T able of contents

Section 1 - IELTS Writing Task 2 basics

1.1 What is required on the IELTS Writing exam?
1.2 What is an essay?
1.3 Interpreting Task 2 essay questions .
1.4 The thesis .

Section 2 - Building an essay

2.1 How to write an introduction paragraph
2.2 Coherence and Cohesion
2.3 How to write supporting paragraphs
2.4 How to write a conclusion paragraph .
2.5 Cohesion at the essay level
2.6 The delicate nature of concession
2.7 How to write a discussion essay .

Section 3 - Applying argument or discussion structure to alternative question types

3.1 Advantage and disadvantage questions .
3.2 Cause and effect/problem and solution questions .
3.3 Double action questions

.
1.1

W hat is required
on the IELTS Writing exam?
The writing portion of the IELTS is 60 minutes in length and requires the candidate
complete two writing samples referred to as Task 1 and Task 2. The candidate’s over-
all writing band weights a third to Task 1 and two thirds to Task 2. Candidates are
thus expected to allot 20 minutes to Task 1 and 40 minutes to Task 2.

The Academic and General Writing exams are different. Task 1 of the Academic
exam requires the candidate describe information presented in a graph, table, chart,
diagram or map, or some combination of these sources. Task 1 of the General exam
requires the candidate write a letter. Candidates must write essays to fulfil Task 2 on
both exams; however, General Module candidates do not forfeit marks if their writ-
ing is less formal in tone.
Despite these differences between the Academic and General exams, the marking
rubric examiners use to grade Task 2 on both tests is very similar. Candidates are
assessed on their performance in four categories: Task Achievement, Coherence
and Cohesion, Lexical Resources, and Grammatical Range and Accuracy. The Task
Achievement portion of the mark gauges the extent to which the candidate is able
to fulfil the requirements of the essay task. Coherence and Cohesion is a measure of
the candidate’s ability to deliver and connect ideas in a way that expresses a mes-
sage clearly. The Lexical Resources portion of the mark assesses the accuracy, variety
and relevance of the vocabulary a candidate uses in their essay. Grammatical Range
and Accuracy grades the candidate’s demonstration of grammatical competence and
execution.
These four sections are interdependent, and thus performing poorly in one often
lowers performance in others. Although the marking breadths are usually displayed
as having a lateral relationship in most public IELTS literature , this
relationship is more accurately described as one founded on the strength of a candi-
date’s grammatical and lexical resources.
1.2

W hat is an essay?

In IELTS Task 2, the candidate is required to write an essay, a structure that must be
understood before it can be effectively created. The easiest way to define an essay is
to first define the smaller units it is made of:

What is a sentence?
A sentence is a group of words.

What is a paragraph?
A paragraph is a group of sentences.

What is an essay?
An essay is a group of paragraphs.

In its most basic form, an essay supports, refutes or analyses a topic through the use
of examples, discussion and reason. The purpose of an essay is to either (1) declare
a position on a topic and persuade the reader to agree or (2) derive a position on a
topic after discussing this topic in writing. The most straightforward approach to
scoring well in Task 2 is to structure the response in a logical way that allows the
candidate to make and analyse claims, share and discuss examples, and draw conclu-
sions, all within 40 minutes. This is best done using a structure that is divided into
four or five paragraphs. Each paragraph is subdivided into several sentences, and
each sentence carries out a specific job. When united, the sentences work towards
a strong centralised purpose: either to argue in support of a position, or to discuss
multiple positions.

To illustrate, look at this argument essay structure:

Paragraph 1 - Introduction

• Sentence 1 - Background statement

• Sentence 2 - Detailed background statement

• Sentence 3 - Thesis
 • Sentence 4 - Outline sentence

Paragraph 2 - First supporting paragraph

• Sentence 1 - Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 - Conclusion

Paragraph 3 - Second supporting paragraph

• Sentence 1 - Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 - Conclusion

Paragraph 4 - Conclusion

• Sentence 1 - Summary

• Sentence 2 - Restatement of thesis

• Sentence 3 - Prediction or recommendation

This essay structure contains a total of 15 sentences and will put an IELTS essay at
roughly 250-275 words, a length that is long enough to allow the candidate to fulfil
their essay question but also short enough that it can be produced within 40 min-
utes. Each sentence should present a clear idea and link to other areas in the essay
using cohesive phrases.

Following an essay structure such as the above provides the IELTS candidate with
numerous advantages. For one, it allows the candidate to save time in the examina-
tion room, as a decision on essay format has been made ahead of time. Secondly, this
structure encourages cohesion at the essay level, which directly benefits a candi-
date’s Coherence and Cohesion mark. This in turn improves the candidate’s Task
Achievement mark, as using the structure guides the candidate towards a fuller re-
sponse to the essay question. Finally, simply knowing that the essay’s structure has
already been decided can be a huge confidence boost for the candidate when in the
exam room, and confidence always leads to better writing. Being capable of produc-
ing and adapting essay structures before entering the exam room gives the candi-
date control over their exam and sets up a scenario within which they are much
more likely to be successful.
1.3

I nterpreting Task 2 essay questions

Understanding the meaning of an essay question is essential to writing a solid essay

in response. When interpreting essay questions, the candidate should first pinpoint
these three attributes: keywords, qualifying words, action words.

To demonstrate these three properties, take the following essay question:

Technology is becoming increasingly prevalent in the world today. In the

not too distant future, technology will completely replace the teacher in the
classroom. Do you agree or disagree with this statement?

Keywords are the topics that focus the candidate’s writing. In other words, they are
the subjects that can be included in the candidate’s written response. In this ex-
ample essay question, ‘technology’ and ‘education’ are the two controlling keywords.
Topics outside the spheres of ‘technology’ and ‘education’ thus have no place in this
essay.

Qualifying words are the words in the question which tell the candidate how the
various ideas relate. They are often the words that describe degree and frame some
overarching opinion. In the above sample question, the phrase ‘increasingly preva-
lent’ is used. Notice how this clarifies what is being said about technology - technol-
ogy is being used more and more in classroom education. The phrase ‘completely
replace’ shapes the relationship expected to develop between technology and educa-
tion - teachers are going to be eliminated by technological advancement. ‘In the not
too distant future’ makes clear that the prediction in the question is expected to oc-
cur somewhat soon. Notice how these qualifying words shape the question and give
it increased precision and depth. It is very important the candidate understands the
nature of this depth to ensure their response is accurately aligned to the question.
Here are some simplified examples of qualifying words grouped by what they de-
scribe:

Contrast

Technology’s presence is growing the world over. Despite this, its ability to replace a
human in the near future is unlikely.

Although technology’s presence in the classroom is growing the world over, its abil-
ity to replace a human teacher in the near future is unlikely.

Technology-based instructors are very good at teaching simple concepts through

repetitive games. However, they are incapable of maintaining control of young stu-
dents in a dynamic classroom setting.

Technology-based instructors are very good at teaching simple concepts through

repetitive games. On the other hand, they are incapable of maintaining control of
young students in a dynamic classroom setting.

Unlike a human teacher, technology-driven instructors can carry on teaching for an

indefinite period of time.

In contract to a human teacher, technology-driven instructors can carry on teaching

for an indefinite period of time.

A human teacher can only teach for a finite amount of time, whereas a technology-
driven instructor can carry on teaching indefinitely.

A human teacher can only teach for a finite amount of time, while a technology-driv-
en instructor can carry on teaching indefinitely.

A human teacher can only teach for a finite amount of time. Conversely, a technolo-
gy-driven instructor can carry on teaching indefinitely.

A human teacher can only teach for a finite amount of time. This differs from a
technology-driven instructor, which could carry on teaching indefinitely.

Compare

A technology-driven teacher would need to adjust lessons to its students. This is

something it has in common with human teachers.

A technology-driven teacher would need to adjust lessons to its students, as would a

human teacher.
A technology-driven teacher would need to adjust lessons to its students, a trait it
has in common with human teachers.

A technology-driven teacher would need to adjust lessons to its students. Human

teachers would likewise need to tailor their teaching approach.

A technology-driven teacher would need to adjust lessons to its students. Similarly,

human teachers would also need to tailor their teaching approach.

A technology-driven teacher would need to adjust lessons to its students. This mir-
rors the approach of human teachers, who would also need to tailor their teaching.

A technology-driven teacher would need to adjust lessons to its students. This paral-
lels the approach of human teachers, who would also need to tailor their teaching.

A technology-driven teacher would need to adjust lessons to its students. This re-
flects the approach of human teachers, who would also need to tailor their teaching.

A technology-driven teacher would need to adjust lessons to its students. This re-
sembles the approach of human teachers, who would also need to tailor their teach-
ing.

A technology-driven teacher would need to adjust lessons to its students. In this way,
the approach of human teachers is alike.

Support

A technology-driven teacher would not tire, a quality beneficial to lessons that re-
quire extended periods of repetition.

A technology-driven teacher would not tire, a quality advantageous to lessons that

require extended periods of repetition.

A technology-driven teacher would not tire, a positive trait when it comes to lessons
that require extended periods of repetition.

A technology-driven teacher would not tire, a desirable trait when it comes to les-
sons that require extended periods of repetition.

Refute

Technology-based teaching would have difficulty catering to individual students

needs, a drawback to this teaching arrangement.
Technology-based teaching would have difficulty catering to individual students
needs, a disadvantage to this teaching arrangement.

An undesirable trait of technology-driven teaching is the difficulty it would have

when catering to individual students needs.

An negative trait of technology-driven teaching is the difficulty it would have when

catering to individual students needs.

Increase

Technology’s role in the classroom has been climbing the world over.

Technology’s role in the classroom has been increasing the world over.

Technology’s role in the classroom has been growing the world over.

