Some people think it is always an advantage to buy local products. To what extent do you agree or disagree?

✨ Do you want to improve your IELTS writing?
She is playing in the living room with her
mother
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. She picks up six small
unicorns
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with her left
hand
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by using a palmer grasp as well as lines up these small
unicorns
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with her
right
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hand
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by using a
pincer
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grasp. She gives a girl
toy
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to her
mother
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and says, “Take it and You are a teacher”. Her
mother
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says, “Listen ,Kids, don’t run in the classroom!”. She replies “Yes, don’t take scissors and run!” that teacher tells me. She asks her
mother
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to tell “Whose car is it” and her
mother
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repeats after her. She takes
one
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of the
unicorns
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by using a
pincer
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grasp to move back and forth,
then
Linking Words
answers “Mine Mine”. She tells her
mother
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“Teacher is playing the game” and asks the question “Whose brush is it?” by taking the small comb between her left thumb and index finger. She answers “Mom’s
one
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” by using
palmer
Correct article usage
a palmer
show examples
grasp to hold the mermaid. Her
mother
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says “Whose mouse is it? and she replies “Me Me” by holding
one
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of the
unicorns
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. She takes the case by using
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pincer
Correct article usage
a pincer
show examples
grasp and drops it on the floor.
One
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of the
unicorns
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fell because the case is on it and her
mother
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who is holding the
girl
Change noun form
girl's
show examples
toy
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says “Oh, he is hurt, and he is crying now”. She replied by holding
this
Linking Words
unicorn “I am not crying”. Her
mother
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says, “You are so strong”. She tells her
mother
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“I fell down 5 times by rising her left 5 fingers and I cried”, and she smiles. She holds the head of
unicorns
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between her
right
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thumb and index finger and lines up them.
Then
Linking Words
she uses
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pincer
Correct article usage
a pincer
show examples
grasp to pick up the mermaid
toy
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with her left
hand
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and says “She can fly” by moving back and forth the mermaid
toy
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in the air by making the sound “Di Do Di Do” by herself. Her
mother
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asks her “What is the meaning of that sound?” and she replies with a smile “It’s the police car’s sound”. She twists her waist to pick up a purple unicorn with her
right
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hand
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and puts
this
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purple
one
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beside the other
unicorns
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by saying “Sister”. Her
mother
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asks her “Whose sister?” and she replies, “It’s like Anna & Hanna, my school friend's names”. She grabs not only the green unicorn with her
right
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hand
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but
also
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the purple
one
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with her left
hand
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and hits each other by saying “bla bla bla”. She tells her
mother
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“Teacher says, don’t fight in the class”.
Submitted by chawtheingi17 on

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Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

  • Summary
  • Restatement of thesis
  • Prediction or recommendation

Example:

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

  • In conclusion
  • To conclude
  • To summarize
  • Finally
  • In a nutshell
  • In general

Discover more tips in The Ultimate Guide to Get a Target Band Score of 7+ »— a book that's free for 🚀 Premium users.

Topic Vocabulary:
  • advantage
  • local products
  • support
  • economy
  • carbon footprint
  • quality
  • freshness
  • cultural heritage
  • social connections
  • food safety
  • standards
  • sustainable
  • farming
  • production practices
What to do next:
Look at other essays: