*WRITING OUTLINE*

IELTS Writing has two tasks. The first, Task 1, involves writing a summary of a visual or process (for the
Academic test) or writing a letter (for the General test). In Task 2, you’ll write a complete essay. You’ll be
tested on how well your ideas flow together, your vocabulary and grammar, and if you fulfilled all the
requirements. Read on to learn more about this task and more about how to practice IELTS Writing at home!
What is IELTS Writing?
The IELTS Writing section is the third section of the main IELTS exam, right after the Reading Section. Here
are some basic stats for the test:
IELTS Writing Section Basics
 Time limit: 60 minutes
 Number of tasks: 2
 Format:
 Handwritten (IELTS Paper-Based Test)
 Typed (IELTS Computer-Delivered Test and IELTS Indicator Test)
 Scoring:
 This section has a band score of 1-9, based on a rubric (this is the same band score
range as rest of the exam).
 Academic Writing Task 1
On the Academic version of the IELTS, the first Writing task requires you to describe an infographic in at
least 150 words, with a recommended 20 minute time limit. Common types of infographics include Bar
graphs, Pie charts, Line graphs, Table chart, Diagram (natural and process) and Map. Sometimes you
Would need to describe combinations of more than one kind of infographic.

 Task 2 for IELTS Writing

The second Writing task is the same on both versions of the test, and requires you to give and defend your
opinion on a social issue. Common IELTS Writing topics for this task may be broadly public (such as the issue
of government funding for the arts) or more personal (such as one’s preferences on where to live, how to
study, etc.).
 How Is IELTS Writing marked?

The Writing section is scored in IELTS bands. For a summary of these scoring levels, take a look at the official
IELTS band descriptors for Task 1, and Task 2.

B.MARKING CRITERIA (TASK – 1 & TASK – 2):

1. Task Achievement - TA 4. Lexical Resource - LR

2. Task Response- TR 5. Grammatical Range and Accuracy – GRA
3. Coherence and Cohesion – CC

*RANGE: 7. CORRECT PARTS OF SPEECH.

1. STRACTURAL SENTENCES (SIMPLE, COMPLEX, COMPOUND) 8. WIDE RANGE OF WORDS.
2. DEGREE (COMPARATIVE, SUPERLATIVE) *ACCURACY:
3. ACTIVE AND PASSIVE STRUCTURES. 1. CORRECT TENSE
4. CONDITIONALS. 2. CORRECT FORM OF VERBS
5. CONNECTORS. 3. USAGE OF CORRECT PARTS OF SPEECH
6. DIFFERENT TENSES.
  A.RULES REGARDING WRITING:

*PENALTY*

1. Do not use any contraction form of any words; use elaboration of the words (aren’t- for are not, don’t – do
not)
2. Do not use any abbreviation/acronym for any word (govt. - government)
3. Do not use any split words; if you need more space to write a large word continue on the other line.
4. Keep one line space between two paragraphs to separate them (after paragraph not sentence)
5. Do not use any title for any paragraph.
6. Write at least 150 or 250 words for task -1 or task-2
7. Do not use any colloquial/ informal/ slang words
8. Never touch the line; always write between the lines.

*DEFAULT*
1. Write your candidate name and number properly (according to your registration id like passport or national
identity card)
2. Do write your answers on the respective answer scripts.
3. Do not continue your writing once your legitimate time is over.
4. Do no talk to or copy from your fellow candidate.
C.TYPES OF TASK -1 QUESTION:
 D.TYPES OF TASK -2 QUESTIONS:

*AGREE – DISAGREE*
1. In the modern world, people no longer need to use food or products from animals, such as medicine and
clothing. Do you agree or disagree with that statement?

2. Some people think that the best way to improve road safety is to increase the minimum legal age for driving
a car or motorbike. To what extent do you agree or disagree?

*ADVANTAGES – DISADVANTAGES*
1. In some countries, many more people are choosing to live alone nowadays than in the past. Do you think
this is a positive or negative development?

2. Some people regard video games as harmless fun, or even as a useful educational tool. Others, however,
believe that videos games are having an adverse effect on the people who play them. In your opinion, do the
drawbacks of video games outweigh the benefits?
*DISCUSS BOTH VIEWS*
1. Some people think that it is more beneficial to take part in sports which are played in teams, like football,
while other people think that taking part in individual sports, like tennis or swimming, is better. Discuss
both views and give your own opinion.
2. Some people think that newspapers are the best way to get news.
However, others believe that they can get news better through another media. Discuss both views and give
your opinion?
*PROBLEMS/CAUSES – SOLUTIONS*
1. More and more people are migrating to cities in search of a better life, but city life can be extremely
difficult. Explain some of the difficulties of living in a city.

How can governments make urban life better for everyone?

2. Explain some of the ways in which humans are damaging the environment.
What can governments do to address these problems? What can individual people
do?
*TWO – PART QUESTION*
1. The earth is being filled with waste material such as plastic bags and other rubbish. Is this really happening?
What are some solutions to this problem?

2. Happiness is considered very important in life.

Why is it difficult to define?
What factors are important in achieving happiness?

Below are some of the most common essay topics for the IELTS Writing Task 2 exam:

1. Education 7. Health
2. Globalization 8. Law and order
3. Equality 9. Language and culture
4. Environment 10. Government and society
5. Technology 11. Sports and pastime
6. Travel and transport
 E.TRENDING LANGUAGES (TASK-1):

Verbs to describe an upward trend

1. The following verbs can be used to describe a trend or pattern that goes up.
2. climb (past: climbed)
3. go up (past: went up)
4. grow (past: grew)
5. increase (past: increased)
6. jump (past: jumped)
7. rise (past: rose)
8. rocket (past: rocketed)
Sentence examples using words that show an upward trend:
1. The number of enrolments increased significantly between 2005 and 2010.
2. Production rose from 800 units in May to 1000 units the following month.
Verbs to describe a downward trend
1. The following verbs can be used to describe a trend or pattern that goes down.
2. decline (past: declined)
3. decrease (past: decreased)
4. drop (past: dropped)
5. fall (past: fell)
6. go down (past: went down)
7. plummet (past: plummeted) = to fall or drop suddenly in amount or value
8. plunge (past: plunged) = to fall or drop suddenly in amount or value
9. Plunge and Plummet, when describing trends, have the same meaning.
Sentence examples using words that show a downward trend:
1. Prices of Model X dropped significantly once Model Y became available on the market.
2. Company profits decreased in 2013 by 15%.
Words and phrases used to describe a stable trend
1. To describe a more or less stable pattern, you can use the following expressions:
2. maintain (past: maintained)
3. remain (past: remained)
4. stay (past: stayed)
5. constant
6. stable
7. steady
8. Remain unchanged
Adverbs used when describing trends
1. Adverbs describe HOW something happens. They usually come after a verb.
2. sharply, rapidly, quickly, steeply
3. considerably, significantly, substantially
4. steadily, gradually, moderately
5. slightly, slowly
6. To see the degree of intensity of these adverbs, look at the chart below.
Academic Writing Task 1 Summary Chart
 *Nouns used when describing trends*

1. decline
2. decrease
3. dip (a momentarily small drop in the level of something)
4. drop
5. fall
6. fluctuation (= an irregular rising and falling in number or amount; a variation)
7. growth
8. increase
9. peak (= the highest point)
10. rise
11. slump (= a severe or prolonged fall in the price, value, or amount of something)
12. variation (= a change or difference in condition, amount, or level)

F.TASK – 1: WRITING STRUCTURE

Task -1 structure:
*Introduction-Overview-Body paragraph-1- Body paragraph-2
*Introduction-Body paragraph-1- Body paragraph-2- Overview

*INTRODUCTION: Rewording the question or paraphrasing the question using comprehensive and cohesive
devices.

*OVERVIEW: An overall idea about the task. You should not use any ratio, number, data or percentages. You
should only mention highest, lowest point and any significant change (if there is any)

*BODY PARAGRAPH: Detailed presentation of the task using data, ratio, percentage, numbers and
comparative and cohesive devises. You should compare similar and only selected information here.

G.INTRODUCTION SAMPLES*

Example:
1. The conferred bar graph/graphs compares/compare information regarding…
2. The conferred/given/provided/ pie charts/chart represent/represents data regarding…
3. The conferred/given/provided /bar/pie/table/line/diagram/map chart/graph/
illustrate/illustrates/provides/provide/demonstrate/demonstrates/compare/compares information/data
regarding/about
NOTE:
1. For a single graph/chart use’s’ after the verb, like - gives data on, shows/ presents etc. However, if there are
multiple graphs, DO NOT use’s’ after the verb.
2. If there are multiple graphs and each one presents a different type of data, you can write which graph
presents what type of data and use 'while' to show a connection. For example - 'The given bar graph shows
the amount spent on fast food items in 2009 in the UK while the pie chart presents a comparison of
people's ages who spent more on fast food.
3. Your introduction should be quite impressive as it makes the first impression on the examiner. It either
makes or breaks your overall score.
4. For multiple graphs and/ or table(s), you can write what they present in combination instead of saying
which each graph depicts. For example, "The two pie charts and the column graph in combination depicts
a picture of the crime in Australia from 2005 to 2015 and the percentages of young offenders during this
period."
Caution:
Never copy word for word from the question. If you do, you would be penalized. Always paraphrase the
introduction in your own words.

