STRUCTURES & VOCABULARY FOR GRAPHS WITH TRENDS

How to paraphrase the graph title for the introduction:

Use these 05 steps for line graphs, bar charts, pie charts, and tables:

1. What type of chart. Never keep the word BELOW in the title.

2. Replace the verb in the title with “indicate”, “compare”, “illustrate”. This verb

must always be in simple present and agree with the subject.

3. Depending on the unit of measurement, choose:

● the number of + plural noun (the number of students/ the number of books)

● the amount of + uncountable noun (the amount of oil/ the amount of energy)

● the proportion of + any noun (the proportion of men/ the proportion of food)

4. Use a relative clause to modify the noun in step 3. Remember to change the

noun in the title to a verb to use in the relative clause. (e.g. food production -->
the amount of food which was produced)
5. Mention space and time (when provided)

How to write the overview:

*** IMPORTANT NOTE: You must NEVER mention figures in the overview. Also, the
overview must not be too detailed because showing details is the job of the body
paragraphs. Don't use generic words like 'change' in the overview because you must
show what the change is (upward/downward trend).
When the graph(s) show trends over a long period of time:

Upward trend:

● Overall, more subject + verb.

E.g. Overall, more students enrolled in these three universities.

● Overall, subject + becomes/ became more popular/ more prevalent/ more

common/ more favorite.

E.g. Overall, these three universities became more common among applicants.

Downward trend:

● Overall, less/ fewer subject + verb.

● less + uncountable noun - fewer + plural noun.

E.g.1. Overall, less electricity was produced during the period in question (= during the
period that is showed in the graph)

E.g.2. Overall, fewer men and women read printed newspapers.

● Overall, subject + becomes/ became LESS popular/ LESS prevalent/ LESS

common/ LESS favorite. (the list of adjectives here is not complete)

E.g.1. Overall, the power industry became less productive.

E.g.2. Overall, printed newspapers became less popular among men and women in this
country.
Both trends:

● Overall, more subject + verb while [subject] follow(ed) the opposite pattern/

follow(ed) a different pattern.

E.g. Overall, more customers contacted the tourist office via email while the records for phone
calls and direct visits followed the opposite pattern.

When the graph(s) compare figures over two/ three years or only in one year:

Highest figure:

Overall, subject + verb + most noun.

Overall, subject + be the most common/ popular/ favorite + noun.

*** this list of adjectives is not complete.

Overall, subject + occupi(ed) the largest share among + noun.

*** this structure is ONLY used for pie charts.

E.g. Overall, Japanese households spent most money on food.

Overall, food was the largest expenditure in Japanese households.

Overall, food occupired the largest share among all household expenditures in Japan.

What to write in a body paragraphs:

Format of the body of a graph/ graphs that compare figures over two/ three years or only in
one year:

Sentence 1: Point out the highest figure of the first year, using this structure:

Clause (figure) , making it Phrase (superlative).

E.g. In 1967, each citizen in the UK released 9 metric tonnes of carbon dioxide, making it the
country with the highest amount.

Sentence 2: Point out the second highest figure of the first year, using one of these
structures:

This is/ was followed by (subject) with {difference} less/ fewer.

E.g. This was followed by Sweden with 2 metric tonnes less.

And in case you want to point out the third highest figure (when there are 5-6 figures
to compare in the first year), continue the previous sentence about the third highest
figure with this relative clause:

which in turn exceeds/ exceeded (subject) by {difference}.

(“which” here refers to the second highest figure)

E.g. This was followed by Sweden with 2 metric tonnes less, which in turn exceeded Italy by 3
metric tonnes.

Sentence 3: Point out the lowest figure of the first year, using this structure:

Clause (superlative) , proven by (figure)

E.g. People from Portugal were least likely to release carbon dioxide, proven by a mere 4
metric tonnes.

Sentence 4 onward: Depending on what can be noticed among the other figures:

Point out the range of other figures (beside the highest, the second highest, and the
lowest):

● The corresponding figures for {subject} range(d) from (low figure) to (high

figure).
● The corresponding figures for {subject} hover(ed) around (approximate

figure).

E.g. The corresponding figures for bus, train, and trams ranged from 300,000 to 450,000
passengers every day.

