
2. Detailed Analysis for Pie chart
Step 1: Paragraphing Decide the number of paragraphs based on:
- the number of pieces
- the number of charts
Step 2: Details in one - Sequence the description from the highest to the lowest values
paragraph - Pay attention to similar values and group them where possible
- Make comparisons (comparatives, superlatives, as…as)
- Give comments/description and support them with data

Exercise 4. Analyse the following pie charts using the suggested detailed analysis in the table above
Pie chart 1.

Quick analysis:
- What the graph show: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit: ………………………………….………………………………….………

Detailed analysis:
Step 1: Paragraphing ● How many paragraphs? How do you paragraph?
- 2 paragraphs
 1 paragraph = 1 chart, OR
 1 paragraph = 1 group of 2-3 slices from both under-30 and over-30 groups
Step 2: Grouping ● Add detailed patterns and data
- 1 paragraph = 1 chart

14
 Under 30: Achievement at work, doing hobbies, having a good
appearance, travelling, other factor
 Over 30: achievement at work, doing hobbies, financial security, being
with family, other factors
- 1 paragraph = 1 group of 2-3 slices from both under-30 and over-30 groups
 ……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
 ……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

Pie chart 2.

Quick analysis:
- What the graph show: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit: ………………………………….………………………………….………
Detailed analysis:
Step 1: Paragraphing ● How many paragraphs? How do you paragraph?
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………..

15
Step 2: Grouping ● Add detailed patterns and data
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..

Pie chart 3.
The three pie charts below show the percentage of music album sales by genre in three music shops.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.

16
Step 2: Grouping ● Add detailed patterns and data
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………..…
……………………………….………………………………….………………..…………….…………………….
………………………………….………………………………….………………..…………….…………………..
………………………………….………………………………….………………..…………….…………………..…

Exercise 5: Choose one of the pie graphs 1, 2, 3 and write a description.

PRACTICE
The chart below show information about land use in four countries.
Summarise the information by selecting and report the main features, and make comparison where
relevant.
Write at least 150 words.

17
LESSON 3
Rhetorical focus Bar graph
Language focus - Using “respectively”
- Comparatives of nouns, numerical comparatives and linking words

1. The use of “respectively”

- You use respectively to show that you have written a list of names and numbers in order.
 AB... respectively [A’s value] and [B’s value]....
E.g. The percentage of student enrollment in 2019 and 2020 increased to respectively 2 and 5 percent.
 AB..., (at) [A’s value] and [B’s value] respectively.
E.g. The percentage of student enrollment in 2019 and 2020 increased, at 2 and 5 percent respectively.

Exercise 1. Complete the following sentences with “respectively” based on the promts.

Note: Proper names are company’s names

……………….………………….………………………………….………………..………………………………….………………………………….…………
……..………………………………….………………………………….…………………………………………………….………………………………….…..
……………..……………….………………….………………………………….………………..………………………………….………………………………
….………………..………………………………….………………………………….…………………………………………………….………………………..
………….………………..….………………..………………………………….………………………………….…………………………………………………
……………….………………….………………………………….………………..………………………………….………………………………….………….
………….………………..….………………..………………………………….………………………………….…………………………………………………

18
2. Comparatives of nouns, numerical comparatives and linking words
▪ Subject + verb + more/less/fewer + noun + than + noun/pronoun + (verb).
▪ Subject + verb + the most/the fewest/the least + noun + than + noun/pronoun + (verb).
▪ Subject + verb + half/twice/x times + as + much/many + (noun) + as + noun/pronoun + (verb).
▪ A + V + [data], while/whereas B + V + [data].
▪ A + V + [data]. However/In contrast/Conversely/Similarly, B + V + [data].
▪ [Comment on A], at [data]. However/In contrast/Conversely/Similarly, B + V + [data].
▪ [Comment on A], at [data], whereas/while B + V + [data].
▪ [Comparatives: A and B], at [A’s data] and [B’s data] respectively.

3. Detailed Analysis of Bar graph

4
Series 1
3
Series 2
2 Series 3

0
Category 1 Category 2 Category 3 Category 4

Step 1: Paragraphing Decide the number of paragraphs based on:

- the number of series
- the number of categories
Step 2: Details in one - Sequence the description from the highest to the lowest values
paragraph - Pay attention to similar values and group them where possible
- Make comparisons (comparatives, superlatives, as…as)
- Give comments/description and support them with data

Exercise 2. Analyse the following bar graphs using the suggested detailed analysis in the table above.

19
Sample.

Detailed analysis:
Step 1: Paragraphing ● How many paragraphs? How do you paragraph?
- 2 paragraphs
▪ Body 1: Women
▪ Body 2: Men
Step 2: Grouping ● Add detailed patterns and data
Body 1: Women
+ Highest: Nursery, Primary school, Secondary school
+ College (highlight – same as men)
+ Lowest: private training institute and University
Body 2: Men
+ Highest: university
+ College
+ Lowest: nursery school, primary school

20
Bar graph 1.

Quick analysis:
- What the graph show: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit:………………………………….………………………………….………

Detailed analysis:
Step 1: Paragraphing ● How many paragraphs? How do you paragraph?
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
Step 2: Grouping ● Add detailed patterns and data
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…

21
Bar graph 1.

Quick analysis:
- What the graph show: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit:………………………………….………………………………….………

22
Bar graph 3

Quick analysis:
- What the graph show: ………………………………….………………………………….………
- Time period: ………………………………….………………………………….………
- Unit:………………………………….………………………………….………

23
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…
………………………………….………………………………….………………..………………………………….…

Exercise 3. Choose one of the three bar graphs in exercise 2 and write a description.

PRACTICE
The chart below shows the average hours spent per day in leisure and sports activities by youngest and
oldest populations in the US in 2015.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.

24
LESSON 4
Rhetorical focus Table
Language focus - Revising language describing trends and changes, comparatives and superlatives
- Introduction to writing overview

1. Revising language
Exercise 1. Complete the following description.
The graph below shows the number of library books read by boys and girls at Starmouth School from 2009 to
2012. Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.

1. There was ___________________________________ the number of library books read by girls from 2009 to
2012. During the first 2 years, ______________________________________________________________
______________________________________________________________. This figure continued _______
______________________________________________________________.
2. From 2009 to 2010, the number of books read by boys __________________________________________
__________________________________________ and __________________________________________
in 2011. However, there was ________________________________________________________________.

Exercise 2. Write sentences to describe data below using comparatives, superlatives and numerical
comparatives.