General Statement Part:

The General statement is the first sentence (or two) you write in your reporting. It should always deal with:

What + Where + When.

Example: The diagram presents information on the percentages of teachers who have expressed their views
about the different problems they face when dealing with children in three Australian schools from 2001 to
2005.
What = the percentages of teachers...
Where = three Australian schools...
When = from 2001 to 2005...
H.TIME EXPRESSIONS*

Dates, Months & Years related vocabulary and grammar:

Describing times
1. At the beginning of the times shown in the table…
2. At the end of the period given…
3. Between… and… there is a change in…
4. In the following day/ week/ month/…,…
5. Over the next two/ three/ four/… days/ weeks/ months/…,…
6. In the next day/ month/ period given/…,…
7. (Just/ Slightly) after that
7 . This continues (in a similar vein) until…
8. By the time we reach…, we can see…
9. Meanwhile, if we look at…, we can see a very different…
10. At the same time (in…),
Giving vague data and times
1. about/ approximately/ around/ more or less/ roughly
2. (just) under/ (just) below/ nearly/ almost/ (slightly) lower than/ (a little) less than
3. above/ (just) over/ (slightly) more than
4. very nearly/ a tiny bit under/ virtually
5. Giving exact data and times
6. to be precise
7. The most useful phrases for comparing the figures/ columns/ rows/ tables
8. Like…,…
9. Similarly,
10. (more or less/ almost/ nearly/ virtually/ practically) identical/ the same
11. (extremely/ very/ fairly) similar
12. (Exactly/ just/ almost/ nearly/ two thirds/ half/ a quarter) as… as…
13. Over the timescale/timeframe of..... (if there is mention of long period)

*LANGUAGE OF ESTIMATION (FUTURE):

-Prediction/ expectation/projection/forecast/anticipation/estimation...
-it is predicated /expected/projected/estimated/anticipated/likely...
-the number of Is/are predicted/expected/anticipated/projected/anticipated/estimated/forecasted
Percentage, Portion and Numbers:

Percentages:
10% increase, 25 percent decrease, increased by 15%, dropped by 10 per cent, fall at 50%, reached to 75%,
tripled, doubled, one-fourth, three-quarters, half, double fold, treble, 5 times higher, 3 timers lower,
declined to about 49%, stood exactly at 43%.

Fractions: three-quarter.
4% = A tiny fraction. 79% = Well over three quarters.
24% = Almost a quarter. Proportions:
25% Exactly a quarter. 2% = A tiny portion, a very small proportion.
26% = Roughly one quarter. 4% = An insignificant minority, an insignificant
32% Nearly one-third, nearly a third. proportion.
49% = Around a half, just under a half. 16% = A small minority, a small portion.
50% Exactly a half. 70% = A large proportion.
51% = Just over a half. 72% = A significant majority, A significant
73% = Nearly three quarters. proportion.89% = A very large proportion.
77% = Approximately three quarter, more than 89% = A very large proportion.
Words/ Phrases of Approximation - Vocabulary:

» Approximately » Just over

» Nearly » Just under
» Roughly » Just around
» Almost » Just about
» About » Just below
» Around » A little more than
» More or less » A little less than

*OVERVIEW SAMPLES*

A good General statement should always have these parts.

1. From an overall perspective, it has been observed that…
2. In general, it can be seen that….
3. Overall, it is apparent that…
4. Looking from an overall perspective, it can be observed that...
5. In general, it can be clearly seen that….
6. Overall, it is obvious that…
* Vocabulary to Start the Report Body:

Just after you finish writing your 'Introduction' (i.e. General Statement + General overview/ trend), you are
expected to start a new paragraph to describe the main features of the diagrams. This second paragraph is
called the 'Body Paragraph / Report Body". You can have a single body paragraph/ report body or up to 3,
(not more than 3 in any case) depending on the number of graphs provided in the question and the type of
these graphs. There are certain phrases you can use to start your body paragraph and the following is a list
of such phrases ---
1. As it is presented in the diagram(s)/ graph(s)/ 13. It is interesting to note that...
pie chart(s)/ table... 14. It is apparently seen that...
2. As (it is) shown in the illustration... 15. It is conspicuous that...
3. As can be seen in the... 16. It is explicitly observed that...
4. As the diagrams suggest... 17. It is obvious...
5. According to the... 18. It is clear from the data...
6. Categorically speaking... 19. It is worth noticing that...
7. Getting back to the details... 20. It is crystal clear/ lucid that...
8. Now, turning to the details... 21. It can be clearly observed that...
9. The table data clearly shows that... 22. It could be plainly viewed that...
10. The diagram reveals that... 23. It could be noticed that...
11. The data suggest that... 24. We can see that...
12. The graph gives the figure...

 TASK – 2 STRUCTURES:
1. Opinion based Questions (Agree or Disagree)
Typical Question Words–
What is your opinion?
Do you agree or disagree?
To what extent do you agree or disagree?
 Direct question.
Example Question–
Some people believe that unpaid community service should be compulsory in high school programmes
(for example, working for a charity, improving the neighbourhood or teaching sports to younger
children).
Do you agree or disagree?
Essay Structure
Introduction Main Body Paragraph 2
1- Paraphrase Question 1- Topic Sentence
2- Give your opinion and outline the main ideas. 2- Explain Topic Sentence
Main Body Paragraph 1 3- Example
1- Topic Sentence Conclusion
2- Explain Topic Sentence 1- Summary of main points and opinion
3- Example
2. Opinion based Questions (Advantage and Disadvantages)
Typical Question Words
 Discuss the advantages and disadvantages.
What are the advantages and disadvantages?
Example Question
Technology is being used more and more in education.
Discuss the advantages and disadvantages.
Essay Structure Main Body Paragraph 2
Introduction 1- State Two Disadvantages
1- Paraphrase Question 2- Expand/Explain First Disadvantage
2- Outline Main Points 3- Expand/Explain Second Disadvantage
Main Body Paragraph 1 3- Example
1- State Two Advantages Conclusion
2- Expand/Explain First Advantage 1- Summary of Main Points
3- Expand/Explain Second Advantage
3- Example

3. Discussion Essay (Discuss Both View)

Typical Question Words
Discuss both points of view and give your opinion.
Example Question
Technology is being used more and more in education. Some people say that this is a positive trend, while
others argue that it is leading to negative consequences.
Discuss both sides of this argument and then give your own opinion.
Essay Structure 4- Example to support your view
Introduction Main Body Paragraph 2
1- Paraphrase Question and/or state both 1- State second viewpoint
viewpoints. 2- Discuss second viewpoint
2- Thesis Statement 3- Reason why you agree or disagree with
3- Outline Sentence viewpoint
Main Body Paragraph 1 4- Example to support your view
1- State first viewpoint Conclusion
2- Discuss first viewpoint Sentence 1- Summary
3- Reason why you agree or disagree with
viewpoint
4. Problem and Solution Questions

Typical Question Words

 Problem and solution.
 Cause and solution.
Example Question
Students are becoming more and more reliant on technology.
What are some of the problems associated with reliance on computers, and what are some of the possible
solutions?
 Essay Structure 4- Example of Second Problem
Introduction Main Body Paragraph 2
1- Paraphrase Question 1- State Solutions
2- Outline Sentence 2- Explain First Solution
Main Body Paragraph 1 3- Explain Second Solution
1- State Problems 4- Example of Second Solution
2- Explain First Problem Conclusion
3- Explain Second Problem 1- Summary
5. Two-Part Questions

 Typical Question Words

There will normally be a statement, and they will then ask you to answer separate questions.
 Example Question
As most people spend a major part of their adult life at work, job satisfaction is an important element of
individual wellbeing.
What factor contributes to job satisfaction?
How realistic is the expectation of job satisfaction for all workers?
 Essay Structure 4- Example
Introduction Main Body Paragraph 2
1- Paraphrase Question 1- Answer second question directly
2- Outline Sentence (mention both questions) 2- Explain why
Main Body Paragraph 1 3- Further explain
1- Answer first question directly 4- Example
2- Explain why Conclusion
3- Further explain 1- Summary

