CHARLES BRANSON ACADEMY
HACKING IELTS
WRITING
Hack não IELTS Writing.
THE IELTS
WRITING
INTRODUCTION
2 PHẦN
Task 1
Task 2
TASK 1
THE IELTS
WRITING
INTRODUCTION
Không được dưới 150 words
A report
Weighs approximately 30%
20 minutes max
TASK 2
Không được dưới 250 words
An essay
40 minutes max
Weighs approximately 60%
LƯU Ý
THE IELTS
WRITING
INTRODUCTION
Handwriting
NO MEMORISED ANSWERS
Limited Answer
Writing too much
Don’t copy the statements to increase
word count.
Do not write abbreviations or
contractions. For example: Minutes =
mins, I am = I’m, Have not = Haven’t.
Contractions and Abbreviations are only
appropriate for Informal writings.
QUÊN ĐI MẤY CÁI YÊU CẦU CHẤM
BÀI IELTS CỦA IELTS
THE IELTS
WRITING
MENTALITY
4 criteria:
Task Achievement (answer what the
question asked)
Coherence and Cohesion (writing is wellorganised and precise)
Lexical Resource (use of vocabulary)
Grammatical Range and Accuracy
ĐÂY MỚI LÀ YÊU CẦU THẬT CỦA
IELTS WRITING
THE IELTS
WRITING
MENTALITY
Dùng Từ và Ngữ Pháp chuẩn - Hiểu 110% ý
muốn nói.
Bố Cục - Đọc thấy nhàn.
VIẾT SẼ ĐƯỢC LUYỆN NHƯ SAU:
Read and Absorb: 70% - Practice 30% Techniques: 120%.
THE IELTS
WRITING
MENTALITY
ĐỌC NHIỀU + NHỚ TẤT CẢ CÁC
MẸO + SMALL STEPS = EASY
WORK.
CHARLES BRANSON ACADEMY
THE 3 FUNDAMENTAL
HACKS
Hack não IELTS Writing trong 3 bước.
HACK 1:
STRUCTURE IS
KING.
CONTEXT IS
QUEEN.
Có bố cục ngon - bạn đã nắm chắc
trong tay 2 điểm tuyệt đối trong 4
yêu cầu của IELTS Writing - Task 1
và 2.
Có từ ngữ đơn giản - bạn đã nắm
chắc trong tay ít nhất nửa điểm
đến 1 điểm tròn - từ ngữ đơn giản
= từ ngữ xuất hiện trong đầu bạn
lần đầu tiên bạn nghĩ.
HACK 1:
STRUCTURE IS
KING.
CONTEXT IS
QUEEN.
Bố Cục:
4-đoạn
Task 1:
1 Intro Paragraph
Overview
2 Body Paragraphs
Task 2
1 Intro Paragraph
2 Body Paragraphs
1 Conclusion
HACK 2:
NO PLAN TO
SUCCEED = 1
PLAN TO FAIL.
“If I had 6 hours to chop down a
tree, I’d spend the first 4 hours to
sharpen my axe”
Plan first, then write.
3-5 phút lập kế hoạch viết bài là
đầu tư 10 đồng để được 10tỉ
đồng.
Khi nhớ bố cục viết bài, lập kế
hoạch xong, là CHẮN CHẮN CÓ 2
ĐIỂM tuyệt đối trong 4 điểm của
IELTS Writing.
Tiết kiệm thời gian - Làm mọi thứ
đơn giản đến muốn khóc.
Chưa kịp viết đã thấy dễ.
HACK 3: KIỂM TRA
LẠI - 5-10 PHÚT
CUỐI.
Không làm gì thêm, không viết gì
thêm, không nghĩ gì thêm
Tự dưng được 0.5 đến 1 điểm
nữa.
Suy nghĩ xảy ra nhanh hơn hành
động
CHARLES BRANSON ACADEMY
ACADEMIC WRITING
TASK 1
Hack não IELTS Writing trong Task 1.
THERE ARE 7 DIFFERENT TYPES
OF DIAGRAMS:
TYPES OF
QUESTIONS
Line Graph
Bar Chart
Pie Chart
Table
Multiple Graphs / Tables / Charts
Process Diagram
Map
TYPES OF
QUESTIONS
IELTS Writing ask the same
question EVERY TIME for Task 1.