25
1. Intermediate – superlatives
………………………………….………………………………….……………………………………………….………………………………….………….
………………………………….………………………………….……………………………………………….………………………………….………….
2. Pre-intermediate – superlatives
………………………………….………………………………….……………………………………………….………………………………….……………
………………………………….………………………………….……………………………………………….………………………………….………….
3. Elementary – comparatives
………………………………….………………………………….……………………………………………….………………………………….……………
………………………………….………………………………….……………………………………………….………………………………….………….
4. Upper intermediate – multiple number comparatives (vs. Pre-intermediate)
………………………………….………………………………….……………………………………………….………………………………….………….
………………………………….………………………………….……………………………………………….………………………………….………….
5. Beginner - multiple number comparatives (vs. Elementary)
………………………………….………………………………….……………………………………………….………………………………….………….
………………………………….………………………………….……………………………………………….………………………………….………….
6. Proficiency and Advanced – superlatives and multiple number comparatives (vs. Upper intermediate)
………………………………….………………………………….……………………………………………….………………………………….………….
………………………………….………………………………….……………………………………………….………………………………….………….

2. Visualizing tables into other types of graphs

One way to help describing a table is to visualize it into other types of graphs (line, pie, or bar chart), then apply
strategies learnt in those graphs to or analyse and organize values of the table.

26
2.1. Line chart
The graph below shows the population of Chile by age group between 1975 and 2005.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.
Chile’s population by age group, 1975-2005
1975 1980 1985 1990 1995 2000 2005
0-14 years 39% 30% 29% 25% 22% 20% 17%
15-64 years 51% 59% 60% 62% 70% 65% 60%
65 years and over 5% 5% 6% 8% 10% 12% 15%

You can visualize the table above into the following line chart.

2.2. Pie chart

The charts below give information on what made people under 30 and over 30 most happy.
Summarise the information by selecting and reporting the main features and make comparisons where relevant.
People under 30 People over 30
Achievement at work 31% 32%
Doing hobbies 22% 24%
Having a good appearance 18% 20%
Travelling 15% n/a
Being with family n/a 14%
Other factors 14% 10%

You can visualize the table above into the following pie chart.
27
4.3. Bar graph
The table shows the number of research students at an UK University in 2009 .
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Physics Astronomy Geology Biology Medicine Veterinary
medicine
Male 220 155 155 240 200 90
Female 45 65 70 200 180 110
(unit: students)
You can visualize the table above into the following bar graph.

Exercise 3: Analyzing the following tables by completing the analysis

Table 1.
The table below gives information about the amount of beef exported in five different countries in 2012, 2014
and 2016.
Summarise the main information by selecting and reporting the main features, and make comparisons where
relevant.
28
Visualization Table => Line graph
Paragraphing 2 paragraphs
- Body 1: Japan and Brazil (both increase)
- Body 2: Switzerland, Norway and Uruguay (fluctuate)
+ Switzerland and Uruguay: decrease, then increase
+ Norway: increase, then decrease
Detailed
Analysis ……………….………………….………………………………….………………..………………………………….…………………
……………….………………..………………………………….………………………………….……………………………………
……………….………………………………….………………..……………….………………….………………………………….
……………….………………….………………………………….………………..………………………………….…………………
……………….………………..………………………………….………………………………….……………………………………
……………….………………………………….………………..……………….………………….………………………………….
……………….………………….………………………………….………………..………………………………….………………

Table 2.
The table below gives information about management positions held by women in a European country in 2006.
Summarise the main information by selecting and reporting the main features, and make comparisons where
relevant.

29
Visualization
……………….………………….………………………………….………………..…………
Paragraphing
……………….………………….………………………………….………………..………………………………….…………………
……………….………………..………………………………….………………………………….……………………………………
……………….………………………………….………………..……………….………………….………………………………….
Detailed
Analysis ……………….………………….………………………………….………………..………………………………….…………………
……………….………………..………………………………….………………………………….……………………………………
……………….………………………………….………………..……………….………………….………………………………….
……………….………………….………………………………….………………..………………………………….…………………
……………….………………..………………………………….………………………………….……………………………………
……………….………………………………….………………..……………….………………….………………………………….
……………….………………….………………………………….………………..………………………………….…………………
……………….………………..………………………………….………………………………….……………………………………
……………….………………………………….………………..……………….………………….………………………………….

3. Introduction to writing overview

- Overview should summarise the main contents of the chart.
- No data is included in the overview.
Example Overview
Upward trend, - Upward trend: the
downward percentage of population
trend aged 5-64 years and 65
years and above
- Downward trend: the
percentage of population
aged 0-14 years

30
The majority, The majority in Britain:
the minority other goods and services
The majority in Hong Kong:
housing

The Men outnumbered women

category/group in nearly all majors except
of data with the for Veterinary Medicine.
highest/lowest
value

Language to write overview

- Signals: Overall, In general
- Linking devices: Besides, However, while, whereas
Overview Sample
Upward trend, - Upward trend: the percentage of Overall, the percentage of population
downward trend population aged 5-64 years and 65 years aged 5-64 years and 65 years and above
and above was on an upward trend. However, the
- Downward trend: the percentage of percentage of population aged 0-14
population aged 0-14 years years was on a downward trend.
The majority, the The majority in Britain: other goods and Overall, while other goods and services
minority services took up the highest proportion in
The majority in Hong Kong: housing Britain, the main expense in Hong Kong
is housing.
The category/group of Men outnumbered women in nearly all Overall, men outnumbered women in
data with the majors except for Veterinary Medicine. nearly all majors except for Veterinary
highest/lowest value Medicine.

Exercise 4: Choose one table in exercise 3 and write an essay with description and overview.

31
PRACTICE
The table below gives information about government and expenditure in five sectors relating to domestic
policy in Germany, Italy and the United Kingdom in 2009.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

32
LESSON 5
Rhetorical focus Mixed charts
Language focus Revising the language describing data

1. Language describing data

Language describing trends and changes
Exercise 1. Write the following sentences using the prompts below. Use past tenses.

Example:
a. The number of students from China dropped significantly.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rewrite six of the sentences from a-j in the previous part using the structures “there was/ were”.
Example:
The number of students from Somalia increased significantly.
→ There was a significant increase in the number of students from Somalia.
__________________________________________________________________________________________

33
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Exercise 2: Write 6 sentences to describe the following table using comparatives/ superlatives.

1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
5. ____________________________________________________________________________________
6. ____________________________________________________________________________________

Exercise 3. Write sentences using the structure “x times as much/many (noun) as” to describe the following
bar graph.

34
The bar chart contains information on how two different companies spent their sponsorship budget.

Type of sponsorship
600

500

Thousands of Euros
400

300

200

100

0
Sports Charities Scholarships Arts&Culture

Awesome Best

Exercise 4. Write sentences to describe the pie chart.