 TASK – 2
Useful vocabulary/phrases to open/start the essay:
 Many/some people claim/opine/believe that...
There is no denying that...
It is often said that...
These days.../ Nowadays.../ In this day and age...
It goes without saying that...
It is universally accepted that...
We live in an age when many of us are...
People are divided in their opinion regarding...
.... is one of the most important issues...
Whether.... or.... is a controversial issue...
 Useful vocabulary/phrases to end the Introduction part:
 Let us examine both views before reaching a concrete decision.
The following paragraphs discuss whether ...... or ...... and reach a reasonable conclusion.
 The following essay takes a look at both sides of the argument.
My two cents go for...
However, I strongly believe that...
I oppose the view and my reasons will be explained in the following paragraphs.
I will support this view with arguments in the following paragraphs.
I personally believe that...
Thus the advantages far outweigh the disadvantages...
I wholeheartedly believe that this trend should be changed.
This essay intends to outline …followed by a suitable conclusion
 Vocabulary for the opinion part:
 In my opinion... view')
I strongly opine that... As far as I am concerned...
I strongly agree with the idea that... From my perspective...
I strongly disagree with the given topic... I realise...
I think... To my way of thinking...
My opinion is that... It seems to me that...
Personally speaking... To me...
In my view... To my mind...
I believe... My own view on the matter is...
Apparently... It appears that...
Personally speaking... I feel that...
According to me... I understand...
From my point of view... (Not 'In my point of I suppose...
Examples:
1) But in my opinion, giving access to a mobile phone & the internet to each and every unemployed person
is a matter of great dispute. I believe, this idea can help the countries who have sufficient funds for the
whole fiscal year and have already adopted technologies like the internet for a very long period. But this
might turn out a complete loss for an undeveloped country.
2) I believe parents are always teaching us in many ways intentionally and unintentionally; however, the
contributions teachers have in our learning process cannot be ignored.
3) I strongly agree with the idea that the gender issue is only a determinant in the battle of the sexes, not
the battles among nations and peoples. It is therefore impertinent, if not irrational, to conclude that world
conflicts result from the rule of a particular gender and the finer sex would do a better job at prevailing
peace if selectively put at the helm of human nations.
 Vocabulary for the 2nd paragraph Part:
It is true that... It is worth considering...
First... In the first place...
First of all... Though it is true that...
Firstly... Some people believe that...
First and foremost... Many people think that...
Initially... According to many...
To begin with... Some people believe that...
To start with... Many support the view that...
Let us take a look at... On the one hand...
Examples:
1) It is true that an unemployed educated person with a mobile phone and an internet connection can get
more access to the local and foreign job sectors and can use these technologies to get a job or become self-
employed.
2) First of all, the maximum number of cars are owned by rich people and fuel price would not restrain them
from using cars. The price of fuel, in fact, increased significantly over the past 12 years and that has done
nothing to reduce car usage.
3) To begin with, houses that are being constructed by those in the lower-income groups do look at the most
cost-effective option. In this process, they invariably explore cheaper options that include a compromise on
material and construction quality.

 Vocabulary for the 3rd, 4th ...... paragraph Part:

Second(ly)... (Not 'Second of all') Consequently...
Third(ly)... What’s more...
Then... Furthermore...
Next... Moreover...
After that... Other people think that...
And... Other people believe that...
Again... On the other hand...
Also... Apart from that...
Besides... Finally...
Likewise... Last but not least...
In addition...
Examples:
1) Besides, unemployed persons living in urban areas; can easily get the information related to the job-
offering companies with these technologies................ Furthermore, the use of these technologies give
them advantages over others.......
2) Besides, people would learn more about outer space as the experiment and scientific research in outer
space is going on more steadily than ever.
3) Apart from that, computers would become more powerful and they will have superior artificial intelligence.
We will have robots to do hazardous works like mining and outer space research. Surprisingly, e-commerce
would be in a more convenient form and most people will purchase online rather than going to shops in
person.
 Vocabulary to show the comparison:
In the same way... Similar to...
Likewise... Also...
Similarly... At the same time...
Like the previous point... Just as...
Examples:
1) Similarly, all the companies and offices are becoming automated and using computers, the internet and
other technologies vastly than any other time in history.......
2) At the same time software could be used for many purposes such as learning through computers,
accounting in computers, drawing, storage of information, sending information from one person to other
persons etc.
3) Also reading books is like peeking into the minds of the greatest people - A book is like a conversation with
the writer and reading many books gives us an insight into the thinking process of different writers..

 Vocabulary to show contrast:

On the other hand... Though...
On the contrary... Even though...
However... Despite... / In spite of...
Nevertheless.../ Nonetheless... In spite of the fact that...
But... Alternatively...
Nonetheless/ Nevertheless... In contrast to this...
Oppositely... Then again...
Alternatively... On the other hand...
Unlike... Despite the fact that...
While... Even so...
Whilst... Yet...
Although... Meanwhile...
Examples:
1) On the contrary, poor countries suffer from the lack of sufficient budgets to ensure some very basic
needs of people like health, education, medicines etc. Then again, those countries don't have a chance to
spend a lot of money to initiate a superficial project........
2) Unlike a TV, a radio cannot display an image or a video, and communication is limited to voice only.
Typically, a radio is used for access information such as news and live traffic updates.........
3) In contrast to this, the consumption of fuels to run the car is contributing to the rise if global warming and
affecting the ozone layer. So, using bicycles in cities would be a better alternative.........
 Vocabulary to show an example:
As an example... As...
As an illustration... That is...
As an instance... Among others...
As for instance... Such as...
For instance... Particularly...
For example... Specifically...
As for example... Regarding...
By way of illustration... In particular...
By way of example... Including/ To include...
To illustrate... Namely...
To paraphrase... With respect to...
To show an example... As far .... is concerned...
To give an example... As a piece of evidence...
To cite an example... An example is...
To cite an instance... ...could be a good/ideal example here
Take one example... A case...
Take one instance... When it comes to...
Like... As a model...
Examples:
1) For instance, there is no guaranty that all unemployed people will use technology positively........
2) As an example, many governments of the first world countries have initiated other projects like:.........
3) For example, if a public bus gets busted in the middle of a road, the passenger can easily leave it a look for
another one.
 Always use a comma (,) after 'For example', 'for instance' etc.

 Vocabulary to present an idea:

Research shows that...
Research has found that...
When it comes to...
With respect to...
Not only... but also...
In terms of...
Examples:
1) Research shows that the employment opportunity and crime ratio in a city has a deep underlying
relationship and that is why...

2) When it comes to deciding who should be responsible to teach children the discipline...

3) With respect to mix-school classrooms, it is quite evident that...

 Phrases to introduce more ideas/ examples:
Furthermore... Another point worth noting is...
In addition... Another factor to consider is...
On top of that... Furthermore...
Besides... Not only .... but also...
What is more... Also...
Examples:
1) On top of that, rich countries emit more CO2 than the rest of the world does and this is why they have
greater responsibilities.

2) Another point worth noting is the number of TV channels we have these days.

3) What is more, leaders are born not made.

 Vocabulary to show consequence, effects or result:
As a result... On account of...
Consequently... Because of...
As a consequence... Hence...
As an effect... Eventually...
Thus... For this/that reason...
So... Thereby...
The reason why... Due to...
Therefore... Owing to...
Examples:
1) Therefore, we should avoid using our budget in an uncertain project........
2) As a result, people are struggling much to lead a healthy and secure life.........
3) Consequently, local residents will be able to find more job opportunities in this factory and have a better
socio-economic status.........
 Vocabulary to show result & reason:
As a result...
As a result of...
Due to...
One reason behind this is...
... has led to/ ... has resulted in...
Consequently...
Therefore...
Examples:
1) The overuse of natural resources has already resulted in the scarcity of such valuable resources that we can
not do without...

2) This has led to moral degradation and we are at a tough time looking back much behind.