Maintain

Technology’s role in the classroom is expected to remain steady into the foreseeable
future.

Technology’s role in the classroom is expected to remain stable into the foreseeable
future.

Technology’s role in the classroom is expected to remain unchanged into the fore-
seeable future.

Decrease

Technology’s presence in the classroom is expected to decline in the foreseeable

future.

Technology’s presence in the classroom is expected to drop in the foreseeable future.

Technology’s presence in the classroom is expected to shrink in the foreseeable

future.

A reduced presence of technology in the classroom is expected to carry on into the

foreseeable future.

Instability

Technology’s initial growth as a classroom presence was volatile.

Technology’s initial growth as a classroom presence was varied.

Technology’s initial growth as a classroom presence was unstable.

Technology’s initial growth as a classroom presence was unpredictable.

Maximum/Minimum

Technology’s presence in the classroom spiked in the early 2000s.

Technology’s presence in the classroom peaked in the early 2000s.

Technology’s presence in the classroom hit a trough in the early 2000s.

Technology’s presence in the classroom hit bottom in the early 2000s.

Remarkable

Technology’s presence in the classroom has grown in unexpected ways.

Technology’s presence in the classroom has grown in astounding ways.

Technology’s presence in the classroom has grown in unorthodox ways.

Action words are the words that elicit response from the candidate and ultimately
channel the candidate’s writing towards an argument or discussion essay structure.
In the above example essay question, the action words are ‘do you agree or disagree
with this statement’, a phrase that instructs the candidate to choose and support a
position. This scenario is best responded to using an argument essay structure.

Here are some additional IELTS action words grouped by what they require:

Requiring the candidate support

Support this statement.

Argue in favour of this statement.

Prove this statement.

Requiring the candidate refute

Refute this statement.

Disprove this statement.

Why is this statement untrue?

Requiring the candidate support or refute

Do you agree or disagree?

To what extent do you agree or disagree?

What is your opinion?

How do you feel about this?

Come to a reasoned conclusion.

Requiring the candidate compare/discuss

Contrast these two ideas.

Compare these issues.

Discuss this problem.

Present a discussion on this issue.

Analyse both sides of this statement.

Combining the keywords with the qualifying words delivers an understanding of the
context within which the Task 2 question is framed. Responding appropriately to the
action words within this context is at the very base of IELTS essay success.

When engaging the exam, a misinterpreted question can instantly cause a candi-
date’s writing to drop several bands, as it could mean all examples, discussion and
conclusions are misaligned with the IELTS Writing task. To avoid this, the candidate
should always take a moment to mentally paraphrase the question before they start
writing to ensure they understand precisely what the question is asking. For exam-
ple, a fitting reword of the above essay question could be:
Do you agree or disagree that technology will supersede the role of teachers in
the near future?

Now that the question is fully understood, it can be responded to effectively.

Try it yourself!

Of all public transportation options, a metro is the most convenient way to

get around a large city. Do you agree or disagree?

Keywords: public transportation, metro, large city

Qualifying words: most convenient

Action words: Do you agree or disagree?

Reworded question: Is a subway system the easiest way to get around a large city?

The world’s wealthiest countries have increasingly been outsourcing la-

bour-related jobs to cheaper alternatives in other nations. Write an essay
supporting the case for the outsourcing of labour.

Keywords: wealthiest countries, outsourcing, labour-related jobs

Qualifying words: increasingly cheaper alternatives

Action words: Write an essay response supporting the case for the outsourcing of
labour.

Reworded question: Argue that the migration of labour from wealthier nations to
other countries is a phenomenon that should be encouraged.

Many people feel violent media encourages real-life violence among young
people. What do you think causes young people to behave violently?

Keywords: violent media, real-life violence, young people

Qualifying words: many, encourages

Action words: What do you think causes young people to behave violently?

Reworded question: What incites violence among young people?

 More than one university degree is required to get ahead in many profes-
sions today. In the future, it is likely that people will attain a number of
degrees before even starting work. Respond to this argument.

Keywords: university degree, professions

Qualifying words: more than one, get ahead, a number of, before even starting

Action words: Respond to this argument.

Reworded question: Do you agree that people will need to get a number of degrees
to be competitive in the workplace of the future?
1.4

T he thesis

Now that the question has been broken into keywords, qualifying words and action
words, an aligned essay can be written. All IELTS essay questions require the candi-
dates clearly state their position on the topic, and in the case of an argument essay,
this declaration occurs in the first paragraph as a thesis. (Declaring a position in a
discussion essay will be explained in section 2.7.)

An essay’s thesis is only one sentence long, but it is the most important sentence in
the entire argument essay. It is the sentence that establishes a direction for the essay
and acts as the primary link between the essay and the Task 2 question. Thus, if it is
not composed correctly, it will cause the entire essay to be off-topic to some degree.
Despite the criticalness of its role, a thesis is very easy to write. In fact, the thesis can
borrow words directly from the essay question.

To illustrate, in the example question from section 1.3, the thesis can only be one of
two things:

I agree that technology will replace teachers in the classroom.

or

I disagree that technology will replace teachers in the classroom.

Note how closely these two theses resemble the action words of the essay question.
Writing the thesis in this way ensures the examiner is aware of the relationship
between the essay question and the essay response. In other areas of the Task 2 re-
sponse, however, the candidate is best to vary their wording when possible.
 Try it yourself!

Of all public transportation options, a metro is the most convenient way to

get around a large city. Do you agree or disagree?

Thesis: I agree that a subway system is the most convenient way to get around a
large city.

The world’s wealthiest countries have increasingly been outsourcing la-

bour-related jobs to cheaper alternatives in other nations. Write an essay
supporting the case for the outsourcing of labour.

Thesis: In this essay, I argue that the outsourcing of jobs to less wealthy countries is
a phenomenon that should be encouraged.

Many people feel violent media encourages real-life violence among young
people. What do you think causes young people to behave violently?

Thesis: I argue parental negligence and the declining rates of in-person communities
worldwide are the main catalysts of youth violence.

More than one university degree is required to get ahead in many profes-
sions today. In the future, it is likely that people will attain a number of
degrees before even starting work. Respond to this argument.

Thesis: I agree that in the future people will need to complete several degrees to
ensure their workplace competitiveness.
2.1

H ow to write an introduction paragraph

The introduction paragraph acts as a roadmap for the entire essay. In the case of
an argument essay, it declares the topic, the writer’s position on the topic, and the
supporting points that will be used to uphold and prove this position. Thus, when an
IELTS examiner reads the introduction to a essay, they should already know exactly
what the rest of the essay will look like.

Review the four sentences that appear in an argument essay’s introduction para-
graph:

• Background sentence

• Detailed background sentence

• Thesis

• Outline

To illustrate these sentences in action, this same essay question will be used:

Technology is becoming increasingly prevalent in the world today. In the

not too distant future, technology will completely replace the teacher in the
classroom. Do you agree or disagree with this statement?

The background sentence of the introduction paragraph declares something general

about the essay question’s topic. Typically, this sentence will paraphrase the mes-
sage delivered by the keywords and qualifying words. For example:

The use of technology is increasing rapidly in the modern world.

Here, a general sentence has been written about the nature of one of the main key-
words in the essay question: technology. The second sentence in the introduction
paragraph needs to narrow the focus of the essay further. In this instance, the can-
didate would connect the idea of increasing technological adoption with the class-
room. For instance:

Growing technological influence can even be seen in the classroom.

Now that the background sentences are finished and the essay has been narrowed
to the topics outlined in the essay question, it is time to compose a comprehensive
thesis. As explained, the thesis is the most important sentence in the entire essay
because it addresses the essay question directly. In this instance, the candidate
has been given the choice to support or refute a statement on technology’s role in
the future classroom. Choosing the position — support or refute — that is easiest to
write enhances the candidate’s chances of greater grammatical and lexical accuracy,
overall coherence and cohesion, and increased achievement of task, and in effect
helps establish a writing scenario within which the candidate is more likely to suc-
ceed. For candidates serious about maximising their band, the IELTS Writing exam is
not the place to take chances on a straddled position that tries to concurrently agree
and disagree.

To demonstrate how an effective thesis can simplify the writing process, review
what the essay question is in essence asking: will technology someday take the
place of a human teacher in the classroom?

What would this mean?

…students would learn entirely from computers

Is this likely?

…probably not

Why not?

…because a robotic teacher would not be able to discipline misbehaving students

…because a robotic teacher would be unable to cater to a student’s learning needs

…because a robotic teacher would not be capable of encouraging students as well as a

human

…because a robotic teacher’s classroom would be boring and difficult to learn from
Is it easier to agree or disagree with this statement?

…disagree!

With the easier position selected, the candidate can confidently write a fitting thesis:

I disagree that technology will completely replace human teachers in the foresee-
able future.

Following this declaration of position, the candidate needs to state what points they
will use for support. This is done in the fourth and final sentence in the introduction
paragraph: the outline sentence.

The outline sentence declares two points that will be used to uphold the thesis.
These points are expanded upon in the supporting paragraphs of the essay.

Supporting points should be selected based on how easily real-life examples can be
brainstormed. Here are two supporting ideas from the above brainstorm session and
a real-life example of each:

1. A robotic teacher would be unable to cater to a student’s learning needs.

Example: A robotic teacher cannot recognise human physical cues.

2. A technology-driven teacher would have difficulty encouraging students.

Example: Children learn better when emotionally connected to their teacher.

The outline sentence is formed by grouping these points and declaring a progression
for the essay:

Analysing the inability of a technology-driven teacher to both cater to student

learning needs and instil motivation will show this.
This marks the completion of the introduction paragraph. Here it is in its entirety:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.

