Types of essay

Argumentative essay Present your argument to show your agreeing or disagreeing with the topic (totally agree; partly agree; totally disagree). In some topics, they just simply ask you to agree or disagree Discussion essay Present two opposing views and their arguments. E.g. What is your view (agree/disagree with ones of two ideas above or follow a different view) CES GP Give reason General (cause), result Particular (effect) and solution

The sections of the essay

Essay Paragraph Introduction 5-10% Topic sentence 50% Body 80-90% Combinations of Paragraph 1 Supporting ideas 20% Paragraph 2 Examples 30% Paragraph 3 (Optional) Conclusion 5-10% Introduction Sentence 1 : Introduction the topic with a general statement relevant to the issue (basic sentence or whether structure along with remains controversial phrase) E.g. The issue of using discipline in teaching children remains controversial Sentence 2 : About two opposing views (use while structure) Ex : Some people believe that ... while others claim that ... Sentence 3 : Show the view Argumentative type I am (strongly/absolutely/partly) convinced by the former/latter idea (that ...) from the following reasons I am of the former belief (that ...) for the following reasons I totally agree with the former/latter idea (that ...) for the following reasons Discussion type Both sides of the issue will be discussed in my writing My writing will analyse both sides of the issue Each idea has its own validity Examples Death punishment is removed in several countries. Some people argue that its existence is conducive to maintaining laws and orders of the society, while others believe that the unfairness to criminals might be an unexpected result of this policy. In my view, I totally agree with the first opinion for the following reasons. Cameras has been recently set up in several public places. Some people claim that this policy will have positive effects on the social security while others believe that the loss of personal freedom is a disadvantage of the existence of this device. In my view, I totally agree with the latter idea for the following reasons.

Body (Argument way Or counter-argument way)

Before writing a topic sentence _Sure about the idea _Vary your structures in the topic sentences _Make sure topic sentences in an essay do not _Dont list; dont give example in the topic overlap each other sentences _Follow three criteria : clear+formal+concise Good topic sentence Clear Formal Sign-post Do 1) First idea _Start with a noun-phrase and _First/Firstly/In the first place, <clause> use formal fixed phrases _The first benefit/drawback is <to do sth>/<is that clause> fluently /<is noun-phrase> Dont 2) Second/third/etc. idea _Avoid Verb-ing at the _Second/Secondly/In the second place, <clause> sentence and using words like _Third/Thirdly/In the third place, <clause> help/make /get/etc. _Finally/Lastly, <clause> Should _The second/third/final/last advantage is <to do sth>/<is _Add a synonym, a paraphrase that clause>/<is noun-phrase> _Put effect before reason _Noun-phrase is the second/final/last disadvantage _Use common complex _Furthermore/Moreover/ In addition/Equally structures important,<clause> _Turn Verb-ing into people 3) Notice _Start with words showing _Additional/What is more is not formal in writing degree Agree/disagree and its degree _Start with a sign-post 1) Benefit/Advantage/Upside _Have (a) positive/good influence/inpact(s) on sth _Have (a) great/significant/tremendous positive impact(s) on sth 2) Drawback/Disadvantage/Downside _Have (a) negative/unwanted/adverse effect(s) on sth _Have (a/an) appalling/catastrophic/disastrous <consequence(s) to>/<effect(s) on> sth Who/what is mentioned 1)Rule: diversify the objects mentioned by using synonyms 2)Negative: victims /patients /addicts /abusers /sufferers ... 3)Neutral and positive: _Learners/users/owners /watchers /viewers /players ... _The old/the young/children /teenagers /adolescents /adults /parents /couples ... Examples for a good topic sentence Ex1: Watching television, first of all, has negative effects on peoples health (synonym) The <habit of >/<addiction to> watching television, first of all, has negative effects on peoples health (people) Television addicts may also suffer health problems (sign-post) Another disadvantage of watching television is to adversely affect peoples

