IPP IELTS – IELTS WRITING

COMPREHENSIVE GUIDELINES FOR IELTS WRITING

NỘI DUNG CẦN HỌC CHO IELTS WRITING

Đây là ‘quyển bí kíp’ cho IELTS Writing ‘lợi hại’ nhất của IPP và gần như là có đầy đủ nội dung
các bạn cần để ghi điểm cao trong bài IELTS Writing. Ngoài ra, bạn cũng sẽ được cung cấp sách
WRITING GUIDELINES - sách hướng dẫn chi tiết và đầy đủ cách viết tất cả các dạng bài IELTS
Writing bao gồm:

Writing Task 01 Writing Task 02

Type 01: Trend Charts Type 01: Opinion Essays – Balanced & Strong Opinion Essays
Type 02: Comparative Charts Type 02: Opinion Essays – Positive & Negative Development
Type 03: Mixed Charts Type 03: Two-Question Essays
Type 04: Proccess Reports Type 04: Discussion Essays – Discuss Both Views
Type 05: Map Reports Type 05: Discussion Essays – Advantages & Disadvantages

WRITING STRUCTURES sẽ cung cấp các mẫu câu, mẫu diễn đạt, mẫu dàn bài có sẵn để các
bạn viết nhanh gọn và hiệu quả hơn.

Nắm vững các cách diễn đạt nêu trên sẽ giúp các bạn viết IELTS Writing Task 02 hiệu quả hơn.
Sentence Lesson Point A - Sentence Lesson Point G - Using
Formation 01 Sentences to support an Formation 07 Whatever / Whenever /
argument However / Wherever /
Whoever / Whichever
Sentence Lesson Point B - Sentence Lesson Point J - Language
Formation 02 Sentences to oppose an Formation 10 for explanation and
argument emphasis
Sentence Lesson Point C - Cause Sentence Lesson Point K - Time
Formation 03 & Effect Language Formation 11 Expressions
Sentence Lesson Point D - Sentence Lesson Point L - Simple
Formation 04 Comparative Language Formation 12 Sentence Structures
Sentence Lesson Point E - Sentence Lesson Point M - Advanced
Formation 05 Contrasting Language Formation 13 Sentence Structures
Sentence Lesson Point F - Sentence Lesson Point N – Objective
Formation 06 Nominalization & Formation 14 Language & Generalization
concise sentences

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WRITING TASK 1 – TYPE 01: TREND CHARTS

1. VERBS & NOUNS TO DESCRIBE TRENDS

Trends Verb Form Noun Form

Increase rise – rose + [to / by] a rise + [in sth / of mức chên lệch]
increase – increased + [to / by] an increase + [in sth / of mức chên
go up – went + [to / by] lệch]
climb – climbed + [to / by] a growth + [in sth / of mức chên
Verb chỉ tăng mạnh không đi cùng lệch]
adverb: an upward trend + [in sth]
boom(ed) / soar(ed) + [to] a boom (a dramatic rise) + [in sth]
surg(ed) [to] / rocket(ed) + [to]
leap(ed) + [to]

Decrease fall – fell + [to / by] a decrease + [in sth / of mức chên
decrease – decreased + [to / by] lệch]
decline – declined + [to / by] a decline + [in sth / of mức chên
plunge – plunged + [to / by] lệch]
drop – dropped + [to / by] a fall + [in sth / of mức chên lệch]
dipped (to) a drop + [in sth / of mức chên lệch]
go down - went down + [to / by] a slump (a dramatic fall) + [in sth]
reduce - reduced + [to / by] a reduction + [in sth / of mức chên
Verb chỉ giảm mạnh không đi cùng lệch]
adverb: a downward trend + [in sth]
sink - sank + [to / by]
plummet - plummeted
slump – slumped + [to / by]

No Change levelled out (at) = flatten out (at) reach(ed) a plateau / a stability
Steadiness remained stable / constant / steady /
static / unchanged (at)
stayed constant (at)
plateaued (at)

fluctuated (around / between) reached a peak (of) = peaked (at)

hover (around / between) came to the lowest point (at)

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2. VERBS & NOUNS TO DESCRIBE TRENDS

Type of Change Adverb Form Adjective Form

Rapid change dramatically / rapidly / sharply / dramatic / rapid / sharp / quick / steep
(tăng hoặc giảm quickly / steeply / speedily / swiftly / speedy / swift / remarkable
mạnh / nhanh / / remarkably spectacularly / spectacular / significant /
đáng kể) significantly / considerably/ considerable / substantial
substantially

Moderate change moderately / gradually / steadily moderate / gradual / steadily

(tăng hoặc giảm ít,
không đáng kể)

Slight change slightly / slowly / mildly / slight / slow / mild / insignificant /

(không đáng kể) insignificantly / marginally / negligible / marginal / minimally
minimally

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Example:
1. The economic inflation of the country increased sharply (verb + adverb) by 20% in 2008.
2. There was a sharp drop / decline in (adjective + noun) the industrial production in the year
2009.
3. The demand for new houses dramatically increased (verb + adverb) in 2002.
4. A dramatic increase was witnessed / experienced in (adjective + noun) the demand for new
houses in 2002.

3. VERBS & NOUNS TO DESCRIBE FLUCTUATIONS

Type of Change Verb Form Noun Form

Rapid ups and fluctuate fluctuations

downs

The degree of fluctuated wildly [dao động mạnh] underwent / experienced wild fluctuations
fluctuation [dao động mạnh]
fluctuated slightly / minimally underwent / experienced slight fluctuations
[dao động ít] [dao động ít]

4. USEFUL VOCABULARY
a. recover to XXX (giảm rồi tăng
trở lại)

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b. to correlate with XXX (2 đại

lượng tỷ lệ thuận cùng tăng /
giảm)

c. to inversely correlate with (2

đại lượng nghịch nhau

d. to break the previous

peak/record (vượt qua đỉnh cũ –
nếu đỉnh mới không vượt qua
đỉnh cũ thì viết fail to break the
previous peak)

e. Useful verbs
- amount(ed) to: ở mức nào đó
E.g. Paper and cardboard amounted to 21% of the total household waste.
- reach(ed) the highest levels: tăng lên đỉnh cao nhất
E.g. The consumption of fossil fuels reached the highest levels in recent years.
- halve(d) + to: giảm còn một nửa
E.g. Exports to China halved to only 100,000 million dollars in 2000.
- double(d) + to / tripled(d) + to: tăng lên gấp hai lần, gấp ba lần
E.g. Exports to China tripled 200,000 million dollars in 2010.
- observed / underwent a twofold / threefold / fourfold / fivefold increase / growth: tăng
lên gấp hai / ba / bốn / năm lần
E.g. Exports to China underwent a threefold increase to 200,000 million dollars in 2010.

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5. ĐA DẠNG CẤU TRÚC CÂU SỬ DỤNG QUY TẮC “4 CẤU TRÚC”
Để diễn đạt một thông tin tăng/giảm, học viên cần nằm lòng “4 cấu trúc câu” sau:

Ví dụ, ta có thông tin “lượng bơ được sử dụng từ năm 1981 đền năm 1986 tăng đáng kể từ
140 grams lên 160 grams.”
- Cấu trúc 01: VERB + ADVERB
The consumption of butter increased significantly from 140 grams to 160 grams between
1981 and 1986.

- Cấu trúc 02: AJECTIVE + NOUN

There was a significant increase in the consumption of butter from 140 grams to 160 grams
between 1981 and 1986.
There was a sharp increase in the number of hardworking students from 500 students in 1999
to 900 students in 2000.
There was a substantial increase in the number of cars sold in the US throughout the given
period.

- Cấu trúc 03: ACTIVE

The consumption of butter saw a significant increase from 140 grams to 160 grams between
1981 and 1986.
* see = experience = observe = witness= register = undergo [không được dùng “have”]

- Cấu trúc 04: PASSIVE (Dạng bị động của Cấu trúc 03)
A significant increase in butter consumption from 140 grams to 160 grams was seen between
1981 and 1986.

Cấu trúc 01: VERB + ADVERB

Example:
• The number of hardworking students increased sharply over the given period.
• Car numbers rose gradually / steadily / sharply / dramatically to reach … in 2000.
• This figure continued to rise in the next two years and reached ... in 1982.

Subject (số liệu) Verb (tăng/giảm) Adverb (mạnh/nhẹ) Other details

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The number of increase(d) decrease(d) dramatically slightly from (data A)
people [doingrise/rose fall/fell sharply gradually to (data B)
sth] / [sth – climb(ed) drop(ped) considerably marginally
COUNT] go/went up decline(d) significantly minimally by (B-A)
grow/grew steeply* during ...
The amount of improve(d) markedly steadily
[sth - consistently to become the
UNCOUNT] most
popular...
The percentage / Other verbs (with specific trends and without adverbs)
proportion of
rocket(ed) plunge(d) stabilize(d) at reach(ed) a
people [doing
shoot (shot) plummet(ed) remain at this peak of
sth]
up level peak(ed) at
surge(d) halve(d) remain(ed) hit a bottom of
The rate of
leap(ed) stable hit a low of
participation in
soar(ed) remain
[sth]
constant fluctuate(d)
The popularity
double(d) level(ed) off slightly/wildly
of [sth]
tripple(d) at appear(ed)
quadruple(d) erratic
This number /
rate / figure for
dip(ped)
[sth]
slightly to

Cấu trúc 02: AJECTIVE + NOUN

Subject (tên các Verb (cảm article Adjective Noun Other details
biến) nhận)
This [object] experience(d) a slight increase / rise in...
The gallery / see (saw) an gradual / growth from A to B
activity witness(ed) dramatic decrease / by (B-A)
The club undergo considerable decline …, hitting a
This number / (underwent) significant fall / drop peak at...
figure / rate observ(ed) surge / leap …, hitting a
bottom of...

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plunge …, becoming
dip the most...
…, followed by
erratic period a steady rise....

* Note: Việc nhớ tên các câu trúc là rất quan trọng, điều này sẽ giúp học viên sử dụng được linh
hoạt khi viết bài. Hai câu liền nhau phải đảm bảo khác câu trúc.

PRACTICE
- The number of male students in school A witnessed a sharp fall from 500 to 300 between
1990 and 2000.
→
→
→
- A significant rise in the amount of money spent on books was seen in the UK in 2010.
→
→
→
- There was a wild fluctuation in the price of computers in the US in 2009.
→
→
→

6. TẢ TĂNG/GIẢM LIÊN TỤC SỬ DỤNG QUY TẮC “3 ĐIỂM”

160

140 100

1981 1986 1991

Chúng ta thấy, biểu đồ đường biểu

thị 03 số liệu 140 – 160 - 100 ứng với 3 mốc thời gian 1981 – 1986 - 1991.
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Chúng ta sẽ viết:
• Cách 1: The consumption of butter increased significantly from 140 grams to 160 grams
between 1981 and 1986 before dropping to 100 grams in 1991. [before/after + V-ing]
• Cách 2: After a significant increase from 140 in 1981 to 160 grams in 1986, the
consumption of butter decreased to 100 grams over the next five years. [before/after +
Noun]
• Cách 3: The consumption of butter increased significantly from 140 grams to 160 grams
between 1981 and 1986, followed by a fall of 60 grams. [followed by + Noun]

*Note: Có thể kết hợp Cách 1 & Cách 3 HOẶC Cách 2 & Cách 3 để tạo thành “Quy tắc 4 điểm”.
VD: The consumption of butter increased significantly from 140 grams to 160 grams between 1981
and 1986 before dropping to 100 grams in 1991, followed by a fall of 60 grams.

7. CÁCH SỬ DỤNG CÁC GIỚI TỪ PHỔ BIẾN: TO, BY, WITH, AT

1) Use to when describing what happened to the number:
In 2008, the rate of unemployment rose to 10%.

2) Use by when describing the amount of change between two numbers:

In 2009, the rate of unemployment fell by 2% (from 10% to 8%).

3) Use with to give the idea of 'having' the number:

Obama won the election with 52% of the vote.
4) Use at to add the number on the end of a sentence:
The unemployment rate reached its highest level in 2008, at 10%.
= The unemployment rate reached a peak of 10% in 2008 = peaked at 10% in 2008.

“INCREASE TO” OR “INCREASE BY”?

Let's use these figures:
- Company profit in 2005 = £20,000
- Company profit in 2010 = £25,000

Now compare these sentences:

- Company profit rose to £25,000 in 2010.
- Company profit rose by £5,000 between 2005 and 2010.
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It's easy: 'to' is used before the new figure, and 'by' is used to show the change. It's the same when
you are talking about a fall.

8. CÁCH SỬ DỤNG CÁC TIME EXPRESSIONS

a. Time expressions
o IN: in 1999, in the 20th century, in the 1980s, in the first ten years, in the last six years of
the given period, in the first three months of the year, etc.
o FOR + [một khoảng thời gian]: for the first six months, for 10 years, etc.
o DURING: during the first six months, during the first half of the twentieth century, during
the remainder of the year, etc.
o FROM… TO / UNTIL …: from August to November, from 1950 to 1960, etc.
o BETWEEN … AND …: between 1950 and 1960
o BEFORE / AFTER: before 1950. Before rising to 10,000, the figure dropped
significantly. After reaching a peak at 200, the figure plummeted to 100 in the following
year. After a peak at 200, the figure declined drastically to 100 in the following year.
o AROUND / ABOUT: around 1980
o BY [trước một mốc thời gian]: by the late nineteenth century, by the early twentieth
century
o AT: at the end of the given period / of the month, at the end of the nineteenth century
o SINCE [kể từ khi]: since the 19th century, etc.
o OVER / THROUGHOUT [trong suốt một giai đoạn]: over / throughout the next
years/decades/quarter of a century; over the next months; over / throughout a ten-year
period; over / throughout a three-month period

b. Quatities
o RATE: the rate of growth, the growth rate, the birth rate, the employment rate
o LEVEL: the level of production, the level of expenditure
o RATIO: the ratio of boys to girl is an alarming 2:1.
o DEGREE: a high degree of skills, varying degrees of success, to a large degree. It’s true
to some degree.
EXAMPLE
- The amount of production increased in the last 20 months.
- The number of cars declined over the last three months. (bản thân cars không tăng giảm
đc, chỉ có the number of cars tăng hay giảm.)
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- The figure doubled in the first two years.

9. CÁCH DIỄN ĐẠT “XU HƯỚNG NGƯỢC LẠI”

Thay vì viết:
While membership of club A rose significantly, there was a dramatic fall in that of club B over the
full period.

Chúng ta có thể viết:

Membership of Club B showed a reverse trend
Club B membership experienced contrasting pattern
witnessed opposite
observed

10. OTHER USEFUL STRUCTURES

• Cấu trúc 01: Relative Clause (when/which) để tả thời gian
- Approximately 90 grams of margarine was eaten in the first year after which the figure
fluctuated slightly and dropped to a low of 40 grams in 2007.
- The figure continued to rise till 2000 when it reached a peak of / peaked at >< dropped to a
low of 50,000 units.

• Cấu trúc 02: Dùng các cụm để giới hạn đối tượng (with regard to / regarding / in terms
of + Noun)
- With regard to oil consumption, the figure increased…
- Regarding nuclear energy production, ….
- In terms of nuclear engery production, …

• Cấu trúc 03: Dùng “with + noun phrase” và “v-ing” participle để thêm data
- The Museum welcomed more visitors over the given period, with figures increasing from
200 to 300 visitors. [sau “with” dùng 1 cụm noun phrase, KHÔNG dùng clause]
- This pattern continued with the 20-39 age group with 18% of young men compared to
10% of young women. [dùng “with” liệt kê data kèm “compared to”]
- [dùng “amounting to = reaching” thêm data] Half of boys and girls cycled in the town,
with 52% and 50% respectively, amounting to the smallest gender gap of any age group.

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- [dùng “registering / indicating”] The Museum welcomed more than 1,5000 visitors,
registering / indicating the most significant increase.
- [dùng V-ing đầu câu] Only manufacturing 50 movies in 2007, B produced 3 more films
the next year and experienced the most significant rise to about 17 films in 2009.

• Cấu trúc 04: So sánh hơn kém, so sánh nhất / tăng giảm gấp mấy lần
- [so sánh nhất] At the start of the period, butter was the most popular spread, which was
replaced by margarine from 1991 to 2001.
- [so sánh hơn vượt mặt] AA overtook / surpassed / exceeded BB ➔ Japan overtook
Vietnam to become the largest oil exporter.
- [tăng gấp đôi / ba / bốn lần]
+ Cách 01 – dùng verbs: double(d) / triple(d) / quadruple(d)
Butter consumption doubled/tripled/ quadrupled from 1990 to 2000.

+ Cách 02 – a double / triple / quadruple growth HOẶC a twofold / threefold / fourfold

growth
Butter consumption underwent a triple growth to 9.000 tons
The figure for car users experienced a nearly twofold growth to 28% in 2004.

+ Cách 03 - dùng twofold / threefold / fourfold / tenfold như adverbs

Buter consumption increased twofold / threefold / tenfold.
The number of students owning dictionaries grew sixfold to 1,200 students in 1999, then
steeply declined by 800 students in 2010.
*Lưu ý: “…fold” chỉ dùng cho TĂNG. Không dùng cho giảm.

+ Cách 04 – dùng “halve” (verb) tả giảm một nửa & tả giảm gấp 2 lần, 3 lần
- [giảm còn 1/2] After having remained relatively stable at about 700 for the first 3 months,
the figure halved to merely 350 questions in May and June.
- The figure for men observed a 100 percent drop.
- The percentage of early 20-year-old married females was half in 2008 what it was in 1996.
- [giảm còn 1/3] The figures dropped to a third of those recorded in 1851.

• Cấu trúc 05: [HAY] So sánh mức độ tăng / giảm nhiều nhất / ít nhất / nhiều hơn / ít hơn:

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- [tăng nhanh / nhiều hơn] While the population size in both countries increased
considerably over the period, Malaysia’s grew at a much higher rate.
- [% tăng nhiều hơn] Australia had more senior people and saw a larger percentile
increase there as well.
- [số liệu này tăng bao nhiêu - số liệu kia giảm bấy nhiêu] There was a slight growth of
0.3% in the figure for the Malaysian male population and a reciprocal decline of 0.3% for
females.
- [tả tăng thêm + giảm với biên độ ít hơn] Between 1980 and 2002, Australia was home to
an extra 2.8% (12.4% overall) of the elderly while the figure for Malaysia rose much less
substantially by 0.6% (4.3% in total).
- [dùng “with” để tả độ tăng mạnh nhất / thấp nhất] The popularity of other methods
observed an upward trend, with the most noticeable growth being in bicycles, the third
most used means in 2009.
- [vừa tả tăng giảm vừa thêm so sánh] Tomato was the most popular fruit among the
three, with its consumprtion increasing from 100 grams in 2010 to 500 grams in 2010
consumed weekly per person.
- [nhóm xu hướng của nhiều đối tượng diễn đạt nghĩa “mức tăng từ ít đến nhiều”] The
proportions of pedestrians, train passengers and bike riders all underwent slight to large
increases = increased by varying degrees.

• Cấu trúc 07: Group data tả xu hướng khác nhau “opposite trend” / tả đỉnh và đáy cao
nhất – thấp nhất
- [xu hướng trái ngược] Written enquiries saw an opposite / a reverse trend.
- [tả “đỉnh” và “đáy”] The figure then leapt to a record high of 727, ten years later.
- [tả số thấp nhất] In relation to factories, the number was at its lowest in 1851 with only
225 recorded.
- [tả peak] The amount allocated for Energy studies reached a peak of (noun) = peaked at
(verb) around 8 billion dollars in 1997, before fluctuating and ending up at 7 billion.
- The rate of unemployed women in Vietnam fell to its lowest level (15%) in 2009.

• Cấu trúc 08: Tả data KHÔNG THAY ĐỔI – remained unchanged / stable / steady
− [% không đổi] It is of note that other food and beverages constituted an unchanged
percentage of 18% of family spending in both years.