As can be seen, anyone looking at this introduction paragraph knows exactly what
will be examined later in the essay. The introduction paragraph introduces the can-
didate’s topic in the background sentences, presents the candidate’s argument in the
thesis, and declares the supporting ideas in the outline sentence. To an examiner, an
introduction like this clearly defines the candidate’s position and plan for progres-
sion through the rest of the essay and establishes the link between the essay and the
essay question.

Try it yourself!

Of all public transportation options, a metro is the most convenient way to

get around a large city. Do you agree or disagree?

Population dense cities around the world require developed transportation systems
for public mobility. Underground rail has proved to be a very effective example of one
such system. I agree that a metro is the most convenient way to get around a city.
This will be shown by looking at a how a metro seamlessly blends into a city’s infra-
structure and allows the rider to avoid traffic.
The world’s wealthiest countries have increasingly been outsourcing la-
bour-related jobs to cheaper alternatives in other nations. Write an essay
supporting the case for the outsourcing of labour.

The 20th century has seen a sharp increase in the number of jobs that have moved
from wealthy countries to countries offering cheap labour. Although this is a subject
that is contested by many, I feel that this trend has more benefits than drawbacks.
The improved relations and economic ties that are created when jobs move from one
country to another will be analysed to prove this thesis true.

Many people feel violent media encourages real-life violence among young
people. What do you think causes young people to behave violently?

An unfortunate trend is the growth in violence among young people in many parts of
the world. This phenomenon moves in tandem with a rise in violent media consump-
tion. Although many feel there is an intrinsic link between the two, I argue parental
negligence and the declining rates of in-person communities worldwide are the main
catalysts of youth violence. This essay will examine the dangerous nature of these
motivators.

More than one university degree is required to get ahead in many profes-
sions today. In the future, it is likely that people will attain a number of
degrees before even starting work. Respond to this argument.

Trends associated with globalisation have led to levels of competition never before
seen. To remain professionally relevant in this work climate, individuals worldwide
are pushing themselves to attain an increasingly large amount of formal education. I
agree that in the future people will need to complete several degrees to ensure their
workplace competitiveness. This will be proved by looking at the professional land-
scape of my home country and the manner in which qualification bridging continues
to grow skilled worker numbers worldwide.
2.2

C oherence and Cohesion

What does coherence mean?

Coherence is the ability of a written piece of work to be understood by the reader.

What does cohesion mean?

Cohesion is the manner in which a written piece of work links its ideas to create clear
relationships and logical progressions between them.

The Coherence and Cohesion portion of the candidate’s mark is a measure of how
clearly an essay’s ideas are communicated and how fluently these ideas work togeth-
er. Coherence is most readily achieved by employing short, grammatically correct
sentences that are concise and to the point. Cohesion can be achieved by using link-
ing words or phrases, often called ‘cohesive devices’, to create relationships between
the various sentences and paragraphs in the essay. Combining concise sentences
with cohesive devices is a controlled way to produce more complex sentence types
with accuracy. Almost every sentence in an IELTS essay should have a linking word of
some sort. In fact, the only sentence that can omit linking words is the background
sentence in the introduction paragraph, as there is no sentence preceding it that can
be linked to!

The introduction paragraph written last chapter has several linking words in it.
Here, they have been underlined:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.
Note the manner in which these linking words help all sentences in the paragraph
work as a team:

Even – The word ‘even’ evolves the ideas of the initial background sentence further.
Here, it is being used to restrict the essay’s scope. The essay is not referring to all
technology; it is referring to technology types that appear in a classroom.

Despite this – This phrase is used to show concession. Although the essay acknowl-
edges that technology is becoming more apparent in the classroom, it does not sup-
port the idea that this technology will overtake the classroom role of the teacher.

This – ‘This’ acts as a bridge between the outline sentences and the central argument
of the essay. It refers to the thesis and clarifies that the supporting ideas of (1) lack of
educational accommodation and (2) the inability to motivate will act as proof of this
thesis.

For all remaining demonstrations encountered in this book, actively note the link-
ing phrases used to create the relationships between sentences and paragraphs. For
reference, here is a list of several cohesive devices and a demonstration of their use.
Be sure to also note the corresponding punctuation:

To indicate sequence

Firstly, grade improvement is experienced when high school students get enough
sleep every night.

Secondly, grade improvement is experienced when high school students get enough
sleep every night.

Finally, grade improvement is experienced when high school students get enough
sleep every night.

Lastly, grade improvement is experienced when high school students get enough
sleep every night.

To cue evidence

For example, several independent studies reveal that high school students in Ameri-
ca experience grade improvement when practising this lifestyle.

For instance, many high school students in America experience grade improvement
when practising this lifestyle.

Take the example of high school students in America, who regularly experience
grade improvement when practising this lifestyle.

Many high school students, such as those from America, experience grade improve-
ment when practising this lifestyle.

To show similarity

Likewise, many high school students in America experience grade improvement

when practising this lifestyle.

Similarly, many high school students in America experience grade improvement

when practising this lifestyle.

High school students in America also experience grade improvement when practis-
ing this lifestyle.

In tandem with this are the experiences of many high school students in America,
whose grades improve when practising this lifestyle.

Coupled with this are the experiences of many high school students in America,
whose grades improve when practising this lifestyle.

To show contrast

On the other hand, many high school students in America experience grade improve-
ment when practising this lifestyle.

However, many high school students in America experience grade improvement

when practising this lifestyle.

Many high school students in America experience grade improvement when practis-
ing this lifestyle; however, this is not the case in Canada.

Many high school students in America experience grade improvement when practis-
ing this lifestyle, but this is not the case in Canada.

In contrast, many high school students in America experience grade improvement

when practising this lifestyle.

Conversely, many high school students in America experience grade improvement

when practising this lifestyle.
To extend or amplify

Further, several independent studies reveal that high school students in America
experience grade improvement when practising this lifestyle.

Moreover, several independent studies reveal that high school students in America
experience grade improvement when practising this lifestyle.

To add to this, several independent studies reveal that high school students in Amer-
ica experience grade improvement when practising this lifestyle.

To show result

Thus, the link between restful sleep and student performance can be seen.

Therefore, the link between restful sleep and student performance can be seen.

It is clear that there is a link between restful sleep and student performance.

Because of this, students are able to maximise their academic performance.

As a result, students are able to maximise their academic performance.

Consequently, students are able to maximise their academic performance.

To draw conclusion

In conclusion, restful sleep acts as a clear precursor to improved academic perfor-

mance among high school aged students.

To summarise, restful sleep acts as a clear precursor to improved academic perfor-

mance among high school aged students.

To reiterate, restful sleep acts as a clear precursor to improved academic perfor-

mance among high school aged students.
2.3

H ow to write supporting paragraphs

In IELTS Writing, supporting paragraphs exist to help prove the thesis using real and
factual — or seemingly real and factual — information. As learned in section 1.2,
supporting paragraphs are made up of four sentences:

• Sentence 1 - Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 - Conclusion

In section 2.1, an introduction paragraph was written. Reread this paragraph, paying
close attention to the outline sentence:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.

The outline sentence (underlined) declares the topics the candidate will use in their
supporting paragraphs:

1 - the inability of a technology-driven teacher to cater to students

2 - the difficulty a machine would have motivating students

To demonstrate the validity of these points, the candidate needs to think of real-life
examples that show each supporting point in action. Examples are most effective
when they are tangible facts because this creates persuasion and makes the es-
say’s argument difficult to counter. Good examples include references to companies,
products, well-known people, historical events, cultural traditions, and personal
experiences. Bad examples are personal opinions, assumptions, and overly general
references.

Below is a table that shows how the four sentences of the supporting paragraph
work together. The candidate needs to assign at least one example to each support-
ing paragraph. Notice the position and delivery style of each example and how the
discussion and conclusion areas link the example back to the central essay argu-
ment, thus reinforcing the writer’s opinion:

Supporting point 1 Supporting point 2

Topic A technology-driven A machine would be un-
teacher would not be able able to motivate students.
to cater to the needs of a
classroom of people.
Real-world example The world’s most ad- American scientific theo-
vanced robots, such as ries of education state
Honda Asimov, cannot children learn faster when
recognise human physical they have an emotional at-
cues. tachment to their teacher.
Discussion of example Until human physical cues Young children express
are recognised, machines emotion in response to
will have difficulty cater- human attention, not me-
ing their teaching to a chanical stimulation.
dynamic classroom.
Logical conclusion It will be a very long time Children would learn
before a machine can more slowly from auto-
interpret student learn- mated instruction than
ing needs in a classroom from a human teacher.
setting.

Notice how the examples and their discussion give a persuasive voice to the conclu-
sion being drawn. These references to real-world instances make the supporting
points difficult to refute, and this boosts the overall strength of the essay and its abil-
ity to convince the reader of its thesis.

Now that examples have been decided upon, the process of writing the support-
ing paragraphs is simplified. The first sentence declares the topic of the paragraph,
which should be a reflection of what was declared in the introduction paragraph’s
outline sentence:
 Firstly, a teacher powered by artificial intelligence would have difficulty interpreting
the educational needs of a classroom of students.

As can be seen, this topic sentence very clearly states the point initially brought up in
the introduction paragraph’s outline sentence, and this establishes a clear connec-
tion between the essay’s introduction and supporting paragraphs.

The second sentence ties in the example of Honda Asimov:

For example, Honda Asimov, one of the world’s most advanced robots, has trouble
distinguishing simple human emotions.

Note how the example directly supports the topic by presenting factual, real-life
information. Because Honda Asimov is a real robot and because Honda Asimov truly
cannot distinguish emotion, the claim that is being made in the paragraph is much
harder to counter. Thus, the essay as a whole is stronger.