Point out the similar figures (if any):

● There are/were as many/ as much (noun 1) + relative clause + as (noun 2)

E.g. There were as many boys who played badminton as girls.

There was as much electricity which was produced from oil as the amount by coal.

Point out figures with special comparison (x2 or x3 times as much):

● Clause (figure), which was twice/half as much as (noun).

E.g. Households in Malaysia spent 20% of their money income on accommodation, which was
half as much as the budget for food.
*** Alternative structures for THE HIGHEST FIGURE:

● At [figure], subject + leads/ led the chart when it comes to + noun phrase.

E.g. At 20,000 participants, soccer leads the chart when it comes to female
participation of all sports.

*** Alternative structures for THE SECOND HIGHEST FIGURE:

Continue the previous sentence for the alternative of the highest figure with:

● ....., which is/ was {difference} more than (noun phrase).

E.g. At 20,000 participants, soccer leads the chart when it comes to female
participation of all sports, which was 5,000 more than the number of girls playing
tennis.

*** Alternative structures for THE LOWEST FIGURE:

● The lowest + noun + is/was reported among (noun phrase) with [figure]

E.g. The lowest participation is reported among girls playing hockey with 4,000 people.

You must describe trends by categories. For example, in a graph with four lines or
four categories of bars, you must describe ALL the changes in line/ bar category
number 1, then move on to the other lines/ bar categories.

Structures to describe trends:

 ● Subject + Verb (trend) + Adverb (degree) + figure + time.

Note: All trend verbs must be used in active voice, so never put “be” in front of them.

● There + be + a + Adjective (degree) + Noun (degree) + figure + [in subject] +

time.

Note: You can omit [in subject] if the subject has been mentioned in the previous sentence to
avoid repetition.

● Time + witness/ experience/ show + a + Adjective (degree) + Noun (degree) +

[in subject] + figure.

Note: “Time” must be a noun phrase, so not “In 1967” but “The year 1967”; not “From 1967
to 1997” but “The period from 1967 and 1997” or “The next 30 years”.

E.g. The proportion of money spent on household bills increased noticeably by 20% in
the next two years.

= There was a noticeable increase of 20% in the proportion of money spent on

household bills in the next two years.

= The next two years witnessed a noticeable increase of 20% in the proportion of
money spent on household bills.

You must also point out any changes in the order of the figures in the last year
compared to how they are in the first year.

Some useful phrases to point out the changes in the order:

 ● ......., remaining in its leading position.

● ......., ending up as (the second/ third most favorite/ most popular/ most

common - noun) with [figure]

● ......., becoming (the least favorite/ least popular/ least common - noun) with

[figure]

VOCABULARY TO DESCRIBE CHANGES – “TREND LANGUAGE”

VERBS & NOUNS OF TREND

Trends Verb form Noun Form

Increase rise / increase / grow a rise / an increase/ a

growth

Decrease fall / decrease / decline / a fall / a decrease / a

drop / reduce reduction / a decline/ a
drop

Steadiness level(ed) off / remain(ed)

stable / stabilize(d) stability

Rapid ups and vary / fluctuate variation/ fluctuation

downs
*** IMPORTANT NOTES:

All of the verbs in this table MUST BE USED IN THE ACTIVE VOICE.

Never put prepositions UP and DOWN after the verbs of the first two rows.

(e.g. rise up, fall down --> WRONG)

Don't use extreme trend verbs such as PLUMMET or ROCKET.

Also, don't use FALSE SYNONYMS such as ASCEND, DESCEND, INCLINE, OSCILLATE. Always confirm with
a reliable dictionary before you replace a known word with its synonyms.

ADJECTIVES & ADVERBS OF DEGREE

Type of Change Adverb form Adjective form

A big change dramatically / drastically / dramatic / drastic/ sharp /

sharply / steeply/ steep/ exponential
exponentially

A change over a moderately / gradually / moderate / gradual /

long period of progressively / progressive / consistent
time consistently

A medium noticeably/ considerably noticeable/ considerable

change
A small change slightly / marginally / slight / marginal / mild /
mildly / negligibly negligible

MODEL ANSWER:
The pie charts break down the proportion of the budget of a school in the UK which
was allocated to five different categories in three specific years - 1981, 1991, and
2001. As can be seen from the graphs, this school was most likely to spend money on
teachers’ salaries.