Summarise the information by
selecting and reporting the
main features.
KEY SKILLS
Chỉ ra 2-3 đặc điểm ĐẬP VÀO MẮT
BẠN
Tả từng đặc điểm một cách chi tiết.
Số Má và/hoặc Vị Trí.
So Sánh
STRUCTURE
Intro: Paraphrase the question
Overview: No Data
1st Body
2nd Body
TYPES OF
QUESTIONS
LINE GRAPH.
UK produced the most CO2
Sweden dropped the most
Italy and Portugal increasing steadily
TYPES OF
QUESTIONS
BAR CHART.
Women did physical activity more
regularly
15-24: men were more active
65 and over = relatively similar.
PIE CHART
TYPES OF
QUESTIONS
Water is consumed more at home than
in any other areas in San Diego and
California.
Agriculture accounts for the most water
usage worldwide.
TABLE
TYPES OF
QUESTIONS
School A encounter more problems than
School B in both years
School A encounter less problems in
2015 to 2005
School B stay constant.
TYPES OF
QUESTIONS
MULTIPLE GRAPHS
Popular reason to travel for Americans in
2009: work
Main problem for travelling public: cost
of travel.
TYPES OF
QUESTIONS
PROCESS DIAGRAMS
6 main stages
3 locations during the cycle.
TYPES OF
QUESTIONS
MAP
Ring road development
Shops and housings.
CHARLES BRANSON ACADEMY
ACADEMIC WRITING
TASK 1'S
PLANNING AND
OVERVIEW
Hack não bố cục IELTS Writing Task 1.
Planning:
UK produced the most CO2
Sweden dropped the most
Italy and Portugal increasing steadily
The diagram illustrates the emissions of carbon per capita from the
year 1967 to 2007 between the UK, Sweden, Italy and Portugal.
Planning:
UK produced the most CO2
Sweden dropped the most
Italy and Portugal increasing steadily
Overall, the UK is responsible for the most CO2 emissions per person
when compared to Sweden, Italy and Portugal. Sweden on the other
hand, experienced the largest decrease in carbon emissions whilst
Italy and Portugal saw a steady upward trend in CO2 production.
Planning:
Women did physical activity more regularly
15-24: men were more active
65 and over = relatively similar.
The chart illustrates the ratios between Australian men and women
from different age categories who were physically active in 2010.
Planning:
Women did physical activity more regularly
15-24: men were more active
65 and over = relatively similar.
Overall, women were more outgoing than men. In the 15-24 age
group, men were distinctively more active than women. As we move
towards the oldest age category, these was little to no difference
between the two genders.
Planning:
6 different stages
3 different locations.
The illustration portrays the different stages from birth to maturity
of a salmon.
Planning:
6 different stages
3 different locations.
There are six stages to the life cycle of a salmon. During this process, it
is apparent that the salmon appears in three different locations. Each
of these location are river, estuary, ocean, and finally the upstream.
CHARLES BRANSON ACADEMY
ACADEMIC WRITING
TASK 1'S
BODY PARAGRAPHS.
Hack não thân bài cho IELTS Writing Task 1.
PLANNING
UK produced the most CO2
Sweden dropped the most
Italy and Portugal increasing steadily
PARAPHRASED
The diagram illustrates the emissions of carbon per capita from the
year 1967 to 2007 between the UK, Sweden, Italy and Portugal.
OVERVIEW
Overall, the UK is responsible for the most CO2 emissions per person
when compared to Sweden, Italy and Portugal. Sweden experienced
the largest decrease in carbon emissions whilst Italy and Portugal saw
a steady upward trend in CO2 production.
BODY PARAGRAPHS
In 1967, the UK stood at the top producing approximately 11 metric tonnes of
CO2. Sweden came in second at roughly 9 metric tonnes. In the following 10
years, Sweden experienced an increase in carbon emitted which then closed
the gap with the UK who stood at over 10 metric tonnes of CO2 during the same
year, in 1977. However, up until 2007, Sweden’s emission fell the sharpest out of
the group, finished the year at 5 metric tonnes.
