peoples ideas. To what extent do you agree or disagree with this statement? Give reasons for your answer.
It is widely believed that there are lot of people read or watch the mass media every day. Although they read or watch the mass media regularly, I strongly believe that the mass media does not have a big role in shaping people opinions for three main reasons. The most important reason why peoples opinions are high independent from the mass media is level of education. Although reading is a basic skill, only people whose high level of education read the mass media regularly. For example, families may read some types of the mass media every day, but only educated adult usually read them regularly. In addition, educated ones usually use their robust knowledge to support their opinions. Therefore, the mass media influence may be minimized by peoples level of education. Another reason is societys culture. People usually read or watch the mass media for relaxation. In short, people may consume the mass media to relax their mind and may not take the mass media as main source of their opinion. A lot of people, for example, usually watch or read the mass media in their leisure time. Consequently, people may not use the mass media as a foundation of their ideas. The last reason is peoples experience. Since people read the mass media regularly, they will realize that contents of the mass media may provide facts with lack of evidence. For instance, the mass media usually mixes some facts with false issues in order to attract more readers. Thus, people may not take the mass media as their sources to develop their own opinion since they realize that the mass media may contain unproven issues. In brief, there are three main reasons why the mass media will not influence peoples opinion, namely, people already have strong academic background, reading the mass media is one of peoples leisure activities and the mass media may contain lies. BAHRI 299 words
Coherence
Some examples
Read through these three paragraphs taken from different IELTS essays and note how they all have a similar structure: Point Explanation Example
This is a pattern you can follow in most essays to give coherence to your writing by expanding on one point. I will add that this just a model guideline, it isnt a rule. There will be times when you do not use examples for instance. There are those who argue that the internet has had an extremely positive influence on communication. They say this because in the past it was sometimes impossible to call people in other countries on the telephone, but now it is relatively simple to use a program such as Skype to talk to them for free or to send an email. A good example here are the students who go to study abroad and are able to send messages home with no difficulty, when in past they would have had to buy stamps and go to the post office which was much harder and more expensive.
A strong argument can of course be made from the opposite position. Part of this argument is that countries and nations need to preserve old buildings in order to preserve their heritage. In addition, however, to this cultural argument, there are positive economic benefits in preserving old buildings. An illustration here is Egypt once again, a country which depends on tourism for much of its national income simply because visitors pay to come from other countries to visit its ancient sites. There are several reasons why it can be argued that television has a negative effect on cultural development. Perhaps the principle argument is the lowbrow nature of many programmes, particularly sitcoms and soap operas. People who watch these programmes do not learn anything, they are simply entertained. The other
major argument is that because people watch so much television, they no longer take part in more traditional forms of cultural entertainment. An example here is how traditional dancing and music is becoming much less popular because people are staying at home to watch the television.
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Explanation
Each paragraph contains red language right at its start to show the reader what is going to happen in that paragraph. Anyone reading the essay no matter how quickly is going to see that it is structured. The two content paragraphs contain similar blue language to emphasise the balance of the argument. Paragraph 3 relates to and answers paragraph 2. Read more: IELTS essays essay coherence 1 | Dominic Cole's IELTS and Beyond http://www.dcielts.com/ielts-essays/essay-coherence-1/#ixzz25aSPktwo Under Creative Commons License: Attribution Non-Commercial No Derivatives
Cohesion
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Text A Attracting customers to buy your products and services needs a great deal of research and planning to ensure the money you invest in gaining customers pays off. This is normally achieved through market research and involves finding more about the people you hope to sell to. Armed with this information you can then formulate an effective plan of action based on your evidence. Once you are aware of the needs of your potential customers you need to examine your product in detail, fix a suitable price which will help your product sell, ensure you choose the correct method of distribution and select an appropriate promotion to attract your audience. This is known as the marketing mix and can help your business to spend money wisely with the best results Text B Attracting customers to buy your products and services needs a great deal of research and planning to ensure the money you invest in gaining customers pays off. Firstly, there is market research and involves finding more about the people you hope to sell to. Secondly, formulate an effective plan of action based on your evidence. Furthermore, it is important to examine your product in detail. Moreover, you should fix a suitable price which will help your product sell, ensure you choose the correct method of distribution and select an appropriate promotion to attract your audience. So this is known as the marketing mix and in summary it can help your business to spend money wisely with the best results.
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The first text is the original text and is highly cohesive even though it does not contain many obvious linking words.