35
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Mixed charts
Suggested outline for a description of mixed charts.

Introduction - Introduce TWO DIAGRAMS [DIAGRAM 1], and/while [DIAGRAM 2].

+ type The ...
+ title/content, place + verb: depicts, illustrates, shows, etc.
+ time period + paraphrase of the title
+ unit (optional) + from...to.../between...and.../in...
+ (measured in...)
Description - EACH DIAGRAM = ONE PARAGRAPH Prepositions/time to describe trends
- EACH DIAGRAM: Expressing percentage
+ Grouping data Using correct verbs for percentage
+ Support description with data: The use of “respectively”
Comment + Data Countable and uncountable noun
Singular and plural noun
Comparisons
Overview Overview of each chart In general, [overview of DIAGRAM 1].
Besides, [overview of DIAGRAM 2]

36
Exercise 5: Analyse the following mixed charts

Mixed charts 1.

Paragraphing 2 paragraphs
- Body 1: Public transit passengers (1989-2009)
- Body 2: Bus and tram passengers (2000-2008)
Detailed
……………….………………….………………………………….………………..………………………………….……………
Analysis
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………
……………….………………….………………………………….………………..………………………………….……………
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………
……………….………………….………………………………….………………..………………………………….……………
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………

37
Mixed charts 2.

Paragraphing
……………….………………….………………………………….………………..………………………………….……………
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………
Detailed
……………….………………….………………………………….………………..………………………………….……………
Analysis
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………
……………….………………….………………………………….………………..………………………………….……………
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………
……………….………………….………………………………….………………..………………………………….……………
…………………….………………..………………………………….………………………………….……………………………
……………………….………………………………….………………..……………….………………….………………………

38
Mixed charts 3.
The table below gives information about the economic value of international students in the US in 2005, 2010
and 2015. The bar graph shows changes in the number of international students from three countries in two
of those years.

Exercise 6: Choose one mixed charts in exercise 5 and write description.

39
PRACTICE
The charts below show the results of a survey of adult education. The first chart shows the reasons why adults
decide to study. The pie chart shows how people think the costs of adult education should be shared.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Reasons why adults decide to study

40
LESSON 6
Rhetorical focus Paragraph revision
Cause-effect essay
Language focus Expressing cause and effect

1. Paragraph Revision
Paragraph Structure
Topic sentence Usually the first sentence
Provide the main idea of the paragraph
• A topic: what the paragraph is about
• A controlling idea: limit what the paragraph will say about the topic
• WATCH OUT:
o too general topic sentence
o too detailed topic sentence
o unrelated topic sentence
Supporting sentences Explain the main idea
Present supporting ideas through different aspects
Three suggested ways to develop one supporting idea
• Details: specific points
• Example: a specific person, place, thing, or event
• Explanation: what something mean, or cause/effect
Concluding sentence Repeat the main idea, give a final comment
Four suggested way to conclude
• Restatement of the main idea
• Opinion
• Suggestion
• Prediction

Exercise 1: Write a topic sentence for three of these topics.

a. a favorite place to relax
b. a grandparent
c. a pet I have known
d. a favorite food to eat
e. playing a musical instrument
Topic: ___________

...............................................................................................................................................................................

Topic: ___________

...............................................................................................................................................................................

Topic: ___________

41
...............................................................................................................................................................................

...............................................................................................................................................................................

Exercise 2: Make the detailed outline for one topic. Write the aspects and circle the way you choose to write
supporting ideas.
Aspect Ways to develop idea
Topic 1: … Aspect 1: … Details/example/explanation

Aspect 2: … Details/example/explanation

Aspect 3: … Details/example/explanation

Exercise 3: Write a paragraph of 5-6 sentences for one of those topics with supporting sentences and
concluding sentence.
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................

2. Cause-Effect Essay Structure

Question: Young people who are still at school often feel just as much stress as working adults. What are
some of the causes of this stress, and how does it affect individual students?

Analysing question:
42
1. What is the topic of the question?

2. What are the aspects of the topic that you have to discuss?

3. Is there any scope?

Brainstorming ideas
Cause of stress among students Effects of stress on students

Organizing ideas and Outlining essay

Introduction
General statements - introduce topic
- introduce topic Fact: [present simple]
- paraphrase question Recent changes: [present perfect]
Things which are changing right now: [present continuous]
Signal words: It is clear that, Most people say that, There is no doubt that, In the
last decade, Recently, These days, Nowadays
Outlining statement - introduce what is going to be discussed in the body paragraphs
This essay will look at the main causes of the problem, and some effects it may
bring to… and… .
Body: Block organisation Body: Chain organisation
Body paragraph 1: Body paragraph 1:
cause cause 1- effect 1
- Topic sentence There are … main causes for - State the cause One of the biggest causes
the problem. - Describe the cause is…
- For each cause: One of the biggest causes is… - State the effect
+ state the cause Another cause is… - Give example for As a result, ...
+ describe the cause The final cause is… the cause/effect
+ give example
(optional)
Body paragraph 2: Body paragraph 2:
effect cause 2 – effect 2
- Topic sentence The problem results in a - State the cause Another cause is…
number of effects. - Describe the cause
- For each effect: The first consequence is… - State the effect
+ state the effect Another consequence is… - Give example for As a consequence, …
+ describe the effect Finally, … the cause/effect

43
+ give example
(optional)
Body paragraph 3:
cause 3 – effect 3
- State the cause The final cause is…
- Describe the cause
- State the effect
- Give example for Because of this, …
the cause/effect
Conclusion
Summary of ideas in To sum up, …
key words In conclusion, …
Remark … should …
(suggestion, … must …
prediction, opinion) … will …

Sample analysis
Stress is an unavoidable factor in life today. Many factors can cause stress for students, and these can
lead to several negative effects. This essay will describe the reasons for student stress and the consequences of
it.
There are many reasons for young people experiencing stress nowadays. To begin with, most students
are under pressure to do well in their exams. They not only have to study hard at school but also attend institutes
in the evening, which means their days are very full and stressful. Because they have such a high workload, they
may not have time for physical activity, or sport, and as a result, they have increased feelings of stress. In
addition, they usually get a lot of homework. If they have no time to do the homework that their teachers gave
them, they may get into trouble, and this can lead to even more pressure.
There are some serious consequences of stress that is caused by being under pressure from schools,
institutes, and exams. To begin with, if a student has worked at school all day and then attended another
institute at night, this could lead to insomnia, because it is difficult to stop thinking and worrying about future
tests or exams. Also, if the student has not done any physical activity to exercise his or her body, worrying and
lack of sleep can lead to failure in tests or exam, which is a big problem for many students.
In conclusion, stress is caused by pressure from exams and homework, and it can lead to insomnia and
failure at schools. To deal with stress, students should learn the way to plan their time well as well as balance
between studying and relaxing.
(285 words)

