Any student that needs a Band 7 or higher can listen and memorize this 3 step system, today.
Did you know you could listen and memorize a system, that instantly improves your grade?
Also, did you know there are just 3 simple steps, with over 27 examples of how they are used?
Imagine been given a list of universal, high scoring essay plans that instantly improve your essay.
Hardly any students know about these plans, but if they are writing a lot they may accidentally find some, however, that is unlikely.
Also, if the idea of working hard and writing essays offends you ..please stop reading this now.
However, if you have dreamed about simple explanations for high scoring essays then this is probably the most exiting letter you will ever read.
Too many students don’t have a clue what to write, never mind where to write it.
This guide contains the most frequent and useful essay plans to instantly write clear coherent essays -it even includes a free essay correction TO GUARANTEE YOU IMPROVE.
Having a detailed guide will reduce your study time drastically.
First you memorise the plan, then apply it to your task two question, it’s really quite simple, but incredibly effective.
Basically, you learn the structures that score you points and writing a clear, coherent essay becomes effortless.
Why bother trying to invent a high scoring introduction? Just follow the plan, save valuable time, and get started…immediately.
There are 3 introduction ‘plans’ that immediately impress the examiner, they start your essay the best way possible. You simply memorise the structure and adapt it to whatever topic is.
Then there are 4 plans for the body paragraphs, – ranging from opinion essays to contrasting an argument. Memorize all 4 and be confident on exam day.
The essay almost writes itself.
No More Frustration! Confusion disappears!
Do you think you could memorise 4 solid essay plans and apply them in the exam?
Do you have around 40 minutes to listen to the instructions in the guide, and then start writing?
Not only this, there is also an opportunity to test how well you use these sentences once you have learned them.
HOW CAN I BE SURE THIS GUIDE WORKS?
Unlike other guides, with mine you have your essay checked. You get feedback, you discover your errors and know exactly what to study – this is essential if you want to improve.
”Because of your Sentence Guide, I was able to pass today with a Band 7! Thank you so much for all your hard work Ben…you have no idea how much you are helping us out’ – Lee.
‘I passed the test today! Thanks to you. I bought your Sentence Guide and it was VERY helpful’ Mary.
‘Thanks a lot for making this, it easy to follow. Thank you Ben, you are much supported’. Anya
”Your guide helped me a lot, I only prepare in one week and start your guide week before the test, I passed. I will recommend you to other test takers’ – Keshab.
”The guide is perfect. Exactly what I needed. I have printed it and use it on the bus and train. I look forward to more work, thank you’. – Carolina.
On a Saturday afternoon, not too long ago, after writing my sixth essay of the day I realised that all of the essays had something in common. After writing another 57 essays I found that I could write essays just using these sentence structures and phrases.
I have been teaching this method now for about a year and slowly perfecting it, finally I have it down to 4 powerful universal plans. My students listen to the guide, memorise the instructions (which aren’t difficult), then follow a step by step system to quickly produce band jumping essays.
- You have email support at every step.
- You learn the number one rule that absolutely must be observed for every IELTS student to write a truly band jumping essay.
- Discover the silly mistakes 90% of all IELTS students make while writing an essay and how to quickly learn the ‘inside’ secrets of the high scoring 10%.
- The ‘8 minute secret’ that can turn your essay around immediately (it’s so simple you will kick yourself for not thinking of it).
- Why studying alone will do very little to improve your grade.
- How to ‘start-up’ your writing brain when you have ABSOLUTELY NO IDEA what to write. – NO MORE STARING AT BLANK PAGES thinking what to write.! – Guaranteed!
- How to increase the score of every single essay you write.
- What is the most important component of an essay.
- 4 Rock solid plans you can use for the most important part of the essay.
- How to write a Band 7 essay even if you have never written an essay before.
- The single biggest mistake most students make when writing the task 2 essay…and how to avoid it.
- How to practically guarantee your essays get full points for Task Response and C & C.
- A secret technique to improve your score by at least 10% on exam day.
- Why you must use these types of examples in every essay you write.
- It has plans that most students have never used before. But it doesn’t just list them, it tells you how to use them! It tells you where to use them (introduction, paragraph 1)….you then get your essay corrected.
Although this Essay Guide can save over 30 hours of study it is priced at only $39.00. Remember: there is work involved, you must write the essay(s) and get it checked.
For an introduction on how to start IELTS Writing Task 2 click here: dichvugiadinh.info/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
Click to read transcript
Ben: Hi there, guys. This podcast is all about improving your writing. Maybe you can write okay, but okay isn’t good enough if you want a band 7, 8 or 9. What you need to be doing is using more advanced structures, and it needs to be more coherent. So we’re going to look at ways you can improve it, and then after we look at the negative constructions, we’re going to look at some formal writing tips, okay?