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11. WRITING GUIDANCE
PHÂN TÍCH ĐỀ
4 bước để phân tích đề đối với dạng đề TREND CHARTS - Biểu đồ xu hướng:
1. Xác định mốc thời gian: Quá khứ, hiện tại, tương lai hoặc không có mốc thời gian.

2. Xác định xu hướng chính: Gom nhóm các đại lượng trong biểu đồ thành các nhóm: đi lên, đi
xuống và đi ngang. Chỉ cần so sánh điểm đầu và điểm cuối của mỗi đại lượng để xác định các xu
hướng này.

3. Xác định xu hướng chi tiết: Chỉ ra từng sự thay đổi xu hướng đối với từng đại lượng trong
khoảng thời gian của đề bài
- Bỏ qua những sự thay đổi nhỏ của xu hướng
- Tránh liệt kê quá chi tiết: nếu một xu hướng được giữ nguyên trong 2 giai đoạn liên tiếp, cần gom
2 giai đoạn đó thành 1 để chỉ có một câu mô tả xu hướng chung
- Đặc biệt chú ý tới sự thay đổi của xu hướng: từ tăng sang giảm và ngược lại, từ tăng/giảm sang đi
ngang và ngược lại
- Chú ý tới khi một đại lượng đạt đỉnh cao nhất
- Cần so sánh giữa các đại lượng với nhau, nhất là khi có sự “vượt mặt” ở một đại lượng.

4. Chỉ ra các so sánh nổi bật:

Tất cả các cấu trúc so sánh trong dạng Biểu đồ xu hướng đều cần tập trung vào các chi tiết sau của
đồ thị:
- Khi có sự tương phản của 2 đại lượng: một tăng, một giảm (thực hiện so sánh tương phản)
- Điểm đầu tiên & điểm cuối cùng của mỗi giá trị (thực hiện so sánh nhất, so sánh thứ tự, so sánh
gấp, so sánh bằng)
- Điểm một giá trị đạt đỉnh (thực hiện so sánh nhất, so sánh gấp mấy lần)
- Điểm một giá trị vượt qua đại lượng khác (so sánh hơn)

Lưu ý: đề bài cho phép người viết lựa chọn đặc điểm nào người viết cho là nổi bật. Vậy trừ bước
1, bước 2 của phần phân tích là bắt buộc phải thể hiện trong bài, các bước còn lại: bước 3, bước 4
và đặc biệt là bước 5 đều có thể thực hiện tùy mắt nhìn của người viết. Thường chúng ta chỉ cần
chỉ ra từ 3 tới 5 so sánh trong cả bài.

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12. SAMPLE REPORT FOR TREND CHARTS
WRITING TOPIC
The line graph below shows changes in the amount and type of fast food consumed by
Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting
the main features and make comparisons where relevant.

PHÂN TÍCH ĐỀ
1. Xác định mốc thời gian: Quá khứ
2. Xác định xu hướng chính:
- Trend: Đi xuống: fish and chips + đi ngang: hamburgers, pizza
- Compare: Hamburgers với Pizza hồi trước ít 2000 qua mặt Fish & Chips
3. Xác định xu hướng chi tiết:
- Fish and Chips: ngoại trừ giai đoạn tăng nhẹ từ 1980-1985, lượng tiêu thụ giảm liên tục xuống
40 lần/ năm vào năm 2000
- Pizza: lượng tiêu thụ tăng liên tục từ 1975, sau đó dừng tăng & đi ngang từ 1995-2000
- Hamburgers: tăng liên tục từ 1965 tới 2000
4. Chỉ ra các so sánh nổi bật:
- Fish and Chips dẫn đầu năm 1975 với 100 lần/ năm
- Pizza vượt qua Fish and Chips trong khoảng 1990-1995

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- Hamburgers vượt qua Fish and Chips trong hoảng 1985-1990 và kết thúc bằng với mức bắt đầu
của Fish and Chips.

WRITING GUIDANCE
1) Introduce the Graph
Paraphrase the question.
The line graph illustrates the amount of fast food consumed by teenagers in Australia
between 1975 and 2000, a period of 25 years.

2) Give an Overview
You also need to state what the main trend or trends in the graph are. Don’t give detail such as data
here – you are just looking for something that describes what is happening overall.
One thing that stands out in this graph is that one type of fast food fell over the period, whilst the
other two increased, so this would be a good overview.
Overall, the consumption of fish and chips declined over the period, whereas the amount of
pizza and hamburgers eaten increased, helping hamburgers dethrone pizza to become the most
popular fast food at the end of the period. (2 vế, 1 vế tả tăng giảm, 1 vế tả so sánh hơn kém)

3) Give the Detail

The key to organizing your body paragraphs for an IELTS writing task 1 is to group data
together where there are patterns. The patterns are those that you have identified in the overview.
First body paragraph: Fish and chips
In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far more popular than pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise from 1980 to 1985, the
consumption of fish and chips gradually declined over the 25 year timescale to finish at just under
40 times per year.

As you can see, the focus is on fish and chips. This does not mean you should not mention the
other two foods, as you should still make comparisons of the data as the questions ask. Lưu ý khi
viết ngôn ngữ tăng giảm: chỉ có độ tiêu thụ pizza / hamburgers mới tăng giảm dc còn bản
thân cái bánh hamburgers hay pizza không thể tăng giảm => nếu subject là pizza với
hamburgers nên dùng từ “more popular.”

The second body paragraph: Other foods

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In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in 1990. The
figure then levelled off from 1995 to 2000. The most remarkable rise was seen in hamburgers,
increasing sharply throughout the 1970’s and 1980’s, exceeding fish and chips consumption in
1985. This type of food finished at the same level that fish and chips began, with consumption at
100 times a year.

WRITING SAMPLE
(introduction) The line graph illustrates the amount of fast food consumed by teenagers in
Australia between 1975 and 2000, a period of 25 years. (overview) Overall, the consumption of
fish and chips declined over the period, whereas the amount of pizza and hamburgers eaten
increased, helping hamburgers dethrone pizza to become the most popular fast food at the
end of the period. (vary subjects: ở đây sử dụng the consumption = the amount of something)
(Fish and chips) In 1975, the most popular fast food with Australian teenagers was fish and
chips, being eaten 100 times a year. (câu này dùng so sánh nhất và participle V-ing) This was
far higher than Pizza and hamburgers, which were consumed approximately 5 times a year.
However, apart from a brief rise from 1980 to 1985, the consumption of fish and chips gradually
declined over the 25-year timescale to finish at just under 40 times per year. (câu này dùng để tả
xu hướng tăng giảm)
(Pizzas & Hamburgers) In sharp contrast to this, teenagers ate the other two fast foods at
much higher levels. Pizza consumption increased gradually until it overtook the consumption of
fish and chips in 1990. The figure then levelled off from 1995 to 2000. The most remarkable rise
was seen in hamburgers, increasing sharply throughout the 1970’s and 1980’s, exceeding fish and
chips consumption in 1985. (dùng participle V-ing). This type of food finished at the same level
that fish and chips began, with consumption at 100 times a year. (dùng 1 cụm với “with”)

13. TREND CHARTS WITH FUTURE PREDICTIONS

VOCABULARY TO DESCRIBE FUTURE PREDICTIONS
Estimate 1. It is estimated that by 2025, AA will decrease to …
2. In 2025, AA is estimated to be ….
Anticipate 1. It is anticipated that by 2025, AA will decrease to …
2. In 2025, AA is anticipated to be ….
Project 1. It is projected that by 2025, AA will decrease to …

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2. In 2025, AA is anticipated to be ….
3. According to future projections, AA will decrease to …
Expect 1. It is expected that by 2025, AA will decrease to …
2. In 2025, AA is expected to be ….
Forecast 1. It is forecasted that by 2025, AA will decrease to …
2. In 2025, AA is forecasted to be ….
Llikely 1. In 2025, AA is likely to be ….
2. A downward trend is likely to be observed in the figure for …
Predict 1. It is predicted that by 2025, AA will ……
2. In 2025, AA is predicted to ……
3. According to future predictions, AA will …… in 2025

SENTENCE STRUCTURES TO DESCRIBE FUTURE PREDICTIONS

Có 4 mẫu câu cần nhớ khi viết về trends có chứa số liệu tương lai:
Mẫu câu 01: Bắt đầu câu với “predictions”
Predictions show (that) it will drop dramatically.
Expectations reveal
Anticipations indicate
Forecasts

Mẫu câu 02: Bắt đầu câu với “It is…”

It is predicted (that) the number of cars will
expected drop dramatically.
anticipated
forecasted

Mẫu câu 03: Bắt đầu câu với đối tượng / đại lượng tăng hay giảm
The number of cars is predicted / forecast(ed) to drop dramatically.
expected
anticipated

Mẫu câu 04: Bắt đầu câ với đại lượng tăng hay giảm và “likely”
The number of cars is likely to drop dramatically according to predictions

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PHÂN TÍCH ĐỀ
4 bước để phân tích đề đối với dạng đề Biểu đồ xu hướng tương lai:
1. Xác định mốc thời gian: Quá khứ, hiện tại, tương lai hoặc không có mốc thời gian

2. Xác định xu hướng chính:

- Gom nhóm các đại lượng trong biểu đồ thành các nhóm đi lên, đi xuống và đi ngang trong cả
quãng thời gian từ quá khứ tới hiện tại và quãng thời gian tương lai.