In the first year, 40% of the school budget was used to pay teachers, followed by the
salaries for other workers with 12% less. This institute allocated as much money for
resources such as books as furniture and equipment with 15% each. Insurance cost
the least amount of money, proven by a modest 2%.

The next two decades witnessed a noticeable increase to 50% in teachers’ salaries
and a minor fall to 45% in 2001, remaining in the leading position. The budget
allocation for resources mirrored the changes of teachers’ salaries but with a more
significant drop of 11% from 20% in 1991, becoming one of the lowest expenditures at
the beginning of the 20th century. On the other hand, furniture/equipment-related
expenses followed the opposite pattern with the aforementioned two, dropping by
two-thirds at first yet recovering drastically to almost a quarter of the school’s
spending. While there was a gradual rise in insurance payment to 8% in 2001, the
opposite was true for other workers’ salaries, ending up at nearly half as much as the
initial figure.

STRUCTURES & VOCABULARY FOR GRAPHS WITHOUT TRENDS

How to paraphrase the graph title for the introduction:

Use these 05 steps for line graphs, bar charts, pie charts, and tables:
 1. What type of chart. Never keep the word BELOW in the title.

2. Replace the verb in the title with “indicate”, “compare”, “illustrate”. This verb

must always be in simple present and agree with the subject.

3. Depending on the unit of measurement, choose:

● the number of + plural noun (the number of students/ the number of books)

● the amount of + uncountable noun (the amount of oil/ the amount of energy)

● the proportion of + any noun (the proportion of men/ the proportion of food)

4. Use a relative clause to modify the noun in step 3. Remember to change the

noun in the title to a verb to use in the relative clause. (e.g. food production -->
the amount of food which was produced)
5. Mention space and time (when provided)

How to write the overview:

*** IMPORTANT NOTE: You must NEVER mention figures in the overview. Also, the
overview must not be too detailed because showing details is the job of the body
paragraphs.

When the graph(s) compare figures over two/ three years or only in one year:

Highest figure:

Overall, subject + verb + most noun.

Overall, subject + be the most common/ popular/ favorite + noun.

*** this list of adjectives is not complete.

Overall, subject + occupi(ed) the largest share among + noun.

*** this structure is ONLY used for pie charts.

E.g. Overall, Japanese households spent most money on food.

Overall, food was the largest expenditure in Japanese households.

Overall, food occupired the largest share among all household expenditures in Japan.

What to write in a body paragraphs:

Format of the body of a graph/ graphs that compare figures over two/ three years or only in
one year:

Sentence 1: Point out the highest figure of the first year, using this structure:

Clause (figure) , making it Phrase (superlative).

E.g. In 1967, each citizen in the UK released 9 metric tonnes of carbon dioxide, making it the
country with the highest amount.

Sentence 2: Point out the second highest figure of the first year, using one of these
structures:

This is/ was followed by (subject) with {difference} less/ fewer.

E.g. This was followed by Sweden with 2 metric tonnes less.

And in case you want to point out the third highest figure (in case there are 5-6 figures
to compare in the first year), continue the previous sentence about the third highest
figure with this relative clause:

which in turn exceeds/ exceeded (subject) by {difference}.

(“which” here refers to the second highest figure)

E.g. This was followed by Sweden with 2 metric tonnes less, which in turn exceeded Italy by 3
metric tonnes.

Sentence 3: Point out the lowest figure of the first year, using this structure:

Clause (superlative) , proven by (figure)

E.g. People from Portugal were least likely to release carbon dioxide, proven by a mere 4
metric tonnes.

Sentence 4 onward: Depending on what can be noticed among the other figures:

Point out the range of other figures (beside the highest, the second highest, and the
lowest):

● The corresponding figures for {subject} range(d) from (low figure) to (high

figure).
● The corresponding figures for {subject} hover(ed) around (approximate

figure).

E.g. The corresponding figures for bus, train, and trams ranged from 300,000 to 450,000
passengers every day.
Point out the similar figures (if any):

● There are/were as many/ as much (noun 1) + relative clause + as (noun 2)

E.g. There were as many boys who played badminton as girls.

There was as much electricity which was produced from oil as the amount by coal.

Point out figures with special comparison (x2 or x3 times as much):

● Clause (figure), which was twice/half as much as (noun).

