π•„π•’π•Ÿπ•ͺ π•žπ• π••π•£π•–π•Ÿ 𝕑𝕖𝕠𝕑𝕝𝕖 π•€π•‘π•–π•Ÿπ•• 𝕒 π•˜π•£π•–π•’π•₯ 𝕕𝕖𝕒𝕝 𝕠𝕗 π•₯π•šπ•žπ•– π•€π•šπ•₯π•₯π•šπ•Ÿπ•˜ π•šπ•Ÿ π•—π•£π• π•Ÿπ•₯ 𝕠𝕗 𝕒 π•₯π•–π•π•–π•§π•šπ•€π•šπ• π•Ÿ 𝕠𝕣 π•”π• π•žπ•‘π•¦π•₯𝕖𝕣 π•€π•”π•£π•–π•–π•Ÿ. π•‹π•™π•šπ•€ π•šπ•€ 𝕖𝕩π•₯π•£π•–π•žπ•–π•π•ͺ π•™π•’π•£π•žπ•—π•¦π• π•₯𝕠 π•₯π•™π•–π•šπ•£ π••π•–π•§π•–π•π• π•‘π•žπ•–π•Ÿπ•₯. 𝕋𝕙𝕖𝕣𝕖𝕗𝕠𝕣𝕖 π•‘π•’π•£π•–π•Ÿπ•₯𝕀 𝕀𝕙𝕠𝕦𝕝𝕕 𝕀π•₯π•£π•šπ•”π•₯𝕝π•ͺ π•π•šπ•žπ•šπ•₯ π•₯𝕙𝕖 π•₯π•šπ•žπ•– π•”π•™π•šπ•π••π•£π•–π•Ÿ π•€π•‘π•–π•Ÿπ•• π•šπ•Ÿ π•₯π•™π•šπ•€ 𝕨𝕒π•ͺ. 𝕋𝕠 𝕨𝕙𝕒π•₯ 𝕖𝕩π•₯π•–π•Ÿπ•₯ 𝕕𝕠 π•ͺ𝕠𝕦 π•’π•˜π•£π•–π•– 𝕠𝕣 π••π•šπ•€π•’π•˜π•£π•–π•–?

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π•€π•Ÿ π•₯π•™π•šπ•€ π•žπ• π••π•£π•–π•Ÿ 𝕖𝕣𝕒, π•™π•¦π•˜π•– π•Ÿπ•¦π•žπ•“π•–π•£ 𝕠𝕗 π•ͺπ• π•¦π•Ÿπ•˜π•€π•₯𝕖𝕣𝕀 𝕒𝕣𝕖 𝕀π•₯π•šπ•”π•œπ•–π•• π•₯𝕠 π•₯𝕙𝕖 π•₯π•–π•”π•™π•Ÿπ• π•π• π•˜π•ͺ. π•Šπ• π•žπ•– 𝕑𝕖𝕠𝕑𝕝𝕖 π•“π•–π•π•šπ•–π•§π•– π•₯𝕙𝕒π•₯ π•›π•¦π•§π•–π•π•šπ•Ÿπ•€ 𝕒𝕣𝕖 𝕨𝕒𝕀π•₯π•šπ•Ÿπ•˜ π•₯π•™π•–π•šπ•– π•₯π•šπ•žπ•– 𝕓π•ͺ 𝕨𝕒π•₯π•”π•™π•šπ•Ÿπ•˜ π•₯π•–π•π•–π•§π•šπ•€π•šπ• π•Ÿ 𝕠𝕣 π•”π• π•žπ•‘π•¦π•₯𝕖𝕣. π•Šπ• , π•₯π•™π•šπ•€ π•₯π•ͺ𝕑𝕖 𝕠𝕗 π••π•–π•§π•–π•π• π•‘π•žπ•–π•Ÿπ•₯ π•™π•šπ•˜π•™π•ͺ𝕝π•ͺ π•”π•£π•šπ•₯π•šπ•”π•’π• π•₯𝕠 π•₯π•™π•–π•šπ•£ 𝕖𝕕𝕦𝕔𝕒π•₯π•šπ• π•Ÿ. ℍ𝕠𝕨𝕖𝕧𝕖𝕣, 𝕠π•₯𝕙𝕖𝕣𝕀 π• π•‘π•šπ•Ÿπ•šπ• π•Ÿ π•₯𝕙𝕒π•₯, π•₯π•šπ•žπ•– 𝕠𝕗 π•¦π•€π•’π•˜π•– 𝕠𝕗 𝕖𝕝𝕖𝕔π•₯π•£π• π•Ÿπ•šπ•” π•˜π•’π••π•˜π•–π•₯𝕀 π•žπ•¦π•€π•₯ 𝕓𝕖 𝕣𝕖𝕕𝕦𝕔𝕖𝕕 π•¨π•šπ•₯𝕙 π•‘π•’π•£π•–π•Ÿπ•₯𝕒𝕝 𝕔𝕒𝕣𝕖 π•₯𝕠𝕨𝕒𝕣𝕕𝕀 π•₯π•™π•–π•šπ•£ π•”π•™π•šπ•π••π•£π•–π•Ÿ. 