The third sentence in the supporting paragraph is the discussion sentence. This
sentence clarifies the link that exists between the example sentence and the topic
sentence and explains what meaning is derived from the example. It also moves the
paragraph towards a concluding point:

If today’s most advanced artificial intelligence cannot categorise these basic physi-
cal cues, it is difficult to believe that a robot could be capable of altering study
plans and teaching styles in a dynamic classroom setting.

As is seen above, clarifying the paragraph’s logical progression helps ensure the fun-
damental message of the supporting point is fully communicated.

The final sentence in the supporting paragraph is the conclusion sentence. This
sentence is very important, as it has to link the entire argument presented in the
supporting paragraph back to the thesis. In carrying out this job, the conclusion
sentence acts as an key point of contact between the essay question and the essay
response:
 Thus, this makes it clear that a technology-driven teacher is not going to be opera-
tional anytime in the near future.

When grouped, the sentences of the supporting paragraph logically unite in a very
persuasive way:

Firstly, a teacher powered by artificial intelligence would have difficulty interpret-

ing the educational needs of a classroom of students. For example, Honda Asimov,
one of the world’s most advanced robots, has trouble distinguishing simple human
emotions. If today’s most advanced artificial intelligence cannot categorise these
basic physical cues, it is difficult to believe that a robot could be capable of altering
study plans and teaching styles in a dynamic classroom setting. Thus, this makes it
clear that a technology-driven teacher is not going to be operational anytime in the
near future.

A quick dissection illustrates the persuasive nature and manner in which the para-
graph connects to other parts of the essay. Firstly, the topic amplifies and expands
upon what was declared in the introduction paragraph’s outline sentence, a clear
instance of cohesion at the essay level. Secondly, the argument is strengthened
through the use and discussion of a tangible example, and this makes it difficult for
the reader to refute the writer’s point. The discussion and conclusion sentences
expand upon and clarify the relevance of the supporting point and link it back to the
central theme of the essay.
Both supporting paragraphs of the essay are now finished. When joined to the intro-
duction, the composition reads:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.

Firstly, a teacher powered by artificial intelligence would have difficulty interpret-

ing the educational needs of a classroom of students. For example, Honda Asimov,
one of the world’s most advanced robots, has trouble distinguishing simple human
emotions. If today’s most advanced artificial intelligence cannot categorise these
basic physical cues, it is difficult to believe that a robot could be capable of altering
study plans and teaching styles in a dynamic classroom setting. Thus, this makes it
clear that a technology-driven teacher is not going to be operational anytime in the
near future.

Secondly, a robotic teacher would not be able to establish the emotional connection
needed to motivate students. The American scientific theory of education plays
a good example here. This widely supported theory argues that young learners are
most motivated when they share an emotional relationship with their instructor. As
most would agree expecting children to form emotional ties to machinery is unreal-
istic, the argument that technology will replace the teacher in the classroom can be
debunked.
Now read the essay again and note the way the sentences and paragraphs use link-
ing words to tie themselves together and build the overarching argument of the
essay. Cohesion at the sentence level is highlighted. Cohesion at the essay level is
underlined.

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.

Firstly, a teacher powered by artificial intelligence would have difficulty interpret-

ing the educational needs of a classroom of students. For example, Honda Asimov,
one of the world’s most advanced robots, has trouble distinguishing simple human
emotions. If today’s most advanced artificial intelligence cannot categorize these
basic physical cues, it is difficult to believe that a robot could be capable of altering
study plans and teaching styles in a dynamic classroom setting. Thus, this makes it
clear that a technology-driven teacher is not going to be operational anytime in the
near future.

Secondly, a robotic teacher would not be able to establish the emotional connection
needed to motivate students. The American scientific theory of education plays
a good example here. This widely supported theory argues that young learners are
most motivated when they share an emotional relationship with their instructor. As
most would agree expecting children to form emotional ties to machinery is unreal-
istic, the argument that technology will replace the teacher in the classroom can be
debunked.
Try it yourself!

In achieving personal happiness, our relationships with family, friends,

and colleagues are more important than work and wealth. Do you agree or
disagree with this?

The increasing pressures of today’s money-driven world can often cause people
to gravitate towards material items. However, true personal happiness is rarely
achieved through professional endeavours or wealth. Although these things may be
nice extras, I agree that healthy relationships with family, friends and colleagues
are the true keys to personal happiness. This will be shown by analysing the often
lonely lives of many wealthy celebrities as well as the advice of older people who
speak from experience.

Firstly, the lives of wealthy celebrities often illustrate that money cannot buy hap-
piness. For example, many tremendously wealthy pop icons, such as Robbie Williams
and Kirsten Dunst, suffer from debilitating depression often linked to extraordinary
lifestyles that make it difficult to maintain friendships. As such instances show,
money cannot be labelled an infallible precursor to happiness. The manner in which
it often isolates people suggests that human interaction in the form of family and
friendships is much more likely than money to be at the foundation of lasting happi-
ness in life.

The advice from many older people regularly reiterates this. For example, all four of
my grandparents claim their relationships with family and friends are the experi-
ences that brought them the greatest happiness in their lives. As this is a common
viewpoint among the aged of all countries and cultures, and because the aged simply
have more experience with life, such an opinion needs to be given precedence when
discussing this topic. Thus, human relationships are much more likely to be precur-
sors to personal happiness than money or professional pursuits.

As seen above, professional success and wealth cannot buy true happiness and this
is a realisation that all too often comes in old age. This essay has shown that the
health of relationships with family, friends and colleagues is the genuine catalyst
to lasting happiness. Thus, keeping in touch with people is much more than just a
courtesy.
2.4

H ow to write a conclusion paragraph

The conclusion paragraph recapitulates the writer’s main points and closes the ar-
gument essay. It is much easier to write than the introduction and supporting para-
graphs because it is made up of information that has already been delivered earlier
in the response. The conclusion paragraph has three sentences:

• Sentence 1 - Summary

• Sentence 2 - Restatement of thesis

• Sentence 3 - Prediction or recommendation

The summary sentence restates the topics that were discussed in supporting para-
graphs 1 and 2. It should begin with a linking phrase, such as ‘In summary’ or ‘To
conclude’. The restatement of thesis simply repeats the thesis in different words,
reinforcing the central argument of the essay. The final sentence can be written as a
logical guess regarding what will happen or is hoped to happen to the essay subject
in the future (a predication) or a statement of advice regarding what should be done
about the essay subject (a recommendation).

The conclusion paragraph is sometimes confusing to candidates because it repeats

items from earlier in the essay, a practice that in other areas of the essay would lead
to penalty. It is important to remember that this area of the essay is not exercising
repetition but amplification and is a closing style that creates essay unity and rein-
forces the response’s connection to the essay question.

Now take another look at the entire structure of the essay. Note how the essay’s
introduction and conclusion paragraphs are similar. Also note the manner in which
they work to frame and reinforce the information given in the supporting para-
graphs:
Paragraph 1 - Introduction

• Sentence 1 - Background statement

• Sentence 2 - Detailed background statement

• Sentence 3 - Thesis

• Sentence 4 - Outline sentence

Paragraph 2 - First supporting paragraph

• Sentence 1 - Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 - Conclusion

Paragraph 3 - Second supporting paragraph

• Sentence 1 - Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 - Conclusion

Paragraph 4 - Conclusion

• Sentence 1 - Summary

• Sentence 2 - Restatement of thesis

• Sentence 3 - Prediction or recommendation

In preparation for the writing of a conclusion paragraph, reread the introduction
and supporting paragraphs written prior:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.

Firstly, a teacher powered by artificial intelligence would have difficulty interpret-

ing the educational needs of a classroom of students. For example, Honda Asimov,
one of the world’s most advanced robots, has trouble distinguishing simple human
emotions. If today’s most advanced artificial intelligence cannot categorise these
basic physical cues, it is difficult to believe that a robot could be capable of altering
study plans and teaching styles in a dynamic classroom setting. Thus, this makes it
clear that a technology-driven teacher is not going to be operational anytime in the
near future.

Secondly, a robotic teacher would not be able to establish the emotional connection
needed to motivate students. The American scientific theory of education plays
a good example here. This widely supported theory argues that young learners are
most motivated when they share an emotional relationship with their instructor. As
most would agree expecting children to form emotional ties to machinery is unreal-
istic, the argument that technology will replace the teacher in the classroom can be
debunked.

As stated before, the first sentence of the conclusion paragraph should summarise
the topics discussed in the supporting paragraphs. These supporting topics are:

1 — a robotic teacher’s inability to cater to student educational needs

2 — a robotic teacher’s inability to motivate students

Grouped into a single sentence, these two ideas would read:

In summary, a robotic teacher would lack the classroom dynamism and emotional
intelligence needed to be an effective instructor.
The second sentence must restate the thesis in new words. Here is the original the-
sis:

I disagree that technology will completely replace human teachers in the foresee-
able future.

…and here is that same thesis reworded:

Thus, it is clear that having a class run entirely by a machine is an idea that will not
be realised anytime soon.

The last sentence can be written as a recommendation or prediction:

As this essay has shown, computer technology will not replace traditional human
teachers in the foreseeable future.

The conclusion paragraph is now complete. Note how its sentences link to each
other and to earlier parts of the essay:

In summary, a robotic teacher would lack the classroom dynamism and emotional
intelligence needed to be an effective instructor. Thus, it is clear why having a class
run entirely by a machine is an idea that will not be realised anytime soon. As this
essay has shown, computer technology will not replace traditional human teachers
in the foreseeable future.
The essay is now a complete and well-structured piece of writing. From start to fin-
ish it reads:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.
Firstly, a teacher powered by artificial intelligence would have difficulty interpret-
ing the educational needs of a classroom of students. For example, Honda Asimov,
one of the world’s most advanced robots, has trouble distinguishing simple human
emotions. If today’s most advanced artificial intelligence cannot categorise these
basic physical cues, it is difficult to believe that a robot could be capable of altering
study plans and teaching styles in a dynamic classroom setting. Thus, this makes it
clear that a technology-driven teacher is not going to be operational anytime in the
near future.