3) One reason behind this is the negligence of individuals who are already suffering from minor health-
related issues.
 Vocabulary to sum up at the end of a paragraph:
To sum up... That is to say...
In short... To repeat in short...
In a word... To summarise...
To put it simply...
Examples:
1) In a word, I think, the idea can be very useful for developing countries but for us, it might be sinister...
2) That is to say, we must ensure the safety of our children first.........
3) In short, the overall infrastructure of the area will develop.
N.B. The above vocabulary is specifically useful while finishing a paragraph. You can use these words/ phrases
to re-state the topic of the paragraph.
 Vocabulary to make a point stronger/ Adding emphasis:
It goes without saying that... Still...
Obviously... Yet...
Needless to say... Must... After
There is little doubt that... After all...
Although... Even if...
Thought... Therefore...
Nonetheless... Thus.....
Nevertheless...
Examples:
1) Although, Parents are important teachers in our lives and none can deny their invaluable role to make us
what we are, but they aren't always the best teachers.......
2) Thus air and water pollution caused by this factory will ruin the local environment and wildlife
fundamentally.........
3) Although industrialisation is necessary for the growth of a country it must be regulated. The proper
measures must be in place to reduce the negative impacts of byproducts on the environment.
  Vocabulary for clarifying or rephrasing:
To put it simply...
To put it in another way...
That is to say...
In other words...
Examples:
1) To put it in another way, nuclear power has a great potential to provide the power requirement of
industries all around the world.
2) In other words, fathers have a great role to play when it comes to upbringing children in a proper way.
3) To put it simply, co-education can bring advantages that far outweigh the demerits it has.
 Other transitional words/connective words:
Then...
Else...
Otherwise...
Besides...
As soon as...
As much as.....
Examples:
1) They take care of the children as much as parents do ..................
2) As soon as we realise the problem ..................
3) Otherwise, the unemployed graduates' number will keep on increasing ..................
 Some correct and incorrect expressions:
Correct Incorrect
In my opinion… From my opinion…
From my point of view... In my point of view…
Second/ Secondly… Second of all...
On the other hand… On other hand...
Last but not least… Last but not the least…
In conclusion/ To conclude... In a nutshell...
 Vocabulary for the conclusion part:
In conclusion... To draw the conclusion...
In summary... Given these points...
To conclude... Ultimately...
To conclude with... In a nutshell...
In closing... To elucidate...('To elucidate' means - 'make
To sum up... something clear' or 'to explain'.)
In general... All things considered...
To summarise... By and large...
In short... Taking everything into consideration...
All in all... Taking everything into account...
Overall... In light of these arguments...
On the whole... Weighing up both sides of the argument...
(Useful Tip: Avoid using 'In a nutshell' as it is not formal. Use 'In conclusion/ to conclude' instead.)

Examples:
 1) In general, even though it is preferable to study English in an English-speaking country, a reasonable level
of English can be achieved in one's own country if a student is gifted and dedicated to studying.
2) To sum up, if the population explosion continues, many more people will die of starvation in poor countries,
and life in the cities, even in affluent nations, will become increasingly difficult.
3) To conclude, I recommend that the only sensible way to solve this problem is to educate young people
about the dangers of drug use and to take steps to reduce the pressure of competition placed upon them.
4) In conclusion, nuclear technology certainly has positive uses but is nonetheless dangerous. However, it
would have been better if it had never been used to create nuclear weapons. If life on Earth is to continue,
all the nuclear nations of the world should agree to disarm as soon as possible.

 *SIMPLE OVERVIEW REGARDING GRAMMAR IN IELTS WRITING*

*RIGHT FORM OF THE VERBS*
RULE .1: Preposition ‘TO’, Model Auxiliary verbs (Can, could, shall, should, will, would, may, might, ought to,
used to, need, dare), am to, is to, are to, was to, were to, have to, has to, had to, do not, doesn’t, didn’t,
cannot but, could not but, had better, had rather, would better, would rather, - use base form of a word
after these. Base form: no s/es/ed/in
1. He can do the work.
2. I shall go to the school.
3. You must come home.
4. He should study hard.
5. I let them use my shoes.
6. I had better go to the market by this time.
7. I need not do the work.
8. You need to do the work in time.
9. He went to the market to buy a shirt.
RULE .2: After any preposition except ‘TO’, With a view to, look forward to, get used to, addicted to, dedicated
to, worth, mind ,past, while, would you mind, cannot help, could not help, detest, dislike enjoy, fancy,
hate, like, love, admit, consider, discuss, deny, imagine ,remember, suggest, avoid ,begin, finish, keep, miss,
practice, risk ,start, stop, see, here ,listen to ,smell ,watch ,catch ,find ,imagine ,leave ,prevent- use ing form
of the verbs after these words
1. I’m looking forward to getting a job.
2. I went shopping with a view to buying a shirt.
3. Would you mind giving me the book?
4. He cannot help doing the assignment.
RULE .3: Sentence passive voice modal auxiliary verb (ought to, need, dare, have to, must etc.)
র র be + past participle form of verb ।
o It can be done by you.
o All the fruits could be taken.
RULE .4: IF there are two verbs alongside; use ‘ing form ‘or Infinitive form (to +verb) of the after the 2nd one
NOTE: If the second verb refers to a situation in the past then use ‘ing form ‘of the word and if the 2nd verb
refers to a purpose or objective then use infinitive (to+ verb).
RULE .5: Sentence এ yet, just, just now, recently, already, lately, ever ঱ present perfect tense
঵ ।
1. He has taken his lunch just now.
2. They have already come home.
3. I have met him recently.
RULE .6: Sentence এ yesterday, ago, long ago, last year, last week, last month, that day, day before,
঱ past indefinite tense ঵ ।
1. He came home
2. I went to Cox's Bazar last month.
3. A long time ago, there lived a poor farmer.

*SUBJECT VERB AGREEMENT*

Subject-verb agreement is used to express or show the number of the subject and the verb. The concept of
subject-verb agreement is easier in English grammar. But there are some rules which are still confusing.
A singular verb is used with a singular subject, and a plural verb is used with a plural subject. When they agree
with each other, we call it that a subject and the verb agree.
Some of the commonly used rules of subject-verb agreement are discussed below:
1. Subject এ verb উভয় singular উভয় plural ঵ ঵ ।
Subject and verb must agree with each other in number. Both must be singular, or both must be a plural
Example:
1. He eats rice.
2. They eat rice.
2. ল subject এ verb এর ঴ subject ঴ ঱। এর subject-verb agreement এ
ভ ঱
Some words come between the subject and verb and state something about the subject. They don’t affect the
agreement.
Example:
1. The man, carrying the bag, goes to the market.
3. Subject ঴ রণ prepositional phrase এর ঴।
A subject will come before a prepositional phrase.
Example:
1. A bunch of roses is spreading the beauty of this stage. (correct)
2. A bunch of roses are spreading the beauty of this stage. (incorrect)
4. singular subject যখ or, either/or, neither/nor র ঴ য , খ singular verb ঵য়।
Two singular subjects that are connected by or, either/or, or neither/nor, use a singular verb.
Example:
1. My brother or my sister is coming today.
2. Either Mou or Akash is trying to buy the smartphone.
3. Neither Asif nor Abir is going to Chittagong.
5. or, either/or, neither/nor ঱, verb noun pronoun- ঴রণ র।
The sentence contains or, either/or, or neither/nor, the verb agrees with the noun or pronoun closest to it.
Example:
1. Either you or he has gone to the party.
2. Neither she nor I have attended the meeting.
3. Neither she, her friends, nor I am going to the competition.
6. উভয় subject য plural ঵য় এ “and”, “or”, “nor”, “neither/nor”, “either/or”, and “not only/but also”
র ঴ য ঵ ঱ verb ও plural ঵ ।
If both the subjects are plural and connected with the words “and”, “or”, “nor”, “neither/nor”, “either/or”, and
“not only/but also”, then the verb will be in plural form.
Example:
1. Men and women both are entered the room.
2. Not only teachers and but also students are requested to participate the event.
7. subject য and র য খ plural verb ঵য়।
A plural verb is used when two or more subjects are connected by ‘and’.
Example:
1. I, you and Marsha are going to attend the party.
2. My uncle, aunt, and cousin are coming to visit our village.
8. subject য and র য এ এ জ single এ ল র
খ singular verb ঴।
When two or more subjects are connected by ‘and’ and refer to a singular thing, then the verb will be a
singular form.
Example:
1. Fried rice and chicken is his favorite
9. ল যর subject এ verb র র subject verb এর ল
য়। য : along with, as well as, besides, not etc.
‘Along with, as well as, besides, not, etc. are not the part of the subject. They may separate the subject and
verb in a sentence, but they are not the part of the sentence.
Example:
1. The great, writer, along with the cameramen, is given a short
2. Excitement, as well as, nervousness is the main reason to fail in the exam.
10. Parentheses, subject এর ল য়।
Parentheses are not the part of the subject.
Example:
1. She (and her make-up men) was always helpful.
11. য there here য় ঵য় ঵ ঱ ঴ ঴ য় subject য য় verb ঵য়।
When the sentence begins with the word ‘there’ or ‘here’, the subject is placed after the verb.
So, it is important to identify the verb correctly.
Example:
1. There is a problem with this experiment.
2. Here are the pens you wanted.
12. Verb singular ঵ য each, every, no ল ঱র য এ subject এর ঴।
The verb will be a singular verb if the words “each”, “every”, or “no” come before the subject.
Example:
1. No smoking is allowed.
2. Every girl and boy is needed to pass the written test.
3. Each of the girls is showing their ID cards.
13. Verb, preposition এর object এর উ র ভর র ঴ ঵ য “some”, “half”, “none”,
“more” “all” য় ঵য়।
When “some”, “half”, “none”, “more” or “all” comes before a prepositional phrase then the verb will be
determined by the object of the preposition.
Example:
1. Some of the boys were present.
2. All of the girls were very cute.
 3. All of the girls were very nice.
4. None of the girls was present in the class.
14. র এ ঴ য়র singular verb ঵য়।
The singular verb is used during the units of measurement and time in the sentence.