3. Xác định xu hướng chi tiết:

3.1 Chia đoạn văn:
+ Cách 01: 1 đoạn văn từ quá khứ tới hiện tại, 1 đoạn văn dự đoán tương lai
+ Cách 02: mỗi đoạn văn 1 nhóm đại lượng, trong mỗi nhóm có đầy đủ từ quá khứ tới hiện tại và
tương lai

3.2 Cách thức thực hiện:

Chỉ ra từng sự thay đổi xu hướng đối với từng đại lượng trong 2 khoảng thời gian của đề bài: khoảng
quá khứ tới hiện tại và khoảng tương lai.
Lưu ý:
- Bỏ qua những sự thay đổi nhỏ của xu hướng
- Tránh liệt kê quá chi tiết: nếu một xu hướng được giữ nguyên trong 2 giai đoạn liên tiếp, cần gom
2 giai đoạn đó thành 1 để chỉ có một câu mô tả xu hướng chung
- Đặc biệt chú ý tới sự thay đổi của xu hướng: từ tăng sang giảm và ngược lại, từ tăng/giảm sang đi
ngang và ngược lại
- Chú ý tới khi một đại lượng đạt đỉnh cao nhất
- Cần so sánh giữa các đại lượng với nhau, nhất là khi có sự “vượt mặt” của một đại lượng

4. Chỉ ra các so sánh nổi bật:

Tất cả các cấu trúc so sánh trong dạng Biểu đồ xu hướng đều cần tập trung vào các chi tiết sau của
đồ thị:
- Khi có sự tương phản của 2 đại lượng: một tăng, một giảm (thực hiện so sánh tương phản)
- Điểm đầu tiên của biểu đồ (thực hiện so sánh nhất, so sánh thứ tự, so sánh gấp, so sánh bằng)
- Điểm cuối cùng của biểu đồ (thực hiện so sánh nhất, so sánh thứ tự, so sánh gấp, so sánh bằng)
- Điểm một giá trị đạt đỉnh (thực hiện so sánh nhất, so sánh gấp mấy lần)
- Điểm một giá trị vượt qua đại lượng khác (so sánh hơn)

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Lưu ý: đề bài cho phép người viết lựa chọn đặc điểm nào người viết cho là nổi bật. Vậy trừ bước
1, bước 2 của phần phân tích là bắt buộc phải thể hiện trong bài, các bước còn lại: bước 3, bước 4
và đặc biệt là bước 5 đều có thể thực hiện tùy mắt nhìn của người viết. Thường chúng ta chỉ cần
chỉ ra từ 3 tới 5 so sánh trong cả bài.

ESSAY STRUCTURE
Một bài văn Writing Task 1 bao gồm đầy đủ 3 phần sau: Mở bài (1 câu), Toàn cảnh (từ 1-3 câu) và
Thân bài (2-3 đoạn văn). Chúng ta không viết kết luận cho Writing Task 1.
Để đơn giản hóa chia động từ, tạm thời trong khuôn khổ bài này ta chỉ xét các bài có các mốc thời
gian nằm trọn vẹn trong quá khứ (sử dụng past simple: quá khứ đơn giản).

Mở bài (Introduction)
Câu mở bài có nhiệm vụ giới thiệu nội dung của đề bài. Nội dung này trong tất cả các đề Writing
Task 1 đều đã được thể hiện sẵn ở câu đầu tiên của đề bài, vậy nhiệm vụ còn lại rất đơn giản là thể
hiện lại nội dung này theo các khác (vì không được chép lại đề bài), sử dụng kỹ thuật paraphrase.
Một số paraphrases quan trọng cho mở bài:
- chart = graph: biểu đồ, đồ thị
- to describe = to illustrate = to demonstrate = to show = to explain: mô tả, diễn tả
- from year X to year Y = between year X and year Y: từ năm X tới năm Y (chú ý giới từ)

Công thức cơ bản cho câu Mở bài:

The (line/bar) chart describes (thông tin đề bài) from year X to year Y and predictions
until year Z.
Chúng ta chỉ cần điền thông tin đề bài vào công thức trên và thay các paraphrases phù hợp để có
câu mới hoàn chỉnh và đa dạng.

Toàn cảnh (Overview)

Tại phần phân tích đề, ta đã chỉ ra trong từng giai đoạn: từ quá khứ tới hiện tại và trong tương lai,
trong mỗi giai đoạn có những nhóm đại lượng khác nhau theo xu hướng chính tăng, nhóm giảm
hoặc đi ngang. Phần Toàn cảnh bắt buộc phải thể hiện được các nhóm này trong cả 2 giai đoạn trên.
Khi có 2 nhóm với 2 xu hướng khác nhau, chúng ta dễ dàng sử dụng cấu trúc so sánh tương phản,
sử dụng liên từ while hoặc whereas.
Công thức cơ bản cho câu Toàn cảnh trong trường hợp sự thay đổi diễn ra từ quá khứ tới hiện tại
và có thêm dự đoán cho tương lai:

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Overall, A and B have decreased whereas C and D have increased (since/for…).
According to future projections, A and B will continue to decrease until year Z while C and
D will remain unchanged.
Chúng ta chỉ cần thay tên các đại lượng A, B, C, D phù hợp với xu hướng đi lên, đi xuống hoặc đi
ngang để hoàn thành mẫu câu này. Ở đây while/whereas để chỉ sự tương phản giữa các vế trong
cùng một câu.
Lưu ý: tại phần Toàn cảnh, ta chỉ nêu xu hướng chứ tổng quát chứ không đưa xu hướng chi tiết
cho từng giai đoạn, và đặc biệt là không đưa con số hay dữ liệu nào trong biểu đồ vào.

WRITING TOPIC
TOPIC: The chart below gives information about Scotland’s main exports in 2000, *20…,
and future projections for 2025. Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.

There are three basic things you need to structure an IELTS writing task 1.
1. Introduce the graph
2. Give an overview
3. Give the detail

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PHÂN TÍCH ĐỀ
1. Xác định mốc thời gian: Gồm đầy đủ quá khứ, hiện tại & tương lai
2. Xác định xu hướng chính:
- Trong quãng thời gian từ quá khứ tới hiện tại: International tourism và dairy products tăng – meat
products giảm
- Trong quãng thời gian tương lai: international tourism tăng, dairy và meat products giảm
3. Xác định xu hướng chi tiết:
Giống hệt như phần xu hướng chính vì bài chỉ có 3 mốc thời gian là quá khứ, hiện tại và tương lai.
Phân đoạn văn theo cách 1: khoảng thời gian
4. Chỉ ra các so sánh nổi bật:
- Từ quá khứ tới hiện tại: tương phản về xu hướng giữa 2 nhóm đại lượng international tourism -
dairy products và meat products
- Tương lai: tương phản về xu hướng giữa international tourism và nhóm còn lại gồm dairy và
meat products
- Điểm đầu tiên: international tourism lớn nhất
- Dairy products vượt qua international tourism để trở thành đại lượng lớn nhất vào hiện tại

WRITING GUIDANCE
1) Introduction
Paraphraze the question.
The bar chart illustrates the data on major exports in Southland in 2000, 2015 and the
estimated figures in 2025.

2) Overview
The first thing to bear in mind is to always separate the future from the rest of your graph. This is
because using the correct language and verb tenses is the most difficult thing with this type of
writing.
You must write one sentence about the trend from the past to the present and one more sentence
about the future trend. Again, don’t give detail such as data here – you are just looking for something
that describes what is happening overall.
With the first sentence, you should use the past simple if there is no ‘present’ in the graph.
However, in this model question, you will see that you also have to write about the present. In this
situation, we use the present perfect to describe changes from to the present, and the past simple
for changes that happened entirely in the past.

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For the second sentence, you must use the future trend language. There is a handout for this type
of language that you should be given along with this general guide.

Overall, while international tourism and dairy exports have generated more revenue since
2000, sales for meat products have experienced a downward trend. It is forecasted that by 2025,
only the value of international tourism will continue to grow, whereas that of dairy and meat
export industries will decline.

3) Body Paragraphs
Now you can write one (or two) body paragraph(s) about the changes from the past to the present
and one more paragraph for the future.

From the past to the present

Pay attention to the use of verb tenses in the below model paragraph. We have all of the
following: the past simple, the present simple and the present perfect.
Starting at just over 8 billion pounds, international tourism was by far the largest export
in Southland in 2000. (câu so sánh) This figure has increased since then to the present number
of nearly 9 billion pounds. Yet international tourism could not maintain its first rank, for it has
been exceeded by dairy products with approximately 10 billion pounds of revenue. (dùng verbs
để miêu tả so sánh hơn kém) That is a dramatic improvement for a single industry, as dairy and
meat were the two smaller exports in 2000, with just below 7 billion and 6 billion pounds of sales
respectively. (dùng phrase với “with”) Meat export, however, has fallen to as low as 5.5 billion
pounds since 2000.

The future
Now pay attention to the future trend language. Can’t you see that sometimes it is completely
okay to use the present simple to describe future trends?

According to future projections, international tourism will regain its former top position
with around 10 billion pounds in 2025. (cụm diễn đạt hay) This industry is estimated to be
followed by dairy products, which may undergo a slight depreciation to a number of 9.5 billion
pounds in the same year. A downward trend is also likely to be noticed in the figure for meat
products, and this industry may generate a relatively small sum of money - only 5 billion pounds
in 2025.

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WRITING SAMPLE
(introduction) The bar chart illustrates the data on major exports in Southland in 2000, 2015
and the estimated figures in 2025.
(overview) Overall, while international tourism and dairy exports have generated more
revenue since 2000, sales for meat products have experienced a downward trend. It is forecasted
that by 2025, only the value of international tourism will continue to grow, whereas that of dairy
and meat export industries will decline. (viết 2 câu, 1 câu tả từ quá khứ đến hiện tại, 1 câu tả
prediction cho tương lai)
(body par 01) Starting at just over 8 billion pounds, international tourism was by far the
largest export in Southland in 2000. This figure has increased since then to the present number of
nearly 9 billion pounds. Yet international tourism could not maintain its first rank, for it has been
exceeded by dairy products with approximately 10 billion pounds of revenue. That is a dramatic
improvement for a single industry, as dairy and meat were the two smaller exports in 2000, with
just below 7 billion and 6 billion pounds of sales respectively. Meat export, however, has fallen to
as low as 5.5 billion pounds since 2000. (đoạn 01 từ quá khứ đến hiện tại chú ý dùng present
perfect)
(body par 02) According to future projections, international tourism will regain its former
top position with around 10 billion pounds in 2025. This industry is estimated to be followed by
dairy products, which may undergo a slight depreciation to a number of 9.5 billion pounds in the
same year. A downward trend is also likely to be noticed in the figure for meat products, and this
industry may generate a relatively small sum of money – only 5 billion pounds in 2025. (đoạn 02
tả predictions cho tương lai chú ý dùng future tense)

