Guide For Exercise 6

what is an essay?
An essay is a short piece of writing on a particular subject. The purpose of an
essay is to present an argument or point of view about a particular topic and
give examples or reasons to support it. The topic will be a question or an issue
which people generally have different opinions about.
The essay could present both sides of the argument, or just one, depending
on the instructions given in the task. So, if the instructions ask you to give
your opinion, you can address just this one point of view, or you can discuss
the arguments for and against. But if the task instructions state that
arguments for and against should be included, then you should address both
points of view.
The Tone and Register of an Essay
In the exam, the essay is usually for your teacher, so the tone and register
should be formal or semi-formal. Therefore, it should avoid language that is
too idiomatic and colloquial.
Now, before diving into the details of how to write a successful essay, let’s
first explore a few differences between articles and essays.
Differences between an article and an essay
An essay is very similar to an article with only a few key differences.
Audience:
An article is usually published in a newspaper or a magazine, so as far as the
exam is concerned, the audience is often students at your school (school
magazine article), or sometimes your teacher or the local newspaper.
The audience of an essay is often your teacher (who requested the essay in
the first place).
Purpose:
An article is generally written to inform and persuade the reader that a certain
viewpoint is correct.
An essay is generally written as a response to a question or a proposition
(often by your teacher). It presents an argument or point of view about a
particular topic and gives examples or reasons to support it.
Tone and style:
Articles generally have a more objective tone and style, focusing on
presenting information in a neutral or balanced manner.
Essays are generally subjective, reflecting the writer’s opinion and
perspective.
Heading:
An article may have a heading to grab the reader’s attention (though not
compulsory in the exam).
An essay does not require a heading.
The format of a one-sided argument essay
A one-sided argument essay can have two formats, depending on whether
you include a counterargument from the opposing viewpoint or not.
Paragraph 1: Introduction (including your opinion)
Paragraph 2: First point supporting your opinion with an explanation
Paragraph 3: Second point supporting your opinion with an explanation
Paragraph 4: State a counterargument (an idea from the opposing
viewpoint) and counter the counterargument (i.e., explain why this
counterargument is invalid). In other words, state a point made by people who
have a different opinion from yours and explain why they are wrong.
Paragraph 5: Conclusion (including your opinion again but in different words)
OR
Paragraph 1: Introduction (including your opinion)
Paragraph 2: One or two points supporting your opinion with an explanation
Paragraph 3: One or two points (different from those of the previous
paragraph) supporting your opinion with an explanation
Paragraph 4: Conclusion (including your opinion again but in different words)
The format of a two-sided argument essay
Paragraph 1: Introduction (without your opinion)
Paragraph 2: One side of the argument
Paragraph 3: The other side of the argument
Paragraph 4: Conclusion (including your opinion)
Introduction
The purpose of the introduction is to inform the reader about the main point
(topic) of the essay and engage the reader to make them interested in the
topic. The main components of an effective introduction are:
1. Topic sentence
Start your essay with a brief topic sentence that outlines the argument that
the essay will discuss. Give forceful statements rather than “I think that”,
“maybe” or “perhaps”. For example, “Teenagers love fast food.”, “Nowadays,
music plays an indispensable role in our lives.”, etc.
To write an effective topic sentence, you might use adverbial time
phrases and generalizations. Here are some examples of each.
Adverbial time phrases
 Nowadays/these days/currently
 Every day/week/year
 Recently/for many years/decades
 In the past
 10 years ago
 In the last (few/five) (days/weeks/months/years/decades)
Generalization
 Almost all
 Most/many
 A large number of / The vast majority (of)
  Several/some
 Not many/hardly any/ few
 In almost all cases
 In the majority of cases
 In a large number of cases
 In most cases
 In some cases
 On the whole/ Overall
 Students
 Teenagers
2. Rhetorical question(s)
Use rhetorical questions (questions that don’t require an answer but make
your reader think) to get the reader interested in the topic and encourage
them to read on. For example:
 How much longer do animals have to suffer?
 Could you live with yourself if you missed out on this opportunity?
 How could we possibly stand the …?
 What would happen if …?
 Could your conscience cope with …?
 Is it really worth …?
 Do you want to be part of …?
 Should students do sport at school?
 Should teenagers completely avoid fast food?
 We all love convenience food. But is it the best thing for our waistlines,
our wallets and our world?
3. Your opinion (if it is a one-sided argument essay)
If you are writing a two-sided argument essay, DO NOT give your opinion in
the introduction.
If you are writing a one-sided argument essay, you MUST give your opinion
(whether you support or oppose the viewpoint expressed in the statement).
Here are some opinion phrases to help you express your opinion.
 In my opinion/view
 From my perspective
 From my point of view
 I concur/agree
 I believe/think (that)
 It seems to me that
 I am in favour of
 I am against the idea of
 I am strongly opposed to
 I disagree/cannot accept
You may also kill two birds with one stone and begin your essay with a
rhetorical question that introduces the topic to the reader, thus acting as a
topic sentence. Here are some examples.
“Have you ever thought how school life would be if the school day started
later? In my perspective, this will have countless benefits.”