E.g. Households in Malaysia spent 20% of their money income on accommodation, which was
half as much as the budget for food.

*** Alternative structures for THE HIGHEST FIGURE:

● At [figure], subject + leads/ led the chart when it comes to + noun phrase.

E.g. At 20,000 participants, soccer leads the chart when it comes to female
participation of all sports.

*** Alternative structures for THE SECOND HIGHEST FIGURE:

Continue the previous sentence for the alternative of the highest figure with:

● ....., which is/ was {difference} more than (noun phrase).

E.g. At 20,000 participants, soccer leads the chart when it comes to female
participation of all sports, which was 5,000 more than the number of girls playing
tennis.
*** Alternative structures for THE LOWEST FIGURE:

● The lowest + noun + is/was reported among (noun phrase) with [figure]

E.g. The lowest participation is reported among girls playing hockey with 4,000 people.

MODEL ANSWER:

The table shows how people in different age groups spent their leisure time in Someland.

The table indicates the amount of time, measured by hours, which is spent on
recreational activities by citizens from seven age brackets in a year in Someland. As can
be seen, watching TV or videos is the pastime that people across all age groups enjoy
doing.

Teenagers and senior citizens over 70 years old use over 1000 hours annually for TV
and videos, making them the groups that are most interested in this activity. The
corresponding figures for the other five groups range from 400 to 700 hours with less
time spent when people age. In general, citizens in this country much prefer socializing
with a smaller crowd to doing so with a group of four or more. The only exception of
this tendency can be witnessed among teens and those in their 20s who spend more
than twice as much time with a big group. The same pattern repeats when it comes to
exercises in which more respondents favor individuality over groups apart from the
younger respondents up to the age of 30s. Noticeably, the elderly over 60 years of age
are no longer keen on group exercises, but the oldest group do as much individual
workout as the youngest (150 hours). As for cinema-going, despite the exception of
the 60- and 70-year-olds, the older people get until they reach their 50s, the less time
they have for this hobby.

PROCESS DIAGRAM - USEFUL LANGUAGE

Introduction for a diagram:

● The diagram demonstrates the steps and essential equipment to produce/

make/ manufacture [the product]
Overview for a diagram:

● As can be seen from the illustration, this is a multi-stepped and technically

advanced process with the use of specialized machinery and certain amount
of human labor.

--> Suitable for a diagram that shows machinery

● The initial notion of the illustration reveals that this is a simple process with
heavy reliance on human labor and limited use of modern equipment.

--> Suitable for a diagram that shows human labor

SIGNPOST LANGUAGE FOR DIAGRAMS

THE FIRST STEP:

● Firstly, / Initially, / In the beginning, / To begin with, + clause

● The first step is when + clause / The first step is + V-ing
● The production starts/ commences/ begins when + clause

E.g. Firstly, tea leaves are hand-picked.

The first step is when tea leaves are picked by hand.

The first step is picking tea leaves by hand.

The production commences when plantation workers pick tea leaves manually.
THE FOLLOWING STEPS:

● Next, / After this, / Afterward, / Following this, + clause

● At the next phase of the process, + clause
● The next step is when + clause/ The following step is + V-ing
● The process continues when + clause

E.g. After this, fresh leaves are dried under the Sun.

At the next phase of the process, fresh leaves are dried under the Sun.

The next step is when fresh leaves are left under the Sun to dry.

The following step is drying fresh leaves using heat from the Sun.

THE LAST STEP:

● Finally, /Eventually, / Lastly, / In the end, / In the last step, + clause

● The last/ final step is when + clause/ + V-ing
● The process concludes/ finishes/ completes when + clause

E.g. Finally, tea packets are distributed to retailers.

The final step is when tea packets are distributed to retailers.

The process completes when tea packets are distributed to retailers.

OTHER COMPLEX STRUCTURES

After clause/ V-ing, clause

E.g. After being harvested mechanically, tea leaves are dried.

Having past participle, clause

E.g. Having been roasted at 350°C, cocoa beans have their shelves removed.

Clause where clause (relative adverb) ; have (object) past participle

E.g. After that, salmon are delivered to the factory where they have their bones
and skin removed.