14. NÂNG CẤP CÂU (CÁC BẠN HỌC VIÊN AIM ĐIỂM CAO CẦN LƯU
Ý MỤC NÀY)
Normal Sentences Refined Sentences
Tip 01: Diễn đạt The number of enquires via Overall, the office received
tăng giảm linh telephone and tourists increased substantially more enquires via
hoạt. Thay vì substantially, while the figure for telephone and directly from tourists, as
dùng “tăng / mailing platforms decreased over opposed to gradually weaker
giảm” dùng the given timescale. preference for mailing platforms
“more / fewer”. throughout the timescale given.
The number of male and female
employees decreased, while the
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Tả data không có number of factories changed Steadily fewer people of both genders
pattern cụ thể / through time. were hired every ten years, while the
thay đổi - biến number of factories followed no
động. Football became slightly more predictable pattern after a peak in 1861
popular as they are played by and a decline till 1901.
41% of the survey participants in
1995 then 44% in 2005. As opposed to all of the other sports,
football was the only one that failed to
decline in popularity at any point,
rising steadily from 41% to 45% over the
ten-year period.
Space witnessed a similar upward
pattern with fluctuations, finally
settling at 9 billion dollars.
Tip 02: Tả mức The number of in-person Likewise, the number of in-person
độ tăng giảm kèm questions grew dramatically from questions recorded registered the most
so sánh. 450 to 1900 enquiries in 2000 dramatic growth from only 450 to 1900
when it was used the most. enquiries, making face-to-face
communication the most common way
to elicit travel information in 2000.
Tip 03: nhóm 2 The proportion of ruby players Compared to 1995, both ruby and
đối tượng xu decreased in 2000 then increased snooker were played less in 2000 but
hướng giống nhau to 37% in 2005. Likewise, the more five years later, with figures being
vào 1 câu. figure for snooker declined then 37% and 33% respectively in 2005.
grew to 33%. There was a substantial rise in the
Gom 2 đối tượng proportion of 30-to 34-year-old married
là 2 genders people in both genders which accounted
for 8% for females and 11% for males in
2008, compared with 7% and 9%
respectively in 1996.
Tip 04: Diễn đạt It is apparent that the budget for It is apparent that the budget for meat and
A bị B vượt qua meat and fish made up the largest fish made up the largest proportion in
mặt proportion in 2010, but people 2010, but that shifted towards fruit and
- dùng “shift turned to pay out the most for vegetables three years later.
towards”
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- dùng overtake fruit and vegetables three years In general, over the five years buses
later. overtook cars to be commuters’ top
In general, buses were the most preference.
common transportation mode in
2009, but they were replaced by
cars.

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WRITING TASK 1 – TYPE 02: COMPARATIVE

CHARTS

1. DIỄN ĐẠT SỐ LIỆU BẰNG PHÂN SỐ (FRACTIONS)

Đối với các dạng bài số liệu % (đặc biệt là dạng pie charts), các bạn cần lưu ý sử dụng phân số để
đa dạng cách diễn đạt.
+ Tử số là số đếm (one, two, thre, etc.)
+ Mẫu số là số thứ tự (third, fourth, fifth,etc.)
* Nếu tử số lớn hơn 1 (từ 2 trở lên) thì mẫu số có thêm ‘s’
Example:
1/5 → one/fifth 2/5 → two/fifths

* Nếu mẫu số là 1 thì có thể dùng ‘a’ hoặc ‘one’ (one fifth hoặc a fifth đều được)
* Nếu mẫu số là 4 thì có thể dùng ‘fourth’ hoặc ‘quarter’ (one quarter hoặc one fourth hoặc a
quarter hoặc a fourth đều được)

Match these percentages (a-g) to the fractions (1-7)

a. 50% 1. two thirds
b. 25% 2. a half
c. 75% 3. a/one quarter
d. 33.3% 4. two fifths
e. 40% 5. three quarters
f. 10% 6. a/one third
g. 66.6% 7. a/one tenth

2. BA CÁCH CƠ BẢN DIỄN ĐẠT SỐ LIỆU %

Cách 01: Sử dụng các động từ mang nghĩa CHIẾM như “account for /make up / constitute /
comprise / occupy / represent
E.g. People who travelled to school by bus accounted for 33%/nearly one third.
* Lưu ý: với mẫu câu này thì chủ ngữ phải là “chủ thể” (người/vật).
SAI: The percentage of people who travelled to school by bus accounted for 33%.

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Cách 02: Mở đầu câu bằng số liệu / phân số.
E.g. Nearly one third of students travelled to school by bus.
E.g. 32% of students travelled to school by bus.

Cách 03: Mở đầu câu với ‘the (vast/great/overwhelming) majority’ và ‘a (tiny) minority’
E.g. The vast majority of students in this class are males.

3. CÁCH VIẾT TUỔI (QUAN TRỌNG)

One person:
• He is 10 years old.
• He is a 10-year-old.
• He is aged 10.

More than one person:

• The children in the class are all 10 years old.
• It is a class of 10-year-olds (or "10-year-old children").
• The children in the class are all aged 10.

Age groups with more than one person:

• The chart shows the preferred hobbies of children (who are) between 10 and 12 years old.
• The chart shows the preferred hobbies of 10-to 12-year-olds (or "10-to 12-year-old children").
• The chart shows the preferred hobbies of children aged 10 to 12.
*Note: If you miss the hyphens (-), it's not a big problem. It won't affect your score.

4. CÁCH VIẾT CÂU SO SÁNH

Số học sinh nam ở trường A là 500, số học sinh nữ là 250.

SO SÁNH 01 – dùng “more than”

There are 500 male students in school A, 250 more than female students.

SO SÁNH 02 – dùng “compared to/as opposed to”

There are 500 male students in school A, compared to/as opposed to only 250 female students.
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SO SÁNH 03 – “than”
250 more male students than female students study in school A.
Solar power accounts for far less of the total energy production than gas or coal does.
Developing countries are more reliant on alternative energy production than developed countries.

SO SÁNH 04: HƠN / KÉM GẤP MẤY LẦN

- The number of male students is double that of female students in school A, with respective
figures being 500 and 250.
- Twice as many male students as female ones study in school A.
Để bổ sung số liệu cho một câu đã hoàn thiện về mặt ngữ pháp, chúng ta dùng mẫu câu “S+V, with
S + V_ing / V_ed.”

5. OTHERS USEFUL COMPARATIVE STRUCTURES

a. Cấu trúc 01: Dùng V-ing participles khi hai câu cùng chủ ngữ để THÊM VẾ SO
SÁNH / THÊM SỐ LIỆU
- The number of male students in school A is 500, being double the figure for female students.
[không dùng “doubling” vì đó là verb nghĩa là tăng gấp đôi]
- The number of male students in school A is 500, being two times the figure for female
- Leading the chart, country B produced the largest amount of oil, at 3000 tons.

b. Cấu trúc 02: Sử dụng relative pronouns / clauses

- [dùng “whose” sau 1 noun chỉ sự sở hữu] Great Barrier Reef was the top tourist attraction
whose popularity surpassed / exceeded that of other destinations.
- [dùng “when” sau năm] There were 10,000 female students in 2000 when only 7,000
males enrolled at the school.

c. Cấu trúc 03: So sánh hơn kém gấp mấy lần: double / triple / two times / three times
- [gấp 2 lần đi với ADJECTIVE] (1) The number of male students in school A is twice /
two times that of female students (500 and 250). / (2) Mr. Han Ngo is twice as strict as Ms.
Minh.
- [gấp 2 lần đi với NOUN] (1) Twice as many male students as female ones attended school
A. / Cycle A has twice as many students as Cycle B.

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- [gấp 3 lần đi với NOUN] Country B produced three times as many movies as country A
did. = The number of films produced by country B was three times the figure for country
A.
- [so sánh giữa 2 năm dùng “as in”] There were twice as many unemployed people in 2009
as in 2005. = Twice as many people were unemployed in 2009 as in 2005.

d. Cấu trúc 04: So sánh hơn kém “er” và “more” / so sánh vượt trội:
Cách 01: Đưa ra con số trước, sau đó đưa ra so sánh hơn
E.g. The low income spend 29% on food and drink, 5% greater than what they spend on fuel bills.

Cách 02: Đưa ra so sánh trước, sau đó minh họa bằng con số
E.g. The low income spend more on food and drink than on fuel bills.
Cách thứ hai này không thực sự thích hợp để trích xuất số liệu.
E.g. The low income spend more on food and drink than on fuel bills (29% for food and drink as
opposed to / compared to 25% for fuel bills).

Cách 03: Dùng so sánh có thêm adverbs

E.g. From 1980 to 2000, it seems increasingly more school leavers chose to take a job after their
study, with a slight growth of 5% every decade. (so sánh giữa các năm, có yếu tố tăng giảm)
E.g. In 1990, significantly more school leavers chose to apply for jobs that those without
employment, accounting for 50% and 12% of total school leavers. (thêm số liệu vừa so sánh)

Cách 04: So sánh vượt trội, sử dụng verbs “outpace / outnumber / surpass / exceed (nhiều
hơn) và “trail” (ít hơn)
Công thức:
+ outpace (verb): A + outpace + B + by X%. ➔ A –B = X% [A hơn B 1 khoảng X]
+ trail (verb): A + trail + B + by X% ➔ B – A = X% [B nhỏ hơn A 1 khoảng X]
E.g. In 1940, the proportion of old people in the US outpaced that in Japan by 4%. (reference
language: that = the proportion of old people)

Phối hợp xu hướng & so sánh sử dụng outpace/trail vào cùng 1 câu.
Công thức: A + xu hướng + trích xuất số liệu, outpacing/trailing B by X (chú ý dấu phẩy)
E.g. In 1995, the population of Hanoi skyrocketed to 4 million, outpacing that of Thai Nguyen by
2 million. (reference language: that = the population)

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Công thức: A + exceed / overtake / surpass + B + mốc thời gian + giới từ with + trích xuất số
liệu
E.g. It is estimated that by 2030, the proportion of old people in Japan will surpass that in the US
at 35%.
E.g. Over the five years, the bus overtook the car to be commuters’ top preference.