Do you know why I’ve been very busy? I did a course with Stanford, with Stanford University. Well, actually, I did an online course at Stanford University, the free one, which you can do at coursera.org. I definitely recommend that for anybody, especially if you’re in with sciences. Lots of courses there all published by the major universities. You’ve got Stanford, Duke University, you’ve got lots, and then there’s – I think it’s edX as well with free courses from Harvard and California MIT, as well. So definitely check those, and the great thing is, you can study in English as well, which is a bonus. Some of my students have been doing it, and they’d seen big improvements with their English.
Anyway, I’ m on today’s subject. Today, we’re just going to look at one of the components the teacher taught in the course I did, and what it does, it makes your writing more concise. It makes it more succinct because you can basically say more with less words, okay? Because what we got to understand when we’re writing academically and we’re writing professionally is that lots of students suffer from being wordy.
That means they say a lot of words when less can communicate exactly the same thing. I’ve been describing it for the last couple of weeks as though we’re taking like five liters of tomato juice and really reducing it down to a concentrated tomato paste, and I’ll give you an example, okay? All the downloads are going to be available at the website, so you’ll have to go over there, and you can get the PDFs for this because it makes it a lot easier.
For example, in our essay, we’ve got a sentence and it says, “The government has not got infrastructure that is suitable,” okay? We can say this so it means exactly the same but with less words. What we’d say is, “The government lacks infrastructure that is suitable,” and we’ve reduced it to five words. It means exactly the same. And if we can reduce it to less words, we can say more. The essay’s got more impact, you know? And it’s easier to read. “The government has not got,” yeah? “The government lacks infrastructure.” That is suitable, all right?
So another example. “It is argued it is not logical to learn English just solely from a book,” okay? Now, here, the teacher taught us that what we can do is get the negative construction and use the Latin verb, which in this case would be “logical”, get the main verb with its negative construction, and then we use the negative version, so we could say, “It is argued it is illogical to learn English just solely from a book.” Can you see that? We say, “It is argued it is illogical,” instead of saying, “It is argued it is not logical,” okay? And once again, we reduce the words, we show more vocabulary, and we pick up points.
And another thing, okay, which you got to be aware when you’re looking at your essay, is if you’re saying words that are just repeating themselves. In this case, “It is not logical to learn English just solely from a book.” Just solely from a book, you might as well say, “One or the other,” because saying both is a bit pointless. So we could say the end sentence would be, “It is argued it is illogical to learn English just from a book,” and we reduced the sentence by a few words, and it becomes more concise, more succinct, and going back to that tomato sauce, instead of five liters of tomato juice, we’ve got 50 grams of concentrated tomato sauce, all right?
The next sentence: “Those students who cannot organize their study time efficiently in the time allocated will always suffer really bad consequences.” Now, we can basically say all this in nine words, okay? I’ll say it again. “Those students who cannot organize their study time efficiently in the time allocated will always suffer really bad consequences.” Now, of course if you’ve got the PDF in front of you, it’s going to be a lot easier. So go over to the website and get your hands on that, but I’ll just explain what we can do here, okay? So we’ve got those students who cannot organize their study time, okay? Possibly, we could just cut those and we could just say, “Students who cannot organize their study time,” all right? It’s more concentrated, and then we’ve got the negative structure, “Who cannot,” okay?
So once again, we can go to the Latin verb. The Latin verb for “cannot” is “able to” – or the Latin verb for “can” is “able to”, and the negative version of this is “unable to”. So immediately, we eliminate two words. We can say, “Students unable to organize their study time efficiently in the time allocated –” blah-blah-blah. Once again, we’ve got two words exactly the same words in the same sentence. Not a good idea. So what would be better would be, “Students unable to organize their study time efficiently,” we don’t even need study time because we’ve got students, so we could just say, “Students unable to organize their time efficiently,” then these last parts, “will always suffer really bad consequences.” We could just say, “Will be punished,” and we say more or less the same but with less words.
And I did go quite ruthless because I said, “Students unable to organize their time efficiently will be punished.” I did cut out “allocated” because it’s my assumption that it’s implied. If you’re organizing your time efficiently, we can get the similar message, too, in the time allocated, okay? This way, it is more concentrated and we’re saying the same with less, okay?
All right then, so just to summarize for those that are listening and don’t have the PDF, the first sentence was, “Those students who cannot organize their study time efficiently in the time allocated will always suffer really bad consequences.” I changed that to, “Students unable to organize their time efficiently will be punished.”