Some of the cohesion language is highlighted in green and blue. Note, in particular the use of this at the beginning of sentences to link to the sentence before. Cohesion can be really simple.
Attracting customers to buy your products and services needs a great deal of research and planning to ensure the money you invest in gaining customers pays off. This is normally achieved through market research and involves finding more about the people you hope to sell to. Armed with this information you can then formulate an effective plan of action based on your evidence. Once you are aware of the needs of your potential customers you need to examine your product in detail, fix a suitable price which will help your product sell, ensure you choose the correct method of distribution and select an appropriate promotion to attract your audience. This is known as the marketing mix and can help your business to spend money wisely with the best results This text may at first sight look more cohesive, but in fact most of the cohesion words are wrongly used. Be careful of overusing that sort of language. Attracting customers to buy your products and services needs a great deal of research and planning to ensure the money you invest in gaining customers pays off. Firstly, there is market research and involves finding more about the people you hope to sell to. Secondly, formulate an effective plan of action based on your evidence. Furthermore, it is important to examine your product in detail. Moreover, you should fix a suitable price which will help your product sell, ensure you choose the correct method of distribution and select an appropriate promotion to attract your audience. So this is known as the marketing mix and in summary it can help your business to spend money wisely with the best results. Incorrect linking
Is Firstly really the first point made? To use it correctly, you need to identify that there is a list of points to come: There are a variety of issues here; firstly,.. The same comment applies to the use of secondly So is used when a conclusion can be made. This is the final point, but it is not a conclusion. In summary can only be used when a summary is made.
Did you get it right? Very few of my own students do. The reason for this is that they believe the only way to be cohesive is to use words such as furthermore: it is not. Indeed, if you use linking words wrongly, then your writing may become less cohesive thats worse!!
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An example of how to do it
There are lots of ways of making your writing cohesive. Look at this example the colours show the connections between the different sentences. As you read through this, you should
concentrate on how that cohesion is about how you use vocab and pronouns and how you start sentences: it is not just about linking words. There are many people who claim that global warming is the most significant threat facing us today. They argue this because it is a danger not just to the current generation, but also to the generations to come. Indeed, it is this threat to our future that is of most concern. For instance, some research shows that one effect of global warming might be there will not be enough food to feed the world in the near future. If that did happen many people that global warming is claim not just current generation a danger Indeed (linking phrase for further explanation) generations to come global warming there will be not enough food future global warming (repetition of technical phrase) that (pronoun) they (pronoun) this (pronoun) argue (synonym) but also (a matching pair) generations to come (repetition) this threat (pronoun + synonym)
A common mistake
One very common mistake is to overuse certain linking phrases such as furthermore and moreover. This can be a problem because they are frequently misused: and to link badly is no better than not linking at all. A secondary problem is that by only using such phrases, candidates forget to use pronouns (especially this) for linking. That was the point in the test at the beginning of this lesson. Read more: An introduction to cohesion | Dominic Cole's IELTS and Beyond http://www.dcielts.com/ielts-writing/cohesion-introduction/#ixzz25aSxusC0 Under Creative Commons License: Attribution Non-Commercial No Derivatives
a quick test to see how well you understand coherence and the use of examples 4 suggestions on how to use examples well a list of vocabulary to help you do this
easier to read by illustrating your main points easier to write, as often it is easier to explain an example than argue a complex idea
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There are three principal reasons why people commit crimes. The first of these is that they may be career criminals who have made an active choice to make their living illegally. A second reason reason relates to the environment they grew up in: a possible illustration of this is if they have been subject to peer group pressure at an early age to join a gang that terrorised the neighbourhood. Finally, it is sometimes argued that genetic factors play a role and that some people cannot be blamed for their criminal actions because they are naturally predisposed to commit crimes. It is possible to argue that more effective education would lead to a decrease in the crime rate and that prison is an ineffective deterrent. People who argue in favour of prison often claim that it is not only the most appropriate way to punish offenders, it also prevents crimes from being committed. For example, many young people join gangs at an early age due to peer group pressure and they are led into a life of crime in later life because of the choices they made when they were younger.