Phối hợp xu hướng & so sánh sử dụng exceed / overtake / surpass vào cùng 1 câu.
Công thức: A + xu hướng + trích xuất số liệu, exceeding / overtaking / surpassing B (chú ý dấu
phẩy)
E.g. In 1995, the population of Hanoi skyrocketed to 4 million, exceeding / overtaking /
surpassing that of Thai Nguyen. (hành động “vượt qua” diễn ra vào năm 1995)

Cách 05: sử dụng “predominate” và “predominant” miêu tả chiếm đa số

“predominate / predominant over”: vượt trội hơn so với các giá trị khác
Công thức: A + predominate + over B, C and D. = A + be + predominant + over B, C and D.
E.g. Young men predominated over girls and women by two to one. = Young men were
predominant over girls and women by two to one.
“predominate / predominant in”: vượt trội trong một lĩnh vực hoặc theo một thước đo nào đó
Công thức: A + predominate + in (tên lĩnh vực, thước đo). = A + be + predominant + in (tên lĩnh
vực, thước đo)
E.g. Hanoi was predominant in population size, with 6 million citizens.
“predominate/predominant among”: vượt trội trong một tập hợp
Công thức: A + predominate + among (tập hợp). = A + be + predominant + among (tập hợp)
E.g. Unmarried men were predominant among all Hanoi citizens, with 31%. (Tập hợp: tất cả
dân số Hà Nội)

e. Cấu trúc 05: So sánh nhất – “est” và “the most”:

Cách 01: Đưa ra số liệu trước, so sánh nhất sau Công thức: Đại lượng A + số liệu + so sánh nhất
E.g. The proportion of income that the poor spend on food and drink is 29%, the greatest in this
group’s expenditure chart.
Cách 02: Đưa ra so sánh nhất trước, con số sau Công thức: Đại lượng A + so sánh nhất + giới từ
with/at + số liệu

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E.g. (1) The proportion of income that the poor spend on food and drink is the greatest, at 29%.
E.g. (2) Hanoi is the most populated city in Vietnam, with 6 million people.
Phân biệt cách dùng “with” và “at”: at (ở mức …): mô tả trực tiếp Chủ ngữ - là một con số. Ở ví
dụ (1), the proportion là một con số, ứng với 29% nên dùng giới từ at. with (với …): sử dụng con
số để minh họa cho Chủ ngữ - là một tên đại lượng. Ở ví dụ (2), toàn bộ vế bên trái không có con
số nào. Khi sử dụng 6 million people để minh họa cho Hà Nội (tên đại lượng thông thường), ta
dùng giới từ with.
Note: Khi gặp khó khăn trong việc sử dụng with hoặc at, ta có thể sử dụng ngoặc đơn để trích xuất
số liệu. Cách này không nên lạm dụng. Ví dụ: Hanoi has the largest population in Vietnam (6
million people).

f. Cấu Trúc 06: So sánh bằng

Cách 01: dùng “to be + the same … as … / to be + equal to” (2 bên là 2 con số)
E.g. Hanoi’s population was equal to that of Thai Nguyen = Hanoi has the same population size
as Thai Nguyen.

Cách 02: dùng “were on par”

E.g. Doctors in France and Switzerland were on par, earning about 70 thousand US dollars that
year.

Cách 03: dùng “as …. as….” hoặc “like [sth]” hoặc “the same”
E.g. Hydropower is not as efficient as wind power.
E.g. Like Japan, South Korea does not produce any natural gas.
E.g. The UAE produced the same amount of oil as Saudi Arabia.
E.g. Students in Class A is as crowded as those in Class B.

g. Cấu Trúc 07: So sánh nhất / nhì / ba / ít nhất

- [so sánh nhất] It is readily apparent that Great Barrier Reef was the top tourist attraction.
- [ít nhất] Macquarie Island remained the least preferred World Heritage site in Australia.
- [lớn thứ hai] In 1994, more than half of people (51%) travelling to the university used cars
as their main method of transport. The second largest group was bus users, at 33%.

h. Cấu trúc 08: Dùng Connectors để viết so sánh giống và đối lập

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similarity (n.) There was a striking similarity in the fast food consumption rate
between the USA and Australia during the whole period.
similarly (adv.) Mango sales increased sharply from 20,000 in January to 50,000 in
likewise (adv.) March. Similarly / Likewise, there was a substantial growth in
banana sales to 45,000
similar (adj.) Mango sales increased sharply from 20,000 in January to 50,000 in
March. Banana sales followed a similar pattern, rising from 10,000
to 45,000.
as well as As well as / Just as / Similar to banana sales, coconut sales soared
just as to 70,000
similar to (conj.)

contrasting (adj.) While membership of club A had an upward trend during the whole
opposite (adj.) timescale, membership in club B showed a contrasting / opposite /
reverse (adj.) reverse pattern.
on the contrary, Australia consumed very large amounts of fast food in 2009, with
by contrast, 281 times per person per year. On the contrary / By contrast, the
US’s consumption was significantly lower, with only 50 times per
person per year.
Subordinating 1. The Middle East produces high levels of oil, whereas / while
Conjunctions: Japan produces none.
While / Whereas / 2. Whereas / While the Middle East produces high levels of oil,
Although + Clause, S Japan produces none.
/ V. 3. Although the Middle East produced 100 tons oil, Japan
S + V; however, S + V produced none.
S + V. 4. The USA produces large amounts of natural gas. In contrast,
S + V. In contrast, / South Korea produces none.
On the other hand, S 5. European countries make great use of solar power. On the other
+V hand, most Asian countries us this method of power generation
very little.
compared to = in 1. The number of male students in the English class was 40,
comparison with + compared to / in comparison with only 15 female ones.
NOUN 2. Compared to / In comparison with / In contrast to / As
opposed to / Different from the sharp increase in the number of

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in contrast to = as male students enrolling in the English class, the figure for female
opposed to = different students gradually decreased throughout the given period.
form + NOUN

KHÁC BIỆT
vary from [sth] to 1. People’s reactions to the drug can vary widely.
[sth] / between [sth] 2. The planning laws vary from town to town.
and [sth]

i. Cấu trúc 09: Diễn đạt với “gap” – mức chênh lệch – dùng cho bài so sánh giữa nam
nữ / 2 đối tượng
- [gender gap] Children aged up to nine years old were the keenest bike riders as more than
half of them did o among both genders, with the smallest gender gap of 1%.
- [salary gap] Overall, doctors had significantly better salary than employees in other fields,
with the gaps varying wildly for the latter among the different countries. [đối tượng sau
có gaps lớn / đa dạng hơn]

6. SENTENCE FORMATION
Ways to express data (chú ý chủ ngữ Useful linking words:
của mỗi câu):
- Country A has the highest/largest - In country A, the number / rate /... was the highest
number/rate/... , at ..*data*.. / largest / lowest / smallest, at...*data*..., followed
- The largest number/rate/... was in by B and C...
country A, at *data*. - Country A was leading the chart, with ...*data*,
- More people in country A followed by country B and C, at ...*data b and
participated in/ate/could read and c*, respectively.
write...(*data*) than those in - While in country A, about 20 percent of the people
country B (*data*). participated in this activity, in country B, this
- In country A, clothing accounted number was only/came only at...
for / was the greatest expense, at - Unlike in country A, in country B, there were
*data*... only 5 percent of the population participating in
- Activity B came second, with … this sector.
people participating in it... - In country A, .... Meanwhile, in country B, ...

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- The number of... in country A was double that in
country B.
- (Talk about A). The same / similar pattern / trend
repeated / also applied / was observed in B.

7. WRITING GUIDANCE
PHÂN TÍCH ĐỀ
Có ba bước để phân tích đề đối với dạng đề Biểu đồ so sánh:
a. Xác định mốc thời gian: Bài thường chỉ có 1 mốc thời gian duy nhất (quá khứ) hoặc không có
mốc thời gian (sử dụng thì hiện tại đơn)
b. Xác định so sánh chính cho phần toàn cảnh:
Sử dụng 1 trong 2 kỹ thuật sau:
- So sánh nhất: chỉ ra những đại lượng lớn nhất trong từng biểu đồ chính
- Gom nhóm: Gom nhóm các đại lượng sao cho mỗi nhóm có quy luật tương phản với nhóm còn
lại
c. Xác định so sánh chi tiết cho phần thân bài: Phân đoạn
Phân đoạn Các loại so sánh
- Cách 1: mỗi đoạn mô tả một biểu đồ. 1- So sánh hơn: lớn/nhỏ giữa các đại
- Cách 2: mỗi đoạn mô tả một nhóm đại lượng (trong đó lượng, nhóm đại lượng
mỗi nhóm có các đại lượng trên tất cả các biểu đồ) 2- So sánh nhất: chỉ ra các đại lượng
- Cách 3: chia thân bài thành 2-3 đoạn, mỗi đoạn mô tả lớn nhất
một nhóm đại lượng. Trường hợp bài có thể bổ ngang 3- So sánh gấp: một lượng gấp đại
hoặc bổ dọc, người viết được phép tự lựa chọn phương lượng khác bao nhiêu lần
pháp tiếp cận của mình 4- So sánh bằng: khi hai đại lượng có
Thứ tự so sánh giá trị tương đương nhau
Trong mỗi đoạn, người viết mô tả từ đại lượng lớn tới đại 5- So sánh thứ tự: thứ nhất, nhì, ba,
lượng nhỏ xếp trước, xếp trên/ dưới
So sánh cùng đoạn & so sánh chéo 6- So sánh tương phản: giữa các đại
Trong mỗi đoạn, bên cạnh so sánh các đại lượng trong lượng một lớn, một nhỏ
từng đoạn, người viết cần lấy cả đại lượng ở các đoạn
khác sang để so sánh chéo tại 1-2 vị trí

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Lưu ý: Để đảm bảo độ dài của bài, cần chỉ ra tối thiểu 6-8 so sánh chi tiết theo tối thiểu 3 cách khác
nhau và cả 2 hình thức khác nhau. Trường hợp có nhiều dữ liệu phải cover, tuyệt đối không liệt kê
dữ liệu, mà nên gom nhóm vài dữ liệu liên tiếp thành 1 nhóm để tiện mô tả và so sánh.