Exercise 4
1. Introduction
a. Write the paraphrases for the question (Write X if you cannot find the paraphrases)
Question General statement
Young people who are still at school
Often feel
As much stress as working adults
b. Underline/highlight the outlining sentence
2. Body
a. How the body is organized: block or chain organization?
b. Look at body paragraph 1
- Underline/highlight the topic sentence

44
- What is the first cause? How is the first cause explained?
...............................................................................................................................................................................
...............................................................................................................................................................................
- What is the second cause? How is the second cause explained?
...............................................................................................................................................................................
...............................................................................................................................................................................
c. Look at body paragraph 2
- Underline/highlight the topic sentence
- What is the first effect? How is the first effect explained?
...............................................................................................................................................................................
...............................................................................................................................................................................
- What is the second effect? How is the second effect explained?
...............................................................................................................................................................................
...............................................................................................................................................................................
3. Conclusion
a. Underline/highlight the summary sentence. What did the summary mention?
...............................................................................................................................................................................
...............................................................................................................................................................................
b. How did the writer provide remark: suggestion, prediction, or opinion? Which word let you know?

3. Language focus

45
Exercise 5
- Combine the ideas into new sentences that show a cause/effect relationship.
- Use the given cause/ effect signal words to form your new sentence, and circle the word. From number 9-12,
you will have to choose the given cause/effect signal words.
- You need to add, delete, or change forms of the words when necessary.

1. (thus) have a low-calorie diet with more vitamins and minerals  lose weight
...............................................................................................................................................................................
...............................................................................................................................................................................
2. (due to) eat fattening food like ice-cream and pizza  feel full when eating dinner
...............................................................................................................................................................................
...............................................................................................................................................................................
3. (as a result of) body digest food quickly  eat one cup of yogurt per day
...............................................................................................................................................................................
...............................................................................................................................................................................
4. (affect) eat excessive amount of salty food  your appetite
...............................................................................................................................................................................
...............................................................................................................................................................................
5. (because of) have busy work schedule  frequently eat takeaway food and ready-made food  put on
weight
...............................................................................................................................................................................
...............................................................................................................................................................................
46
6. (cause) eat too much food with a sharp acid taste  stomach ache  follow a more balanced diet
...............................................................................................................................................................................
...............................................................................................................................................................................
7. (consequently) suitable design of e-commerce websites  easy to browse and shop online  less demand
for shopping on the high street
...............................................................................................................................................................................
...............................................................................................................................................................................
8. (thereby) frequently visit second-hand store  expect to purchase used luxury items at an affordable price
 save money
...............................................................................................................................................................................
...............................................................................................................................................................................
9. provide good after-sale services  attract more customers  increase the revenue of the shop
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
10. department store have a special offer for electronic items  more people place an order online  no
items left in stock
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................

47
PRACTICE

Question: Many people in the modern time are following an unbalanced diet. What are the causes of this
situation? What effects does it have?

Step 1: Analyzing topic

Step 2: Brainstorming ideas

Causes Effects

AIR POLLUTION

Step 3: Organizing ideas and Outlining essay

Step 4: Writing essay

Step 5: Checking essay

48
LESSON 7
Rhetorical focus Problem-solution essay
Language focus - Language of purposes
- Conditional sentence

1. Problem-solution essay structure

Question: People who live in large cities face a range of problems in their daily life. What are the main problems
people in cities face, and how can these problems be tackled?

Analysing question:
1. What is the topic of the question?

2. What are the aspects of the topic that you have to discuss?

3. Is there any scope?

Brainstorming ideas
Problems Solutions to the problem

Organizing ideas and outlining

Introduction
General statements How to introduce the topic
- introduce topic Fact: [present simple]
- paraphrase question Recent changes: [present perfect]
Things which are changing right now: [present continuous]

Signal words: It is clear that, Most people say that, There is no doubt that, In the last
decade, Recently, These days, Nowadays
Outlining statement This essay will examine some of these problems in detail, and then propose some
solutions.
Body: Block organisation Body: Chain organisation
Body paragraph 1: problem Body paragraph 1: problem 1- solution 1
- Topic sentence - Problem 1
+ state the problem
- For each problem + describe the problem
+ state the problem + state the effect
+ describe the problem + give example (optional)
+ state the effect - Solution 1
+ give example (optional) + state the solution
49
+ describe the solution
+ state the solution
+ give example (optional)
Body paragraph 2: solution Body paragraph 2: problem 2- solution 2
- Topic sentence - Problem 2
+ state the problem
- For each solution: + describe the problem
+ state the solution + state the effect
+ describe the solution + give example (optional)
+ state the solution - Solution 2
+ give example (optional) + state the solution
+ describe the solution
+ state the solution
+ give example (optional)
Body paragraph 3: problem 3- solution 3
- Problem 3: …
- Solution 3: …
Conclusion
- Summary of ideas in key words
- Remark (suggestion, prediction, opinion)

Sample
These days, more and more people choose to live in big cities. Although cities are very attractive places
to live, there are also a number of problems there. This essay will examine some of these problems in detail,
and then propose some solutions.
One of the biggest problems facing people who live in cities is the high property prices. In many cities,
buying a house near the centre is impossible for people on average salary; as a result, they are forced to live
outside the city and commute into work. In central London, for example, the cost of a one-bedroom flat is
prohibitive for many people. To solve this problem, the government could build more affordable housing, which
would allow more people to buy their own home.
Another issue is traffic and air pollution. Most big cities are crowded with cars, and there is a great deal
of traffic congestion. The fumes from the cars cause air pollution, and as a consequence, more and more people
are suffering from respiratory diseases, such as asthma. This problem could be addressed by introducing a
congestion charge for cars entering the city centre, thereby cutting the number of vehicles on the road.
Finally, another problem is the quality of public transport. That is to say, in some cities, public transport
is inefficient and the infrastructure is old and inadequate. At the same time, ticket prices are often too high,
which discourages people from using public transport. The way forward must be to invest more money in trains
and buses, and to slash ticket prices. This would encourage more people to use public transport.
To sum up, although cities have a range of problems, it is possible to solve these to improve the quality
of city life. Governments and local councils must take the lead in dealing with these problems, and city life will
be better in the future.

