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Writing Tips For The Essay

1. The document provides steps and guidance for writing an IELTS essay, including analyzing the question, brainstorming ideas, linking paragraphs, and including an opinion if required. 2. It also gives vocabulary for different parts of an IELTS essay, such as for the introduction, body paragraphs, conclusions, examples, and comparisons. 3. Finally, the document provides a sample essay on the topic of whether teenagers should be required to do unpaid work in the community.

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138 views

Writing Tips For The Essay

1. The document provides steps and guidance for writing an IELTS essay, including analyzing the question, brainstorming ideas, linking paragraphs, and including an opinion if required. 2. It also gives vocabulary for different parts of an IELTS essay, such as for the introduction, body paragraphs, conclusions, examples, and comparisons. 3. Finally, the document provides a sample essay on the topic of whether teenagers should be required to do unpaid work in the community.

Uploaded by

S A
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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STEPS

1. analyse the question – find the task


Count the questions. Typically, IELTS essay questions come in two
parts: (agreement and disagreement/ problems and solutions). But
it can contain 3 parts as well: (Consider both views and express
your opinion.)
2. brainstorm ideas. Choose 2-4 main ideas + supporting
ideas for each of them. Write ideas in brief for the
conclusion, then rephrase them into topic sentences for each
paragraph and think of supporting ideas.
3. Check whether you have included the opinion (IF IT WAS
ASKED FOR!!!). Better twice — in the intro /or the first paragraph
and the conclusion.
4. Link things together so that
• the introduction matches the conclusion (but paraphrased)
• the body paragraphs link to the introduction (add linking
words) and the paragraphs should balance each other.
The examiner/reader should immediately understand how
the paragraph fits into the structure of the essay. A simple
way of doing this is to use similar introductory language in each
paragraph.

5. The conclusion
The ideas of the intro and the topic sentences should be
reflected here too. Notice that a conditional sentence can be very
effective. Make recommendations or suggestions, or give advice.
You can add a prediction for the future to the conclusion but no
fresh ideas should appear here.
Vocabulary for IELTS essays

Impersonal points of view


For the introduction and for introducing the main arguments in an
impersonal way.

There are those who say that/ It is often said that


Many commentators are of the view that
A common opinion is that / A popular belief is that/ It is often said
that
One argument put forward is that
It can be argued that/ It is generally accepted that

Personal opinions
For conclusions/ introductions and opinion based essays.

My personal view is that / It seems to me that


I tend to believe that/ I am of the opinion that/ In my opinion/ My
opinion is that..
I would argue that / In my experience...
I strongly agree with the idea that.../I strongly disagree with the
given topic../ I find it hard to agree…./ I totally disagree…../I
think.....
Commenting
Of course, Naturally, Evidently, Unsurprisingly ...

Generalising (for academic style)


Generally speaking, On the whole, Typically, By and large
Often/frequently/sometimes/usually

Clarifying
What this means is, In fact,
In other words, That is to sa, To be more precise
Using examples
For example, For instance,
A good illustration of this is
If an example is to be taken
Evidence for this is provided by

Cause and effect


One reason for this is
The immediate cause of this
One of the causes of this is
This has resulted in /As a result,/ This has led to

Vocabulary for Problems


Problem /difficulty/ issue/ solution
“find” or “come up with” a solution
A significant problem
(This is not a minor issue, rather it is a fundamental problem)
A real difficulty
This is a pressing problem that needs to be dealt with
urgently...
a serious issue that needs to be addressed...
This is a complex issue and there are no easy solutions to it.
The government needs to address the problem of .../“deal with”
and “tackle”/ face the problem of
We need to deal with the pressing issue of global warming
It will not be easy to tackle global warming...
Many families are experiencing difficulties in paying their bills.
Rising fuel bills pose a problem for many families.
you can “solve” a problem or you can “resolve” a problem.

Vocabulary for the first body paragraph:


It is true that, First, first of all, Firstly, Initially, To begin with, To
start with, Though it is true that, Some people believe that, Many
people think that, Perhaps this is true but it cannot be denied
that… /This is partially true but then again…….
Vocabulary for the 3rd,4th ... paragraph Part:
Second(ly), Third(ly), Then, Next, After that, Again, Also, Besides,
In addition, Furthermore, Moreover, Other people think that, Other
people believe that , etc.
Vocabulary to show comparison:
In the same way, Likewise, Similarly, Like the previous etc.
Vocabulary to show contrast:
On the other hand, On the contrary, Oppositely, Alternatively,
Unlike, while, Whilst, In contrast to this, Then again etc.
Vocabulary to show an example:
As an example, for instance, for example, like: as, such as,
particularly, in particular, namely, to show an example, as an
evidence etc.
Vocabulary to show consequence or result:
As a result, Consequently, As an effect, Thus, So, therefore,
Hence etc.
Vocabulary for the conclusion part:
On balance,this is a complex issue with no clear answers
If we look at both sides of the argument, it will become clear...
In conclusion, in summary, to conclude, to sum up / to summarise
etc.
Example:
1.In general, even though it is preferable to study English in
an English-speaking country, a reasonable level of English can
be achieved in one's own country, if a student is gifted and
dedicated to study.
2.To sum up, if the population explosion continues, many more
people will die of starvation in poor countries, and life in the
cities, even in affluent nations, will become increasingly
difficult.
3.To conclude, I recommend that the only sensible way to
solve this problem is to educate young people about the
dangers of drug use, and to take steps to reduce the pressure
of competition placed upon them.
4.In conclusion, nuclear technology certainly has positive uses
but is nonetheless dangerous. However, it would have been
better if it had never been used to create nuclear weapons. If
life on Earth is to continue, all the nuclear nations of the
world should agree to disarm as soon as possible.
5.To conclude, there are no alternative to adopt the
technology and to ensure their moral uses for our own
benefit.
Making predictions:

an existing probability
most frequently
It is fairly likely that
It is quite probable that
It is rather unlikely that
possible/possibly
probable/probably
Sample:
Intro: While there are grounds to argue that it would benefit society
and young people themselves if teenagers were made to do unpaid
work in the community, it can equally be argued that this would be
an infringement of their rights. In this essay, I shall examine the
merits of both sides of the argument.
First paragraph: One argument in favour of making teenagers to do
voluntary work in the community is that it would benefit society. It is
certainly true that there is a shortage of labour in many parts of the
public sector and if young people worked, then many public services
would improve. For example, it would be quite possible for teenagers
to do part-time jobs in the health such as working as hospital
porters. This would have the effect of ensuring patients got better
care and would allow trained professionals to concentrate on more
skilled tasks – something that would benefit society as a whole.
Second paragraph:Despite these arguments, there is an equally
strong case to be made that it would be morally wrong to force
teenagers to go out to work, particularly if they did not earn a salary.
This can be explained by the fact that in recent years, there has been
a global movement to stop the practice of child labour. The main
philosophy behind this movement is that childhood, including the
teenage years, should be a time for education and growth, not work.
It would not just send the wrong message out if teenagers were
made to do voluntary work, there is also the real danger that young
people would be exploited in the workplace.
Conclusion: In conclusion, I believe that while there are real merits
on both sides of the argument, the moral case againstforcing young
people to work slightly outweighs any benefit to society. This is
reinforced by belief in the principle that childhood is a time for
education and fear of the danger of exploitation.

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