MODEL ANSWER:

The diagram below shows how orange juice is produced

The diagram describes the industrial process of manufacturing orange juice. As can be
seen from the illustration, this is a multi-stepped and technically advanced process
with the use of specialized machinery and a certain amount of human labor.

The production commences when fresh oranges, after being harvested, are delivered
to a factory where they are washed thoroughly to get rid of any impurities. Following
this, they are transferred on a conveyor belt to a device to get their juice extracted,
leaving the solid waste that can be used to feed cattle. The fresh orange juice is then
packaged into bottles and ready to be purchased from retailers.

Another amount of juice that is not bottled at this stage is transported in a refrigerator
truck to another facility where the evaporation process takes place in order to remove
all water content in the juice to obtain its condensed form. After this, the orange
concentrate is canned in cylindrical containers and delivered to the warehouse where
they are stored in preparation for the next stage. At another factory, the concentrate
juice is diluted with water, packaged, and distributed to shops for consumption.

MAPS - USEFUL LANGUAGE

INTRODUCTORY EXPRESSIONS
 ● A comparison of the two maps reveals the extensive alterations happening to
(name of place) in (e.g. 10) years’ time starting in …

OVERVIEW

● As can be seen from the illustration, this town/ city/ institute/ area has
transformed beyond all recognition to become (more modern and
industrialized/ more suitable to promote tourism/ more environmentally
friendly/ better structured to accommodate the rising student body)
● Important note: After “become” in the overview is AN ADJECTIVE or A NOUN
PHRASE to describe how the place has changed.

USEFUL VERBS FOR TRANSFORMATIONS

TREES:

to be chopped down, to be cut down, to be cleared, to make way for, to make room for,
to be felled, to be planted

E.g. After 10 years, woodland area made way for dairy farms.

BUILDINGS:

there be + noun, to be situated, to be located, to be sited, can be found at

to be removed, to be knocked down (pulled down), to be cleared

to be put up, to spring up, to be constructed, to be built, to be erected,

to be renovated, to be restored, to be converted into, to be relocated

Notes:

the expressions of the first line are suitable to be used in the first body paragraph in
which you describe the locations of places

the expressions of the second, third, and last line are suitable for the second body
paragraph in which you describe the changes to the places mentioned in the first body
paragraph

E.g.

The wind turbines were sited about 20 miles offshore.

The government pulled down the industrial estate and developed a sports ground.

They removed the shops and replaced it with a skyscraper.

The factory was converted into apartments.

ROADS, HIGHWAY, RAILWAY LINES, RIVERS:

to run/cross | to be constructed/ built/ extended/ expanded/ removed.

Notes:

along (prep.) Along the road there is a garage.

run (v) = flow. The river runs through the whole area.

cross (v) The railway crosses the center of town further up the north.

E.g. The main road was extended and a new bridge built over the river.

FUTURE DEVELOPMENTS:

Subject is expected/planned/ projected/ suggested + to infinitive.

The university/ city authority/ gallery might + bare infinitive/ intends + to infinitive/
proposes + noun.

E.g.

A new pool is projected to be built adjacent to the existing one.

The sport center intends to build a new pool adjacent to the existing one.

The sport center proposes a new pool adjacent to the existing one.

HOW TO DESCRIBE LOCATIONS

You will also be expected to describe where things are maps and describe where
changes have occurred.

E.g. The forest to the south of the river was cut down.

The houses in the south-west of the town were removed.

The green fields to the north-west of the city were redeveloped as a park.

The school to the south-east was knocked down and a new one built to the east of the
forest.

MODEL ANSWER:

The maps show how the village of Stokeford changed between 1930 and 2010.
A comparison of the two maps reveals the extensive alterations happening to
Stokeford village in eighty years' time starting in 1930. As can be seen from the
illustration, this town has transformed beyond all recognition to become more
residential.

In 1930, the village lay on the eastern bank of River Stoke. The main street crossed the
village from South to North. The southern area was occupied by agricultural land. A
sizeable private property was located in the East with a large house and some gardens.
Towards the north from the private property, there were a primary school, more
farmland, and some family houses. Across the street from these were more houses, a
post office, and shops.

Eighty years later, all farmland was cleared to make room for urbanization. New roads
were built and connected to the main road, all of which were now dotted with houses.
The mansion was converted into a retirement home, and the primary school was
expanded in size while the post office stayed the same. Villagers keep the bridge
located at the northernmost of the area.

