Most young people today are obsessed with fame and imitating celebrities. What are your views?
Now, it’s your turn! Try planning an outline for the following topics:
On the other hand, there are topics which are not suited for such a binary approach. Consider questions such as:
Give yourself 10 minutes to do a proper planning. It’s useful to approach the issue at hand by exploring its significance and relevance in different spheres and domains : Education, Ethics or Morals, Technology, Law etc.
Instead of giving 3 different points from an education perspective, why not broaden your scope and look at the issue from not just an educational perspective, but also a technological perspective and an ethical perspective?
This is what makes for a matured, holistic response.
Let’s use the following topic as an example:
Young people changing the world for the better | Young people changing the world for the better |
Education] youth advocates are helping to make education available to girls in less developed countries | [Politics] many youths are politically apathetic |
[Environment] youths are advocating for leaders to change environmental policies | Environment] youths are the primary consumers of fast fashion, which depletes valuable natural resources. |
[Technology] young people are driving social media advancements | [Technology] the younger generation is abusing technology. |
If you run out of ideas, you can also examine two sides of a coin in a single domain. For example, you’ll see that in the example, that for the technological sphere, there are instances of youths making and not changing the world for the better.
Now that the brainstorming is done, let’s put pen to paper and start writing!
You can ask yourself these questions to help you with your intro:
Simply answer these questions + include your thesis. Voila, you have a solid introduction!
Young people are often described as the changemakers of society, the future leaders, and the hope of our world. From advocating for the environment to spearheading social justice causes, the young people of today undoubtedly have the potential to change our world for the better. Having said that, one must question if this potential is somewhat overshadowed by charges of laziness, selfishness, irresponsibility et. cetera that are often levelled, sometimes legitimately I might add, against the younger generation. In this essay, I assess if the actions of today’s youths truly, on balance, lead us to a brighter future by exploring the impact they are making in the domains of education, environment, and technology. |
Students, you must have heard of the PEEL method by now. We introduce the POINT in the first sentence, ELABORATE on the point, then substantiate with EVIDENCE or EXAMPLES , and finally, we round it all off by LINKING back to the point.
It sounds easy enough, doesn’t it?
Each body paragraph should only discuss one main idea , and only one! Introduce the main idea in your topic sentence (the first sentence of your body paragraph), not after you’ve given your example or when you’re wrapping up the paragraph.
A good topic sentence is straightforward and clear .
Here is an example of a coherent and concise topic sentence:
After you have crafted your topic sentence, it’s time to elaborate on your main point. A well-developed body paragraph elaborates by delving deeper into the main point and substantiating with relevant examples or evidence.
For our point on “education”, consider asking and answering the following questions:
a. Your essay must not be example-driven ! It must always be point-driven.
b. Remember to make the link from your examples/ evidence back to your topic sentence. This illustrates the relevance and strength of your evidence and reinforces your main point.
For our example, a coherent body paragraph could look like this:
[ ] In the sphere of education, youth activists are making positive changes by advocating to make education available to girls in less developed societies. [ ] It is because of their efforts that young women formerly deprived of education, due to reasons like patriarchal mindsets, are now able to access learning. [ ] A notable example is the Pakistani activist, Malala Yousafzai, who began her activism by bravely speaking out against the Taliban’s ban on education for girls. Her story did much to raise awareness about the existing barriers to education. She also co-founded the Malala Fund, which advocates for policy changes to prioritize girls’ education globally. Partnering with UNESCO, Malala’s fund has helped over 5,000 girls in countries like Egypt and Tanzania gain access to education. [ ] By giving these girls an education and helping them out of the poverty cycle, activists like Malala are helping to raise global literacy rates and reduce problems associated with poverty. Society gets a chance to benefit from what these young women can contribute to the workforce. [ ] It is clear the tireless efforts of these activists have made significant impact in the education domain. |
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Many students just reiterate the points in conclusion. But that is… you guessed it, boring. Last impression lasts! You want to provide an insight to this issue to demonstrate your maturity of thought. Apart from summarising your points, link your conclusion back to the introduction so that your essay comes a full circle. You can also use a quote or thought-provoking question for readers to make their own conclusion.