Example:

1. Five liters of water is needed to prepare the food.

2. Twenty hours is required to make the boiler.
15. Subject য “everyone”, “everybody”, “none” or “nobody” ঵য় ঵ ঱ verb এর singular form ঵ ।
If the subject is “everyone”, “everybody”, “none” or “nobody”, the verb will be singular form.
Example:

1. Everybody is welcome here.

2. Everyone likes to be rewarded.
3. Nobody comes home.
4. None is perfect.
16. Subject য “few”, “all”, “many”, “both”, “several”, এ “some” ঵য় ঵ ঱ verb, plural form ঵ ।
If the subject is “few”, “all”, “many”, “both”, “several”, and “some”, then the verb will be plural form.
Example:

1. Few are attended in the class.

2. All are requested to take the seat.
17. subject য gerund infinitive ঵য় ঵ ঱ verb এর singular form ঵ ।
When gerunds or infinitives are used as the subject in a sentence, then the verb will follow the singular form.
Example:

1. To stand under the tree during an earthquake is not safe.

2. Doing morning walk is very good for health and blood circulation.
18. Collective noun, herd, Senate, class, crowd ঱ verb এর singular form ঵য়।
“Herd”, “Senate”, “class”, “crowd” takes a singular verb form.
Example:
1. The class is canceled.
2. If the subject is the name or the title of books, novels, movies, etc. then the verb is singular.

19. Subject য , ভ঱, ভর ঵য় ঵ ঱ verb এর singular form ঵ ।

Example:

Hajar Bochor Dhore is a novel written by Jahir Raihan.

1.
Doob is a movie made by Mostafa Sarwar Faruki.
2.
20. য এ positive এ এ negative subject ,এ এ singular ও র plural form
঵য় ঵ ঱ verb, positive subject follow র ।

If the sentence contains a positive and a negative subject, one is singular, and another is plural form, then the
verb will follow the positive subject.
Example:
1. Not the villagers but the chairman tries to do good for the village.
2. The villagers but not the chairmen try to do good for the village.

*VOICE*

1.AM/IS/ARE
2.AM/IS/ARE+BEING
S/O 3.HAVE/HAS+BEEN O/S
1.WAS/WERE
2.WAS/WERE+BEING PAST PARTICIPLE FORM OF
3.HAD+BEEN VERB
1.SHALL/WILL+BE (V3)+BY/TO+
2.SHALL/WILL +BE+BEING
3.SHALL/WILL+HAVE+BEEN
4.MODEL AUX:VERBS+BE

NOTE:
*Object becomes subject (S/0)
*Auxiliary verb according to tense
*Past Participle form of the verbs
*BY/TO/AT/WITH
*Subject becomes object (O/S)

*** 1.INDEFINITE 2.CONTINUOUS 3.PERFECT

Rule 1:
Subject + verb + object + present participle য active voice passive voice এ র রর য় -
Structure:
Object এর subject + tense ও person য য় Auxiliary verb + verb এর past participle form + present
participle য ল + by + subject এর object.
Active: I saw him playing cricket.
Passive: He was seen playing cricket by me.
Active: I took him for a friend.
Passive: He was taken for a friend by me.
Rule 2:
Double object active voice passive voice এ র রর য় -
Structure:
object এর য এ subject র ঵য় (personal object subject এ র র ঱ ভ ঱) +
verb এর past participle form + tense ও person য য় Auxiliary verb + object ঴ + by +
active voice এর subject object ঵য়।
Active: I gave him a flower. Passive: He was given a flower by me. Active: He teaches us math. Passive: we are
taught English by him.
Rule 3:
Complex and compound sentence active voice passive voice এ র রর য় -
Complex and compound sentence য active voice এ রর ঴ য় উভয় clause এর voice র ঵য়।
Active: I know that he did the work.
Passive: It is known to me that the work was done by him.
Active: He told me that he had done the work.
Passive: I was told that the work had been done by him.
Note: Active voice “people say” য় ঵ ঱ It is said য় passive voice র ভ ঱।
Active: People say that the lion is the king of forest.
Passive: It is said that the lion is the king of forest.
Rule 4:
Intransitive verb active voice passive voice এ র রর য় -
঴ র Intransitive verb এর passive voice ঵য় । Intransitive verb এর র preposition য ঵ য় য
group verb ঠ রএ Intransitive verb ঵ ঴ ঵য় ঵ ঱ –
Structure: Object subject + tense য য় Auxiliary verb + verb এর past participle form + preposition
+ by + subject র object।
Active: The truck run over the boy.
Passive: The boy was run over by the truck.
Active: They looked at the poor man.
Passive: The poor man was looked at by them.
Rule 5:
Factitive object/Complementary object য active voice passive voice এ র রর য় -
Factitive object/Complementary object( select, elect, nominate, make, call, name transitive verb
঴ ও঴ ণ ল র র । র ণ ল ররজ র object
঵য়। এ র object Factitive object/Complementary object ঱।
Structure:
object র (me, us, you, them, him, her) object subject ঵য়। + tense ও person যয়
Auxiliary verb + verb এর past participle form + Factitive object + by + subject এর object।
Active: They made me captain.
Passive: I was made captain by them.
Active: We call him liar.
Passive: He is called liar by us.
Rule 6:
Cognate object য active voice passive voice এ র রর য় -
Cognate object এর ঴ – intransitive verb র঴ object য় transitive verb ঵ ঴ ঵য়। এ
র র object Cognate object ঱।
Structure: Object subject + tense য য় Auxiliary verb + verb এর past participle form + by + subject র
object।
Active: He caught a fish.
Passive: A fish was caught by him.
Active: You ran a race.
Passive: A race was run by you.
Rule 7:
Infinitive য active voice passive voice এ র রর য় -
Structure:
active voice এর subject + ঱ verb + infinitive এর রর object (য ) + to be + infinitive এর
রর verb এর past participle form.
Active: He wants someone to take camera.
Passive: He wants camera to be taken.
Active: He wants you to write a letter.
Passive: He wants a letter to be taken.
Rule 8:
Gerund combinations advise/ propose/ recommend/ suggest + gerund + object য active voice
passive voice এ র রর য় -
Structure:
active voice এর subject + ঱ verb + that + gerund এর রর object + should be + gerund
verb এ র ঵ য় verb এর past participle form ঴।
Active: He suggested giving up smoking.
Passive: He suggested that smoking should be given up.
Active: He wanted playing football.
Passive: He wanted that football should be played.
Rule 9:
Agree, be anxious, arrange, determine, be determined, decide, demand, + infinitive + object object য active
voice passive voice এ র রর য় -
Structure:
active voice এর subject + ঱ verb + that + infinitive এর রর + object + should be + infinitive এর
রর verb এর past participle form.
Active: He decided to buy the house.
Passive: He decided that the house should be bought.
Active: You agreed to sell the house.
Passive: You agreed that the house should be sold.
Rule 10:
One + should য active voice passive voice এ র রর য় -
Structure:
Object এর subject + should be + verb এর past participle form
Active: One should take care of one’s education.
Passive: Education should be taken care of.
Active: One should tell the truth.
Passive: Truth should be told.