MULTIPLE GRAPHS - MODEL ANSWER

The pie chart compares the proportion of land in the world which was degraded by four
factors, while the table indicates the percentage of land in North America, Europe, and
Oceania that was affected by the same factors.

It is clear from the pie chart that overgrazing caused the most destruction to land
globally, and as can be seen from the table, there was more damaged land in Europe
than in the other two regions.

According to the pie chart, 35% of land was degraded by over-grazing, making it the
most destructive cause. This was followed by deforestation with 5% less, which in turn
exceeded over-cultivation by 2%. Other causes than these three were least likely to
degrade land, proven by a minor 7%.

A closer look at the table reveals that 23% of land in Europe was deteriorating, which
was almost twice as much as the record in Oceania and quadrupled the figure in North
America. Europe exceeded the other two regions in the area of degraded land by
deforestation (9.8%) and by over-population (7.7%). However, over-grazing caused the
largest loss of land in Oceania with 11.3%. Noticeably, deforestation did not affect
North America, nor did over-cultivation Oceania.

USEFUL EXPRESSIONS FOR A DISCUSSION ESSAY

INTRODUCTION: (2 sentences)

Sentence 1: Paraphrase the prompt with one of the following starters:

 ● Opinions differ when it comes to whether .............. or .................

(Paraphrase the two opinions and write between “whether” and “or)

Sentence 2: Thesis statement to state your viewpoint (which one you support):

● SUPPORT THE 2nd OPINION: While the first opinion is supported by many, I
personally believe that the other one makes more sense.
● SUPPORT THE 1st OPINION: Although there are reasonable arguments for
the second opinion, from my perspective, the other one makes more sense.

BODY 1: Discuss the opinion you DO NOT support.

● Argument 1: To begin with, people who are in favor of the first/second

viewpoint claim that (choose either “first” or “second” depending which one you
are discussing here)
● Argument 2: Another argument can be seen in the fact that …
● Argument 3: Last but not least, …

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

BODY 2: Discuss the opinion you DO support.

 ● Argument 1: On the other hand, I would argue that …
● Argument 2: Moreover, … (or Furthermore, or In addition, or Additionally, …..)
● Argument 3: The last issue worth mentioning is that …

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

CONCLUSION (1 sentence):

● Always start the conclusion with IN CONCLUSION, …..

● THESIS STATEMENT (paraphrased) + MAIN IDEA (summarized)

USEFUL LANGUAGE FOR CAUSES - SOLUTIONS ESSAYS

INTRODUCTION (2 sentences)

Sentence 1: Paraphrase the prompt with one of the following starters:

● One of the growing concerns in our modern world is the fact that …..

Sentence 2: State what the essay is about (these sentences work for ANY topic)

● There are a variety of possible reasons for this, but steps can definitely be
taken to tackle the problem.
BODY 1: TWO to THREE CAUSES:

● Cause 1: A number of factors may account for the matter at hand, but the
most plausible explanation lies in the fact that …
● Cause 2: Furthermore, this issue is attributable to the fact that …
● Cause 3: Last but not least, ....................

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

BODY 2: SOLUTIONS (from either the government or families/schools or individuals)

● Transition sentence: Initiatives can be implemented to improve this situation.

● Solution by the government: The Government/ authority needs to take steps
to … (AFTER “TO”, YOU HAVE TO USE A BARE INFINITIVE VERB)
● Solution by families: I believe that the change must start with families where
parents need to… (AFTER “TO”, YOU HAVE TO USE A BARE INFINITIVE
VERB)
● Solution by schools: Also, schools could play an important role in ….. (AFTER
“IN”, YOU HAVE TO USE A GERUND – V-ing)
● Solution by individuals: Fairly speaking, individuals should also act
responsibly to … (AFTER “TO”, YOU HAVE TO USE A BARE INFINITIVE VERB)
CONCLUSION:

● 2 sentences to restate the causes and the solutions.

USEFUL LANGUAGE FOR CAUSES - EFFECTS ESSAYS

INTRODUCTION (2 sentences)

Sentence 1: Paraphrase the prompt with one of the following starters:

● One of the growing concerns in our modern world is the fact that …..