Check out this conclusion:I conclude by pointing out that it is unfair to generalise all young people; in every generation, there will be individuals who give that generation a bad name and those who, as this question suggests, make the world a better place. As shown in this essay, many youths in this generation are attempting to make an impact in different segments of society. But whether the efforts of these young trailblazers are, on balance, bettering the world is still a matter of debate. Furthermore, whether these efforts ultimately result in lasting positive changes depends not just on young people, but also on global leaders and international organisations. So perhaps the real question we should be asking is this: how can we, and not just the young people, work together to change this world for the better? |
Students, this is how you tackle a discursive essay. Try applying these tips to one of the topics above!
You might want to download a pdf copy of this article for future reference!
Click here to Download
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Because differences are our greatest strength
By Gail Belsky
Expert reviewed by Charles A. MacArthur, PhD
Toddlers (ages 1–2 years), preschoolers (ages 3–4 years), younger grade-schoolers (ages 5–7 years), older grade-schoolers (ages 8–10 years), middle-schoolers, high-schoolers.
Learning to write involves many skills. Kids need fine motor skills for handwriting and typing. Getting words on paper also requires spelling and other skills closely related to reading.
Writers need to organize their thoughts. As they get older, they’re expected to use more complex sentence structure and vocabulary. They also have to do more planning, drafting, and revising. Many kids have a tough time using these self-regulation strategies in writing .
Kids develop writing skills at different rates. But they tend to meet certain milestones by certain ages. Here’s how writing skills typically develop as kids get older.
Hold crayon in clenched fist
Understand that crayons are used for making scribbles
Draw wavy lines across the page that look like lines of text from a book
Make distinct marks that look like letters and that are separated from each other
Write some actual letters, especially the letters in their name
May write their name
May try different kinds of writing, like writing a list or a card
May start to draw pictures and label them using letters or letter-like marks
Hold pencil correctly and form letters accurately
Know the sounds letters make and spell words based on how they sound
Spell some common words that aren’t spelled the way they sound (often called sight words )
Use different endings for the same word, like walks , walking , and walked
In kindergarten, label pictures with a few words and begin to write simple sentences with correct grammar
By the end of first or second grade, write a page or more about personal experiences and what they’re learning in school
May start using different types of writing, like narratives and opinion papers (“Why I liked this book”)
Spell words using knowledge of prefixes, suffixes, and root words, like helpful , helpless , and unhelpful
Write more complex sentences and use a variety of sentences to express ideas clearly
Use different structure and content for different kinds of papers (narrative, informative, and persuasive)
Understand the process of planning, drafting, and revising, and begin to use strategies for each of these steps
May start to use source materials to gather information for writing
May begin to type fairly quickly on a keyboard, if the school teaches this skill
Continue to develop typing skills, grammar knowledge, and vocabulary
Write more complex narratives that describe personal experiences
Cite sources in informative/research papers
Write argumentative papers that support claims with reasons and evidence and that consider opposing positions
Use strategies for planning and revising, including how to search for accurate information on the internet
Write longer and more complex papers on various subjects (science, social studies, literature)
Use planning strategies to search for and combine information from multiple sources
Continue to develop strategies for revising
Remember that all kids are different. A child might do well with one skill but still be a little behind with another. Struggling with writing doesn’t mean kids aren’t smart. Some kids just need more support to thrive as writers.
If you’re concerned that a child isn’t hitting many of these writing milestones, find out why some kids have trouble with writing .
English Levels consist of 6 English levels in total. These levels are; A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User). This code system is created by The Common European Framework of Reference for Languages (CEFR).
English level B1 is the first level in the independent user level group. It indicates that the knowledge of English is at an intermediate level . If it is explained in general terms, “as an English learning level, people who have received an average of 200 lessons in the English course and can speak English at an intermediate level” can now switch to B1 level. At this level in English you easily could be able to communicate about common topics such as culture, work, social events and leisure with the four skills of English, Listening, Speaking, Reading, Writing.