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This first paragraph works well. It is a listing paragraph with a clear main point in the first sentence saying there are 3 reasons. The next 3 sentences each state one reason (this is one form of coherence). I have highlighted in red an example that clearly relates to and explains the idea in the second sentence about how environment can affect crime There are three principal reasons why people commit crimes. The first of these is that they may be career criminals who have made an active choice to make their living illegally. A second reason reason relates to the environment they grew up in: a possible illustration of this is if they have been subject to peer group pressure at an early age to join a gang that terrorised the neighbourhood. Finally, it is sometimes argued that genetic factors play a role and that some people cannot be blamed for their criminal actions because they are naturally predisposed to commit crimes. This paragraph does not really work. It has plenty of good language but the ideas and how they relate to each other are not especially clear. The first sentence has two main ideas (always dangerous), one about education, the other about prison being a deterrent.The idea of education is not explained in the paragraph this is incoherent. The other main problem is that the example in red does not clearly relate to the main ideas of the paragraph. This also is incoherent It is not enough to use examples, you need to show how they relate to your main idea. It is possible to argue that more effective education would lead to a decrease in the crime rate and that prison is an ineffective deterrent. People who argue in favour of prison often claim that it is not only the most appropriate way to punish offenders, it also prevents crimes from being committed. For example, many young people join gangs at an early age due to peer group pressure and they are led into a life of crime in later life because of the choices they made when they were younger.
Tip two you dont have to include all your ideas/examples learn to select
One reason why paragraphs (and essays) go wrong is that the student tries to include everything s/he knows in an effort to impress the examiner. This does not work in IELTS. It is a language test, not an IQ test, and there is a limit to how many ideas you can fit into a 250300 word essay. This means that you need to select only the examples that illustrate your main points. Put another way, you may need to leave out ideas that do not fit your main point. This is particularly good advice for high level candidates in the planning stage.
Tip three for example is not the best way to introduce an example
Almost certainly, the most common way of introducing examples is to use for example. My suggestion is that you try some other ways of introducing examples. The key idea is to use a phrase that clearly links the example to the main idea. Look at these: A example of how environmental factors can lead to crime is.. This can be illustrated by clearly illustrates how environmental factors may contribute to crime. One instance that shows how environmental factors may lead to crime is .. The point to note is that in each case the example is introduced so that it links to the point it is supposed to be illustrating.
Tip four just say how the example illustrates the main point - P-E-E-P
This tip is similar to the previous one. Only the idea this time is that you add a sentence after the example to explain how it links to the main idea. This leads to a model paragraph that goes: Point - Explanation - Example - Point Look at how it can work here. The first sentence and the last sentence of para make essentially the same point and the final sentence links back into the example (This leads to the conclusion). There are many people who believe that longer prison sentences are necessary for repeat offenders. The idea is that people are much less likely to re-offend if they know that they will receive a serious sentence of perhaps 20 years for any further crimes. This would reform the system where many criminals do re-offend simply because they know that the consequences will not be very severe if they are caught. For example, a petty thief who might take the risk of a gaol term of 6 months would not risk 20 years for the same crime. This leads to the conclusion that longer gaol terms for repeat offenders are an effective deterrent.
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There are a number of different ways of ensuring that your writing links together, something that teachers call cohesion. There are a number of different ways of ensuring that your writing links together - something that teachers call cohesion. One of these is, of course, to use the normal linking words such as furthermore and moreover. It would be a mistake, however, to think that ______ is the only method of achieving cohesion because there are in fact other options _______ work just as well and, sometimes, much better. (this/which) Indeed, the ability to employ a range of cohesive devices and not just the normal linking words is one of the keys to good writing. It can also be argued that learners __________ only concentrate on using ________ words write less cohesively as a result. (who/those) This is particularly the case when learners use a linking phrase such as as a matter of fact' wrongly because ______ fail to realise that it has quite an exact meaning and can only be used in some cases. (they) My personal recommendation is that learners who wish to improve the cohesion of _________ writing should concentrate not on the traditional linking words, rather that they should think about how using pronouns well can link their writing together much more effectively. (their)