Exercise 1: Analyse the sample

1. Introduction
a. Write the paraphrases for the question (Write X if you cannot find the paraphrases)
Question General statement
People who live in large cities
Face a range of problems in their daily life

50
b. Underline/highlight the outlining sentence
2. Body
a. Read the sample and finish the “Contents” column. Write key words only.
b. Read the sample again and finish the “Useful language” column
Useful language Contents
Problem State the
1 problem
Description
Effect
Example
Solution State the
1 solution
Description
Effect
Example
Problem State the
2 problem
Description
Effect
Example
Solution State the
2 solution
Description
Effect
Example
Problem State the
3 problem
Description
Effect
Example
Solution State the
3 solution
Description

51
Effect
Example

3. Conclusion
a. Underline/highlight the summary sentence. What did the summary mention?
...............................................................................................................................................................................
...............................................................................................................................................................................
b. How did the writer provide remark: suggestion, prediction, or opinion? Which word let you know?

2. Useful language
We can use conditional type I and language to express purposes to talk about the possible effects of a problem
or the possible effects/purpose of a solution.

Conditional sentence: type 1

o If S-V, S + will +V.
o Unless S-V, S + will + V. (Unless = if… not)
Purpose:
o S-V in order to / so as to + V.
o In order to V, S + can + V.
o S-V in order that / so that + S + can V.

Exercise 2: Provide the solution for the following problems. Use conditional sentence and/or language of
purposes to expand the idea for your solution.
Example:
1. It’s really dangerous to cycle in big cities. This problem can be addressed by building a cycle path, so that the
cyclists do not have to ride on the same lane with other bigger vehicles like trucks or cars. If the cyclists have
their own lane, the risk of having accidents will be reduced.
2. Children in urban areas do not often have outdoors activities. To solve this problem, ……….............................
..................................................................................................................................................................................
..................................................................................................................................................................................
3. Many burglaries have occurred in the area recently. The way forward must be to ……………………………………….
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
4. There are many homeless people in the city. One solution is ……………………………………………………..................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................

52
5. Elderly people often have some physical and mental problems. To deal with this,………………………................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
6. There have been a number of car thefts reported to the police so far. …………………………………………………………
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
7. Not many people are willing to work in fire services. ……………………………………………………..
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
8. Shoplifters cause loss of money to the shop. ……………………………………………………………………………………………..
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
9. Local resident finds it hard to afford medical service. ………………………………………….......................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
10. Some people drop litter on the streets. ………………………………………………........................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................

53
PRACTICE
Question: Many urban areas are facing a number of problems caused by crime. What are those problems?
How could people in the urban areas solve these problems?

Step 1: Analyzing topic

Step 2: Brainstorming ideas

PROBLEMS SOLUTIONS

Step 3: Organizing ideas and Outlining essay

Step 4: Writing essay

Step 5: Checking essay

54
LESSON 8
Rhetorical focus Agree-Disagree essay
Language Focus Using relative clauses: defining and non-defining clause

1. Agree-Disagree essay structure

Question: Many people nowadays think that it is necessary that each person have their own car. To what
extend do you agree or disagree?

Analysing question:
1. What is the topic of the question?

2. What are the aspects of the topic that you have to discuss?

3. Is there any scope?

Brainstorming ideas
Agree Disagree

Organizing ideas and outlining

Type 1: One-sided essay structure

Parts Suggested structures/phrases

Introduction
General statements How to introduce the topic It is clear that, Most people say
- introduce topic Fact: [present simple] that, There is no doubt that, In the
- paraphrase question Recent changes: [present perfect] last decade, Recently, These days,
Things which are changing right now: Nowadays
[present continuous]
Thesis statement State the writer’s opinion In my opinion, I agree/disagree
that/with… because of… reasons.
Body: Supporting details can be description, example, or explanation
Paragraph 1 : Reason 1 Topic sentence: State the first reason Using cohesive devices to connect
for your opinion Supporting sentences sentences and paragraphs
- Supporting detail 1 - Listing: First, Second, In addition,
- Supporting detail 2 Furthermore, Besides,
- Supporting detail 3

55
Paragraph 2 : Reason 2 Topic sentence: State the second reason - Giving example: To be more
for your opinion Supporting sentences specific, For example, For instance,
- Supporting detail 1 - Showing contrast: However, On
- Supporting detail 2 the one hand, On the other hand,
- Supporting detail 3 - Showing result: Consequently, As a
Paragraph 3 : Reason 3 Topic sentence: State the third reason result
for your opinion Supporting sentences * Note:
- Supporting detail 1 - Use cohesive device to show
- Supporting detail 2 contrast when moving to another
- Supporting detail 3 paragraph
Conclusion
Restatement of your Restate the idea that has been stated in the - In conclusion, To sum up, In
opinion Introduction general, All things considered
- ..., my own view is that/I believe...
Final remark Comment, suggestion, prediction

Exercise 4: Analyze sample 1

1. Introduction
a. Write the general statements for the sample.
b. Underline the sentence that helps you know the opinion of the writer.
2. Body
a. Highlight the topic sentence of the first and second body paragraph.
b. How are the two paragraphs developed: detail, example or explanation?
c. Use the brainstormed idea and write one more reason. State the reason clearly and develop it with details.
3. Conclusion
Write the conclusion for the sample.

Sample 1

…………………………………………………………………………………………………………………………………………………………………………
................................................................................................................................................................................
................................................................................................................................................................................
In my opinion, I agree that people should have their car because of some benefits.
One of the main reasons is saving time. Specifically, people do not waste as much time as when they have to
wait for the public transport if they have to move over long distance. For example, during holiday people who
work in the cities often find it difficult to book a coach or train ticket to their hometown and have limited options
for departure time because the tickets are sold out quickly. If they have their car, they can choose to depart
anytime they want, as they are not dependent on the coach or train service schedule.

Another reason is privacy. When travelling over distance, people sitting close to each other on the same vehicles
often share stories with each other. Public transports like coaches or trains are not suitable places to share
some important information because there are many strangers who are outside a workplace or a family. On the
other hand, when travelling in their own car, people feel more private to exchange important information with
some close friends, close colleagues or relatives, and they do not have to worry about leaking some secrets of
their company or family.

56
Finally, ……………………………………………………………………………………………………………………………………………………………..
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................