REPORT STRUCTURE
Một bài văn Writing Task 1 bao gồm đầy đủ 3 phần sau: Mở bài (1 câu), Toàn cảnh (từ 1-3 câu) và
Thân bài (2-3 đoạn văn). Chúng ta không viết kết luận cho Writing Task 1.
Để đơn giản hóa chia động từ, tạm thời trong khuôn khổ bài này ta chỉ xét các bài có các mốc thời
gian nằm trọn vẹn trong quá khứ (sử dụng past simple: quá khứ đơn giản).

Mở bài (Introduction)
Câu mở bài có nhiệm vụ giới thiệu nội dung của đề bài. Nội dung này trong tất cả các đề Writing
Task 1 đều đã được thể hiện sẵn ở câu đầu tiên của đề bài, vậy nhiệm vụ còn lại rất đơn giản là thể
hiện lại nội dung này theo các khác (vì không được chép lại đề bài), sử dụng kỹ thuật paraphrase.
Một số paraphrases quan trọng cho mở bài: - Chart = graph: biểu đồ, đồ thị - To describe = to
illustrate = to demonstrate = to show = to explain: mô tả, diễn tả
Công thức cơ bản cho câu Mở bài: The (pie/bar chart/ table) describes (thông tin đề bài).

Chúng ta chỉ cần điền thông tin đề bài vào công thức trên và thay các paraphrases phù hợp để có
câu mới hoàn chỉnh và đa dạng.
Nội dung phần này hoàn toàn trung với phần chỉ ra các so sánh chính khi phân tích đề.
Khi viết toàn cảnh, người viết có thể sử dụng một trong 2 kỹ thuật sau:
- So sánh nhất: chỉ ra những đại lượng lớn nhất trong từng biểu đồ chính. Nếu sử dụng kỹ thuật
này, cần sử dụng các cấu trúc so sánh nhất trong phần Ngôn ngữ.
- Gom nhóm: Gom nhóm các đại lượng sao cho mỗi nhóm có quy luật tương phản với nhóm còn
lại. Nếu sử dụng kỹ thuật này, người viết có thể sử sử dụng cấu trúc so sánh hơn.
Lưu ý: tại phần Toàn cảnh, ta chỉ nêu so sánh chính chứ không đưa chi tiết cho từng giai
đoạn, và đặc biệt là không đưa con số hay dữ liệu nào trong biểu đồ vào.

8. WRITING SAMPLE
TOPIC – COMPARATIVE TABLE: The table below gives information about underground
railway systems in six cities. Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.

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City Date opened Kilometres of route Passengers per year
(in millions)
London 1863 394 775
Paris 1900 199 1191
Tokyo 1927 155 1927
Washington DC 1976 126 144
Kyoto 1981 11 45
Los Angeles 2001 28 50

WRITING GUIDANCE
1. Xác định mốc thời gian: không có mốc thời gian (sử dụng thì hiện tại đơn)
2. Xác định so sánh chính:
Sử dụng kỹ thuật Gom nhóm: - Hệ thống tàu điện ngầm ở London, Paris và Tokyo lâu đời hơn,
dài hơn và phục vụ nhiều hành khách hơn so với 3 hệ thống còn lại ở Washington DC, Kyoto và
Los Angeles.
3. Xác định so sánh chi tiết: (mô tả từng nhóm hạng mục)
Hệ thống tàu điện ngầm ở London, Paris và Tokyo:
- Hệ thống ở London: Lâu đời nhất - mở cửa năm 1963; Dài nhất - 394km, gấp đôi hệ thống đứng
thứ 2 ở Pháp và phục vụ 775 million hành khách mỗi năm
- Hệ thống ở Paris và Tokyo: cùng mở cửa vào đầu thế kỷ 20 (so sán sự tương đồng); có 199 và
155km, ngắn hơn nhiều so với ở London, tuy nhiên lại đông khách hơn hẳn London.
- Đặc biệt là hệ thống ở Tokyo là hệ thống bận rộn nhất với 1927 million khách
Hệ thống tàu điện ngầm ở Washington DC, Kyoto và Los Angeles:
- Cả 3 hệ thống ở Washington DC, Kyoto và Los Angeles đều ít bận rộn hơn, với 144, 45 và 50
million khách theo thứ tự
- Hệ thống mới nhất ở Los Angeles dài 28km - 2 hệ thống còn lại đều mở cửa vào cuối thế kỷ 20
(so sánh tương đồng), tuy nhiên độ dài hệ thống ở Washington DC đạt 126km trong khi hệ thống ở
Kyoto chỉ dài 11km, ngắn nhất trong hệ thống

WRITING SAMPLE
Paraphrases: Sử dụng từ gần nghĩa: gives information about => illustrates data on; systems =>
networks
Mở bài mẫu - Introduction: The table illustrates the data on the underground networks in six
major cities in the world.
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Overview mẫu (sử dụng kỹ thuật gom nhóm): Overall, the networks in London, Paris and Tokyo
are older, have longer routes and serve a larger number of passengers every year, compared with
those in Washington DC, Kyoto and Los Angeles.

Body Par 01: The London underground is the oldest system, having opened in 1863. It is also the
largest system, with 394 kilometres of route. The second largest system, in Paris, is only about
half the size of the London underground [so sánh gấp mấy lần], with 199 kilometres of route.
However, it serves more people per year. While only third in terms of size, the Tokyo system is
easily the most used, with 1927 million passengers per year. [câu nào cũng có so sánh, và đính
kèm số liệu]

Body Par 02: Of the three newer networks, the Washington DC underground is the most extensive,
with 126 kilometres of route, compared to only 11 kilometres and 28 kilometres for the Kyoto and
Los Angeles systems. [dung cụm “compared to”] The Los Angeles network is the newest, having
opened in 2001, while the Kyoto network is the smallest and transports only 45 million
passengers per year. [ngôn ngữ diễn đạt tự nhiên]

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9. NÂNG CẤP CÂU (CÁC BẠN HỌC VIÊN AIM ĐIỂM CAO CẦN LƯU
Ý MỤC NÀY)
Normal Sentences Refined Sentences
Tip 01: Diễn đạt When people age, they tend to be Age was an indicator of lower
người ta càng già less keen on cycling, except for participation in cycling activity for
càng … / đặc the oldest group. both genders, except for the oldest
điểm nào đó thay group bucking the trend.
đổi theo tuổi
Tip 02: Dùng Less then 20% of young and Cycling was remarkably less
“common” middle-aged females rode a bike. common among the older age groups
“popular” with only 17.1% and 12.3% of young
“popularity” để tả and middle-aged female adults in the
và so sánh data country riding bikes.
It is worth noting that bike riding
gained slightly greater popularity
among the elderly, with 18.5% of old
females aged over 60 and 13.2% of
their male counterparts enjoying riding
bicycles.
Overall, the largest percentage of Overall, football was by far the most
people played football in all three popular in all three years, as opposed to
years, while golf had the lowest golf which experienced far less
figure. popularity.
Tip 03: Diễn đạt The US lent the largest support Overall, aid provided to these countries
lớn hơn / vượt while the total amount of aid saw an increasing trend, with the US
hơn dùng verbs from other countries was much lending the largest support which far
“exceed” lower. exceeded the combined amounts
“surpass” from EU and other countries. [US còn
nhiều hơn các nước khác cộng lại.]
Tip 04: Vừa diễn The percentage of full-time The percentage of full-time students
đạt so sánh, vừa students who felt unsatisfied who felt unsatisfied was only 13%,
thêm data was only 13%. This figure is compared to a much larger figure of
lower than that for their 45% among their counterparts.
counterparts, at 45%.

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WRITING TASK 1 – TYPE 03: MAPS

1. HOW TO DESCRIBE LOCATIONS
a. Positions (dùng cho nơi nhỏ như phòng, sảnh, trong nhà)
in the top left-hand corner in the top right-hand corner
at the top of...
of.... of...

on the left-hand side of... roughly in the middle of... on the right-hand side of ...
to the left of ... exactly in the middle of.... to the right of…

in the bottom left-hand corner in the bottom right-hand corner

at the bottom of...
of ... of...

b. Positions (dùng cho nơi lớn như towns, villages, cities, islands)
to the east of … … in the central area / center to the west of …
…. in the eastern part of …. of … …. in the western part of ….

Positions - others
in close proximity to ... (gần với) = adjacent to … = next to = near
directly opposite ... (đối diện) = on the opposite side of = at the opposite end of = across from
surrounded by ... (bao quang bởi)
parallel to ... (song song với)

Example:
1. The forest to the south of the river was cut down.
2. A golf course was constructed to the north of the airport.
3. The houses to the south-west of the town were demolished.
4. The green fields to the north-west of the city were redeveloped as a park.
5. The airport in the centre of the city was relocated to the north-east of the river.
6. The school to the south-east was knocked down and a new one built to the east of
the forest.
7. Houses were constructed next to the primary school.
8. The forest near the river was cut down.
9. The school across from the park was extended and new sports facilities were built.
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2. HOW TO DESCRIBE SPECIFIC CHANGES
Below I will list various buildings and features and verbs we could describe their change.
➢ Buildings – demolished / knocked-down / flattened, replaced, renovated, built / constructed
/ erected, reconstructed, developed, extended / expanded, relocated, converted and
modernized
Examples:
1) The government demolished the industrial estate and developed a sports ground.
2) They removed the shops and replaced it with a skyscraper.
3) A port was constructed at the edge of the river.
4) The factory in the city center was demolished and relocated to the north of the city.
5) The old warehouses were replaced with new hotels.
6) The factory was converted into apartments.
7) From 1990 to 2010 a new housing estate was constructed where a school once stood.
8) The forest and green spaces have been profoundly affected over the two decades and were
replaced by housing.
9) In the period from 1990 onward, the leisure facilities were completely renovated.
10) A new stadium has been built and more sports faciities have been opened up over the years.

➢ Trees and Forests - cleared, cut down / chopped down, removed, planted
Examples:
7) The forest was cut down and replaced with a shopping centre.
8) The trees were cleared to make way for houses.