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We live in a world where health and safety is more and more important. One of the signs of this people want the government to ban dangerous sports. While I understand that argument, my view is that people should be free to do whatever sports they want. We live in a world where health and safety is an ever greater priority. One of the signs of this is the demand that dangerous sports should be banned. While I understand that argument, my view is that, within certain limits, people should retain the freedom to participate in whatever sports they choose. The biggest reason for objecting to dangerous sports is that they can be very dangerous and can sometimes kill people. More than that, it is not just the sportspeople who are in danger, but spectators too can be badly hurt. If, for example, a Formula 1 car crashes, the driver may be hurt and it is possible that people in the crowd will be too. Because of this danger, it is understandable why people want the government to ban these sports. The principal reason for objecting to extreme sports is of course that they can be highly dangerous and sometimes life-threatening. More than that, it is not just the participants who are at risk, but spectators too can be seriously injured. If, for example, a Formula 1 car crashes, the driver may not escape unharmed and there is also a chance that a bouncing tyre or debris will fly into the crowd. Given this level of danger, it is understandable why people call for the authorities to take action. The opposite argument is that people should be free to do whatever risk they want. So, if someone wants to jump out of a plane, then they should be allowed to and the government cannot say what they should do. A further point is that many dangerous sports are not very risky and it is as dangerous doing everyday activities such as crossing the road or cooking a meal as bungee jumping. The counter argument is that people should be allowed to assume whatever risk they choose. So, if someone wishes to freefall from a plane at 30,000 feet, then they should be free to do so and it should be accepted that it is not the place of the government to dictate how they lead their lives. A further point is that in statistical terms there is a low probability of injury in many so-called dangerous sports and people are at greater risk carrying out everyday activities such as crossing the road or cooking a meal as bungee jumping. My personal view is that the government should regulate dangerous sports, but it should not ban them. It should also make certain that there is as little danger as possible because safety is the most important thing. This is most important for young children who cannot make their own decisions. My personal view is that while the government and other authorities do need to regulate dangerous sports, it would be preferable not to impose a ban on them entirely. I would suggest that safeguards need to be established so that any risk is minimised. What these safeguards are will vary from sport to sport, but safety has to be paramount, especially where minors are involved.
avoiding words like big that are not normally used in more formal written English avoiding words like do unless they are part of a set phrase there is almost always a better variation finding variations for words such as very to show your range thinking about collocations (phrases)
See the simple language improved Tip when you learn vocabulary, learn phrases and not just words
Part of solution to this problem is to learn phrases. For example, you are much more likely to be able to use participate, if you have first learnt the phrase participate in a sport.
The counter argument is that people should be allowed to assume whatever risk they choose. So, if someone wishes to freefall from a plane at 30,000 feet, then they should be free to do so and it should be accepted that it is not the place of the government to dictate how they lead their lives. A further point is that in statistical terms there is a low probability of injury in many so-called dangerous sports and people are at greater risk carrying out everyday activities such as crossing the road or cooking a meal as bungee jumping. The principal reason for objecting to extreme sports is of course that they can be highly dangerous and sometimes life-threatening. More than that, it is not just the participants who are at risk, but spectators too can be seriously injured. If, for example, a Formula 1 car crashes, the driver may not escape unharmed and there is also a chance that a bouncing tyre or debris will fly into the crowd. Given this level of danger, it is understandable why people call for the authorities to take action.
These are all excellent words to learn as they can be used in all sorts of different contexts. All I would add is that you also need to learn how to use them and that is where my daily word exercises come in
simple structures when you are making main points often in the opening and/or closing sentences of your paragraphs more complex structures when you are explaining/developing those main points in the body of your paragraphs a movement from the more simple to the more complex
When you have something simple to say, say it simply. Only use complex structures for more complex thoughts.
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This paragraph expresses some complex thoughts, but it starts off simply to make the main point. The major argument against hosting international sporting events is financial.Typically, it can cost several million pounds to build the arenas and modernise the infrastructure so that it can cater for the athletes and the spectators. This money, it is argued, would be better spent on welfare and education programmes that provide direct support for the population.Indeed, some governments have incurred so much debt through hosting the Olympic Games that they have had to reduce spending on other social programmes.
The first sentence of this paragraph is simple. All I want to do is make clear that the main reason is financial. I use simple clear English so that reader gets the main point. The grammar is It is financial. The next sentences are more complex and use complex structures to express more complex thoughts so that because I am talking about results would be better spent because I am talking conditionally that provide direct support for the population because I am defying my terms
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None of the sentences in this paragraph are particularly long for short. Another way in which free public transport could improve our quality of life relates to congestion. Currently, the trend is for increasing numbers of people to choose to drive to work. This means that in many cases the rush hour is several hours long and it is sometimes almost impossible to travel across a city.It is probable that this level of congestion would be reduced by making public transport free. The first sentence is shorter because it is the opening sentence of the para and it also includes the complex in which construction. The second sentence is shortish again because it is merely stating a fact no need to make it more complex The third sentence is a longer sentence, but it is simply linked using and The final sentence is again relatively short/simple sentence but it does contain a conditional would and a by structure.