Sentence 2: State what the essay is about (these sentences work for ANY topic)

● NEGATIVE EFFECTS:
● There are a variety of possible reasons for this, and it can have some adverse
impacts on society // and it gives rise to an array of issues // and an array of
problems arises from this complicated issue.
● POSITIVE EFFECTS:
● There are a variety of possible reasons for this, resulting in changes for the
better // and this change has proven to be beneficial to both individuals and
society// which opens up opportunities to both individuals and society.

BODY 1: TWO to THREE REASONS:

 ● Cause 1: A number of factors may account for the matter in hand, but the
most plausible explanation lies in the fact that …
● Cause 2: Furthermore, this issue is attributable to the fact that …
● Cause 3: Last but not least, ....................

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

BODY 2: EFFECTS

NEGATIVE EFFECTS: (more common in the IELTS Exam)

Transition sentence:

The persistence of this situation, unfortunately, might exert a number of undesirable

effects on society.

Negative Effect 1:

● There is no denial that (noun phrase) is a major problem

● One of the pressing problems is that …

Negative Effect 2:

● It can also be expected that …

● Another predicament related to this tendency/ this change/ this development
is that …
Negative Effect 3:

● Apart from the aforementioned issues, the fact that …. should not be
neglected.
● Last but not least, one equally troublesome issue is that …

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

POSITIVE EFFECTS: (less common in the IELTS Exam)

Transition sentence:

The continuation of this situation, fortunately, might bring a number of desirable

effects to society.

Positive Effect 1:

● One promising possibility to be acknowledged is that ….

● An exciting opportunity arising from this development is that ….

Positive Effect 2:

● Furthermore, advocates of this matter often claim that ….

● This phenomenon/trend also wins enthusiastic support because …..

Positive Effect 3:

● Last but not least, it is worth mentioning that ….

 ● The last desired effect mentioned by many is that ……

CONCLUSION:

● 2 sentences to restate the causes and the effects.

USEFUL LANGUAGE FOR PROBLEMS - SOLUTIONS ESSAYS

INTRODUCTION (2 sentences)

Sentence 1: Paraphrase the prompt with one of the following starters:

● One of the growing concerns in our modern world is the fact that …..

Sentence 2: State what the essay is about (these sentences work for ANY topic)

● Although this problem gives rise to an array of issues, there are viable
measures to mitigate it.
● An array of problems arises from this complicated issue, yet solutions do exist.

BODY 1 - PROBLEMS

Problem 1:

● There is no denial that (noun phrase) is a major problem

● One of the pressing problems is that …
Problem 2:

● It can also be expected that …

● Another predicament related to this tendency/ this change/ this development
is that …

Problem 3:

● Apart from the aforementioned issues, the fact that …. should not be
neglected.
● Last but not least, one equally troublesome issue is that …

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

BODY 2: SOLUTIONS (from either the government or families/schools or individuals)

● Transition sentence: Initiatives can be implemented to improve this situation.

● Solution by the government: The Government/ authority needs to take steps
to … (AFTER “TO”, YOU HAVE TO USE A BARE INFINITIVE VERB)
● Solution by families: I believe that the change must start with families where
parents need to… (AFTER “TO”, YOU HAVE TO USE A BARE INFINITIVE
VERB)
● Solution by schools: Also, schools could play an important role in ….. (AFTER
“IN”, YOU HAVE TO USE A GERUND – V-ing)
 ● Solution by individuals: Fairly speaking, individuals should also act
responsibly to … (AFTER “TO”, YOU HAVE TO USE A BARE INFINITIVE VERB)

CONCLUSION:

● 1- 2 sentences to restate the problems and the solutions.

USEFUL LANGUAGE FOR AGREE - DISAGREE ESSAYS

INTRODUCTION: (2 sentences)

Sentence 1: Paraphrase the prompt with one of the following starters:

● It is often argued that ....................

Sentence 2: Thesis statement shows your viewpoint (agree or disagree):

● Agree: I fully support the given opinion.