With the B1 level of English, you can meet all your needs during your travels abroad, communicate on familiar topics and make new friendships. Your ability to understand English at B1 level is higher than at A2 level and you can speak at an intermediate level. Usually in speaking, you express yourself with short and repetitive sentences instead of long and complex sentences.
The best way to understand your English level is to take a test. You can measure your English level with exams such as TOEFL and IELTS.
The Test of English as a Foreign Language (TOEFL) and The International English Language Testing System (IELTS) are likely the best and most commonly known English proficiency tests. They are widely accepted by American universities too.
You can also check your English level here and your test your English skills here.
In order to get a B1 level in English you need to learn these subjects.
present simple | present progressive |
stative verbs | adverbs of frequency |
past simple | past progressive |
prepositions of time | present perfect simple |
present perfect progressive | comparisons |
future will / going to | future progressive |
future perfect | must / have to / need |
defining and non-defining relative clauses | zero, 1st and 2nd conditionals |
articles | past perfect simple |
past perfect progressive | time linkers |
had better, would rather | should + present and perfect infinitive |
may,might,could,must,can’t,couldn’t | present and perfect infinitive |
clauses of concession | passive voice 1 |
present participle | participle clauses |
infinitives and -ing forms | passive voice 2 |
causative | infinitive of purpose, for + ing form |
reported speech | wishes and unreal pst |
clauses of result | 3rd conditional |
wishes in the past |
Topic : What are the consequences of traffic congestion?
Suggested ideas for this topic:
-delays -stress -tiredness -frustrating time -frustrated drivers -road rage -increasing fuel consumption costs -increasing amount of CO2 emission -increasing air pollution
Paragraph Sample
There are lots of vehicles everywhere and the number of cars in big cities is increasing. This causes serious traffic congestion. Traffic congestion can have some negative effects not only on drivers but also on the people who live in cities. First of all, due to traffic jams, lots of people are late to their work. Therefore, they can’t start their work on time. For example, the people who work for big companies can be late. When people can’t finish their job on time, they have to stay in their office longer. This limits their free time so they feel unhappy. Secondly, the cars which are stuck in traffic jams cause air pollution. This air pollution has negative effects not only on nature but also on people who live in cities. Air pollution causes serious health problems. Finally, traffic congestion causes people to feel angry so some people can make dangerous things. To give an example, they can argue and fight with other drivers in traffic jams. Briefly, traffic congestion has negative effects on people’s psychology.
Ideas for how do you write an opinion for B1 essay.
Essay 1: Social Networking Websites
Subject : These days most young people spend a lot of time on social network sites. Do you think this is a good thing or not? Write an essay about the good and bad sides of social media websites!
In your essay you should: • introduce the subject • present arguments in favour of and against using social media sites • write about your own habits concerning social networking
Your essay should be about 300 words long !
Essay 2: School and Part-Time Work
Subject : Many students work part-time while they are still at school or get a job in their summer holidays. What are the arguments for and against working and going to school at the same time?
Write an essay in which you • state the advantages and disadvantages • describe jobs you would work in if you had the opportunity • explain how working at an early age can affect your future life
Essay 3: Discrimination of Women
Subject : On Women’s Day, a famous American feminist visited your school. Your English teacher has asked you to express your opinion on today’s situation of women in an essay: “Although the position of women in society today has improved, there is still a great deal of discrimination. Do you agree?” In your essay you should:
• evaluate which disadvantages working women face • judge if a woman’s position in society has improved over the years • analyse whether discrimination is still a problem today.
Write an essay of about 300 words and give it a title.
Essay 3: Home By Ten ?
An American magazine is running an essay competition about rules teenagers have to follow. As a teenager you are used to hearing your parents say: “Be home by ten.” So, you have decided to send in an essay.
In your essay you should: • compare what you and your friends are allowed to do. • argue whether 10 p.m. is too early for teenagers to come home. • discuss the legal situation in your country. • comment on why some parents give their children strict guidelines on when to come home.