In conclusion, my own view is that……………………………………………………………………………………………………………………

Type 2: Two-sided essay structure (helping when lacking supporting ideas)

Parts Suggested structures/phrases
Introduction
General statements How to introduce the topic It is clear that, Most people say that,
- introduce topic Fact: [present simple] There is no doubt that, In the last
- paraphrase question Recent changes: [present perfect] decade, Recently, These days,
Things which are changing right now: Nowadays
[present continuous]
Outlining statement State that the body paragraphs is going In this essay I will look at two sides of
to focus on two sides of the topic. the problem/of this and give my
opinion.
Body: Supporting details can be description, example, or explanation
Paragraph 1: Explain Topic sentence: State the controlling Using cohesive devices to connect
the side that is further idea sentences and paragraphs
from the writer’s Supporting sentences - Listing: First, Second, In addition,
opinion - Supporting detail 1 Furthermore, Besides,
- Supporting detail 2 - Giving example: To be more specific,
- Supporting detail 3 For example, For instance,
Paragraph 2: Explain Topic sentence: State the controlling - Showing contrast: However, On the
the side that is closer idea one hand, On the other hand,
to the writer’s opinion Supporting sentences - Showing result: Consequently, As a
- Supporting detail 1 result
- Supporting detail 2 * Note:
- Supporting detail 3 - Use cohesive device to show contrast
when moving to paragraph 2
Conclusion
Statement of the State the idea of the side which is closer - In conclusion, To sum up, In general,
writer’s opinion to the writer’s opinion All things considered
- ..., my own view is that/I believe...
Final remark Comment, suggestion, prediction - should…, will…
57
Exercise 5:
Read the sample 2, which develops ideas according to type 2’s organization.
Write the topic sentence for the second body paragraph.
Then develop ideas for the first body paragraph.

Sample 2
Car is a popular means of transportation for people in modern society. In this essay I will look at two sides of
using car and give my opinion.

On the one hand, car has some problems. ……………………………………………………………………………………………………….

…………………………………………………………………………………………………..……………………………………………………………………..
One of the main benefits is saving time, because people do not waste as much time as when they have to wait
for the public transport if they have to move over long distance. Another benefit is avoiding bad weather,
specifically users do not have to worry about heavy rain or high temperature when they are sitting in the car.
Finally, car is a safer means of transportation compared to bicycle or motorbike, especially if people have to
drive on the highway.

In conclusion, there are more advantages than disadvantages, so I believe that having a car is very necessary. If
each person has a car, the traffic can be improved.

2. Useful language
Using relative clauses
Relative clauses are used to provide more information for a word/a phrase/a sentence.
Always identify the main subject of the sentence. If the sentence has more than one verb, consider using relative
clauses.
Defining relative clauses are used when the word/phrase is not definite.
- person: The house belongs to a man who is from Canada.
- object: The house which was damaged by flood belongs to my grandfather.
- possession: The house whose furniture was from France was sold at a high price.
- place: The house where we lived in was sold at a high price.
- time: The house was sold last year when we were abroad.
Non-defining relative clauses are used when the word/phrase is definite (proper noun, possessives) or when
there is a whole sentence.
- proper noun: Mr. A, who is a university professor, is interested in being a chef.
- possessives: My English-Vietnamese dictionary, which is borrowed from the library, is due tomorrow.
- a whole sentence: I received an offer letter from an IT company yesterday, which made me happy.
The non-defining relative clause is separated from the other parts of the sentence by comma(s).

58
Exercise 6: Translate the following sentences from Vietnamese into English using the suggested words and
relative clauses
1.Năm nay thành phố tổ chức một giải đấu thể thao lớn, việc này giúp người dân địa phương kiếm thêm thu
nhập. (host/major sporting events/earn more money)
..................................................................................................................................................................................
..................................................................................................................................................................................
2. Sân vận động AB, nơi tổ chức trận chung kết, đã thu hút hơn 50,000 khán giả đến cổ vũ đội tuyển quốc gia.
(final/spectators/national team)
..................................................................................................................................................................................
..................................................................................................................................................................................
3. Câu lạc bộ bóng đá Baa, nhà vô địch năm ngoái, được nhiều sự ủng hộ từ người hâm mộ. (champion/have
excellent support)
..................................................................................................................................................................................
.................................................................................................................................................................................
4. Một số vận động viên trẻ rất tự tin vào khả năng của họ, điều này có thể khiến họ dễ dàng thua khi thi đấu
hoặc không nỗ lực. (confident in their abilities/lose the competition/not make any effort)
..................................................................................................................................................................................
..................................................................................................................................................................................
5. Những người mới tập chơi một môn thể thao phải khởi động kĩ trước khi luyện tập. (take up a new
sport/warm up before exercising)
..................................................................................................................................................................................
..................................................................................................................................................................................
6. Chúng tôi đã đánh bại đối thủ, điều này cho thấy chúng tôi có niềm tin vào bản thân và làm việc nhóm tốt.
(beat the opponent/have self-belief/maintain good team work)
..................................................................................................................................................................................
..................................................................................................................................................................................
7. Chính phủ tài trợ cho các sự kiện thể thao lớn, điều này khích lệ các vận động viên đạt được thành tựu tốt
nhất. (sponsor big sporting events/motivate/achieve one’s personal best)
..................................................................................................................................................................................
8. Các vận động viên không tuân thủ luật sẽ bị cấm thi đấu trong vòng 2 năm. (break the rules/ banned from
competing/in 2 years)
..................................................................................................................................................................................
..................................................................................................................................................................................
59
PRACTICE
Question:
Many people think that it is unnecessary to organize sports competitions.
To what extent do you agree or disagree with this viewpoint?

Step 1: Analyzing topic

Step 2: Brainstorming ideas

AGREE DISAGREE

Step 3: Organizing ideas and Outlining essay

Step 4: Writing essay

Step 5: Checking essay

60
LESSON 9
Rhetorical Focus Discursive essay
Language Focus Using adverb clause

1. Discursive essay structure

- Discursive essay seems challenging at first glance, but its idea development is actually relatively similar to
developing idea for an opinion essay.
- Discursive essay question may be in different formats. They can ask about two opposite sides (advantages-
disadvantages, benefits-drawbacks), two approaches, or two solutions to one problem.
- Some discursive essay questions require the writer to state personal opinion, while others do not. If they do
require, writers need to state their opinion clearly in the conclusion.

Type 1: [View 1], [Views 2]. Discuss both views and give your opinion.
• View 1 is opposite to view 2.
Question 1: Many people nowadays think that it is necessary that each person has their own car. Others
think having a car does more harm than good. Discuss both views and give your opinion.
• View 1 is different from view 2.
Question 2: Some people think cars are a better way of transportation around the city, while others prefer
cycling. Discuss both views and give your opinion.

Type 2: [Topic]. Advantages – disadvantages

• No opinion
Question 3: Many people nowadays think that it is necessary that each person has their own car. What are
the advantages and disadvantages of having your own car?
• With opinion
Question 4: Many people nowadays think that it is necessary that each person has their own car. Do the
advantages of having a car outweigh the disadvantages?

Analysing each question:

Question 1 Question 2 Question 3 Question 4
1. What is the topic
of each question?