health (effect before reason) Peoples health deterioration is another drawback of watching television too much. (complex structure) When people watch television, they may also suffer health problems. Ex2 : First of all, the habit of listening to music is (beneficial for)/(conducive to) peoples imagination = Another advantage of listening to music is to develop/enhance/improve/boost/increase peoples imagination = Peoples imagination development is another benefit of listening to music = (words of degree) Its also possible that listening to music (is beneficial for)/nurtures peoples imagination = (people) Music listeners may also expand/cultivate their imagination = (complex structure) Equally important, when people listen to music, they may also enhance their imagination Ex3 : <for each point, use a new way to write a topic sentence> _(sign-post) The first benefit of watching television is to greatly enrich peoples knowledge _(effect as the subject) The improvement in communication skill is another advantage of television viewers _(people as the subject) Finally, watchers can enjoy recreational and interesting moments through different television programs Ex4 : First of all, a huge amount of investment in science teaching may have negative effects on students psychology (effect as the subject) Students psychology may also put in danger by this policy (words of degree) Its quite possible that (a huge amount of investment in science teaching)/(this policy) is responsible for negative effects in students psychology (sign-post) The first drawback of this decision in science teaching is conducive to students negative feelings (people) Student may also undergo negative effects due to this policy (complex) Equally important, when a large proportion of money is invested in science teaching, students psychology might be negatively effected Ways to give examples for supporting ideas Real life examples (nation, famous people, etc.) _A case in point/a stark example/a telling example Ex: Japan is a stark example of the nation which prioritizes education over other issues, moreover, it has risen to the top of the world, despite its severe lack of natural resources. Scientific studies _Facts has shown that/the fact is/it is reported that/according to/based on/ Historical development (from the past to present) _For instance/for example/to illustrate/to exemplify/lets take ... as an example

Counter-argument way
Steps to creat a counter-argument in argumentative/discussion/cause-effect essays 1. Understand the opposing idea clearly: its strengths and weaknesses 2. Acknowledge its strengths 3. Attack its weaknesses: showing how unreasonable it is in other cases by giving

examples or questioning or comparing and contrasting (with more supporting ideas) Cch khai trin 1 essay phn bin (counter-argument) Introduction : <nu quan im ca mnh> Body : Paragraph 1 : <phn bin 1> Paragraph 2 : <phn bin 2> Paragraph 3 : <phn bin 3> (Optional) Conclusion : <khng nh li quan im ca mnh> Cch khai trin 1 paragraph phn bin 1st sentence : <to phn nn v nu topic sentence ca quan im i lp> 2nd sentence : <nu v tha nhn 1 supporting idea mnh ca n> 3rd sentence : <to m chuyn tip v nu idea 1 tn cng vo ch yu> 4th sentence : <nu idea 2 tn cng vo ch yu khc, h gc> 5th sentence : <kt lun cu topic sentence quan im ca mnh> Ngn ng s dng trong phn bin Pattern ch ng Trc khi a ra topic sentence ca quan im i lp : first(ly); second(ly); etc. Trc khi a ra sup. Idea cho quan im i lp : as a consequence (of); by dint of; etc. Trc khi a ra idea 1 tn cng ch yu : however; nevertheless; unexpectedly; unfortunately; paradoxically; the sad truth is that ... etc. Trc khi a ra idea 2 tip tc tn cng : besides; in addition; moreover; etc. Pattern m trc khi lp lun Trc khi dn vo topic sentence ca quan im i lp, khng c nhn mnh qu. S dng cc pattern sau lm nn: It is, first/second, believed that ... It is, first/second, argued that ... (Generally,) it is true that ... The possibility is that ... It is likely that ... The chance is that ... It is possible that ... It might be true that ... It is probable that ... This argument may be partly true The likelihood is that ... that ... The probability is that ... (Probably/Possibly/Perhaps,) it It is partly reasonable that ... may be true that ... Trc khi lp lun tn cng ch yu, to nn mnh hn It is undeniable that ... Undeniably / Irrefutably It is irrefutable that ... / Undoubtedly /Indisputably, facts It is undoubted that ... have shown that ... It is indisputable that ... The (undeniable) truth is that ... It is highly likely/possible that ... There is no denying that ... It cannot be denied that ... It cannot be refuted that ... It cannot be negated that ... There goes without saying that ... An example of a counter-argument paragraph It is, first, believed that this policy can bestow economic benefits upon people involved. It might be true that as a result of being hired, the jobless earns a living to take care of