“Should students do sport at school? This is a question which people have
different opinions about.”
Body
One-sided essay structure:
Body paragraph 1: First idea supporting your opinion with an explanation
Body paragraph 2: Second idea supporting your opinion with an explanation
(should be different from the first idea)
Body paragraph 3: State a counterargument (an idea from the opposing
viewpoint) AND counter the counterargument (i.e., explain why this
counterargument is invalid). In other words, state a point made by people who
have a different opinion from yours and explain why they are wrong.
OR
Body Paragraph 1: one or two points supporting your opinion with an
explanation
Body Paragraph 2: one or two points (different from those of the previous
paragraph) supporting your opinion with an explanation
When introducing the counterargument in the 3 rd body paragraph, use any of
the following phrases.
 Opponents of this idea claim/assert/argue that …
 Those who disagree/are against these ideas may say/insist that …
 Some people allege/argue/contend that …
 Some people may suggest/point out that …
 A common counterargument is that …
 It can be argued that …
When countering the counterargument in the 3 rd body paragraph, use any of
the following phrases depending on the context.
 Although true to a certain extent, …
 While this may be true to some extent, …
 While it is true that …, it is important to consider…
 While some may believe that … recent studies have shown that …
 What this invalid argument misses is …
 What these people fail to notice/take note of is …
 The evidence, however, disproves this argument because …
 However, upon closer examination, it becomes clear that …
 However, a closer analysis reveals that …
 However, this flawed argument overlooks the fact that …
Two-sided essay structure:
Body paragraph 1: One side of the argument either in favour or against
(mention 2 different ideas)
Body paragraph 2: The other side of the argument either in favour or
against (mention 2 different ideas)
General guidelines for both kinds of essays:
  Read the question carefully and draft a plan for your essay in the
blank space below the question using a pencil. Here are some steps to
follow.
1. Separate the blank space into two parts, one for and one against.
2. Jot down any points that come to your mind in the correct part, along
with any interesting vocabulary or expressions suitable for the task.
Remember to write briefly and in bullet points.
3. Decide whether you will write a one-sided essay or a two-sided essay. If
the instructions in the question state that you must include arguments
for and against, then choose the best 2 points supporting each side
and write a two-sided essay. If it’s not mentioned that you must include
arguments for and against, then the choice is yours.
4. Consider how you will begin your essay and how you will engage the
reader at the start. For example, write some variations of the topic
sentence and rhetorical questions that you could use.
5. Choose the most effective ones and begin writing. Remember
to spend no more than 5 minutes on the plan.
 Start your body paragraphs with a topic sentence rather than
just jumping into the advantages or disadvantages (especially if you’re
writing a two-sided essay). This helps to organize your writing and
makes the purpose of the paragraph clear to the reader. For example,
in an essay discussing the advantages and disadvantages of fast food,
it is better to start your first body paragraph with a topic sentence like
“There are some obvious advantages of fast food. Firstly, …” rather
than just getting into the first point and writing, “To begin with, it’s
quite tasty.”.
 You can use the few prompts given in the question, but it is better
to use your own ideas if you want to get higher marks. If, however,
you are out of ideas, use the ideas in the question and make sure to
paraphrase them (write them in different words) and develop them
well.
 Support your ideas with reasons, evidence, or examples. Keep in
mind that the examiner knows the evidence or examples will be made
up and doesn’t expect these to be correct. Yes, you can make up your
own statistics! Just make sure it’s not overly unrealistic.
 Keep to the topic (don’t wander away from the main subject of the
essay). Remind yourself constantly by looking again at the question.
 Use a variety of linking words and cohesive devices (mainly
formal) to create a smooth and logical flow in your writing. Here are
some examples.
When presenting the first point (used in the 1 st body paragraph of
both one-sided essays and two-sided essays)
 There are some obvious advantages of
 Those in support of … believe that …
  People who think … say that …
 The main argument in favour of/against is
 The main point/reason is
 The most important point/reason is
 The first point/reason is
 First of all
 First and foremost
 Firstly
When adding more points to the same side of the argument
 In addition,
 Furthermore,
 Additionally,
 Moreover,
 Not only … but also…
 As well as.
 And
 Another noteworthy point is …
 Apart from that
 What is more
 Besides
When contrasting ideas (typically used to introduce the opposite
viewpoint in the 2nd body paragraph of a two-sided essay
 Some people argue that …
 However
 Nevertheless
 Even though
 Although
 Despite
 In spite of
 On the other hand
 On the contrary
 By contrast
 But
When giving examples
 For example
 For instance
 One clear example is
 Such as
 Namely
 To illustrate
 In other words
When reasoning:
 Results and consequences: as a result, consequently, therefore, thus,
hence, for this reason, as a result (of), which means that, etc.
  Reasons and causes: owing to, because (of), on account of, due to,
since, as, etc.
When highlighting and stressing
 Particularly
 In particular
 Specifically
 Especially
 Obviously
 Clearly
Conclusion
The purpose of the conclusion is to sum up what you have
said and express (or re-express) your opinion.