Secondly, a robotic teacher would not be able to establish the emotional connection
needed to motivate students. The American scientific theory of education plays
a good example here. This widely supported theory argues that young learners are
most motivated when they share an emotional relationship with their instructor. As
most would agree expecting children to form emotional ties to machinery is unreal-
istic, the argument that technology will replace the teacher in the classroom can be
debunked.
In summary, a robotic teacher would lack the classroom dynamism and emotional
intelligence needed to be an effective instructor. Thus, it is clear why having a class
run entirely by a machine is an idea that will not be realised anytime soon. As this
essay has shown, computer technology will not replace traditional human teachers
in the foreseeable future.

Note how all paragraphs in the essay remain committed to the Task 2 question despite
their different purposes. The introduction paragraph provides context and a plan for
proving the essay’s argument. The supporting paragraphs provide real-world evidence
and draw logical conclusions that bolster the essay’s position. The conclusion paragraph
mirrors the introduction paragraph, establishing cohesion at the essay level. It also reit-
erates and amplifies of the essay’s argument and address of the essay question.
Try it yourself!

Smart devices have put all of the world’s information at our fingertips. The
benefits of this development are obvious, but what are the drawbacks?

People today are capable of accessing the internet through their mobile smart
device. This puts them in touch with an extremely large amount of information.
Although this trend has many positive ramifications, such as interconnectivity
between people and the spreading of understanding, it is not without drawbacks. To
illustrate this, the effect smart devices have on their user’s memory and privacy will
be analysed.

For one, smart devices have caused people to rely less on their memories. For exam-
ple, sites like Wikipedia make it easy for smartphone users to quickly access infor-
mation on almost any topic. The problem with this convenience is that it encourages
people to commit fewer and fewer things to memory, and this makes humanity’s col-
lective understanding of the world increasingly dependent on machinery. Thus, this
is one of the main drawbacks to having unrestricted access to information through
smart devices.

In addition to this, smart devices reduce people’s privacy, which can lead to unwant-
ed exposure to public scrutiny and ridicule. For instance, last year a child in America
was unknowingly filmed by his classmate while performing an embarrassing dance
routine. After the video was uploaded to the internet, this child suffered extreme
teasing and ultimately developed anxiety issues. As this shows, the exchanging of
information through smart devices is not always a positive thing.

As the above makes clear, smartphone use can weaken a user’s memory and reduce
their privacy, two unfortunate drawbacks to a tool that has otherwise been very
positive for humanity. These drawbacks will likely remain ongoing obstacles into the
foreseeable future.
2.5

C ohesion at the essay level

Writing cohesively means more than just linking neighbouring sentences. Take another
look at the completed essay on technology in the classroom. In addition to having cohe-
sion between sentences, the composition presents cohesion between all paragraphs:

The use of technology is increasing rapidly in the modern world. Growing technological
influence can even be seen in the classroom. Despite this, I disagree that technology will
completely replace human teachers in the foreseeable future. Analysing the inability of a
technology-driven teacher to both cater to student learning needs and instil motivation will
show this.

Firstly, a teacher powered by artificial intelligence would have difficulty interpreting the edu-
cational needs of a classroom of students. For example, Honda Asimov, one of the world’s
most advanced robots, has trouble distinguishing simple human emotions. If today’s most
advanced artificial intelligence cannot categorise these basic physical cues, it is difficult to
believe that a robot could be capable of altering study plans and teaching styles in a dynamic
classroom setting. Thus, this makes it clear that a technology-driven teacher is not going to
be operational anytime in the near future.
Secondly, a robotic teacher would not be able to establish the emotional connection needed
to motivate students. The American scientific theory of education plays a good example
here. This widely supported theory argues that young learners are most motivated when
they share an emotional relationship with their instructor. As most would agree expecting
children to form emotional ties to machinery is unrealistic, the argument that technology
will replace the teacher in the classroom can be debunked.

In summary, a robotic teacher would lack the classroom dynamism and emotional intel-
ligence needed to be an effective designer. Thus, it is clear why having a class run entirely by
a machine is an idea that will not be realised anytime soon. As this essay has shown, com-
puter technology will not replace traditional human teachers in the foreseeable future.
 In grey, the supporting paragraphs’ topic sentences are shown linking back to the
information presented in the introduction paragraph’s outline sentence.
Ex: Firstly, a teacher powered by artificial intelligence would have difficulty
interpreting the educational needs of a classroom of students

In the underlined sentences in paragraphs 2 and 3, the link between the supporting
paragraph and the essay’s thesis can be seen.
Ex: As most would agree expecting children to form emotional ties to machinery is
unrealistic, the argument that technology will replace the teacher in the classroom
can be debunked.

In dark grey (the first sentence of the conclusion), the summary sentence indicates a clear
link back to both supporting para-graphs and the outline sentence in the introduction.

In the underlined sentence at the last paragraph, the restatement of thesis brings the essay
to a close by reinforcing the argu-ment made in the thesis at the beginning of the essay.

The sentences throughout the entire essay work together as a team, allowing the
essay to operate as one large, cohesive piece that presents a unified address to the
essay question. This thoroughness maximises the essay’s ability to explore the topic
and fulfil the task.
2.6

T he delicate nature of concession

When writing an argument essay, candidates often feel the need to concede some
merit to an opposing point of view. For example, in the essay refuting technology’s
usefulness in the classroom, a conceding paragraph would acknowledge that there is
indeed some benefit to the idea of computerised instruction. However, if not handled
carefully, analysing or conceding merit to an opposing point of view can lead an es-
say to inadvertently argue against itself, a phenomenon that could have grave conse-
quences for the Task Achievement portion of the mark. To illustrate this point, look
at these two versions of a paragraph that concedes merit to robotic instruction:

Version 1

A computerised teacher would not tire, and this endurance makes it the optimal choice
for lesson exercises that require repetition. A primitive instance of this is exemplified
by iPad apps that teach young children simple vocabulary in entertaining ways. Because
this machinery-based lesson arrangement can carry on indefinitely, children can continue
learning for much longer periods of time than realistically possible with a human teacher.
Thus, technology-driven instructors are clearly better than human teachers.

Version 2

However, a computerised teacher would not tire, and this endurance makes it the optimal
choice for lesson exercises that require repetition. A primitive instance of this is exem-
plified by iPad apps that teach young children simple vocabulary in entertaining ways.
Because this machinery-based lesson arrangement can carry on indefinitely, children can
continue learning for much longer periods of time than realistically possible with a human
teacher. As convincing as this point is, exercises requiring repetition are only a small
part of the overall teaching process. Thus, technology cannot be expected to carry out all
tasks of human teachers in the classroom.
Several structural choices in Version 1 cause some uncertainty about its conceding
nature. Firstly, the paragraph does not frame itself with a cohesive device. Version
2, on the other hand, uses the word ‘however’ to clearly indicate to the reader that
some form of cross examination is taking place. Version 2 also ensures the reader
understands that the conceding point doesn’t erode the essay’s overarching posi-
tion on the topic. This is executed in the discussion and concluding sentences, which
reinforce the essay’s central argument and preserve the overall flow of the writing.
Version 1’s conclusion is a confusing affront to the essay’s thesis.

Because Version 2 frames the nature of its point and preserves the argument of the
essay as a whole, it fits into the essay seamlessly:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. Despite this, I disagree that tech-
nology will completely replace human teachers in the foreseeable future. Analysing
the inability of a technology-driven teacher to both cater to student learning needs
and instil motivation will show this.

Firstly, a teacher powered by artificial intelligence would have difficulty interpret-

ing the educational needs of a classroom of students. For example, Honda Asimov,
one of the world’s most advanced robots, has trouble distinguishing simple human
emotions. If today’s most advanced artificial intelligence cannot categorise these
basic physical cues, it is difficult to believe that a robot could be capable of altering
study plans and teaching styles in a dynamic classroom setting. Thus, this makes it
clear that a technology-driven teacher is not going to be operational anytime in the
near future.
Secondly, a robotic teacher would not be able to establish the emotional connection
needed to motivate students. The American scientific theory of education plays
a good example here. This widely supported theory argues that young learners are
most motivated when they share an emotional relationship with their instructor. As
most would agree expecting children to form emotional ties to machinery is unreal-
istic, the argument that technology will replace the teacher in the classroom can be
debunked.
However, a computerised teacher would not tire, and this endurance makes it the optimal
choice for lesson exercises that require repetition. A primitive instance of this is exem-
plified by iPad apps that teach young children simple vocabulary in entertaining ways.
Because this machinery-based lesson arrangement can carry on indefinitely, children can
continue learning for much longer periods of time than realistically possible with a human
teacher. As convincing as this point is, exercises requiring repetition are only a small
part of the overall teaching process. Thus, technology cannot be expected to carry out all
tasks of human teachers in the classroom.
In summary, a robotic teacher would lack the classroom dynamism and emotional intelli-
gence needed to be an effective instructor. Thus, it is clear why having a class run entirely
by a machine is an idea that will not be realised anytime soon. As this essay has shown,
computer technology will not replace traditional human teachers in the foreseeable
future.
2.7

H ow to write a discussion essay

A common exam question type asks the candidate analyse, critique or discuss a
topic, or to compare or contrast two topics. Such questions typically require parti-
tion in the response, and thus don’t readily fit into the argument essay format. It is in
these situations that a discussion essay structure is needed.

The first thing to understand is in what circumstances a discussion essay structure

is required. Recall from section 1.3 that essay questions can be understood by iden-
tifying three things: keywords, qualifying words and action words. To identify what
type of essay to write, however, the candidate needs only look at the action words. To
illustrate, review the original model IELTS question from this book:

Technology is becoming increasingly prevalent in the world today. In the

not too distant future, technology will completely replace the teacher in the
classroom. Do you agree or disagree with this statement?

The action words here are instructing the candidate to choose a side: agree or dis-
agree. Thus, the question is making it very clear that the candidate is to form an
opinion and prove that opinion true, and the argument essay structure is a natural
fit for this scenario.

Now look at this variation on the above question:

Technology is becoming increasingly prevalent in the world today. In the

not too distant future, technology will completely replace the teacher in the
classroom. Analyse both sides of this argument.

Although the keywords and qualifying words are the same, the action words have
changed. They are now instructing the candidate to look at both sides of the state-
ment. Because an argument essay structure declares the writer’s position at the
beginning of the essay, this isn’t a format welcoming to the balanced analysis of
differing opinions and is thus an inappropriate structure here. The organising of
the candidate’s essay thus needs to be carried out in a way that allows for objective
discussion, a process possible using the discussion essay structure.

Discussion essay structure is in many ways the inverse of argument essay structure.
To illustrate, look at the following table comparing the sentences of both essay types:

Argument Essay Discussion Essay

Paragraph 1 - Introduction Paragraph 1 - Introduction
Sentence 1 - Background statement Sentence 1 - Background statement
Sentence 2 - Detailed background statement Sentence 2 - Detailed background statement
Sentence 3 - Thesis Sentence 3 - Statement of topics to be analysed
Sentence 4 - Outline sentence Sentence 4 - Outline sentence
Paragraph 2 - First supporting paragraph Paragraph 2 - First supporting paragraph
Sentence 1 - Topic Sentence 1 – First topic
Sentence 2 - Example Sentence 2 – Example
Sentence 3 - Discussion Sentence 3 - Discussion
Sentence 4 - Conclusion Sentence 4 - Conclusion
Paragraph 3 - Second supporting paragraph Paragraph 3 - Second supporting paragraph
Sentence 1 - Topic Sentence 1 - Second topic
Sentence 2 - Example Sentence 2 - Example
Sentence 3 - Discussion Sentence 3 - Discussion
Sentence 4 - Conclusion Sentence 4 - Conclusion
Paragraph 4 - Conclusion Paragraph 4 - Conclusion
Sentence 1 - Summary Sentence 1 - Summary
Sentence 2 - Restatement of thesis Sentence 2 - Statement of position
Sentence 3 - Prediction or recommendation Sentence 3 - Prediction or recommendation

When looking at the two outlines, several similarities can be seen. For one, in their
most basic form, both essays have the same number of sentences: fifteen. Many of
the sentence types in the essays are also similar or exactly the same aside from one
striking difference: the discussion structure lacks a thesis! As learned in section 1.4,
the thesis is the most important sentence in the essay, so how can an essay exist
without one?

To answer this, a look into the purpose of the essay needs to be made. An argument
essay’s purpose is to state an opinion and prove it. However, a discussion essay’s
purpose is to reach a conclusion after analysing varying positions on a topic. Thus,
where an argument essay maintains a subjective approach to the essay’s topic, a dis-
cussion essay looks objectively at items that aren’t necessarily the writer’s opinion.
Because the writer’s full opinion isn’t shared until the statement of position sentence
in the concluding paragraph, the discussion essay structure can be seen as an invert-
ed version of the argument essay.

To illustrate this in action, read this sample discussion essay written in response to
the reworded Task 2 question on the subject of technology in the classroom. While
reading, try to distinguish each of the fifteen sentences:

The use of technology is increasing rapidly in the modern world. Growing technologi-
cal influence can even be seen in the classroom. The argument that technology will
completely replace human teachers in the foreseeable future is a subject that is
both supported and refuted by many. This essay will analyse this argument before
declaring a position.

Firstly, when communicating simple concepts that can be taught through repetitive
games, machines seem capable of matching or even surpassing the teaching abilities
of human beings. For example, several tablet applications are starting to be used in
classrooms because they are able to hold the attention of young children and teach
them tremendous amounts of vocabulary. Thus, it is clear that for simple concepts
that can be taught through repetition, robotic teachers are as effective as human
teachers. However, whether this proves true for more complex classroom concepts
or situations remains questionable.

It must be remembered that a teacher powered by artificial intelligence would have

little to no control over its students. For example, it is commonly understood that
children require the watchful eye of a teacher to ensure that they are indeed com-
pleting their class work and not fooling around during class time. Unfortunately,
this is something that a robotic teacher simply could never provide. This evidence
makes it thus doubtful that technology will ever completely replace the teacher in
the classroom.
 In summary, both sides of the argument regarding the possibility of a technologi-
cally driven classroom have strong support. However, because class content must
extend beyond simple concepts that can be learned through repetition, it is clear
that the idea of having a class run entirely by a machine remains unlikely. I thus feel
the scenario of automated classroom instruction will not materialise anytime in the
foreseeable future.

In this essay, evidence and discussion are given for both sides of the argument. It
should be noted, however, that the writer does not disclose their full position on the
subject until the statement of position sentence at the very end of the essay, which
works to preserve the essay’s objectiveness.
Try it yourself!

Some believe the primary purpose of museums is to entertain people, while

others believe their purpose is to educate. Discuss both views and give your
own opinion.

Museums fulfil different things for different people. On the one hand, many people feel a
museum’s primary purpose is to entertain. However, others feel they function to foster
understanding. Both arguments will be analysed before a conclusion is declared.

Firstly, some argue a museum’s main purpose is to amuse. For example, the Museum of
Natural History in Ottawa limits descriptive placards and instead uses life-sized exhibits
that allow visitors to role play historical moments. Although this approach is stimulat-
ing and helps visitors better envision life at certain points in time, it does little to impart
a full understanding of the broader historical themes at play. Thus, the merits of this
opinion are hard to support.

An alternative position argues that the primary purpose of museums is to educate. For
example, the British Museum in London heavily placards its exhibits to provide its visi-
tors with the tools needed to be informed about what is on display. Although perhaps
not as visually stimulating, patrons leave this museum with a much richer understanding
of historical topics and the underlying trends that were at work during certain periods
of time, an approach that offers perspective on modern day life and humanity as a whole.
Thus, the heightened benefits of museums that focus on educating can clearly be seen.

After looking at these different points of view, I feel that museums better serve the public
when they are organised to educate as opposed to entertain. Thus, I hope that the muse-
ums of the future are arranged primarily for this purpose.
3.1

A dvantage and disadvantage questions

A common IELTS Task 2 question requires a look at the advantages and disadvan-
tages of a topic. A fitting response structure requires accurate interpretation of the
action words of the question. To illustrate, here are some example action words that
commonly accompany advantage and disadvantage type questions:

1. Analyse the advantages and disadvantages of this and form an opinion.

or

2. In your opinion, what are the advantages and disadvantages of this topic?

or

3. Do you feel this topic has more advantages than disadvantages?

All three of the above samples state that an examination of the advantages and dis-
advantages needs to take place in the candidate’s essay. However, they qualify this
examination differently.

In the first example, the word order instructs the candidate to analyse both the
advantages and disadvantages of a topic before sharing an opinion. Naturally, this
would call for a discussion style of essay. The candidate would use one of their sup-
porting paragraphs to analyse the advantages and the other supporting paragraph
to analyse the disadvantages. A final opinion would be declared in the conclusion
paragraph.

The second and third versions are very similar to the first in that both support-
ing paragraphs would look at the advantages and disadvantages in turn, but here
the candidate could comfortably share their opinion as a thesis at the beginning of
the essay or as a statement of position at the end of the essay. Thus, these question
structures allow for either essay style.

To illustrate how to respond to these sorts of questions, look at this mock IELTS
question and answer:
 The advent of the internet has made it possible for people to work from
home. Write an essay looking at the advantages and disadvantages of this
professional arrangement. Share personal examples in your essay.

The internet has revolutionised the world in many different ways. Among these,
it has made it possible for people to work from home. This essay will analyse the
advantages and disadvantages that arise when a person lives and works in the same
place. Following this look, a reasoned conclusion will be shared.

On the one hand, working from home gives people the flexibility to set their own
hours, which can allow for the arranging of a schedule that maximises a person’s pro-
ductivity. For example, a friend of mine freelances as a programmer from home and
has discovered he is most productive when he works late at night. As such a sched-
ule would not be possible at a normal 9 to 5 desk job, the positive effects his home
office arrangement has on his productivity can be seen. Examples like this clearly
show the advantages that can derive from working from home.

However, working remotely like this can often be the cause of mental anguish. For
instance, I recall once collaborating with an online team from the comforts of my
apartment. Although this arrangement allowed me to make my own schedule, it also
meant that I had to constantly be on call, as my co-workers contacted me day and
night with their work-related problems. Thus, some jobs carried out from home may
make it difficult for a person to detach personal time from professional commit-
ments.

The above look illustrates that certain jobs and certain people may be more fitted
for the home office arrangement than others. The disadvantages revealed by the
above discussion resonate most with me, and I thus prefer to engage my profession-
al endeavours outside my home. Prospective remote workers should carefully weigh
their options before making a decision.

Notice the manner in which this essay’s structure is framed by the Task 2 question’s
action words. The discussion essay structure allows the advantages and disadvan-
tages to be analysed and discussed before concluded upon.
 Try it yourself!

The advent of the internet has made it possible for people to work from
home. Do you feel this working arrangement has more advantages or disad-
vantages? Share personal examples in your essay.