Write about 300 words and give your essay a title!
Essay 4 : Becoming Happy By Helping Others
Subject : A youth magazine is planning an essay competition on happiness. You decide to take part in the competition. It wants you to write about the following statement: “The only way to happiness is by helping other people.”
In your essay you should • analyse the reasons for helping other people. • give examples • express your opinion on why it can make you happy
Write an essay of about 250 – 300 words and give your essay a title.
Essay 5 : Immigrants In A New Country
Subject : A magazine is planning to publish a special section on immigration. It has asked readers to send in their opinions on the problems that immigrants have in their new country. You have decided to take part and send in an essay.
• why people want to leave their home country • the kind of life immigrants leave behind • the problems that they face in their new country • how long it may take them to fit in with their new environment
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In my next few blog lessons, I want to continue with the theme of the last lesson that I published on my old blog. Here’s a copy of that last lesson:
Three levels of IELTS essay writing
Let’s break essay writing into the following 3 levels:
When faced with a writing task 2 question, some IELTS students / candidates are stuck at level 1. They have no idea how to organise their writing at paragraph and sentence level. They simply start writing and hope for the best.
Many IELTS students are at level 2. They know that they need an introduction, main body paragraphs, and a conclusion. They may also know about things like thesis statements and topic sentences. However, students at this level still struggle to write detailed and coherent main body paragraphs. There is still an element of “hoping for the best” when it comes to the main body sentences.
I teach students to break essays down to sentence level. This means that we decide exactly how many sentences to write (13 according to my method), and we know exactly what each sentence should do. If you learn to write like this, there’s no need to “hope for the best”; you simply treat each sentence as a mini-task and work your way through 13 of these until the essay is finished.
On this new site, I want to help you with l evel 3 : the sentence-level approach to writing. So how do we write in this way?
Here’s a quick guide:
Think about essay writing like this: each sentence has a job .
And here’s the good news: there is only a limited number of ‘jobs’ that sentences in an IELTS essay can do. A sentence can introduce a topic, give an opinion, explain something…
Study task: What other ‘jobs’ can sentences in an IELTS essay do?
If you need help, look at the essay plans in my writing task 2 model answer lessons here . My essay plans are really useful because they show you exactly what each sentence will do.
To leave a comment, scroll down to the bottom of the page. Comments will close after 7 days, so please leave your message below the newest blog lesson.
Thank you so much Simon, I hope that you add more lesson on this new site! I am stuck at level 1.
I am stuck at level 1 until i learn from you. Now i improve better than before. i long for your new lessons. Thanks
Hi Nhung. I’ll add more lessons fairly quickly, so the site will soon fill up. For now, try the homework task in the lesson above: What other jobs can sentences in an IELTS essay do?
Hi Simon, I am Sheng. I wish that there are more tasks to do,and hope to see more contents in here!! Great to be back! It is just the website I hoped for!
I’m glad you like the site Sheng! Try the homework (study task) at the end of the lesson above.
I have bit problem in level 3
Ok, then try the homework (study task) at the end of the lesson above. Let’s start solving your problem!
There is a root cause why people are not in favour of holding international sporting events. Firstly, these global events require a considerable amount of money. Governments develop infrastructures, such as stadiums, roads, flyovers, hotels, restaurants and hospitals for the international visitors in order to gain an international prestige. Many a time, nations fall into a serious debts. For example, India spent a huge amount of money from its national budget to expand The Delhi Metro to accommodate more visitors during the Commonwealth Games in 2010 and had to cover up the debt beacuse of this event
Analyse your own paragraph in this way: what ‘job’ is each sentence doing?
Hi Simon, a sentence can also give an example, extend ideas and conclude the whole essay (according to what you taught us from the old blog). For each paragraph, sentences’ job can be introducing ideas and giving examples for supporting our opinion.
Good work. So:
– introduce an idea – extend an idea – give an opinion – support an opinion – give an example – conclude
Let’s see if anyone can add to this. Thanks!