1. the passive
I start with the passive because it is so often misused. It is not the case that the passive is an academic structure that should be used in essays. We use it all the time in all sorts of contexts. Here, though, is one way you might find it helpful in writing: to avoid repeating words especially nouns/pronouns. You may want to avoid using some words too much especially words from the question. Here the passive can help you. In a question about government action, rather than writing: The government should introduce measures to you can try Measures should be introduced so that you dont repeat the word government.
2. Relatives
This is another piece of grammar you need to feel comfortable with and can help you. You should be careful, however, not to overuse relatives as they can make your writing both confusing and confused. One tip I would give you here is to try and restrict yourself to one relative per sentence and to try and avoid them in already complex sentences. Look at this example: There is a real danger that allowing people to travel for free would deprive transport authorities funds which they need and lead to a lower standard of service. The relative can be avoided by changing it into an adjective phrase: There is a real danger that allowing people to travel for free would deprive transport authorities of much needed funds and lead to a lower standard of service. When you do use relatives though is to define terms and add detail. Here is an example in action: More than that, if the authorities plan carefully, they can use the occasion of the sporting event to help finance public works which benefit the whole population in the long term. I want to say what sort of public works I am referring to so I define them in the relative which benefit the whole population in the long term.
3. Conditionals
Here is another piece of grammar that can help you out. Provided that is, you see how and when to use it. One of the best ways to use these conditionals to explain and give examples. This means they are likely to come in the body of your paragraphs and not the introduction/opening sentence. Try this example: There is also, however, a strong argument not to implement this proposal. This argument is based on economic competitiveness. If a company was forced to employ more workers to produce the same amount of goods, then its wage bill would rise and its products might become more expensive and less competitive compared to companies with longer working weeks. In this case, it is possible that the company either might become insolvent or it would have to make some employees redundant. As a result, the intended benefit to the personnel would not happen. This time around I have given you the whole para so that you can see the context. I use a conditional because I am explaining a point. You should also see that we use might and would in the following sentences even though there is no if. Do you want to show off? Then you might consider using conditionals that do not use if. So you could use: Were a company to be forced
4. Parallel structures
There are a number of different parallel structures we have in English. They come in useful when we are combining, comparing or contrasting points again something that you are likely to do in your essays. This is a useful piece of grammar to focus on, as when used well they make your writing more cohesive. For example Not only would unemployment be reduced, but the working conditions of employees on very long shifts would also be significantly improved. You may think not only..but also is too easy to impress. Dont. Simple things done well impress too and this sentence is complex enough as it is.
1. Do you use different grammatical structures? (You should have at least some of the ones I have mentioned) 2. Can you see why you have used any of the more complex structures? 3. How long is your average sentence? (around 15 words is about right I would suggest) 4. Do your paragraphs combine longer and shorter sentences and simpler and more complex sentences? 5. Do you use and and but?
2. The more detail you add, the better language you use
If you add detail, both your grammar and vocabulary will improve. This is because detail allows you to use much more specific vocabulary and use more complex grammatical structures. To understand how this works look at the following examples.
3. Make it personal use your memories -see the examiner as your friend in a bar
The part 2 talk is not a presentation. You are talking to someone about your personal memories and ideas. You need to see the examiner as a friend you are talking to but havent seen for some time. You are at a coffee shop (or bar or pub depending on your culture) and you are just talking to them about what you think/remember. The more personal you make it, the more likely you are to find things to say everyone has memories.
A wedding
Describe a wedding you attended You should say when it was who got married what happened at the wedding And explain whether it was a typical wedding ceremony
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I dont remember the exact date of the wedding but it did take place sometime in winter that much I do remember because it had been a particularly hard winter that year and when the bride came out of the church there was snow all over the ground and that made it a white wedding in more ways than one.
My best friend from university. We first met at university because we were studying the same course and then we found that we had a lot in common as we both were fascinated by art.
If you do this, you should use more variety of tenses and better grammar:
We had to wait at the church for about 2o minutes before the bride arrived. While we were waiting, I was thinking about the speech I would have to give at the reception party. A particularly useful trick is to try and add detail by adding things people said. Again, this will allow you to use more interesting grammar by using indirect speech: We had to wait a t the church for about 20 minutes before the bride arrived. While we were waiting, I was thinking about the speech I would have to give at the reception party. I
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What happened at the wedding itself? It was quite a regular ceremony I suppose. The one detail I remember is the best man, who was also a friend of mine, turned to the bridegroom just before the service and said that he had forgotten the ring and asked if that was okay. The bridegroom was absolutely horrified, but his friend, the best man, was just joking.