The internet has revolutionised the world in many different ways. One opportunity it has
opened is the possibility for people to work from home. Despite the many advantages
that derive from this arrangement, I feel that working from home is predominantly
disadvantageous to the professional. This will be shown by looking at how the home sets
professionals up to be both distracted and unable to detach themselves from work.

For one, although working from home may be a more cost effective and independent way
to work, most people are likely to get distracted under this working arrangement. For
example, a former manager of mine once delegated a major writing project to me and
instructed me to complete it at home over the course of a month. When I went to engage
the project, I found it difficult to stay focused while in an environment I normally used for
relaxing, and as a result the quality of my work suffered. My experience clearly shows that
for people similar to myself, working from home is disadvantageous to productivity.

In addition to this, the stay at home worker often finds it challenging to distance them-
selves from their work, and this can be mentally exhausting. For instance, a colleague of
mine started his own business from home. Within the first few months, he was receiv-
ing telephone calls, emails and faxes at all times of the day and night. In the end, he felt
forced to migrate this professional pursuit to a rented office apartment simply because
it was taking over his life. As this story illustrates, the disadvantages of a home based
job are numerous.

To conclude, despite the advantages of lower overhead and independence, working from
home has many more drawbacks than favourable points. I thus hope that professionals
everywhere think carefully before settling on this working arrangement.

Note the manner in which this approach makes use of a thesis and then goes on to
prove this thesis in the supporting paragraphs. The supporting paragraphs offer
some concession when they mention the cost effectiveness and professional inde-
pendence that come as a result of working from home, a trait that helps balance the
response and ensure both sides are included.
3.2

C ause and effect/problem

and solution questions

Some IELTS Task 2 questions will request the candidate outline the causes and
effects of a certain subject. In most cases, the cause and effect essay question is
responded to using an argument essay structure. This essay structure allows the
candidate to use the introduction paragraph to declare what they believe to be the
causes and effects and expand upon this position in the supporting paragraphs.
Typically, the causes and effects are grouped into separate supporting paragraphs:

The world’s air pollution levels are rising year on year. What are the most
pressing causes and effects of this disturbing trend?

Increasing levels of airborne pollutants have proved to be a major obstacle for

humanity in the 21st century. This trend is predominantly caused by consumption
patterns associated with rising global affluence, namely the increasing demand
growing economies have for fossil fuels. These triggers and the effects rising rates
of atmospheric pollution have on the planet will be examined in this essay.

Most experts agree that airborne pollution is caused by the burning of fossil fuels,
and that growing economies around the world make it possible for increasingly large
numbers of people to contribute to current global pollution levels. For example, the
affluence of more than two billion people between India and China has been rising for
decades, and with this has come a spike in the number of pollution causing vehicles
on the planet. As this phenomenon compounds with the tremendous amount of
pollution already coming out of many western countries, a recipe for unshrinking
levels of air pollution can be seen. Thus, demand for petrol vehicles among developing
economies and resource wastage among developed economies can be concluded as
today’s greatest causes of airborne pollutants.
 Although damage caused by air pollution ramifies itself in many distressing ways, I
feel the impact it has on human health is a top concern. For instance, it is estimated
that a larger percentage of children have asthma today than ever before in human
history. To make matters worse, scientists are now finding air pollution can cause
abnormal foodstuffs growth among farming populations the world over, and con-
sumption of these foods has been linked to cancer. Because these problems will have
an impact on generations to come, it is clear why human health concerns are the
most pressing effects of airborne pollutants.

Following this look, unfortunate growth trends in countries around the world are at
the root of swelling numbers of asthma and cancer sufferers. These are considered
to be the most significant causes and effects of the planet’s air pollution levels.
Thus, controlling byproducts of human activity has to become central to humanity’s
collective strategy for the 21st century.

Although it is possible to share both a cause and its resulting effect in a single sup-
porting paragraph, this should be done with care as such a structure is more com-
plicated and could possibly lead the candidate to grammatical or lexical inaccuracy.
Here is a reworded version of the above essay to demonstrate how to include both a
cause and its effect in the same supporting paragraph. Notice the comparative lan-
guage that helps explain to the reader which solution is considered best:

The world’s air pollution levels are rising year on year. What are the most
pressing causes and effects of this disturbing trend?

Increasing levels of airborne pollutants have proved to be a major obstacle for

humanity in the 21st century. This trend has several major causes, but the world’s
increasing demand for coal-based energy and fossil fuels are thought to be the main
precursors to larger human problems. These triggers and the effects rising rates of
atmospheric pollution have on the planet will be examined in this essay.

Most experts agree that a very large amount of airborne pollution is caused by cit-
ies that require coal for energy, a problem that is swelling exponentially on account
of several rapidly growing economies. For example, the affluence of more than two
billion people between India and China has been rising for decades, and with this
 has understandably come an increasing demand for energy. One of the most press-
ing effects of this is the atmospheric eyesore it causes, as cities like Mumbai and
Beijing very rarely report 100% visibility in their downtown cores. Thus, it is clear
that coal-based energy sources are a major contributor to the problem of airborne
pollution.

Although not quite as corrosive, another major cause of airborne pollution is the
burning of fossil fuels, an ongoing problem for many western countries. Long-term
exposure to motor vehicle pollution, for example, has been linked to increased
levels of respiratory problems among children in the United States. To make mat-
ters worse, scientists are now finding air pollution can cause abnormal foodstuffs
growth among farming populations the world over, and consumption of these foods
has been linked to cancer. Because the effects of such pollutants impact the health
of generations to come, it is clear that the burning of fossil fuels is right to be con-
sidered a very dangerous cause of airborne impurities.

Following this look, unfortunate energy choices in countries around the world are at
the root of swelling numbers of asthma and cancer sufferers. These are considered
to be the most significant causes and effects of the planet’s air pollution levels.
Thus, controlling byproducts of human activity has to become central to humanity’s
collective strategy for the 21st century.

A similar question type is one that asks the candidate to propose solutions to a
problem. If the question is a straightforward request for solution ideas, an argument
essay structure can be used:

The world’s air pollution levels are rising year on year. What should hu-
manity do to counter this problem?

Increasing levels of airborne pollutants have proved to be a major obstacle for

humanity in the 21st century. To counter this problem, efforts should focus on the
two most major causes of airborne pollutants: coal-based energy and the burning
of fossil fuels. This essay will examine the plausibility of addressing this problem
through alternative municipal energy sources and traffic regulations.
Firstly, cities that power themselves with coal could shift to more environmentally
friendly energy sources like nuclear. Similar shifts have successfully occurred in cit-
ies like Shanghai. Although this move would involve several years of reconnaissance
work to ensure safety, the results are exponentially cleaner than coal-based energy.
If all major cities were to shift away from coal in this way, the world’s air would be
much cleaner.

A second approach could involve a change to municipal traffic regulations. For

example, some metropolitan cities have imposed carpool lanes to help encourage
people to commute together to work. This approach has proved its effectiveness in
London, Toronto and New York City, and thus would be a plausible approach to pollu-
tion issues in other large cities.

As the above examination has made clear, alternative energy sources and evolved
traffic regulations would be effective counters to the world’s current airborne pollu-
tion problem. I hope these approaches are put into action soon.
Try it yourself!

All over the world, the number of overweight people is growing. What do
you feel are the main causes of this? What are the effects?

Global obesity rates have been swelling for several decades. This is a trend that
continues to have devastating effects on populations everywhere. Although often
debated, I feel the food a person eats and the lifestyle they live are the base precur-
sors to this problem. In this essay, a look at these causes and their effects will be
made.

Firstly, diet and lifestyle are the two most major catalysts of obesity. This is
clearly evidenced by countries experiencing rapid economic change. For example, in
China, growing affluence has led people to consume more fast food and live more sed-
entary lifestyles. This trend moves in tandem with a steady growth in the number of
overweight people. Thus, as this makes clear, changing dietary practices and levels
of activity are at the root of weight problems.

The major effects of this trend are entirely negative. As seen in the United States,
growing obesity rates lead to growing rates of life-threatening health problems,
such as diabetes, heart disease and high blood pressure. For example, Americans
under 30 years of age are expected to have shorter lifespans than their parents,
a biological phenomenon never experienced before in America. Thus, it is clear that
these effects need to be countered to enhance the quality of life for future genera-
tions.

Following this look at the causes and effects of obesity, I feel that education is the
single most important address to this problem. Thus, to change this disturbing
global trend, I hope schools everywhere encourage healthy eating habits in children
to help establish better health for the generation to come.
3.3

D ouble action questions

In double action questions, the action words require the candidate respond in more
than one way. Because of this, the candidate may need to tailor the essay structures
taught in this book to ensure the response fulfils the Task 2 question.

Typically, double action questions will ask the candidate to (1) declare an opinion
and (2) expand on that opinion in some specified way. This declaration of opinion
can be done in either the introduction paragraph (if an argument essay structure is
used) or the conclusion paragraph (if a discussion essay structure is used). To illus-
trate this, refer to the following task:

In order to improve a country’s education system, high school students

should be encouraged to publicly critique their teachers online. Do you
agree with this? What are some other ways high school education could be
improved?

The above question has two sets of action words. They are:

1. Do you agree with this?

and

2. What are some other ways high school education could be improved?

Set 1 is asking for the candidate’s position on the subject, and this can be answered
in a single sentence.

The ‘what are some other ways high school education could be improved?’ question
requires a more in-depth response. In this particular instance, the candidate is being
asked to expand upon their opinion in a non-discursive way, so an argument essay
structure is valid. Were the question to request the comparison of education sys-
tems, a discussion structure would be more appropriate.

In the following example essay, underlined text has been used to indicate where
the essay addresses question 1 from the task. Grey text indicates where the essay
responds to question 2:

In order to improve a country’s education system, high school students

should be encouraged to publicly critique their teachers online. Do you
agree with this? What are some other ways high school education could be
improved?