Hello Simon,
If I remember right the one-idea paragraph also had “extend an example” sentence, though it might be covered by “extend an idea”.
I also wonder if we can ask you some questions here? I have a question about the language of this post but I’m not sure it’d be appropriate.
Yes, you can extend an example. We’ll look at this when we come to one-idea paragraphs.
Feel free to ask a question! Just submit a new comment rather than replying to this one.
Dear Simon, I am a follower of your EILTS approach. Comparing with your previous website, it is easlier to browse around and find the related contents. Apart from that, it’s amazing I can press ‘plus’ to see answers in reading section, which can avoid the disruption before I finish the exercise. The writing Task 1( gen) is also very helpful because there is a lack of general writing advice in the IELTS training market. I look forward to your update.
Thanks Chao, I’m glad you like it!
Hi, Simon! It’s great to see you again. I’ve just signed up to your new site (this one) today although I received the link to register days ago. I’ve not checked my mails recently and I felt lucky because I signed up to your new site in time. I have to say that your Ielts lessons help me a lot with my English, so I’m looking forward to the forthcoming lessons. :D. (I just want to say something cuz I signed up too late to be able to comment below the first blog. Hope you don’t mind!. ^^) Here is my homework: Beside your examples, there are some other jobs IELTS sentences can do: – Give an example – Give a result (either on a short, medium or long term) – Give a future prediction – Conclude P.S: Can you set the words in the comment section to be a little bit bolder, please? It’s a bit difficult for me to read what I just typed in because of its light colour. Thank youu. From D.E
Good to see you here, and thanks for the suggestion about the comment colour.
Yes, results, predictions and conclusions are also possible elements of a main body paragraph.
I have never thought about writing essays on a sentence level before, which is good news for writing my future IELTS essay!! In my opinions, sentences also have jobs, such as providing reasons and explaining consequences.
Yes, I’m sure this way of thinking is going to help you!
This is the first time I’ve heard of 3 level of IELTS writing essay. I think I’m at level 3. I’ll try to use your 13 sentences method. Here is my answer for the study task: – Provide explanation – Provide more details – Give contrast ideas – Give example – Give suggestion
Good work Anh. Those are common sentence ‘jobs’.
Dear Simon, Here is my answer in relation to the task: – give an example – conclusion a topic – cause and effect relationship – has a scientific data – give a suggestion
Apart from the task, Mr. Simon, I have a suggestion for you to develop the website. You can add a night-mode option on your site.
Additionally, a sentence can give a comparison.
These are good suggestions, but I don’t think you should try to give scientific data in a task 2 essay.
Topic sentence Main sentence (idea) Explanation (why or how) Supporting idea (example and effect) Contrast opinion Rephrase the topic sentence
Good, although I don’t usually recommend the last one (rephrase the topic sentence). Avoid saying the same thing twice within a main paragraph; instead, try to develop / extend your ideas.
Dear Simon, I plan to take an IELTS GT exam. I have been thinking that we will be asked about general topic in writing section 2. What I mean is that I presumably will be asked to write as to social, environmental, life-related issues. I wonder, what is the possibility of a question of scientific subject that I might encounter with. Might I be asked to write in relation to space exploration, genetic engineering, nuclear power or guns, artificial intelligence etc.? Since, I am going to act on that. Thanks you in advance for the answer. Yours faithfully.
Hi Burak. Whatever the question is, you won’t need any particular knowledge about the field – you just need to express simple opinions. So, don’t worry too much about covering all of the possible topics.
In GT writing task 2, the ‘scientific’ or academic topics that you mentioned are much less likely.
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Tips for Crafting an A+ Essay. 1. Understand the Assignment: Before you start writing, make sure you fully understand the assignment guidelines and requirements. If you have any doubts, clarify them with your instructor. 2. Conduct Thorough Research: Gather relevant sources and information to support your arguments.
Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation. The essay is divided into an introduction, body, and conclusion: The introduction provides your topic and thesis statement
Essay writing process. The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay.. For example, if you've been assigned a five-paragraph expository essay for a high school class, you'll probably spend the most time on the writing stage; for a college-level argumentative essay, on the ...