Italy and Portugal started off in 1967 as the two lowest CO2 production
countries, standing at under 2 metric tonnes for Portugal and slightly over 4
metric tonnes for Italy. Both finished the year 2007 with a drastic rise. Italy and
Portugal produced around 8 and 6 metric tonnes respectively.
PLANNING
Women did physical activity more regularly
15-24: men were more active
65 and over = relatively similar.
PARAPHRASED
The chart illustrates the ratios between Australian men and women
from different age categories who were physically active in 2010.
OVERVIEW
Overall, women were more outgoing than men. The only time when
men did more regular physical activity than women was between the
age of 15 to 24. As we move towards the oldest age category, these was
little to no difference between the two genders.
BODY PARAGRAPHS
In the age group of 35 to 64, more than half of the women population worked
out much more regularly compared to men. The least active age among men
were found between 35 to 44, standing at merely 39.5%, whereas in the same
age span, women were significantly more outgoing with 52.5% of the
population maintained some sort of physical activity. The most active period for
women were between the age of 45 to 54 at 53.3%.
Looking over to the youngest category from the age of 15 to 24, men were the
most energetic compared to any other age groups. As a result, this is the only
period where men were noticeably more active than women, standing at 52.8%
while the female counterparts stood just under 48%. Meanwhile, the figure was
relatively similar for women and men over the age of 65, each with 47.1% and
46.7% respectively.
LINE, BAR, PIE, TABLE, MULTI,
MAP.
SENTENCE
BY
SENTENCE
STRUCTURE
Intro (1 sentence)
Paraphrased question
Overview (2-3 sentence)
2 to 3 main features of the diagram
NO DATA
1st Body Paragraph (3-4 sentences)
Number and location to back up
main features
2nd Body Paragraph (3-4 sentences)
Number and location to back up
main features)
METHODS
TO WRITING
SENTENCE
BY
SENTENCE
REPORT
LINE, BAR, PIE, TABLE, MULTI,
MAP.
Planning + Overview xong là xong.
CHI TIẾT NHẤT CHO THỂ
Cho những đặc điểm chính
Có gì viết đó, không bịa thêm,
không nói cảm nghĩ.
PLANNING
6 different stages
3 different locations
PARAPHRASED
The illustration portrays the different stages of birth to maturity of a
salmon.
OVERVIEW
There are six stages to the life cycle of a salmon. During this process, it
is apparent that the salmon appears in three different locations. Each
of these location are river, estuary, ocean, and finally the upstream.
BODY PARAGRAPHS
Salmon begin their lives as eggs as they are laid and incubated by their
parent in rivers. After being emerged from their egg form, the newly
born salmon spend their next stage of life in the freshwater areas.
Then, during their development, the fish swim downstream to river
estuaries where rearing continues.
When it comes to the estuary rearing period, the salmon are on path to
rearing areas in the ocean where they become adults. At the final
stage, where the cycle proceed to a new beginning, the adult salmon
return upstream to rivers’ spawning areas. They then reproduce and lay
eggs, ensuring another cycle of life.
PROCESS
SENTENCE
BY
SENTENCE
STRUCTURE
Intro (1 sentence)
Paraphrased question
Overview (2-3 sentence)
Number of stages and number of
parts/locations/positions.
1st Body Paragraph (3-4 sentences)
First half of the stages and
parts/locations/positions
2nd Body Paragraph (3-4 sentences)
Second half of the stages and
parts/locations/positions.
METHODS
TO WRITING
SENTENCE
BY
SENTENCE
REPORT
PROCESS
Planning + Overview xong là xong.
Report theo thứ tự
Chi tiết nhất có thể (trước khi stage
này xảy ra thì đã có chuyện gì)
Có gì trong hình thì report cái đó,
không nêu cảm nghĩ, không tự bịa
thông tin.
NỘI DUNG
VS BỐ CỤC
NỘI DUNG
NỀN TẢNG TIẾNG ANH
Không cho Bạn Bố Cục nội dung.
Nhưng cho bạn cái không ai dạy được,
cách viết nội dung RÕ RÀNG, MẠCH LẠC,
DỄ HIỂU.