2. What side(s) or
view (s) do you
have to discuss?

3. Do you have to
state your personal
opinion?

Brainstorming ideas
Refer to lesson 8 and brainstorm the idea for each question.
61
Organizing ideas and outlining
Type 1: [View 1], [Views 2]. Discuss both views and give your opinion.
Parts Suggested structures/phrases
Introduction
General statements - introduce topic It is clear that, Most people say that,
- introduce topic Fact: [present simple] There is no doubt that, In the last
- paraphrase question Recent changes: [present perfect] decade, Recently, These days,
Things which are changing right now: Nowadays
[present continuous]
- paraphrase the two views in the While/Although/but/whereas
question
Outlining statement State that the body paragraphs is going This essay will discuss both views (and
to discuss two views. give my opinion).
Body: Supporting details can be description, example, or explanation
Paragraph 1: state the Topic sentence: State the first view Using cohesive devices to connect
first view and explain Supporting sentences: reasons why sentences and paragraphs
the reasons why people hold the first view - Listing: First, Second, In addition,
people hold the view - Supporting detail 1 Furthermore, Besides,
- Supporting detail 2 - Giving example: To be more specific,
- Supporting detail 3 For example, For instance,
Paragraph 2: state the Topic sentence: State the second view - Showing contrast: However, On the
second view and Supporting sentences: reasons why one hand, On the other hand,
explain the reasons people hold the second view - Showing result: Consequently, As a
why people hold the - Supporting detail 1 result
view - Supporting detail 2 * Note: Use cohesive device when
- Supporting detail 3 moving to paragraph 2
Conclusion
Statement of the State the writer’s opinion, which can be: - In conclusion, To sum up, In general,
writer’s opinion All things considered,…
- the preferred view OR - ..., my own view is that/I believe...
- no view is preferred than the other. - …, [view 1] and [view 2] can be
suitable to different situations.
Final remark - Comment, suggestion, prediction - should…
(based on the above opinion) - will…
- If you prefer no view, state the - If…, should/will/can.
conditions where each view is applied.

Type 2: Advantages-Disadvantages
Parts Suggested structures/phrases
Introduction
General statements - introduce topic It is clear that, Most people say that,
- introduce topic Fact: [present simple] There is no doubt that, In the last
- paraphrase question Recent changes: [present perfect] decade, Recently, These days,
Things which are changing right now: Nowadays
[present continuous]
Outlining statement State that the body paragraphs is going This essay will discuss both benefits
to discuss two views. and drawbacks of… (and give my
opinion).
62
Body: Supporting details can be description, example, or explanation
Paragraph 1: state the Topic sentence: State the advantages Using cohesive devices to connect
advantages Supporting sentences: sentences and paragraphs
- Advantage 1 + supporting details - Listing: First, Second, In addition,
- Advantage 2 + supporting details Furthermore, Besides,
- Advantage 3 + supporting details - Giving example: To be more specific,
For example, For instance,
Paragraph 2: state the Topic sentence: State the disadvantages
- Showing contrast: However, On the
disadvantages Supporting sentences:
one hand, On the other hand,
- Disadvantage 1 + supporting details
- Showing result: Consequently, As a
- Disadvantage 2 + supporting details
result
- Disadvantage 3 + supporting details
* Note: Use cohesive device when
moving to paragraph 2
Conclusion
Statement of the If the question requires opinion - In conclusion, To sum up, In general,
writer’s opinion  state the writer’s opinion on which All things considered
sides outweigh - ..., my own view is that/I believe the
OR [advantages/merits/benefits]
outweigh the [disadvantages/
demerits/drawbacks]
Summarize the If the question does not require opinion - … has both merits and demerits/ both
contents of the body  summarize the contents of the body pros and cons
paragraph paragraphs
Final remark - Comment, suggestion, prediction - should…
(based on the above opinion) - will…
- If you prefer no view, state the - If…, should/will/can.
situations where each view is applied.

Exercise 1: Work with your partner. Match the introduction with each question

1. Many people nowadays think that it is a. Choosing means of transportation is important to

necessary that each person has their own car. people. Some people think having a car is useful,
Others think having a car does more harm but some others believe cycling is better. This
than good. essay will discuss both views and give my
Discuss both views and give your opinion. opinion.
2. Some people think cars are a better way of b. Car is a popular means of transportation for
transportation around the city, while others people in modern society. In this essay I will look
prefer cycling. at two sides of having a car and give my opinion.
Discuss both views and give your opinion.
3. Many people nowadays think that it is c. Car is a popular means of transportation for
necessary that each person has their own car. people in modern society. This essay will look at
What are the advantages and disadvantages benefit and drawbacks of having a car.
of having your own car?
4. Many people nowadays think that it is d. Car is a popular means of transportation for
necessary that each person has their own car. people in modern society. Some people think
Do the advantages of having a car outweigh having a car is important, but some others
the disadvantages? believe car is harmful. This essay will discuss both
views and give my opinion.

63
Exercise 2: Work with your partner. Match the body outline and the conclusion with each question

1. Many people nowadays a. On the one hand, car can bring many benefits. Firstly,…
think that it is necessary
that each person has On the other hand, having a car also has some problems. Firstly,…
their own car. Others
think having a car does In conclusion, although having a car has two sides, I think it is still a
more harm than good. necessary vehicle for people, so people should buy cars for their
Discuss both views and convenience.
give your opinion.
2. Some people think cars b. On the one hand, car can bring many benefits. Firstly,…
are a better way of
transportation around On the other hand, having a car also has some problems. Firstly,…
the city, while others
prefer cycling. In conclusion, having a car has both positive and negative points.
Discuss both views and Therefore, people should think carefully before buying a car.
give your opinion.
3. Many people nowadays c. On the one hand, car can bring many benefits. Firstly,…
think that it is necessary
that each person has On the other hand, having a car also has some problems. Firstly,…
their own car. What are
the advantages and In conclusion, although having a car has two sides, I believe the
disadvantages of having advantages outweigh the disadvantages. Therefore, people should
your own car? buy cars.
4. Many people nowadays d. To begin with, people like having a car for many reasons. Firstly,…
think that it is necessary
that each person has Besides, cycling is also a good choice. Firstly,…
their own car. Do the
advantages of having a In conclusion, while car and bicycle have different advantages, I
car outweigh the believe that cycling is a better choice for keeping fit and protecting
disadvantages? environment. Therefore, people should choose cycling.

Exercise 3: Choose one question from 1-4. Use the introduction and the suggested body outline and
conclusion to write two body paragraphs for your essay.

2. Useful language
Using adverb clauses: time, contrast
Adverb clauses provide time, reason, condition, contrast, purpose or result for the main clause.
Reason, condition, purpose, result adverb clauses have been learnt in Lesson 6, 7, 8.
For lesson 9, more focus is on adverb clauses showing time and contrast.