themselves while companies make use of new staff to maximize their output. However, it is irrefutable that hardly can main staff feel satisfied with reduced salary, owing to fewer working hours. Another reason is that no sooner have the unemployed taken over tasks than the organizations are more likely to see a reduction in productivity, and invest a huge amount of money to retraning them, due to their lack of necessary skills and knowledge for jobs. In other words, more financial drawbacks are seen in this policy for those concerned. Application of a counter-argument way in discussion/argumentative paragraph Discussion type Pht trin paragraph theo quan im ng , quan im phn i ( nhn mnh 2 quan im nh nhau; di on vn bng nhau; topic sentences phi tng ng nhau; etc. ) Thay cc patterns tn cng khng tri hn cn bng nhau Trong cu kt 1 paragraph, th hin s cn bng. Ex: In the other words, both economic pros and cons are seen in this policy for people involved. Argumentative type Topic sentence : It is, first, claimed that ... Supporting idea : (It is possible/likely that)/(The chance is that) as a result of ... , ... Idea 1 (against) : It is undeniable that by no means ... Idea 2 (against) : Another reason/point is that (no sooner ... than ...)/(not until ... ) /(only after ...) Concluding sentence : In a word, it is ... that ...

Conclusion
Signal patterns In conclusion, All in all, To conclude, All things considered, To sum up, To recap, To summarize, Tm li chnh + Nu ln quan im ca mnh nu l argumentative type; nhn nh c hai quan im nu l discussion type. Ex : _I strongly believe that ... _I totally/completely agree that ... _Both ideas have their (advantages and disadvantages)/(pros and cons) Examples _All things considered, I am fully persuaded by this policy since behind the firm discipline is the formation of good behaviour in children, a disciplined academic environment and a crime-free society. _In conclusion, both parents and teachers are of the same importance in childrens learning success, with the former having their unconditional love, proud family tradition and the latter bestowing knowledge and a favorable academic environment. _All things considered, both families and teachers have the same role in childrens success while the former may offer them unconditional love and inspire them with their proud tradition, the latter are able to equip them with a wealth of knowledge and create

an ideal environment to shorten the path to achievement for children.

Graph-Table-Diagram Writing
Introduction 1-2 sentences Body Overview 1-2 sentences showing the main trend dominating the entire chart Comparisons 3-6 sentences reporting main features and making relevant comparisons Conclusion 1-2 sentences

Graph-Table-Diagram Writing Patterns

Start the overview It is clear that ... At the first glace, it is notable that ... Overall, As can be seen from the graph, In general, The general picture is ... The overview is ... Comparisons Be equal to Be equivalent to To correspond to Be the same as To match To follow a parallel pattern To overtake To outnumber To exceed To surpass Be far higher than Be three times higher/lower than To tripple To quadruple To have higher/lower figures than Be more pronounced than Analyse comparisons For example, To illustrate, For instance, To specify, Specifically, To be more specific, To be clearer, Show similarity Likewise, Similarly, follow the same pattern as follow a similar trend to Show contrast relation However, Nevertheless, Meanwhile, whereas while unlike by contrast despite by comparison in spite of although Show the noticeable features Interestingly, The most striking feature is ... Only in/at (inversion structure) Ex : Only in 1945 were the numbers of cars in both countries equal at about 45,000 Conclusion In bieft, On the while, In conclusion,

 Language of trend Upwards (to) increase, (to) rise, to go up, to climb from ... to ..., Downwards (to) decrease, (to) fall, (to) drop, to go down from ... to ..., Stable To stabilize at ..., to remain/stay stable/constant/unchanged at ..., Erratic To fluctuate around/(from ... to...), Highest point To reach a peak/top of <no.>, Lowest point To hit a low of<no.>, For future tense It is predicted/forecasted/estimated/planed that ... <Subject> be predicted/forecasted/projected to do sth Ex : The price of meat is predicted to rise gradually in 2040 = It is predicted that the price of meat will rise gradually in 2040 Pie chart To make up for<%> To account for<%> To be responsible for<%> To hold the first rank with<%> To rank second with<no.>

Notice
Lu v th ng t Th ca chart l qu kh => chia th qu kh Th ca chart khng xc nh => chia th hin ti Th ca chart l tng lai=> chia th tng lai kt hp s dng cc partterns Lu v ni dung Focus on comparison and contrast relation Focus only on 2-4 kinds of data Tng s cu t khng c qu 12 cu v 200 t. Vt qua b tr 25% score. Lu s t, s nhiu Khng c thm S sau thousand/percent/million/etc. nu c s c th i km Nu ko c s liu c th, phi thm S The amount/number of ... + <Singular-Verb >