*USAGE OF PUNCTUATION MARKS *

The common punctuations in English are:
1. The full-stop/the period (.) 6. The colon (:)
2. The comma (,) 7. The quotation mark (“ “)
3. The note of exclamation (!) 8. The apostrophe (‘)
4. The note of interrogation (?) 9. The hyphen (-)
5. The semicolon (;) 10. Parentheses (), brackets [], and braces {}
 The uses with examples of these punctuations are discussed below:
  The full-stop (.) এর ঵ র:
Period British English এ ঱ ঵য় full-stop. Period/full-stop রজ ভ঳র ঴ য় ল
punctuation য র঴ ল র। র য়঴ শ ঴ ঱ র ল ঳
period ঵ র র ঵য়। এ ঴ রণ abbreviation এর ও ঵ র র ঵য়।
The period is a small dot. It is the most common form of punctuations that used to end a sentence in the
English language. It is also used for abbreviation and website addresses.
Example:
1. His name is Kamal.
2. The beggar was begging.
3. He is playing with a football.
⇒ Statement জ য় র ল ঳।
Example:
1. I love to travel.
2. The show starts on Thursday.
⇒ Command জ য় র ল ঳।
Example:
1. Do the work properly.
2. Do not run in the sun.
⇒ Indirect question ঴ ঱ র ল ঳।
Example:
1. Mousumi asked me why I didn’t attend the party.
2. He wondered why Akash was not present.
⇒ Abbreviation এর ।
Example:
1. S.A = United States of America
2. /Mrs. = Mister/misses
⇒ Website address এর ।
Example:
1. english-bangla.com
2. grammarbd.com
 The comma (,) এর ঵ র:
Comma ঴ রণ এ sentence এর ভ র ভ clause, phrase, word ঱ ঱ ররজ
঵য়।
A comma slightly breaks the different parts of the sentence and makes the meaning of sentences clear by
grouping and separating words, phrases, and clauses.
Example:
1. Bangladesh, an over-populated country, is not rich.
2. His uncle, who came here yesterday, is a police inspector.
3. The man, who was running to and fro, was a thief.
Commas are used in different ways:
⇒এ list এর ঱ item ঱ ররজ comma ঵ র র ঵য়।
Example:
1. The colours in his drawing room are green, black, and blue.
2. He has three dogs, two cats, and four hens.
⇒ Direct speech indirect speech ঱ রর জ inverted comma র ল ল ঴ রণ
এ comma ও ঵ র র ঵য়।
Example:
1. He replied, “No need to come today”.
2. I replied, “I’ll do the work within two days”.
⇒ Clause ঱ ররজ comma ঵ র র ঵য়।
Example:
1. I saw her in London, where I lived for twenty years.
2. Although he tried his level best, he could not manage the money.
⇒ adjective যখ usual order এর ঵ ঴ ঴ খ র comma র ঱ র ঵য়।
Example:
1. He has a small, red dog.
2. He has a short, little sister.
⇒ ‘Month Day, year.’ র রখ ঱খ র comma ঵ র র ঵য়।
Example:
1992. It was established on April 12, 1992.
1993. The class will start on October 19, 2017.
⇒ উ র ঴র ঴ র ঴ র র comma ঵য়।
Example:
1. Thanks a lot for your hospitality, Ashraf.
⇒ Participial phrase ঱ clause ঱ ররজ comma ঵ র র ঵য়।
Example:
1. Watching the news, we came to know the matter.
2. Hearing the voice, I knew you.
⇒ Tag question ঱ র comma ঵ র র ঵য়।
Example:
1. He knows the matter, doesn’t he?
2. He did the work, didn’t he?
 The note of exclamation (!) এর ঵ র:
⇒ এ expression ল রর জ exclamatory sentence এ Note of
exclamation ঵ র র ঵য়।
Example:
1. Hurrah! We’ve won the game.
2. How beautiful you are!
⇒ উ Warn (঴ ) রর ও exclamation mark ঵য়।
Example:
⇒ While walking through a forest, a father suddenly told his daughter, “Watch out!”
Here, the sign note of exclamation tells us that the father is scared and called his daughter. Without
this exclamation note, this statement is not much important.
⇒ Direct order এর ও exclamation mark ঵য়।
Example:
o “Do not enter the room!”
If you see the above sentence and the exclamation sign on a door, it will help you to catch your attention that
you must not enter the room. If you enter, it may be dangerous for you.
⇒ ঱ ভ য surprise, happiness, feelings, etc. exclamation mark ঵ র র ঵য়।
Example:
1. Anger: “Stop your mouth!”
2. Fear: “The snake is going to bite the child!”
3. Happiness: “Good to see you!”
4. Surprise: “The train is late in Japan!”
⇒ Casual writing এর ও note of exclamation ঵ র র ঵য়।
Example:
1. She is leaving me!
2. You are talking like a fool!
 The note of interrogation (?) এর ঵ র:
The note of interrogation is used to indicate the end of the direct question in a sentence. Sometimes, it
appears in the sentence.
঴র ঴ র র ল ঳ note of interrogation ঵ র র ঵য়।
Example:
1. Where are you going?
2. “Do you love me?” he asked me.
⇒ It can also be used in a bracket to show the unconvinced mood/situation of a writer.
Example:
1. The train timetable purports to be accurate (?).
 The semicolon (;) এর ঵ র:
The semicolon is used when we need to pause shorter than a full-stop but longer than a comma.
Comma র য় ল এ full-stop এর য় pause এর জ semicolon ঵ র র ঵য়।
⇒ এ র ঴ য ররজ semicolon ঵ র র ঵য়।
Example:
1. My car is green; my brother’s is red.
⇒ Finally, similarly, also, besides, however, next, then, meanwhile, therefore, likewise, furthermore,
conjunctive adverb এর ঴ রণ semicolon ঵ র র ঵য়।
Example:
1. I’ll go to the school; then I’ll watch a movie.
⇒ Location, date, name এ description এর list র semicolon ঵ র র ঵য়।
Example:
Names and descriptions:
o My favourite persons are Nurul Islam, my English teacher; Mr. Khairul Islam, my math teacher; and Mr.
Tapan Chakrabarty, my Bengali teacher.
Dates:
o Their joining dates are June 12, 2011; April 20, 2016; and January 6, 2017.
Locations:
o He lived in Dhaka, Bangladesh; Paris, France; and Liverpool, London.
 The colon (:) এর ঵ র:
The colon introduces a word or words, a list or a quotation, and a phrase.
ল র খ রর জ colon ঵ র র ঵য়। Colon এর র এ ল ও র
র ঱ ল ও র।
Example:
o He wants only one thing: a job.
o He likes many foods: apples, pineapples, oranges, and broccoli.
⇒ Colon এর রর ল র র জ ও colon ঵ র র ঵য়।
Example:
o He was fit for the job as he had experience in one field: teaching.
⇒ Salutation greeting এর র colon ঵ র র ঵য়।
Example:
o Dear mam:
o To Whom It May Concern:
 The quotation mark (“ “) এর ঵ র:
A quotation mark is used in a written language to quote the exact words or sentences which said by someone.
Quotation mark ঴ রণ র উ খ ণ / ঱খ উ ঵ ঴ য় ঴র জ
঵ র র ঵য়।
Example:
1. She said, “Come in.”
2. He said, “Go to the market and bring some rice.”
⇒ Poems, short stories, chapters, articles, উ য়র জ quotation mark ঵র র
঵য়।
Example:
1. My favourite poem by Jashim Uddin is “Kabar”.
2. Have you ever heard the name of the article “How to speak English with Better Accent”?
3. “The humanity” is the third chapter of this book.

⇒এ ল র র / রভ ঳ য় ঱ ঴ ল quotation
mark এর ঵ র র ঵য়।
Example:
1. She was “delighted” to see you. (She was not very delighted)
2. What does the “doctor” claim? (The speaker doesn’t really think this person is a doctor)

⇒ র ভ রএ ল য র ল ঵ ঴ ঵র র ঱ এ ল ঵ ঴ উ খ
র ঵য় খ quotation mark য় ঱ র ঵য়।
Example:
1. Search the word “colonel” from the dictionary.
2. “Abdomen” comes from Latin.
 The apostrophe (‘) এর ঵ র:
The main two uses of apostrophe are discussed below:
⇒ To show possession: ঱ রজ
Example:
1. Cat’s house = the house of the cat
2. Akash’s car = Akash owns the car
3. Kazi’s kitchen = the owner name of the kitchen is Kazi.
⇒ য ল র ল ঳ ‘s’ ঴ ঱ apostrophe র র ঱ র ‘s’ য র ঵য় ।
Example:
1. Girls’ college
2. The boys’ legs
⇒ An apostrophe shows missing letters or numbers: ঱ ণ র র জ ও apostrophe ঵র
র ঵য়।
Example:
 Can’t = cannot
 Didn’t = did not
 Haven’t = have not
 1970 = ‘70
 1992 = ‘92
 The hyphen (-) এর ঵ র:
Hyphens are generally used to connect two words or to connect split words such as numbers and job titles.
Hyphen ঴ রণ word ঴ য ররজ ঵ র র ঵য়।
Example:
o Well-known teacher
o Nice-looking girl
o Co-operative
⇒ 21 99 য ঴ খ র ঱খ hyphen ঵ র র ঵য়।
Example:
o Twenty-three
o Seventy-nine
o Ninety-nine
⇒ Fraction এর ঱ খ ও hyphen ঵ র র ঵য়।
Example:
o One-fifth
o Two-sixths
o Seven-ninths
⇒ র র র র জ ও hyphen ঵ র র ঵য়।
Example:
o A little-used car (A car that is not used often)
o A little used-car (A used car which is small)
⇒ job titles এর ও hyphen ঵ র র ঵য়।
Example:
o Vice-chancellor
o Vice-president
o Secretary-general
⇒ proper noun এর prefix য রর hyphen ঵ র র ঵য়।
o Un-American
o Anti-Islamic
o Anti-terrorism
⇒ Prefix ‘self’ এর র hyphen ঵ র র ঵য়। (but not with selfless and selfish)
o Self-control
o Self-respect
⇒ Prefix ‘ex’ এর রও hyphen ঵ র র ঵য়।
o Ex-husband
o Ex-wife
⇒ Prefix ‘non’ এর রও hyphen ঵ র র ঵য়। (Not with the words ‘nonconformist’, ‘nonstop’)
o Non-violent
o Non-alcoholic
 Parentheses (), brackets [], and braces {}:
Parentheses () এর ঵ র:
(Parentheses is plural, and parenthesis is a singular word)
The information which the parentheses provide is not essential to the meaning of the sentence. It gives an
additional, or extra, information.
র য ররজ parentheses এর ঴ ঵ য য় ঵য়।
Example:
o Shahadat (the boy from Bidyakut Amar High School) helped me much to complete the homework.
o I went to pabna (which is famous for the mental hospital) yesterday.
Brackets [] এর ঵ র:
These are used for comments, clarifications and corrections and also for extra information.
র ল র রজ brackets
঵ র র ঵য়।
Example:
o He can drive 60 [miles per hour] on the highway.
o He [Alif] is my best friend.
 Braces {} এর ঵ র:
Braces look like curly brackets. These are not common in written Language that’s why we don’t use it in the
English language. But these are very common in Mathematics and science.
র জ ভ ঳ য় braces এর ঵র mathematics এ র য় । এর ঵র ।