The structure of adverb clauses of time/contrast can be as follows:

Main clause + [Subordinator of time/contrast] + adverb clause.
[Subordinator of time/contrast] + adverb clause, main clause.
- Subordinator of time: when, while, since, after, before, as soon as
e.g. After he graduated from university, he worked as a scientist.
- Subordinator of contrast: though, even though, whereas
e.g. He worked as a scientist although he studied Finance and Banking at university.

64
Exercise 4: Use the suggested subordinators to write sentences from the prompts

1. (when) use electronic equipment/work or study/back up files regularly

...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
2. (while) read some local news websites/adverts/pop up/screen
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
3. (whereas) I/browse news websites/ update news/my friend/ podcasts/same purpose
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
4. (although) upgrade computer software/bank account/hacked
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
5. (after) flick through/magazine/find/contents/boring/
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
6. (as soon as) the new smartphone comes out/new features/have enormous influence/people’s texting habit
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
7. (even though) she/in her late 70s/adapt to the digital age/keep up with/speed/technological development
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
8. (though) rarely update status/post photo/social media/posts/quickly/go viral
...............................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................

65
PRACTICE
Question: Some people say living in the digital age can bring a lot of benefits to human. Others, however,
think that it has a lot of drawbacks. Discuss both views and give your opinion.

Step 1: Analyzing topic

Step 2: Brainstorming ideas

Step 3: Organizing ideas and Outlining essay

Step 4: Writing essay

Step 5: Checking essay

66
LESSON 10
Rhetorical focus Account essay
Language focus Revision of language structures

1. Account essay structure

- A question for an account essay contains two smaller questions, each smaller question asks about one aspect
of the topic such as problem, cause, effect, solution, or opinion.
- Account essay structure does not fit into any essay patterns learnt in the previous sessions (cause-effect,
problem-solution, advantages-disadvantages).
- A question for an account essay may or may not require the writer’s opinion.
- Analyzing an account essay question requires identifying smaller questions to answer and whether the writer
needs to include personal opinion or not. This helps the writer fully achieve task requirements and clearly
structure their essay.

Example 1: Not requiring opinion

All over the world, societies are facing a growing problem with obesity. This affects both children and adults.
What are the reasons for this rise in obesity?
How could it be tackled?

Example 2: Requiring opinion

All over the world, societies are facing a growing problem with obesity. This affects both children and adults.
What are the reasons for this rise in obesity?
Is preventing obesity more of individual than government responsibility?

Exercise 1: Analyse the following questions by underlining two smaller questions to answer and identifying
whether you have to state your opinion
Question 1: Car is an integral part of people’s modern life, but it also has some disadvantages. What are some
disadvantages of the car? What are some alternative means of transportation that people can use?
Question 2: More and more people choose city as their living place. Is city a good place for people to live? How
will the life in the city change in the future?
Question 3: Obesity is a problem that many countries need to face, especially the children. What causes more
children to become obese? What can be done to tackle this issue?
Question 4: Some cities do not have enough facilities for people’s outdoors activities. What kind of activities do
people often do in open space? What can be done to provide people better condition for those activities?

Brainstorming ideas
Brainstorm ideas for the question in Example 1 above.
Reasons for obesity Solution to obesity

67
Organizing ideas and outlining
Exercise 2
1. Work with your friends to analyze the following sample and fill in the table below the text
2. Select ideas you have brainstormed to finish the second body paragraph and fill in the table below the text.

Sample
Obesity is a serious problem of our modern society, and it has serious effects on both the young and the
old. This essay will examine the causes for this, and then propose some solutions.

To begin with, there are some reasons for being overweight. The first reason is problematic diet.
(1)____________________, people often eat fast food which is high in fat, sugar or salt because they are busy
with their work or study and do not have time to cook. (2) ____________________, modern people do not have
enough time for exercising. (3)____________________, an adult often spends ten to twelve hours a day for
going to work, two hours a day for moving, six hours a day for sleeping, and six hours a day for taking care of
their children. (4)____________________, it is difficult for them to find free time for doing physical activities
such as playing sports or walking, so they will gradually become overweight. (5)____________________, people
also become obese due to having a lot of stress, which forces them to eat more and take in more energy but
their bodies do not use the energy. This energy will become fat.

To cope with obesity, there are several solutions. .......................................................................................

To sum up, ...................................................................................................................................................

Contents of the idea Details

Question 1 State the answer to

question 1

Idea 1

68
Idea 2

Idea 3

Question 2 State the answer to

question 2

Idea 1

Idea 2

Idea 3

3. Useful language
Using cohesive devices

Exercise 3
1. Fill in each blank of the sample above with suitable cohesive devices.
2. Write the second body paragraph and the conclusion. Pay attention to using cohesive devices.

Revising language structure

- Refer to the previous lessons to revise some language structures useful for developing ideas in an essay.
- To avoid making grammar mistakes, students should not write long sentences with more than 2 clauses.
- Always identify the main subject of the sentence. If the sentence has more than one verb, consider using
relative clause.

Lesson Language structures Some examples of mistakes

6 Expressing causes and ✔: She is a great teacher because she is always strict with her students.
effects : She is a great teacher because of she is always strict with her
students.
7 Expressing purpose ✔: You can do morning exercises so that you can protect your health.
: You can do morning exercises. So that you can protect your health.
8 Using relative clause: ✔: The government should punish people who litter on the street.
defining and non-defining : The government should punish people litter on the street.
9 Using adverbial clause ✔: She is a great teacher because she is always strict with her students.
: She is a great teacher. Because she is always strict with her
students.
✔: The air is heavily polluted although there are some measures to
reduce emissions.
: The air is heavily polluted although some measures to reduce
emissions.

69
Exercise 4: Write 4-5 sentences to develop ideas for the following sentences. Use cohesive devices and
suggested words to connect the sentences.

1.It is important to learn about local customs when travelling. (because)

..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
2. People can show their care for their beloved people in two ways. (so that)
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
3. Some university students do not have proper manner when writing emails. (relative clauses)
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
4. Giving an academic presentation can be difficult. (conditional sentence)
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
5. There are some manners to be avoided in face-to-face communication. (relative clauses)
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................

70
PRACTICE:
Question:
Some people claim that communication between family members is not as good as in the past.
Do you agree or disagree?
What are some ways to help people in the family better their communication?

Step 1: Analyzing topic

Step 2: Brainstorming ideas

QUESTION 1 QUESTION 2

Step 3: Organizing ideas and Outlining essay

Step 4: Writing essay

Step 5: Checking essay

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