Some people argue that the government should spend money only on medical care and education but not on theaters or sports stadiums. Do you agree or disagree?
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task achievement
Try to elaborate more on your main points and ensure that your ideas are fully developed. For instance, explain more about how theater and sports influence education and health.
task achievement
Include more specific examples to support your arguments. For instance, you could mention specific studies or instances where theater and sports have contributed to education or health.
coherence cohesion
Work on improving the logical flow of ideas. Make sure each paragraph connects smoothly to the next.
coherence cohesion
Your introduction and conclusion are well presented, providing a clear argument.
task achievement
You have made an effort to link theater with education and sports with health, which shows an understanding of the topic.
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.
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