Now then, “Nobody was able to conduct an analysis of the blood in the office because the office had not enough pieces of equipment.” Okay, if you’re writing like this, stop. Print out your piece of paper, cut it up, and throw it in the bin. Now, if you’re writing like this, you need to really look at your writing and see if you can spot those negative constructions, try and find the negative verb, and try and avoid word repetition, and look for ways we can say the same but with less words, okay?
For example, here, we have, “Nobody was able to conduct an analysis of blood in the office.” Here, we have, “Nobody was able to,” and we can do the reverse of what we did last time, and we could say, “Nobody could conduct an analysis,” all right? And you’ve probably heard, I say “office” twice, which is a waste of words, basically, and what we could say is, “Nobody could conduct an analysis of the blood in the office.” That’s fine. And in the first version, I said, “Because the office had not enough pieces of equipment.” So we’ve already killed the office from the sentence, and then we say, “Had not enough pieces of equipment.” Well, first, we can get rid of pieces because it’s not relevant to this sentence, so we could just say “equipment”, and that’s fine, and we say, “Had not enough.” What we could say would be – or we’ve got a negative construction. We can look for the Latin verb that means something similar, which is “sufficient”. The negative form of “sufficient” is “insufficient”, and what we have is, “Because there was insufficient equipment,” all right? “Nobody could conduct an analysis of the blood in the office because there was insufficient equipment.”
Now, if we really wanted to go a bit further, we could say – which is a point I’m going to explain in the next podcast, would be, “Nobody could analyze the blood in the office,” yeah? And we change “conduct an analysis” with a noun. We change it into a verb and we say, “Nobody could analyze the blood in the office because there was insufficient equipment,” okay? And we’ve reduced a lot in the sentence. It’s easier to read and it’s less wordy, so we can put in more information for the same amount of word.
The next one, “We were not unable to decide to do the necessary research needed.” Horrible sentence. This one is printing out and burning. What I’d say with this one is, “We were not unable to decide.” So if we were not unable – two negatives make a positive. “We were able to decide,” and we can also reduce – we can get rid of the verb “to be”, and we can just say, “We could decide to do the necessary research needed,” and you’ve probably guessed – I hoped so anyway, that we can also eliminate one more word from that sentence. From that sentence, it would be, “either necessary or needed”. So the final sentence would be, “We could decide to do the necessary research,” okay? And yeah, once again, it’s saying exactly the same. We’ve probably reduced it by about three or four words, and it gives us more space to communicate another point, okay? And it’s easier to read.
So you’re going to get points for coherence. This is a million times more coherent than, “We were not unable to decide to do the necessary research needed.” That’s a mess. That’s a disaster compared to that beautiful concise structure: “We could decide to do the necessary research.”
Okay, now, this is the final one, all right? At the beginning, we said one possible alternative in certain sentences would be instead of saying, “Does not have,” we could say, “Lack,” okay? For example, “The government does not have resources,” “The government lacks resources.” Well, another way we could say similar – for example, in this essay and this sentence: “The local government did not invest in the community for six years.” We could say, instead of “did not”, which isn’t the most sophisticated structure, we’re not going to get many points for that. What we could say to show the examiner good vocabulary, good grammar range, we could say, “The local government failed to invest in the community for six years.” If you failed to do something, it means you didn’t do it, all right? So two alternatives there. We’ve got “lack” as a verb and “failed to” or “failed to”, and of course, changing the negative construction and trying to use the negative verb, okay?
Now, a few points for formal writing. One, never use “get”, “please”. “Get” is wonderful for spoken English, but never use it in your formal writing. Use the Latin version, okay? Use the Latin equivalent. For example, “I got a car,” we could say, “I obtained a car,” instead of – let’s see. “He got a prize yesterday.” “He achieved a prize,” and the same for purchase. It’s the same for buy. “I got a sandwich.” We could say, “I bought a sandwich,” or we could even say, “I purchased a sandwich,” okay?
So stay away from the spoken forms. Stay away from contractions because there it’s more for informal/semi-formal writing, and mainly for speaking, okay? So we don’t use “get”, we don’t use contractions, try to avoid negative constructions if you can, try and use the negative verb.
This was the first part of a three-podcast series. In a week or two, the second podcast will be available, but if you really want to get a deeper understanding of this and you really want to see the examples in front of you, which is a great way to improve your English because you can hear the words, you can hear the sounds, associate them with the words in front of you, and then it’s just easy to understand if you can actually see sentences instead of trying to hear the sentences, trying to picture the sentences.
Yes, if you want the PDF, go over to IELTS Podcast, and if you sign up – when you sign up, you can get all the information and that extra podcast about the interview I did with the ex-IELTS examiner, okay? So go over to dichvugiadinh.info, sign up, leave your e-mail, and yeah, enjoy the podcasts.
Thanks for listening to dichvugiadinh.info.