In the conclusion:
1. Briefly summarize your main points using concluding phrases. Here are
some examples.
 In conclusion
 To conclude
 To sum up
 To reiterate
 On the whole
 All in all
 All things considered
 After weighing the benefits and drawbacks
 I believe that …
 Thus, I am of the opinion that …
 Given these points
Remember to use different words from those used to express the points in the
body.
2. Give your final opinion (regardless of whether it’s a one-sided or a two-
sided essay) and any solution or suggestion if applicable.
The solution or suggestion might be part of your opinion if you’re writing a
two-sided essay and want to take a balanced view on the issue rather than
siding with one side. For example, “Overall, I believe eating fast food
occasionally isn’t a problem, but fresh home-cooked food is best.” Use the
opinion phrases stated earlier in the Introduction section to express your
opinion, and if it’s a one-sided essay, make sure to use different words from
those used in the introduction.
3. End with a strong, impactful statement that leaves the reader with
something to think about. This could be a rhetorical question or a
statement that encourages the reader to decide what they think about
the same viewpoint. For example:
 “To conclude, I wholeheartedly believe that everyone should pursue
higher education. Why not embrace this invaluable opportunity to fast-
track your career, build your confidence, and broaden your social
 circle?”
 “Overall, I believe eating fast food occasionally isn’t a problem, but
fresh home-cooked food is best. Do you not think so?”
 “After weighing the benefits and the drawbacks, it is apparent that
convenience food, while palatable, may negatively impact other areas
of your life. Think about this before you reach for your next snack!”
It’s worth mentioning that this step is PREFERABLE. So don’t stress too much
about ending your essay with an impactful statement or a rhetorical question.
Just make sure that the conclusion reflects the argument presented in the
main body of the essay and that your final opinion is clear to the reader.
Points to keep in mind
Dos:
 Read the task carefully to make sure that the ideas and supporting
information you include are relevant to the topic. Students often lose
focus and write about wider, more general issues associated with the
topic, which significantly affects their marks.
 Organize your essay into 4-5 paragraphs. Leave a line between
paragraphs or indent the first line of each new paragraph. Don’t do
both!
 Take care of spelling, punctuation, and grammar. This is
important as the examiner will look at the accuracy of your language.
 Use a combination of simple, compound, and complex
sentences. A series of long sentences will make your writing difficult
to read, and a series of short simple sentences will make your writing
boring to read. Balance is the key.
 Use a wide range of formal vocabulary, including some
advanced and less commonly used ones.
 Include a range of topic-related vocabulary to show that you have
a good understanding of the topic.
 Use a wide variety of formal linking words to link ideas in
sentences and paragraphs. Examples have been mentioned earlier.
 Use advanced punctuation sparingly (1-3 in the whole essay), for
example, colon (:) and semicolon (;).
 Include language appropriate for expressing opinions,
agreeing, and disagreeing. In addition to mentioning your opinion in
the introduction and/or conclusion, your viewpoint can also be included
in the body paragraphs (whether it’s a one-sided or a two-sided essay)
by:
1. Mentioning personal examples or experiences (which implies that you
agree with this point of view)
2. Explicitly agreeing while presenting a point in the body paragraph.
Here is an example: “People who think sports lessons are a good idea
say that students need exercise, and I agree that doing sports helps
to make you healthy and avoid getting overweight.”
  Aim to complete towards the maximum word
limit (approximately 160 words). Exceeding the word limit slightly (15-
20 words) is fine as long as you write accurately and complete the task
within the correct time. If you exceed the word limit by any number of
words, be it even 100, no marks will be cut directly, but you increase
your chances of making more mistakes and spending more time than
required for this exercise, which may affect your mark indirectly. If you
write towards the lower limit or below, you are highly unlikely to
achieve the highest band for Content as your content is not well
developed.
 Spend about 30 minutes on this exercise: the initial 5 minutes for
planning and the last 2-3 minutes for checking your work for simple
spelling, punctuation, and grammatical mistakes.
 Write legibly
Don’ts
 Do not write a heading.
 Avoid colloquial or ‘chatty’ language (which includes informal
vocabulary, abbreviations, or slang such as how r u, OMG, BTW, etc.).
 Avoid listing (firstly, secondly, thirdly, etc.). There is no problem in
writing “firstly”, but avoid writing “secondly” and “thirdly”.
 Avoid repetition of vocabulary and beginning your sentences
with the same words. Sometimes, students write 3 or more
sentences in a row starting with “The”!
 Avoid including too many different ideas in your essay. It is
better to include fewer ideas and develop one or two in greater depth
rather than writing many ideas which are not well-developed.
 Avoid writing an overlong introduction and conclusion. It would
be more effective to utilize the limited word count to develop your
ideas within the body of the essay. Also, avoid pre-learned language for
these parts of the essay, as this may not be totally relevant or might
sound unnatural.
 It’s preferable to avoid contractions, but they can be used as the
essay can have a semi-formal tone and register. In both cases,
remember to be consistent throughout. So, if you used contractions,
use them throughout your whole essay, and if not, avoid them
altogether.