*CONDITIONALS*
 Conditional sentence ?
এ Conditional sentence এ ’ clause : ভরল ঱ clause র ল য়এ clause র
য়। এ র if clausesও ঱ ঵য়।
A Conditional sentence contains two clauses: the dependent clause expresses the condition, and the main
clause expresses the consequences. They are also known as ‘if clauses’.
Conditional sentence এর র ভ
There are four types of Conditionals
 The Zero Conditionals
 The First Conditionals
 The Second Conditionals and
 The Third Conditionals
1. The Zero Conditionals
এ zero conditional sentence present simple verbs/tenses য় ঠ ঵য় (এ ‘if clause’ এ
র “ ঱ clause’) ।
Zero Conditional Sentence ঴ রণ ঴ এ ভ ঴ ঵য়। এ খ ও ঵য় যখ
঱ ঱ ঴ ঴ য় ঵ ।
A zero conditional sentence can be made with two present simple verbs/tenses (one is the ‘if clause’ and
another one is the ‘main clause’). It is used to express general truths and habits. This conditional is also
used when the result will always happen.
 Structure:
If + present simple . . . . . + present simple.
Examples:
1. If it rains, water rises in the pond.
2. If you heat water, it boils.
3. If you push the button, it lights up.
2. The First Conditional
First Conditional এ ঴ রণ ‘if’-এর র এ present simple tense এ র রএ future simple clause
।এ র conditional ঴ রণ ভ ঳ ঵ রএ ঵য় র র
য়। এ ঴ ণ র।
A first conditional sentence contains a present simple tense after ‘if’, and then a future simple clause. It is used
to express things that may happen in the future, but you don’t know what will happen. It describes possible
things.
 Structure:
if + present simple, ........will + infinitive
Example:
1. If it rains today, I’ll not go to the market.
2. If I’ve enough money, I’ll help the poor.
3. If you don’t leave soon, you’ll miss the train.
3. The Second Conditional
After ‘if’ it uses the simple past tense, and then ‘would’ and the infinitive.
Second Conditional এ ‘if’-এর র past simple tense ঵ র র ঵য় এ র র ‘would’ এ infinitive
঵ র র ঵য়।
 Structure:
if + past simple, ........would + infinitive
঱খ য় I/he/she-এর ঴ ‘was’-এর র ‘were’ ঵ র র ঵ । Second Conditional এর
঵র :
(In formal writing, you must use ‘were’ instead of ‘was’ with I/he/she. It has two uses)
1. This structure can be used to talk about things in the future that are probably not going to be true. It is as
like an imagination.
Second Conditional ঴ রণ ভ ঳ র ঵য় য ঴ ঵ র ঴ ।
“঵ র ঴ ঱ ঵য় ” র এ conditional ঱।
Example:
1. If I won the lottery, I would help the poor.
2. If I met the prime minister, I would hug her.
3. If he worked hard, he would shine in life.
2. This structure also can be used to talk about something in the present that is impossible as it is not true.
Second Conditional এর structure র য ঴ ঴ য় ও ঵
র। য :
Example:
1. If I had his address, I would go to meet him.
 2. If I were You, I would never go out with him.
3. If I had a plane, I would travel the whole world.
4. The Third Conditional:
Third Conditional এ ‘if’-এর র past perfect tense এ র র ‘would have’ এ sentence-এর য়
ল past participle ঵র র।
After ‘if’ it uses the past perfect tense, and then ‘would have’ and the past participle in the second part of the
sentence.
 Structure:
if + past perfect, ........would + have + past participle
It talks about the past and describes a situation that didn’t happen, and imagine the result of the situation.
Third Conditional ঴ রণ ঴ ঱এ এ এ ণ রয এ
র ঱ ঱ র।
Example:
1. If I had been in your position, I would not have gone there.
2. If you had driven fast, you wouldn’t have missed the meeting.
3. If he had left the place, he would have bought the palace.

*VERB*
Verb ( য় জ) ঱? Verb রও ?

Verb ঱?
যল র র জ র /঵ওয় য় Verb ঱। য , go, eat, sleep, buy, sell, walk, run, see, play,
write, give etc.
Verb র জ sentence এর য় ঱ ঵য়। Verb শ sentence ঠ র ঴ য়।
The verb is an important part of speech. Without the verb, no sentence can be formed. It shows a physical or mental
action.
Example:
1. We play cricket.
2. He writes a letter.
3. He gave me a glass of water.
Verb র র :
There are many types of verbs. Some are discussed below:
1) Finite verb
2) Non-finite verbs
3) Action verbs
4) Auxiliary verbs
5) Linking verbs
o
 Finite Verb:
Finite Verb র verb ঵ র এ ঠ র subject এর number এ person এর
঴ ঵ য এ verb এর form রণ র ঵য়।
A Finite verb can come as the main verb in a sentence, and it changes according to the tenses of the action
and the number and person of the subject.
Example: Afroza works in a bank.
 Non-finite Verb:
Non-finite verb খ main verb ঵ র । Non-finite verb ঴ রণ adjective adverb
঵ ঴ জ র verb ঵ ঴ য়।
Non-finite verbs can’t be main verbs.
Example: Coming home, I saw the man running away.
There are three types of non-finite verbs.
 Infinitives: to do, to eat, to drink, to dance
 Participles: doing, done, eating, eaten, drinking, drunk
 Gerunds: walking, swimming, running
Action verb:
Action verb, Subject এর জ ণ র। য জ action verb ঵ ঴ র য য়।
Action verbs express actions. They complete the sentence and describe the subject’s action.
Example:
1. I’ll do my work.
2. She watches TV.
Action verbs are of two types:
 Transitive verbs
 Intransitive verbs
 Transitive Verb:
Transitive verb ঴ ঴ য় এ direct object র। Direct object ঴ ঱ য ঴ ঵য়,
঴ transitive verb ঵য়।
Example:
1. He is watching (এখ , ঱ ভল এ direct object. এ শ ঴ ।)
2. I saw a (এখ , Tiger এ object.)
 Intransitive Verb:
Intransitive verb এর object য় জ ঵য় । র জ জ ঴ ণ র র।
They don’t have a direct object.
Example:
1) He reached.
2) He goes to school.
3) Linking verbs:
Linking verb ঴ রণ ও ঴ ঱ verb য় য ঱ জ঴ র র subject এর ঴
র লর য য র। ঴ রণ , Be verb ঱ যখ main verb ঵ ঴ sentence এ
঵য় খ ঴ ঱ Linking Verbs ঱ য য়।
Linking Verbs can behave both either main verbs or auxiliary verbs. They do not refer to actions, but represent
a state of being, need, opinion, desire or senses. For example, be verbs (am, is, are, was, were, have, has,
had….) are the example of no-action verbs. Smell, look, taste, sound, etc. are also called no-action verbs.
Example:
1. He is a teacher.
2. They have three children.
 Auxiliary Verb:
Auxiliary Verb ঵ ঴ ঵ য র verb। র present participle এ past participle verb ঵ ঴ জ
র ঴঵য র। র জ ঴ ণ ঱ও রণ র ঠণ
র ণভ র য় ।
 Auxiliary verbs are also called helping verbs. It helps another verb to form its mood, voice, tense, etc. They
don’t have any meaning on their own, but they are very important to make the grammatical structure of
the sentences. They help the main verbs.
They are two types:
 Primary auxiliary:
Have, Do, and be are known as primary auxiliaries.
*To Have
Have, has, had, having, had not.
Example: He has bought a new car. (এখ has এ auxiliary verb)
*To Do:
Do, does, done, to do, did, did not, does not, etc.
Example: He does not keep his work for tomorrow.
*To Be:
Am, is, are, was, were, be, to be, been, was not, were not, etc.
Example: He is watching the tournament.
 Modal Auxiliary:
Modal Auxiliary ঴ রণ ঱ verb এর ভ র র ও ঴ ঵ য র verb ঵ ঴
঵য়।
A modal auxiliary modifies the meaning of the main verb in some way. Can, Could, Shall, Should, Will, Would,
May, Might, Ought, to, to, ought to, will, would, must, etc. are known as modal auxiliary verbs.
Example:
1. He may come home tomorrow.
2. You should not run in the sun.
3. You can take rest now.