𝕀 π•”π• π•žπ•‘π•π•–π•₯𝕖𝕝π•ͺ π•’π•˜π•£π•–π•– π•¨π•šπ•₯𝕙 π•₯𝕙𝕖 π•Ÿπ• π•₯π•šπ• π•Ÿ 𝕠𝕗 π•₯𝕙𝕖 π•“π•–π•π•šπ•–π•§π•–π•£π•€ π•’π•Ÿπ•• π•š π•’π•ž π•˜π• π•šπ•Ÿπ•˜ π•₯𝕠 π•˜π•šπ•§π•– 𝕧𝕒𝕝𝕦𝕒𝕓𝕝𝕖 π•£π•–π•’π•€π• π•Ÿπ•€ π•šπ•Ÿ π•₯𝕙𝕖 π•—π• π•π•π• π•¨π•–π•£π•šπ•Ÿπ•˜ π•‘π•’π•£π•’π•˜π•£π•’π•‘π•™π•€ 𝕓𝕖𝕗𝕠𝕣𝕖 π•£π•–π•’π•€π• π•Ÿπ•’π•“π•π•– π•€π•¦π•ž 𝕦𝕑. 𝕋𝕠 π•”π• π•žπ•žπ•–π•Ÿπ•”π•– π•¨π•šπ•₯𝕙, π•Ÿπ• π•¨π•’π••π•’π•ͺ𝕀, π•ͺπ• π•¦π•Ÿπ•˜ π•”π•™π•šπ•π••π•£π•–π•Ÿ π•€π•‘π•–π•Ÿπ•• π•žπ• π•€π•₯ 𝕠𝕗 π•₯𝕙𝕖 π•₯π•šπ•žπ•– 𝕓π•ͺ 𝕨𝕒𝕀π•₯π•šπ•Ÿπ•˜ π•’π•Ÿπ•• 𝕓π•ͺ π•€π•šπ•₯π•₯π•šπ•Ÿπ•˜ π•šπ•Ÿπ•—π•£π• π•Ÿπ•₯ 𝕠𝕗 π•₯𝕙𝕖 𝕝𝕒𝕑π•₯𝕠𝕑 π•’π•Ÿπ•• π•žπ• π•“π•šπ•π•–. 𝔸𝕀 𝕒 π•”π• π•Ÿπ•€π•’π•¦π•–π•Ÿπ•”π•–, π•“π•£π•’π•šπ•Ÿ π•—π•šπ•π•π•–π•• π•¨π•šπ•₯𝕙 π•¦π•Ÿπ•¦π•€π•’π•˜π•– π•žπ•’π•₯π•₯𝕖𝕣𝕀, π•’π•Ÿπ•• π••π•–π•§π•–π•π• π•‘π•žπ•–π•Ÿπ•₯ π•žπ•šπ•˜π•™π•₯ π•Ÿπ• π•₯ 𝕓𝕖 π•˜π•’π•šπ•Ÿπ•–π••. π•€π•Ÿπ•€π•₯𝕖𝕒𝕕, 𝕙𝕖𝕒𝕝π•₯𝕙 π•šπ•€π•€π•¦π•–π•€ π•–π•Ÿπ•™π•’π•Ÿπ•”π•– , π•π•šπ•œπ•– 𝕖π•ͺ𝕖 π•€π•šπ•˜π•™π•₯, 𝕑𝕣𝕖𝕀𝕀𝕦𝕣𝕖, 𝕖π•₯𝕔. 𝔽𝕠𝕣 π•–π•©π•’π•žπ•‘π•π•–, 𝕒 𝕀π•₯𝕦𝕕π•ͺ 𝕑𝕣𝕠𝕧𝕖𝕕 π•šπ•Ÿ π•₯𝕙𝕖 π•šπ•Ÿπ••π•šπ•’, 85% 𝕠𝕗 π•₯π•–π•–π•Ÿπ•€ 𝕨𝕖𝕣𝕖 𝕖𝕗𝕗𝕖𝕔π•₯𝕖𝕕 π•¨π•šπ•₯𝕙 𝕖π•ͺ𝕖 π•€π•šπ•˜π•™π•₯ 𝕒π•₯ π•₯𝕙𝕖 π•’π•˜π•– 𝕠𝕗 π•–π•šπ•˜π•™π•₯. π•Šπ• , π•₯𝕙𝕖π•ͺ 𝕙𝕒𝕧𝕖 π•₯𝕠 𝕨𝕖𝕒𝕣 𝕑𝕠𝕨𝕖𝕣𝕖𝕕 π•˜π•π•’π•€π•€π•–π•€ π•₯π•™π•£π• π•¦π•˜π•™π•₯ π•₯π•™π•–π•šπ•£ π•π•šπ•—π•–. β„π•–π•Ÿπ•”π•–, π•“π•–π•”π•’π•žπ•– π•“π•’π•Ÿπ•– π•₯𝕠 π•₯𝕙𝕖 π•₯π•–π•–π•Ÿπ•’π•˜π•–π•£π•€ 𝕦𝕑π•₯𝕠 π•€π• π•žπ•– 𝕖𝕩π•₯π•–π•Ÿπ•₯. π•†π•Ÿ π•”π• π•Ÿπ•₯𝕣𝕒𝕀π•₯, π•—π•šπ•£π•€π•₯𝕝π•ͺ, π•š π•“π•–π•π•šπ•–π•§π•– π•₯𝕙𝕒π•₯, 𝕒𝕔π•₯π•šπ• π•Ÿπ•€ 𝕠𝕗 π•ͺπ• π•¦π•Ÿπ•˜π• π•Ÿπ•”π•–π•€ π•žπ•¦π•€π•₯ 𝕓𝕖 π•žπ• π•Ÿπ•šπ•₯𝕖𝕣𝕖𝕕 π•’π•Ÿπ•• π•™π•–π•Ÿπ•”π•– π•šπ•₯ π•šπ•€ π•£π•–π•€π•‘π• π•Ÿπ•€π•šπ•“π•šπ•π•šπ•₯π•ͺ π•šπ•— π•₯𝕙𝕖 π•‘π•’π•£π•–π•Ÿπ•₯𝕀. 𝕋𝕙𝕖 π•£π•–π•’π•€π• π•Ÿπ•€ π•“π•–π•™π•šπ•Ÿπ••π•– π•šπ•₯ , π•₯𝕙𝕒π•₯ π• π•—π•—π•€π•‘π•£π•šπ•Ÿπ•—π•€ 𝕕𝕠 π•Ÿπ• π•₯ π•œπ•Ÿπ• π•¨π•Ÿ 𝕒𝕓𝕠𝕦π•₯ π•£π•šπ•˜π•™π•₯ π•’π•Ÿπ•• π•¨π•£π• π•Ÿπ•˜π•€ π•šπ•Ÿ π•’π•Ÿπ•ͺ π•€π•šπ•₯𝕦𝕒π•₯π•šπ• π•Ÿ; 𝕙𝕠𝕨𝕖𝕧𝕖𝕣, 𝕨𝕖 𝕙𝕒𝕧𝕖 𝕧𝕒𝕀π•₯ π•§π•’π•£π•šπ•–π•₯π•ͺ 𝕠𝕗 π•€π•šπ•₯𝕖𝕀 π•šπ•Ÿ π•šπ•Ÿπ•₯π•–π•£π•–π•Ÿπ•₯ π•¨π•™π•šπ•”π•™ π•žπ•’π•ͺ π•€π•‘π• π•šπ• π•₯𝕙𝕖 π•”π•™π•šπ•π••π•£π•–π•Ÿ. 𝕋𝕠 π•šπ•π•π•¦π•€π•₯𝕣𝕒π•₯𝕖, π•₯𝕙𝕖 π•¨π•–π•“π•€π•šπ•₯𝕖𝕀 π•π•šπ•œπ•– π•‘π• π•£π•Ÿπ• π•˜π•£π•’π•‘π•™π•ͺ π•”π•’π•Ÿ 𝕀𝕙𝕠𝕨𝕀 𝕒 π•žπ•’π•›π• π•£ π•šπ•žπ•‘π•’π•”π•₯ π• π•Ÿ 𝕓𝕠π•₯𝕙 𝕀𝕖𝕩𝕖𝕀. π•Šπ•–π•”π• π•Ÿπ••π•π•ͺ, π•‘π•’π•£π•–π•Ÿπ•₯𝕀 π•”π•’π•Ÿ 𝕣𝕖𝕀π•₯π•£π•šπ•”π•₯ π•”π•™π•šπ•π••π•£π•–π•Ÿπ•€ π•₯π•šπ•žπ•– π•¨π•šπ•₯𝕙 π•’π••π••π•šπ•Ÿπ•˜ π•”π•™π•šπ•π•• π•₯𝕠 π•₯𝕙𝕖 π•žπ• π•“π•šπ•π•–. π•€π•Ÿ π•”π• π•Ÿπ•”π•π•¦π•€π•šπ• π•Ÿ, π•–π•Ÿπ•™π•’π•Ÿπ•”π•–π•žπ•–π•Ÿπ•₯ 𝕠𝕗 π•₯π•–π•”π•™π•Ÿπ• π•π• π•˜π•ͺ π•˜π•–π•₯ 𝕒 π•π•šπ•₯π•₯𝕝𝕖 π•šπ•žπ•‘π•’π•”π•₯ π• π•Ÿ π• π•—π•—π•€π•‘π•£π•šπ•Ÿπ•˜π•€, π•₯π•™π•šπ•€ π•žπ•’π•ͺ π•π•šπ•žπ•šπ•₯ π•§π•šπ•’ π•‘π•’π•£π•–π•Ÿπ•₯𝕒𝕝 π•”π•’π•£π•“π•šπ•Ÿπ•˜. ℍ𝕠𝕨𝕖𝕧𝕖𝕣, π•šπ•— π•‘π•’π•£π•–π•Ÿπ•₯𝕀 π•₯π• π• π•œ 𝕒 π•‘π• π•€π•€π•šπ•“π•π•– 𝕑𝕣𝕖𝕔𝕒𝕦𝕀π•₯π•šπ• π•Ÿπ•€ π•₯π•™π•–π•Ÿ π• π•Ÿπ•π•ͺ π•šπ•₯ π•šπ•€ π•‘π• π•€π•€π•šπ•“π•π•– π•₯𝕠 𝕣𝕖𝕀π•₯π•£π•šπ•”π•₯ π•”π•™π•šπ•π••π•£π•–π•Ÿ π•₯π•šπ•žπ•– π•π•šπ•žπ•šπ•₯ π•₯𝕠 𝕨𝕒π•₯π•”π•™π•šπ•Ÿπ•˜ π•₯π•–π•π•–π•§π•šπ•€π•šπ• π•Ÿ.
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Fully explain your ideas

To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

  • Paragraph 1 - Introduction
    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
  • Paragraph 2 - First supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 4 - Conclusion
    • Sentence 1 - Summary
    • Sentence 2 - Restatement of thesis
    • Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

Topic Vocabulary:
  • bilingual
  • multilingual
  • fluency
  • communicate
  • cognitive skills
  • cultural awareness
  • opportunities
  • globalized world
  • job market
  • interact
  • linguistic abilities
  • cultural exchange
  • language proficiency
  • language barrier
  • foreign travel
  • personal growth
  • academic achievement
  • self-confidence
  • enhance
  • cross-cultural communication
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