Students generally prefer to choose the period they are supposed to study and the period they are free to have fun. They should be allowed to do their time manage ment. Do you agree or disagree.

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There is no denying the fact that
students
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prefer to choose when to study and when to have fun.
While
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many
people
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believe that they should manage their
time
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, there is
also
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an argument that they cannot manage their
time
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by themselves. In my opinion, I prefer to let them take
responsbility
Correct your spelling
responsibility
to manage their own
time
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. On the one hand, some
people
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disagree that
students
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should manage their own
time
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by themselves.
ln
Correct your spelling
In
other words, they believe that we should support them in the beginning and help them discover the way to manage their
time
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.
In addition
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, they think that a lot of
students
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cannot
Verb problem
do not
show examples
know how to manage their own
time
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Punctuation problem
, and
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and that
Correct word choice
which
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will lead to bad grades.
On the other hand
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, some
people
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agree that we should let them discover how to manage their
time
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by themselves.
In other words
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, if we help them in managing
time
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, they will become dependent
and
Punctuation problem
, and
show examples
they will not study until they are told to.
Moreover
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, about 54% of
students
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who managed their
time
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by themselves have higher grades compared to the other
students
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.
For example
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, they can make a daily study plan and follow it.
This
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helps them use their
time
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well and finish their homework on
time
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.
This
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will help them in their future lives. In conclusion, despite
people
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having different views,
l
Correct your spelling
I
believe that we should let them learn how to manage their
time
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by themselves and take responsibility
of
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for
show examples
their
time
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and
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, and
show examples
they will be
succssful
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successful
in their studies.

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task response
Answer the question more directly. Say clearly why you agree, and keep this same idea in all parts.
task response
Add one more clear example. The example about a daily plan is good, but it can be more specific.
task response
Explain your main ideas more. Some points are good, but they need deeper support.
coherence and cohesion
Use clearer topic sentences at the start of each body paragraph.
coherence and cohesion
Link ideas more smoothly. Some sentences repeat the same idea with similar words.
coherence and cohesion
Check paragraph flow. A few ideas stop too fast and need a better ending or link to the next point.
task response
You answered both sides and gave your opinion clearly in the introduction and conclusion.
coherence and cohesion
Your essay has a clear structure: introduction, two body paragraphs, and conclusion.
task response
You used a relevant example about making a daily study plan.
coherence and cohesion
Most ideas are easy to follow.
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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