*STRUCTURAL SENTENCE*
 Simple, Complex, Compound Sentence র
 য Sentence এ এ subject এ এ verb , ঴ Sentence Simple Sentence।
 য and/or/but conjunction (sub ordinate conjunction) য subject এ
verb ল sentence , complex sentence।
 Sentence এ verb ল঳ sentence য and/or/but য ঵য়, ও Sentence Compound
Sentence। এখ and/or/but clause য র র connectors ঵ ঴ ।

 Simple to Complex র র
1. য simple sentence ঵য় Verb + ing য় complex রর জ ঴ ঴ র খ
when/as/since ঵র র ঵ ।

 Simple: Working hard, Tamim scored another century against Zimbabwe.

 Complex: Since Tamim worked hard, he scored another century against Zimbabwe.

2. Simple Sentence এর In spite of + possessive + verb + ing এর জ complex sentence এ though/although

঴।

 Simple: In spite of his working hard, he could not pass the exam.
  Complex: Though he worked hard, he could not pass the exam.

3. By + verb + ing এর জ complex sentence এ positive if clause ঵র র ঵য়।

 Simple: By working hard, he will succeed in blogging life.

 Complex: If he works hard, he will succeed in blogging life.

4. Without + verb + ing এর জ complex sentence এ negative if clause/unless + ... ঵র র ঵য়।

 Simple: Without working hard, you will not become a good web developer.
 Complex: Unless you work hard, you will not become a good web developer.

5. too + adjective + to য Simple Sentence Complex ররজ So + adj +that + subject +can not/could
not + .... ঠ ঴র র ঵য়।

 Simple: The old man is too week to move.

 Complex: The old man is so week that he can not move.

6. Simple Sentence এর Principal Clause + to + verb এর জ Complex Sentence এ So that/in order that ঴।

 Simple: He practices hard to make a century.

 Complex: He practices hard so that he may make a century.

7. Simple Sentence এর Principal Clause + adjective + noun এর জ complex sentence এ who/which/that এর

relative pronoun ঵য়।

 Simple: I know the wise man.

 Complex: I know the man who is wise.

 " Simple to Compound র র

এ য য়রখ ঵ ঵ ও এ subject ঵র র sentence
ঠ র ঵ এ এ র and/or but র য র ঵ ।

1. য simple sentence ঵য় Verb + ing য় Compound র র জ verb + ing এর

ল এ Sentence র য় Sentence এর ঴ and র য র ঵ ।

 Simple: Working hard, Tamim scored another century against Zimbabwe.

 Compound: Tamim Iqbal Worked hard and he scored another century against Zimbabwe.

2. Simple Sentence এর In spite of + possessive + verb + ing এর জ compound sentence র র জ

য় যয় ল য় ণ র র but র য র ঵ ।

 Simple: In spite of his working hard, he could not pass the exam.
  Compound: He worked hard but he could not pass the exam.

3. By + verb + ing এর জ compound sentence এর ল Imperative Sentence এর য়

and র য র ঵য়।

 Simple: By working hard, you will succeed in blogging life.

 Compound: Work hard and you will succeed in blogging life.

4. Without + verb + ing এর জ compound sentence er ল Imperative Sentence এর য়

or র য র ঱ ঵ ।

 Simple: Without working hard, you will not become a good web developer.
 Compound: Work hard or you will not become a good web developer.

5. too + adjective + to য Simple Sentence Compound ররজ very/much এ and ঵র র ঵য়

র উ ঵ র ণর ।

 Simple: The old man is too week to move.

 Compound: The old man is very week and he can not move.

6. Simple Sentence এর Principal Clause + to + verb এর জ Compound ররজ and এর ঵র র ঵য়

র উ ঵ র ণর ।

 Simple: He practices hard to make a century.

 Compound: He practices hard and he may make a century.

7. Simple Sentence এর Principal Clause + adjective + noun এর জ compound রর জ ও and ঵র

র ঵য়।

 Simple: I know the wise man.

 Compound: I know the man and he is wise.

 Complex to Compound র র
1. as/since/when য complex sentence compound র র জ as/since/when ঱ ঵য় এ
complex sentence এর (,) এর ঱ and ঴ ঵য়।

 Complex: As I played well, I won the game.

 Compound: I played well and I won the game.

2. Though/Although য complex sentence র ঵ ঱ though/although ঱ য় রর comma এর

but ঴ ঵য়।
  Complex: Though he is a potential cricketer, he can not make a hundred in international cricket even
once.
 Compound: He is a potential cricketer but he can not make a hundred in international cricket even
once.

*0MISSION OF ARTICLES*
Omission of Articles ( খ article )
 Omission of articles mean articles deduct from the sentences.
 Omission of articles are given bellow:
i) ভ proper noun এর article ঴ । Dhaka, Shanta
ii) ভ ভ material noun এর article ঴ । Gold, milk, water, ironr
iii) ভ ভ abstract noun এর article ঵য় । Truthfulness, bravery
Note : Proper noun এর a/ an/ the ঴ ঱ এ material I abstract noun এর the ঴ ঱ এ ঱
common noun ঵ য় য য় য খ ঵ য় । র, abstract noun এর adjective ঱ adjective
এর article ঴।
He died a peaceful death.
iv) ঴ জ plural noun এর article ঴ । Cows are domestic animal. (Cows = ঴ ঱/
য )
v) common noun এর kind of/ sort of/ species of ঱ এর র article ঴ ।
What kind of man are you? (of a man ঵ )
vi) খ উ ল school, college, market, bed, hospital, prison, mosque, sea, temple, church, court
঵ ঱এ র article ঴ ।
He goes to college. ( লখ লখ )|
঱ উ ল ঵ ঱ এখ article ঴।
I went to the college to see the principal.
vii) জ man I woman এর এ জর father, mother, brother, sister, uncle, aunt, baby,
cook, nurse (cook = our cook; nurse = our nurse) র article ঴ ।
Man and woman should contribute to the development of the country.
Mother is coming.
Baby is crying.
viii) জর য ঱ ঵ , র জর শ ঱ home এর article ঴ ।
I come home.
home এর র ণ ঱ phrase clause ঱ home এর the ঴।\
She was married in the home of his uncle.
ix) খ঱ র এ daily routine এর ল ঵ ঴ খ র঴ র article ঴ ।
We play cricket.
I had dinner at night.
x) Road র র the street, avenue, park, palace, square ( র) র র article
঴ ।
College Street, Ramna Park, Buckingham Palace, Doel Square.
xi) Case in apposition এর the ঴ ।
Mr Hafiz, Professor of English, is a very honest man.
xii) ঴ রণ ঵঴ ল complement ঵঴ ঴ ঱ র article ঴ ।
They made me captain.
We elected him chairperson.
I became principal of the college.
xiii) Seasons festivals র র the ।
Summer, spring, winter, autumn, ( , the rainy season), Eid-ul-Ftr, Christmas, New Year’s Day.
xiv) ঱ র র the ঴ ঱ও এ র র the ঴ ।
এ শও (cape) (lake) এর র article ঴ ।
Mount Everest, St. Martin, Hatiya, Cape of Good Hope (উ ল র ), Lake Baikal.
xv) Transitive verb র object phrase article ।
Take heart, lose heart, take offense, catch fire, catch cold, send word, cast anchor, weigh anchor, give car, set
sail, keep house ।
xvi) Preposition র object phrase article ।
From door to door, from hand to mouth, on foot, by land/ water/ river/ air, by bus/ train/ boat/ steamer/ ship,
at home, at noon, at night, at sunrise, at dawn/ day break, at dinner, at ease, by day, by night, by afternoon,
by name ।