CHARLES BRANSON ACADEMY
ACADEMIC WRITING
TASK 1'S
ASSIGNMENTS
Hack não IELTS Writing qua bài tập.
CHARLES BRANSON ACADEMY
ACADEMIC WRITING
TASK 2
Hack não IELTS Writing trong Task 2.
WRITING TASK 2
OVERVIEW
You don’t have to be a good
writer to write a good essay.
You only need to know the
components needed in a good
essay.
What comes after is you
including those
components strictly and
form a good essay of your
own.
TYPES OF ESSAYS
Two-sides essay
One-side essay
TWO-SIDES
TYPES OF
ESSAYS
Agree or disagree
Advantages and Disadvantages
Discuss both sides
ONE-SIDE
Cause - Problem - Solution
CHARLES BRANSON ACADEMY
ACADEMIC WRITING
TASK 2'S
STRUCTURE
Hack não bố cục IELTS Writing trong Task 2.
THE
STRUCTURE
TWO-SIDES
Introduction (2-3 statements)
1st Body
2nd Body
Conclusion (1-2 Statements)
INTRODUCTION (2-3
STATEMENTS)
THE
STRUCTURE
Paraphrase the topic.
Give your thesis.
You do not have to write a long
introduction. The key to a strong band
score in the IELTS writing exam is your
body paragraphs.
What is thesis? Thesis is your opinion on
the topic. This is where you state
whether or not you agree with the topic.
INTRODUCTION (2-3
STATEMENTS)
THE
STRUCTURE
Always take a side on the topic.
Generally, agreeing with the topic is the
popular choice. It’s easier to develop
ideas and reference your knowledge
from something you have heard or read,
due to the frequency being regular.
The examiner would also sympathise
with your opinion.
THE
STRUCTURE
INTRODUCTION (2-3
STATEMENTS)
First Sentence:
Paraphrase the question
Second Sentence and Third Sentence:
State your opinion.
BODY PARAGRAPHS
GAME CHANGING TIPS
THE
STRUCTURE
There are NO CORRECT opinions.
You do not need to worry whether or
not the information you are providing
is proven or thoroughly researched.
THIS IS A TEST OF YOUR ENGLISH.
Feel free to exaggerate and make up
facts if you wanted.
But remember to stay in the structure
and answer the question!
THE
STRUCTURE
BODY PARAGRAPHS
For each paragraph, you can write
2 reasons why you agree or disagree
1 reason why you agree or disagree
and 1 example.
EXAMPLE
2 SIDE
ESSAY AGREE OR
DISAGREE
The growing number of overweight
people is putting a strain on the
healthcare system in an effort to deal
with the health issues involved. Some
people think that the best way to deal
with this problem is to introduce
more physical education lessons in
school curriculum. To what extent do
you agree or disagree?
2 SIDE ESSAY
SENTENCE
BY
SENTENCE
STRUCTURE
Introduction (2-3 sentences)
Paraphrase the question (1 sentence)
Thesis (2-3 sentences)
2 to 3 main ideas
1st Body paragraph (3-4 sentences)
Main idea (1 sentence)
Evidence (1-2 sentences)
Supporting/Resulting Idea (1 sentence)
2nd Body paragraph (3-4 sentences)
Main idea (1 sentence)
Evidence (1-2 sentences)
Supporting/Resulting Idea (1 sentence)
Conclusion (1-2 sentences)
Paraphrase the question again
Paraphrase your thesis
2 SIDE ESSAY
SENTENCE
BY
SENTENCE
STRATEGY
2 opinions for your thesis is the only approach (3
when asked)
2 opinons = 2 paragraphs, 3 opinions = 3
paragraphs.
Evidence không phải là giải thích vì sao ý của
mình đúng. Evidence là trình bày THÊM vì sao ý
của mình đúng.
BỊA THOẢI MÁI.
Ý tường không quan trọng - bố cục mới quan
trọng
Ý tưởng càng đơn giản, nội dung càng rõ ràng,
mạch lạc, DỄ ĐỌC.
PLANNING CỰC KÌ QUAN TRỌNG.