Arguments over how to improve a country’s education system have been going on for
a very long time. Often different strategies work for different countries. However,
allowing high school students to openly critique their instructors online is a strat-
egy that I feel does not improve the quality of high school instruction in any country.
Alternative school scheduling and teacher monitoring through video are much better
approaches and will be analysed for viability in this essay.
Firstly, modified school scheduling improves education in a way that openly critiqu-
ing teachers does not. For example, many Scandinavian school boards run education
systems that take short, periodic week-long breaks throughout the academic year
instead of one larger two-month break at summertime. Overall, students have just
as much holiday time as their peers in traditional holiday arrangements, but there is
not such a long, education-deterring break at summer, and this allows students to
mentally retain more of their studies. This arrangement is clearly a more plausible
alternative to arguments supporting the open criticism of teachers on the internet.

In addition to this, schools should consider videotaping classes to both monitor

teacher performance and student conduct. I once taught at a school with this ar-
rangement and found it made it much easier for students’ parents to stay attune
to both their children’s lessons and conduct during class time. Such a system would
also ensure all critiquing of the teacher is carried out by adults and not teenag-
ers, a vetting process that would likely produce more insightful criticism. Thus, the
plausibility of this alternative is clear.
It can be concluded that both a paced academic schedule and class transparency
would more effectively improve high school education than the proposed online criti-
cism of teachers. I thus hope these changes gain support in the foreseeable future.
As can be seen, both of the tasks are addressed in the essay, albeit with some overlap
at certain times. The first question is responded to in the thesis. It is then amplified
in select areas of each supporting paragraph and in the restatement of thesis in the
concluding paragraph. The second question is answered in the analysis carried out
across the two supporting paragraphs.

A variation of the problem and solution essay question from section 6.2 is one that
requires the candidate both (1) examine the problems that result from a certain
topic and (2) suggest solutions. For example:

What problems derive from airborne pollution? Suggest solutions to these

problems in your response.

These kinds of essay questions are very similar to those asking for cause and effect
and are thus thus typically best responded to using an argument essay structure. In
the following example, notice how similar the response structure is to the cause and
effect essays from 3.2:

Increasing levels of airborne pollutants have proved to be a major obstacle for

humanity in the 21st century. This trend has tarnished the image of many cities
around the world and is at the root of several health issues. The nature of these
problems will be examined in this essay. Measures to counter these problems, such
as cleaner energy sources and alternative traffic regulations, will also be examined.

One of the most pressing effects of airborne pollution is the atmospheric eyesore it
causes. Cities like Mumbai and Beijing are a good example of this, as they very rarely
report 100% visibility in their downtown cores due to pollution. A possible solution
to this problem would be for these cities to make the transition to nuclear power,
as Shanghai has recently done. The improved cleanliness of Shanghai’s air acts as
evidence that cleaner energy does make a difference.

Many health problems also derive from airborne pollution. Long-term exposure to
motor vehicle exhaust, for example, has been linked to increased levels of respirato-
ry problems among children in the United States. This problem could be realistically
addressed via a change to municipal traffic regulations. For example, some met-
ropolitan cities have imposed carpool lanes to help encourage people to commute
together to work. This approach has proved its effectiveness in London, Toronto and
 New York City, and thus would be a plausible approach to pollution issues in other
large cities.

As the above examination has made clear, alternative energy sources and evolved
traffic regulations would be effective counters to the problems that derive from
airborne pollution. I hope these approaches are put into action soon.

The most difficult double action question form asks the candidate to make two in-
dependent arguments. The candidate typically will use an argument essay structure
and address the two arguments in separate supporting paragraphs. A general fram-
ing of the response structure is declared in the introduction paragraph. In the below
example, note the manner in which each supporting paragraph focuses on a specific
question:

What are the benefits of genetically modified food? Are there any risks as-
sociated with these food items?

The abilities of bioscience increase with each passing year. It is a field that has
revolutionised the way people produce and consume food. The manner in which it has
improved human lifestyles the world over, and the risks associated with its science,
will be examined in this essay.

On the one hand, the science behind genetically modified food has allowed societies
to produce bountiful crop yields despite territorial constraints. Take the instance
of genetically modified rice in China. In the mid-twentieth century, the scientist
Yuan Longping developed a new kind of rice that produced tremendously larger
harvests than traditional rice crops. This discovery was hugely helpful in tackling
diseases due to malnourishment. Examples such as this reveal the tremendous ben-
efits that societies experience when they embrace the science behind genetically
modified food.

Despite such advantages, there are certain risks that should be kept in mind when
experimenting with the genetics of food. For example, roughly forty years ago,
Nestle baby formula sold to mothers in several African countries led to the death of
many infants. Because these mothers did not have access to the quality of water
needed to mix the formula properly, these babies died needlessly, as they would have
otherwise been fine had they been fed natural breast milk. With horrible stories such
as this, it is clear that real risks are present when it comes to the consumption of
genetically modified foods.

Although genetically modified food has a mixed history, I feel humanity’s under-
standing of the science behind these foods should help curb future problems. Thus, I
support and encourage the development and consumption of food enhanced through
technology and expect these items to make up increasingly large percentages of
diets around the world.

Try it yourself!

The world is heavily dependent on oil for energy. Do you think a future re-
source will take oil’s place? Why do you think this?

Most would agree that oil will not remain the world’s principal energy source indefi-
nitely. With major breakthroughs in humanity’s ability to harvest power from the
sun, I argue that solar power will one day become a cheaper and healthier alternative
to petrol. This will be shown viable by looking at the falling price of solar energy per
watt against the price of oil and the tremendous improvements to solar technology
that have been made over the past few years.

Firstly, the amount of energy produced by oil is almost equal to that produced by
solar wafers. For example, a recent study published in Scientific America magazine
predicted that the rising price of oil energy and the falling price of solar energy
would meet in 2020. What this means is that from 2020 onwards, it would be
more economical for a person to fuel their car using solar energy than it would using
petrol. As economic forces are so fundamental to the day-to-day choices of the
masses, it is clear that solar energy will take the place of oil as humanity’s next
major energy resource.

In addition to this, as solar technology develops it is becoming a much more refined

energy producer. For instance, traditional solar panels were large, square boards
that had to be facing the sun directly to harvest energy. Today, solar collectors
come in all shapes and can be contoured to fit a range of product designs, from the
rounded exterior of a car to the back of an iPhone. Usage trends such as these are
yet another reason why solar energy is fit to take over oil as the world’s top energy
source.

After looking at both its increasingly competitive price and versatility, it is clear
that solar power will come to fulfil humanity’s energy needs in place of oil. For the
sake of the world’s wellbeing, I hope this transfer happens soon.
R eview

What are the three areas you should identify when interpreting IELTS essay ques-
tions?

Keywords

Qualifying words

Action words

How many paragraphs should your IELTS Task 2 response be?

Four or five

What is the most important sentence in an argument essay? What does this sentence
do?

The thesis is the most important sentence in an argument essay. It acts as

a direct response to the essay question and presents the writer’s opinion,
which is then sustained through the rest of the essay.

Name one way argument essays and discussions essay are different.

Argument essays present the writer’s opinion in the introduction paragraph

as a thesis. Discussion essays present the writer’s opinion in the conclusion
paragraph as a the statement of position.

OR

Argument essays state and prove an argument. Discussion essays analyse

multiple points of view before reaching a conclusion.

What is cohesion?

Cohesion is the linking of ideas. In an essay, it occurs at the sentence, para-

graph and essay level.
Fill in the missing information in this argument essay outline:

Paragraph 1 – Introduction

• Sentence 1 – Background sentence

• Sentence 2 – Detailed background statement

• Sentence 3 - Thesis

• Sentence 4 – Outline sentence

Paragraph 2 – First supporting paragraph

• Sentence 1 – Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 – Conclusion

Paragraph 3 – Second supporting paragraph

• Sentence 1 – Topic

• Sentence 2 - Example

• Sentence 3 - Discussion

• Sentence 4 - Conclusion

Paragraph 4 – Conclusion

• Sentence 1 - Summary

• Sentence 2 – Restatement of thesis

• Sentence 3 – Predication or recommendation

Write an essay in response to this essay question:

Describe some of the problems over-reliance on cars can cause and suggest
a possible solution.

Humanity’s reliance on motorised vehicles has reached levels never seen before in
history. With the growth of economies around the world, these numbers are only
going to continue to swell. I argue that pollution and the draining of world resources
are the most serious problems caused by this trend. Carpooling will be suggested as
an effective response to these challenges.

Firstly, pollution and the reduction of natural resources are major problems caused
by humanity’s over-reliance on cars. For example, the world’s collective car exhaust
has now dissolved the ozone and raised temperatures so much that certain island
nations like Kiribati are at risk of vanishing. In addition to this, a statistic was
recently released stating that there simply is not enough steel in the world to meet
the demand for cars in China and India. As these examples show, humanity’s demand
for motorised vehicles needs to be curbed or it will have extreme repercussions on
both pollution and natural resource levels.

A possible solution to the above is carpooling. In select metropolitan cities, for

example, reserved lanes make the practice of carpooling attractive, and this has had
substantial effects on the levels of exhaust pumped into the atmosphere every day.
For example, it is estimated that car exhaust fumes are almost 10% lower today
than 5 years ago in countries that promote carpooling like the UK and Canada. As
this shows, carpooling could be a plausible solution to humanity’s overuse of mo-
torised vehicles.

Following this look at the challenges of motorised vehicle demand, the urgency of
this situation is apparent. It is clear that something has to be done in order to
reduce impact of petrol-dependent transportation. I thus hope solutions such as
carpooling lanes are put into practice in big cities the world over.