● Disagree: However, personally, I think the opposite is true.
● Neutral with a stronger side: Although (weak opinion), I do believe that
(favorable opinion) <This means your essay discuss both sides but one of them has
to be more convincing than the other>

E.g. Topic: Most people choose a job based on the salary offer.
 1. I fully support the given opinion. → Both body paragraphs explain WHY YOU
THINK PEOPLE CHOOSE A JOB BASED ON THE SALARY OFFER (E.g. Body
1 - to cover basic needs , Body 2 - to save for future plans)
2. However, personally, I think the opposite is true. → Both body paragraphs
explain WHY YOU THINK PEOPLE CHOOSE A JOB FOR OTHER REASONS
THAN MONEY (E.g. Body 1 - choose a job that they are interested in , Body 2 -
choose a job in which they can improve themselves)
3. Although money is believed to be the key to people’s occupational decisions, I
do believe that other factors are more important.

→ Body 1 - why MANY PEOPLE believe that money is the key of their occupational
decisions , Body 2 - why YOU believe that other factors are more important.

*** Choosing the right thesis statement IS VERY IMPORTANT because the reader /
examiner depends on this sentence to know what the rest of your essay will be about. If you
choose option 1 or 2 for the thesis statement, but the first body paragraph presents
COUNTER-ARGUMENTS (what PEOPLE think), this first body paragraph will be considered
IRRELEVANT to your thesis statement.

BODY: (2 paragraphs)

Phrases to show the arguments from people who hold a different opinion from yours.
These phrases can be used in the first body paragraph about the side of the argument
you acknowledge but do not agree.

● Main argument 1: To begin with, many people claim that….

 ● Main argument 2: Another argument can be seen in the fact that ..
● Main argument 3: The final notion which is no less important is that …

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

Phrases to show the arguments that you support. These phrases can be used in the
SECOND body paragraph about the side of the argument you believe in more.

● Main argument 1: On the other hand, I would argue that …

● Main argument 2: Probably, there is also some truth in the idea that ....
● Main argument 3: Last but not least, ……..

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

Important Note: In case you choose only one side of the argument (either
COMPLETELY AGREE or COMPLETELY DISAGREE), you cannot use "On the other
hand" at the beginning of the second body paragraph. Replace this phrase with
"Moreover", "In addition", "Additionally".
CONCLUSION: 1 sentence

● Always start the conclusion with IN CONCLUSION, …..

● THESIS STATEMENT (paraphrased) + MAIN IDEA (summarized)

USEFUL EXPRESSIONS FOR AN ADVANTAGES - DISADVANTAGES ESSAY

INTRODUCTION: (2 sentences)

Sentence 1: Paraphrase the prompt with one of the following starters:

● There is a growing interest revolving around the fact that ..............

Sentence 2: Thesis statement to state your viewpoint (more advantages or more

disadvantages/ more positive or more negative):

● MORE ADVANTAGES: While there are inevitable problems arising from this
issue, I personally believe that the benefits it brings about are more
rewarding.
● MORE DISADVANTAGES: Although there are unarguable benefits brought
about by this issue, from my own perspective, the problems arising from it are
more troublesome.

BODY: 2-3 PARAGRAPHS:

IF YOU THINK THERE ARE MORE ADVANTAGES:

Body 1: DISADVANTAGES:

● Disadvantage 1: One evident drawback is that .............

● Disadvantage 2: In addition to that, ...................

Body 2: ADVANTAGES (should be longer than Body 1):

● Advantage 1: However, there are undeniable benefits of (topic-noun phrase),

the most considerable of which is that …
● Advantage 2: An additional advantage is that ..................
● Advantage 3: Last but not least, ........................

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

IF YOU THINK THERE ARE MORE DISADVANTAGES

Body 1: ADVANTAGES:

● Advantage 1: One evident merit is that .............

● Advantage 2: In addition to that, ...................

Body 2: DISADVANTAGES:
 ● Disadvantage 1: On the other hand, (topic-noun phrase) also reveals multiple
disadvantages, the most distinct of which is that …
● Disadvantage 2: An additional drawback is that ..................
● Disadvantage 3: Last but not least, ........................

REMEMBER THAT AFTER “THAT” YOU MUST USE A CLAUSE (subject, verb, a
complete thought)

REMEMBER THAT EACH MAIN ARGUMENT NEEDS 1 OR 2 MORE SENTENCES OF

SUPPORTING IDEAS.

CONCLUSION (1 sentence):

● THESIS STATEMENT (paraphrased) + MAIN IDEA (summarized)