NỘI DUNG
VS BỐ CỤC
NỘI DUNG
NỀN TẢNG TIẾNG ANH
Không cho Bạn Bố Cục nội dung.
Nhưng cho bạn cái không ai dạy được, cách
viết nội dung RÕ RÀNG, MẠCH LẠC, DỄ
HIỂU.
2 REASONS VERSION.
Planning:
AGREE OR
DISAGREE
ESSAY
Habits are best developed during
early ages.
Habits stay during adulthood as
well.
Active culture for future generation
changes in diet - further prevent
health issues.
AGREE OR
DISAGREE
ESSAY
INTRODUCTION
2 REASONS VERSION.
Paraphrased + Thesis:
Being overweight has been one of the most common yet
problematic health issues for many nations. Many people
suggest a definite chief aim to encourage and educate
youngsters a more active lifestyle at school. I am
completely on board with this solution.
2 REASONS VERSION.
Planning:
AGREE OR
DISAGREE
ESSAY
1ST BODY
PARAGRAPH
Habits are best developed during early ages.
Habits stay during adulthood as well.
Firstly, regular physical activity is the number one
solution to solving weight related problems. This habit
of constantly being on foot is best developed at an
early age as sports and aerobatic exercises are most
enjoyed from the age of 7 to 15. Statistics have shown
that during this time, 65% of active habits
encountered would continue to be a part of an adult's
lifestyle. Hence, individuals who had developed a
passion for sports of any kind during earlier school
years would be extremely more likely to stay active
when they reach adulthood, preventing obesity and
similar health issues.
AGREE OR
DISAGREE
ESSAY
2ND BODY
PARAGRAPH
2 REASONS VERSION.
Planning:
Active culture for future generation
changes in diet - further prevent health
issues.
Furthermore, school environment plays a major role in
forming an active lifestyle. If the norm is encouraging
an active form of living at schools, a healthier culture
can be set in the youths' mind. This can improve diets
of many families and later generation to support the
regular physical activities as these children grow up,
which can further ease the financial strain on
healthcare systems.
AGREE OR
DISAGREE
ESSAY
CONCLUSION
2 REASONS VERSION.
1 sentence:
In conclusion, to help nations lower expenditure on
weight related healthcare, schools must incorporate a
physical curriculum in children's formal education to
encourage a more active lifestyle.
1 REASON + EXAMPLE VERSION.
AGREE OF
DISAGREE
ESSAY
1ST BODY
PARAGRAPH
Planning:
Habits are best developed during early ages.
childhood memory: 4 out of 5 still playing
competitive football.
Firstly, regular physical activity is the number one
solution to solving weight related problems. I have
once came across an article which states that 65% of
active habits if encountered from the age of 7 to 15 on
a regular basis would continue to be a part of an
adult's lifestyle, and this personally cannot be more
true. I played football from the age of 10 to 14 with a
group of friends. Today, 4 of us out of 5 are still playing
competitively. This prime example of consistency can
majorly help reduce weight issues among adults if
they developed an active habit at an early age.
1 REASON + EXAMPLE VERSION.
AGREE OF
DISAGREE
ESSAY
1ST BODY
PARAGRAPH
Planning:
Active culture for future generation
granddad to pap to me.
Furthermore, school environment plays a major role in
forming an active lifestyle. For instance, during his
studies back home and in Moscow, my grandfather
was constantly playing volleyball. He then encouraged
my father and I to stay physically sturdy through
sports, which I listened. The generation that was
physically healthy before from excellent school's
education can always encourage the same way of
living to the generation after, which helps lower risks
of health issues, especially weight related.
2 REASONS VERSION.
AGREE OF
DISAGREE
ESSAY
FINAL LOOK
Being overweight has been one of the most common yet problematic health
issues for many nations. Many people suggest a definite chief aim to encourage
and educate youngsters a more active lifestyle at school. I am completely on
board with this solution.
Firstly, regular physical activity is the number one solution to solving weight
related problems. This habit of constantly being on foot is best developed at an
early age. Sports and aerobatic exercises are most enjoyed from the age of 7 to 15.
Statistics have shown that during this time, 65% of active habits encountered
would continue to be a part of an adult's lifestyle. Hence, individuals who had
developed a passion for sports of any kind during earlier school years would be
extremely more likely to stay active when they reach adulthood, preventing
obesity and similar health issues.
