Is exam writing? Part Two continues with the IELTS terminators course, on isles writing for academic English. Today we're on the eighth lesson of writing. What are we going to say? In the first paragraph of our argumentative essay? We said in the last lesson that we need five paragraphs to do well in the argumentative or discursive essay, in part two of the I ops written exam.

In the first paragraph, we tell the reader what you're going to tell him. Remember, that sucks. It's like this is what I am going to tell you about. If we make a presentation or write an essay, and we don't tell people, what it's about, it's pretty useless is that? We get the information for this first paragraph directly from the question and of course their own opinion on the topic that is presented. So we need to broaden some of our worldview and have opinions on some things.

So let's look at a question that was actually posed in an IRS exam. Remember, we're still in the first part. This is what I'm going to tell you about. Here's the question. In some societies, the number of crimes committed by teenagers is growing. Some people think that regardless of age, teenagers who commit Major Crimes should receive adult punishment.

But to what extent do you agree? So, what do we need to do here? Hmm? Well, first we need to be sure we understand the question, so we can answer it. If we don't understand the question, we may answer the wrong question. So, having a look at this what is the question we need to answer in this example?

Is it how much is crime growing? No, no. Oh, is it should adults be punished? 1413 ages crimes no It's not that it. Should teenage criminals get the same punishment as adults. Yes, that's what it's all about.

So, if you answer the wrong question, you will lose school because you're not on track. So, let's have a closer look at this the same question and we're still on paragraph one he's going to tell you about our first task is to restate the question so that the examiner knows we understand it. But we need to try to do that in our own words, in other words, so let's get creative. And see if we can think of other words we could use to restate the question. If we use the same wording and the same format of the question, we will lose marks because if you're just copying the question then the examiner says you haven't used any of your knowledge, your English knowledge, you have simply restated the question and exactly the same words as it is that need to be brilliant to do that. So we're looking at some of the words here.

So what are some alternative words we could use for some of the words that are in here? Like society? crimes, teenagers growing. Come in commit Micha punishment. Of course, there's others we could change. But let's make a start with these.

So you could pause the video now. See if you could find alternatives to these words. And then restart the video. What do you think you have? Okay, we're back. Good.

Let's see if we thought similarly. for society, we could say humanity, culture for crime, so we might be able to just say offense, transgression. philony. Role doing. Teenagers could become adolescence, young people, young adults growing could become increasing. Mounting Mountie rising.

Come in could become perform, do carry out. Major it could be significant or serious punishment might become penalty. sentence. reprimand. Remember how we said before if you have word, you can type one of these words highlighted, go to review and look up the source to see alternative words. So, some of this stuff needs to go in your vocabulary book, I think.

Yeah. Here we are still on the same question. We're starting to right now. See if we've changed a few of the things but still say what the question is about. There are certain cultures in which felonies carried out by adolescents are on the rise. And a number of people believe that despite the tenor of tender age, young people perpetrating significant wrongdoing deserve similar penalties to those handed out to adults.

Oh, there's that restated the question in a different way. Have I used the same wording or layout as the question? Do you think the examiner will think I know what this is about? That's the point, isn't it? Did you notice the indent at the start of the paragraph? I'm going to mention this many times through this course.

Don't forget indent blank space. So, there is another part to the answer to this question that we need to put in the first paragraph. Can you see what it is? To what extent do you agree? Remember, we said that in the first paragraph, we restate the question and give an indication of our opinion. Here is where we give our own opinion.

There is no right or wrong opinion. So just give your opinion mine My opinion is that I do not agree with you, I have the opposite opinion. And that's just fine. The examiner does not mock you on your opinion, only on your use of English. So if you feel that your opinion might be controversial, or worried That. Just make sure your English is good.

So here we go. There are certain cultures blah, blah, blah, blah, blah. Here's where we add the bit about my opinion. I do not think this is necessary, and I will discuss why in this essay. So there it is opening paragraph. It's not very long is it?

It doesn't need to be so long as it restates the question and gives my opinion. That's all there is to it. Right here it is, to what extent do I agree? I do not think it's necessary. Okay. In my first paragraph, I have restated the question using different words and different layout.

So the examiner is well aware that I am aware of what is being asked Also I've given my opinion. I've told the examiner what I'm about to tell you. So, I've done the job. In the next three paragraphs, I will tell the examiner the story about this particular proposition