Harvard College Writing Center 5 Asking Analytical Questions When you write an essay for a course you are taking, you are being asked not only to create a product (the essay) but, more importantly, to go through a process of thinking more deeply about a question or problem related to the course. By writing about a
But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ...
Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.
An essay is a focused piece of writing that explains, argues, describes, or narrates. In high school, you may have to write many different types of essays to develop your writing skills. Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence ...
Tips for Reading an Assignment Prompt. Asking Analytical Questions. Thesis. Introductions. What Do Introductions Across the Disciplines Have in Common? Anatomy of a Body Paragraph. Transitions. Tips for Organizing Your Essay. Counterargument.
The writer of the academic essay aims to persuade readers of an idea based on evidence. The beginning of the essay is a crucial first step in this process. In order to engage readers and establish your authority, the beginning of your essay has to accomplish certain business. Your beginning should introduce the essay, focus it, and orient ...
French. The primary task that lies ahead of you in writing a French essay is, of course, to demonstrate your superior language skills. Keep the content itself very even-handed, sitting on the fence rather than presenting a forceful opinion that could distract attention away from the quality of your use of French.
Once you identify what that argument is, the "one-idea rule" can help you develop, revise, and connect the various components of your writing. For instance, let's say you're writing an essay.
2. Content and Scope. The goal of academic discourse is to advance knowledge and make new discoveries. For this reason, college-level writing assignments typically want you to say something new or fresh, rather than treading old ground. So, rather than exploring a classic theme from a literary text or a well-known controversy, your instructors ...
Personal recount essay. Descriptive essay. Reflective essay. Discursive essay. Argumentative essay. 1. Narrative Essay. As the name suggests, the goal of the narrative essay is to narrate a fictional story. However, that doesn't mean you can't sprinkle in some personal experiences to spice up your writing.
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
There are five levels of heading in APA Style. Level 1 is the highest or main level of heading, Level 2 is a subheading of Level 1, Level 3 is a subheading of Level 2, and so on through Levels 4 and 5. ... If you use Academic Writer to write your APA Style papers, the headings menu in the Writing Center will format headings for you in 7th ...
]Readability formulas work best on "connected text"—each sentence ending with proper punctuation. 1. Auto-Detect (default): if your text contains more than 50% lines of text (i.e. sentences without ending punctuation), our system will count lines of text, rather than total sentences, to yield a more accurate readability score. 2. Count Complete Sentences (preferred): count complete sentences ...
Level 2: Commentary. Please do not confuse this kind of commentary (small c), which is a description of a kind of writing, with the Commentary that you write in Paper 1 of your IB exams. You are still expected to analyse in your Paper 1 Commentary writing. The next quotation begins n the same way but progresses further.
Your essay is structured in a manner that argues towards this stand. When writing an argumentative essay, your goal is to persuade, to convince the reader to be in support of your stand. Discursive: you are not required to take an explicit stand on the issue. In other words, you do not need to pick a side. You may choose to pick a side; that ...
In summary, here are 10 of our most popular essay writing courses. Getting Started with Essay Writing: University of California, Irvine. Academic English: Writing: University of California, Irvine. Writing in English at University: Lund University. Writing in the Sciences: Stanford University.
Write some actual letters, especially the letters in their name. May write their name. May try different kinds of writing, like writing a list or a card. May start to draw pictures and label them using letters or letter-like marks. Younger grade-schoolers (ages 5-7 years) Hold pencil correctly and form letters accurately
Writing and Essay Ideas & Examples. English Levels consist of 6 English levels in total. These levels are; A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User). This code system is created by The Common European Framework of Reference for Languages (CEFR). English level B1 is the first level in the independent user ...
Let's break essay writing into the following 3 levels: The full essay. Paragraph level. Sentence level. Level 1. When faced with a writing task 2 question, some IELTS students / candidates are stuck at level 1. They have no idea how to organise their writing at paragraph and sentence level. They simply start writing and hope for the best ...