Furthermore, school environment plays a major role in forming an active lifestyle.
If the norm is encouraging an active form of living at schools, a healthier culture
can be set in the youths' mind. This can improve diets of many families and later
generation to support the regular physical activities as these children grow up,
which can further ease the financial strain on healthcare systems.
In conclusion, to help nations lower expenditure on weight related healthcare,
schools must incorporate a physical curriculum in children's formal education to
encourage a more active lifestyle.
1 REASON + EXAMPLE VERSION.
Being overweight has been one of the most common yet problematic health
issues for many nations. Many people suggest a definite chief aim to encourage
and educate youngsters a more active lifestyle at school. I am completely on
board with this solution.
AGREE OF
DISAGREE
ESSAY
FINAL LOOK
Firstly, regular physical activity is the number one solution to solving weight
related problems. I have once came across an article which states that 65% of
active habits if encountered from the age of 7 to 15 on a regular basis would
continue to be a part of an adult's lifestyle, and this personally cannot be more
true. I played football from the age of 10 to 14 with a group of friends. Today, 4 of
us out of 5 are still playing competitively. This prime example of consistency can
majorly help reduce weight issues among adults if they developed an active habit
at an early age.
Furthermore, school environment plays a major role in forming an active lifestyle
for future generations. For instance, during his studies back home and in Moscow,
my grandfather was constantly playing volleyball. He then encouraged my father
and I to stay physically sturdy through sports, which I listened. The generation that
was physically healthy before from excellent school's education can always
encourage the same way of living to the generation after, which helps lower risks
of health issues, especially weight related.
In conclusion, to help nations lower expenditure on weight related healthcare,
schools must incorporate a physical curriculum in children's formal education to
encourage a more active lifestyle.
2 SIDE
ESSAY
DISCUSS
BOTH SIDES
ESTIMATED BAND 9 EXAMPLE IELTS LIZ.
Completing university education is
thought by some to be the best way
to get a job. On the other hand, other
people think that getting experience
and developing soft skills is more
important. Discuss both sides and
give your opinion.
2 REASONS VERSION.
Planning:
DISCUSS BOTH
SIDES ESSAY
Tertiary education puts you ahead.
Unis are getting competitive means greatly valued in
the work place
Extra soft skills = extra advantage
This help fierce competition turns into an advantage
Depends on the field of work
Medicine, law need educational background, whereas
business needs real life experience.
DISCUSS BOTH
SIDES ESSAY
INTRODUCTION
2 REASONS VERSION.
Paraphrased + Thesis:
It is considered by some that being a university graduate
is the key to securing a good job, while there are others
who think that it is better to have experience in soft skills.
In my opinion, I believe that having university education
is essential for academic jobs while soft skills and
experience are more useful in business.
2 REASONS VERSION.
DISCUSS BOTH
SIDES ESSAY
1ST BODY
PARAGRAPH
Planning:
Tertiary education puts you ahead.
Unis are getting competitive means greatly valued in
the work place
On the one hand, many think it is easier for most people
to find a good job if they are university graduates with a
good degree. In other words, having tertiary education
puts people one step ahead of others who do not and
this can be the deciding factor in getting a good job. The
competition to get into universities and the increasing
number of graduates show just how significant this level
of education is for people's future work opportunities
2 REASONS VERSION.
DISCUSS BOTH
SIDES ESSAY
2ND BODY
PARAGRAPH
Planning:
Extra soft skills = extra advantage
This helps fierce competition turn into an advantage
On the other hand, having work-experience and soft
skills such as leadership skills and other interpersonal
skills can also throw the balance in favour of the
applicant, according to some. For many positions, there
are an overwhelming number of applicants and,
therefore, it is often thought that having relevant
experience in that line of work or having acquired useful
soft skills that can be valuable to a company, can put
one ahead of the game when applying for a position.
2 REASONS VERSION.
Planning:
DISCUSS BOTH
SIDES ESSAY
3RD BODY
PARAGRAPH
Depends on the field of work
Medicine, law need educational background,
whereas business needs real life experience.
Finally, in my opinion, whether needing high level
education or skills and experience, depends on the
position being applied for. Take for example law,
medicine, or teaching, it is impossible to be considered
for the position without the required educational
background. In contrast, in business, it would be more
important for a candidate to have soft skills and
experience in that line of business so they can step into a
position without further training and be of immediate
benefit to the company.
DISCUSS BOTH
SIDES ESSAY
CONCLUSION
2 REASONS VERSION.
In conclusion, getting a good job requires a relevant
background either in experience or education depending on
the type of work and field. People should make sure they
attain the necessary skills or degrees before applying for a job
in order to be sure of success.
2 REASONS VERSION.
It is considered by some that being a university graduate is the key to securing a good job,
while there are others who think that it is better to have experience in soft skills. In my
opinion, I believe that having university education is essential for academic jobs while soft
skills and experience are more useful in business.
DISCUSS BOTH
SIDES ESSAY
FINAL LOOK
On the one hand, many think it is easier for most people to find a good job if they are
university graduates with a good degree. In other words, having tertiary education puts
people one step ahead of others who do not and this can be the deciding factor in getting a
good job. The competition to get into universities and the increasing number of graduates
show just how significant this level of education is for people's future work opportunities.
On the other hand, having work-experience and soft skills such as leadership skills and other
interpersonal skills can also throw the balance in favour of the applicant, according to some.
For many positions, there are an overwhelming number of applicants and, therefore, it is often
thought that having relevant experience in that line of work or having acquired useful soft
skills that can be valuable to a company, can put one ahead of the game when applying for a
position.
Finally, in my opinion, whether needing high level education or skills and experience,
depends on the position being applied for. Take for example law, medicine, or teaching, it is
impossible to be considered for the position without the required educational background. In
contrast, in business, it would be more important for a candidate to have soft skills and
experience in that line of business so they can step into a position without further training
and be of immediate benefit to the company.
In conclusion, getting a good job requires a relevant background either in experience or
education depending on the type of work and field. People should make sure they attain the
necessary skills or degrees before applying for a job in order to be sure of success.
THE
STRUCTURE
ONE-SIDE
Introduction (2-3 statements)
1st Body (Cause + problem)
2nd Body (Solution)
Conclusion (1-2 Statements)
1 SIDE ESSAY
SENTENCE
BY
SENTENCE
STRUCTURE
Introduction (2-3 sentences)
Paraphrase the question (1 sentence)
Cause + Problem + Solution Overview (2-3 sentences)
2-3 Causes + 1-2 Solutions
1st Body paragraph (3-4 sentences)
1 Cause (1 sentence)
Evidence (1 sentence)
1 Cause (1 Sentence)
1 Evidence (1 sentence)
2nd Body paragraph (3-4 sentences)
1 solution (1 sentence)
1 benefit (1-sentence)
1 solution (1 sentence)
1 benefit (1 sentence)
Conclusion (1-2 sentences)
Paraphrase the question again
Paraphrase your causes + problems + Solutions
1 SIDE ESSAY
SENTENCE
BY
SENTENCE
STRATEGY
If they ask for Causes and solutions, 2 paragraphs
If they ask for Causes and problems and
solutions, 3 paragraphs
Manage the length of the essay.
Evidence cho 1 side essay là trả lời cho câu hỏi VÌ
SAO. (Vì sao đây lại là cause? Vì sao đây lại là
nguyên do)
BỊA THOẢI MÁI.
Ý tường không quan trọng - bố cục mới quan
trọng
Ý tưởng càng đơn giản, nội dung càng rõ ràng,
mạch lạc, DỄ ĐỌC.
PLANNING CỰC KÌ QUAN TRỌNG.
NỘI DUNG
VS BỐ CỤC
NỘI DUNG
NỀN TẢNG TIẾNG ANH
Không cho Bạn Bố Cục nội dung.
Nhưng cho bạn cái không ai dạy được, cách
viết nội dung RÕ RÀNG, MẠCH LẠC, DỄ
HIỂU.
1 SIDE ESSAY
CAUSE
+
PROBLEM
+
SOLUTION
ESTIMATED BAND 9 EXAMPLE IELTS LIZ.
Many offenders commit more crimes
after serving the first punishment.
Why is this happening, and what
measures can be taken to tackle this
problem?
2 REASONS VERSION.
CAUSE
+
PROBLEM
+
SOLUTION
Planning:
Cause + Problem:
Lack of rehabilitation whilst in prison.
Around with other criminals - no positive
example to change
Hard to find employment with no new skill-sets
More prone to commit crime.
Solution:
Retraining:
Better employment opportunity.
Supervision:
Won't commit more crime since being closely
watched.
CAUSE
+
PROBLEM
+
SOLUTION
INTRODUCTION
2 REASONS VERSION.
Paraphrased + Thesis:
A large number of criminals who serve their first prison
sentence, leave prison only to reoffend. This is mainly
because of the lack of rehabilitation and difficulty finding
regular employment once released. There are a number
of solutions which should be implemented to deal with
criminals who reoffend.
2 REASONS VERSION.
CAUSE
+
PROBLEM
+
SOLUTION
1ST
PARAGRAPH
Planning:
Cause + Problem:
Lack of rehabilitation whilst in prison.
Around with other criminals - no positive example to
change
Hard to find employment with no new skill-sets
More prone to commit crime.
Firstly, the reason for most first time offenders
committing crimes again, once they have been released
from prison, is due to the lack of rehabilitation whilst in
prison. In other words, offenders are not given a chance
to retrain and learn new skills for their future or develop
a deeper understanding of correct moral behaviour and
instead mix with other criminals, which only strengthens
their criminal intentions . Secondly, repeat offending is
also owing to the difficulty in finding employment after
being released. As a result, many of them struggle
financially which leads them back to crime, regardless of
the consequences.
2 REASONS VERSION.
CAUSE
+
PROBLEM
+
SOLUTION
2ND
PARAGRAPH
Planning:
Solution:
Retraining:
Better employment opportunity.
Supervision:
Won't commit more crime since being closely watched.
There are two effective solutions to the problem of
repeat offenders. One way to tackle this is to ensure that
all criminals entering prison are given the chance to
retrain with useful skills which will hopefully ensure
them a job after they have served their sentence. By
doing this, it will help them reintegrate back into society
and give them some means of supporting themselves
financially. Another method of dealing with criminals
who reoffend is to have more supervision and checks in
place when they are back in society. This solution would
hopefully prevent them from taking any chances and
deter them from reoffending because they are being so
closely watched.
CAUSE
+
PROBLEM
+
SOLUTION
CONCLUSION
2 REASONS VERSION.
In conclusion, having training in prison and also close
observation when first time offenders are released are
effective in dealing with the issue. If governments
implemented these solutions, crime figures would soon drop.
2 REASONS VERSION.
CAUSE
+
PROBLEM
+
SOLUTION
ESSAY
FINAL LOOK
A large number of criminals who serve their first prison sentence, leave prison only
to reoffend. This is mainly because of the lack of rehabilitation and difficulty
finding regular employment once released. There are a number of solutions
which should be implemented to deal with criminals who reoffend.
Firstly, the reason for most first time offenders committing crimes again, once
they have been released from prison, is due to the lack of rehabilitation whilst in
prison. In other words, offenders are not given a chance to retrain and learn new
skills for their future or develop a deeper understanding of correct moral
behaviour and instead mix with other criminals, which only strengthens their
criminal intentions . Secondly, repeat offending is also owing to the difficulty in
finding employment after being released. As a result, many of them struggle
financially which leads them back to crime, regardless of the consequences.
There are two effective solutions to the problem of repeat offenders. One way to
tackle this is to ensure that all criminals entering prison are given the chance to
retrain with useful skills which will hopefully ensure them a job after they have
served their sentence. By doing this, it will help them reintegrate back into society
and give them some means of supporting themselves financially. Another
method of dealing with criminals who reoffend is to have more supervision and
checks in place when they are back in society. This solution would hopefully
prevent them from taking any chances and deter them from reoffending because
they are being so closely watched.
In conclusion, having training in prison and also close observation when first time
offenders are released are effective in dealing with the issue. If governments
implemented these solutions, crime figures would soon drop.