➢ Roads, bridges and railways lines - constructed, built, extended / expanded, and removed
Example:
9) The main road was extended and a new bridge was built over the river.
➢ Leisure facilities - opened, set up, developed.
Examples:
10) A skate park was set up next to the swimming pool.
11) A park was developed beside the forest.

3. SENTENCE FORMATION
a. Write about the purpose of changes
1. A pier gives access to the island and is linked to the reception building by a vehicle track.

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2. Roads and footpaths connect the various parts of the islands.
3. A reception building and a restaurant are at the center of the island and are linked to
accommodation by footpaths.
4. Footpaths have been cleared to connect these areas to each other and to make the reception, a
restaurant, and a beach accessible.

b. Improve your sentences

1. A short vehicle track has been laid linking the pier directly to the reception building, which
was constructed at the center of the island. (vừa tả thay đổi, vừa tả vị trí) (subject của câu
là đối tượng được xây dựng / thay đổi)
 The installation of a short vehicle track which was contructed at the center of the island has
allowed the pier to be connected with the reception building. (thay đổi verb thành noun
phrase để làm subject của câu)
 The connection between the pier and the reception building has been enabled thanks to the
installation of a short vehicle track. (thay đổi verb thành noun phrase để làm subject của
câu)
2. The east is the only portion of the beach that has not yet been altered. (câu này sử dụng
Relative Clause)
 No adjusments took place at the east side of the island. (thay đổi verb thành noun phrase
để làm subject của câu)
 The east side of the island experienced no alteratons over the years.

c. Useful high-level vocabulary and sentence structures

1. [dùng “at the former site” => nơi từng là] Furthermore, a new housing development
containing apartments is now found on the waterfront at the former site of the fish market.
2. [dùng “be replaced with”] In the school campus, it can be clearly seen that the car park has
been removed and replaced with gardens in the eastern part of the campus.
3. [with + noun phrase] In 1962, both Meadowside and Fonton were completely separate with
no roads or rail connecting them.
4. [V-ing participle đứng sau noun] In addition, the road encircling a small housing
development to the west of the main road has been extended further westward.
5. [dùng “together with”] One extra floor has been installed in each building, together with the
addition of a café, music room, and additional stairs connecting the two main buildings.

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6. [V-ing đầu câu khi subject trùng với subject câu] Substituting the refectory, the previous
office rooms have been relocated to the upper floor of the library whose location has been
fixed inside the left-handed main building.
7. [dùng “which”] Currently, both Meadowside, which is now a suburb, and Fonton are joined.
8. The railway line, which runs through Fonton, has been extended to the west where a train
station has been built.
9. [dùng “where”] The new petrol station has been builtd to the west of the city where a post
office used to exsit.

4. REPORT STRUCTURE
4 bước để phân tích đề đối với dạng đề Bản đồ:
1. Xác định mốc thời gian: Quá khứ, hiện tại, tương lai hoặc không có mốc thời gian

2. Phân vùng: Một số bản đồ có thể được chia thành 2-3 phần hoàn toàn tách biệt với nhau. Tuy
nhiên rất nhiều bản đồ khác không thể được chia nhỏ hơn, khi các phần không hoàn toàn tác biệt
với nhau.

3. Xác định sự thay đổi/ so sánh chính để viết toàn cảnh (chọn 2-3 cách trong các cách dưới
đây):
- Số lượng phòng - số lượng công trình tăng hay giảm?
- Tổng diện tích công trình chính tăng hay giảm? - Tổng công suất phục vụ – số dân, số khách tăng
hay giảm?
- Có thể chia nhóm các nhóm: nhóm mở rộng hoặc xây mới | nhóm thu hẹp hoặc phá dỡ | nhóm
không thay đổi
- Tái cấu trúc trên diện rộng tất cả các thành phần trong bản đồ
- Thay đổi toàn diện, lột xác

4. Xác định sự thay đổi / so sánh chi tiết để viết thân bài:
a. Lựa chọn trình tự mô tả hợp lý - có 3 kiểu phân đoạn như sau:
- Theo phân vùng như bước thứ 2 (nếu có thể phân vùng), mỗi vùng 1-2 đoạn văn
- Theo trình tự từ ngoài vào trong như 1 người sử dụng dịch vụ tại địa điểm đó
- Phân nhóm thành các nhóm nhỏ: nhóm mở rộng hoặc xây mới | nhóm thu hẹp hoặc phá dỡ | nhóm
không thay đổi
b. Nội dung các thay đổi/ só sánh chi tiết trong từng đoạn:

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- Thay đổi vị trí (công trình A được dời từ vị trí 1A tới vị trí 1B)
- Mở rộng, xây mới (công trình B được mở rộng / xây mới tại vị trí 2)
- Thu hẹp, dỡ bỏ (công trình C bị dỡ bỏ khỏi vị trí 3)
- Không thay đổi (công trình D không thay đổi)
- Đối chiếu so sánh giữa các vị trí với nhau (ở gần/xa, đối diện, song song, dọc theo, bao quanh)
(tốt nhất kết hợp vào các mô tả chi tiết trên)
Lưu ý: đề bài cho phép người viết lựa chọn đặc điểm nào người viết cho là nổi bật trong phần
xác định sự thay đổi/ so sánh chi tiết tại bước 4.

5. REPORT STRUCTURE
Một bài văn Writing Task 1 bao gồm đầy đủ 3 phần sau: Mở bài (1 câu), Toàn cảnh (từ 1-3 câu) và
Thân bài (2-3 đoạn văn). Chúng ta không viết kết luận cho Writing Task 1.
Để đơn giản hóa chia động từ, tạm thời trong khuôn khổ bài này ta chỉ xét các bài có các mốc thời
gian nằm trọn vẹn trong quá khứ (sử dụng past simple: quá khứ đơn giản).
Mở bài (Introduction)
Câu mở bài có nhiệm vụ giới thiệu nội dung của đề bài. Nội dung này trong tất cả các đề Writing
Task 1 đều đã được thể hiện sẵn ở câu đầu tiên của đề bài, vậy nhiệm vụ còn lại rất đơn giản là thể
hiện lại nội dung này theo các khác (vì không được chép lại đề bài), sử dụng kỹ thuật paraphrase.
Một số paraphrases quan trọng cho mở bài: - to describe = to illustrate = to demonstrate = to
show = to explain: mô tả, diễn tả - From year X to year Y = between year X and year Y: từ năm X
tới năm Y (chú ý giới từ)
Công thức cơ bản cho câu Mở bài: The maps illustrate (thông tin đề bài) from year X to year Y and
predictions until year Z.
Chúng ta chỉ cần điền thông tin đề bài vào công thức trên và thay các paraphrases phù hợp để có
câu mới hoàn chỉnh và đa dạng.

Toàn cảnh (Overview)

Nhiệm vụ của phần toàn cảnh là truyền tải lại bước thứ 3 của phần phân tích đề bằng tiếng Anh.
Phần dự đoán tương lai (nếu có) được chia thành 1 câu riêng biệt.
- Số lượng phòng - số lượng công trình tăng hay giảm?
- Tổng diện tích công trình chính tăng hay giảm?
- Tổng công suất phục vụ – số dân, số khách tăng hay giảm?
Nếu đề bài có các đặc điểm dưới đây, các đặc điểm này cũng cần được thể hiện khi viết bài:
- Tái cấu trúc trên diện rộng tất cả các thành phần trong bản đồ

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- Thay đổi toàn diện, lột xác
Lưu ý: Khi có 2 nhóm khác nhau hoặc khi sự thay đổi tại 2 vùng khi phân vùng khác nhau,
chúng ta dễ dàng sử dụng cấu trúc so sánh tương phản, sử dụng liên từ while hoặc whereas.

Một số câu Overview mẫu:

- Overall, the school has been expanded and restructred with a wide range of facilities to admit
more students. (mở rộng, tái cấu trúc, tăng số công trình, tăng số học sinh)
- Overall, while the left bank of the river has remained intact, the right bank has developed into a
densely-populated place with many residential areas. (phân vùng, so sánh tương phản, tăng dân số,
tăng số công trình)
Lưu ý: tại phần Toàn cảnh, ta chỉ nêu xu hướng chứ tổng quát chứ không đưa xu hướng chi tiết
cho từng giai đoạn, và đặc biệt là không đưa con số hay dữ liệu nào trong biểu đồ vào.

Thân bài – Body:

Hướng dẫn Toàn bộ nội dung thân bài đã được phân tích kỹ trong bước thứ 4 của phần phân tích
đề, việc duy nhất là chuyển các nội dung này thành tiếng Anh.

a. Lựa chọn trình tự mô tả hợp lý - có 3 kiểu phân đoạn như sau:

- Theo phân vùng như bước thứ 2 (nếu có thể phân vùng), mỗi vùng 1-2 đoạn văn
- Theo trình tự từ ngoài vào trong như 1 người sử dụng dịch vụ tại địa điểm đó

b. Các thay đổi/ só sánh chi tiết trong từng đoạn đã phân:
- Thay đổi vị trí (công trình A được dời từ vị trí 1a tới vị trí 1b)
- Mở rộng, xây mới (công trình B được mở rộng/ xây mới tại vị trí 2)
- Thu hẹp, dỡ bỏ (công trình C bị dỡ bỏ khỏi vị trí 3)
- Không thay đổi (công trình D không thay đổi)
- Đối chiếu so sánh giữa các vị trí với nhau (ở gần/xa, đối diện, song song, dọc theo, bao quanh)
(tốt nhất kết hợp vào các mô tả chi tiết trên)
Lưu ý:
- Có thể sử dụng thể bị động của động từ (nhấn mạnh vào sự việc, không nhấn mạnh người thực
hiện hành động)
- Bắt buộc phải sử dụng các liên từ để kết nối các ý, các câu và các đoạn văn với nhau. Một số liên
từ thường dùng: in/by contrast, also
- Sử dụng thêm ngôn ngữ thay thế để tăng tính liên kết và tránh lặp từ. Ví dụ: Building A was
expanded in 2015. Next to this building, a new car park was built in the same year.
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6. WRITING SAMPLE 01 – BUILDINGS / PLACES
This should follow the same format as any task 1:
1. Introduction (1 sentence)
2. Overview (1 sentence)
3. Body (2-3 paragraphs)

WRITING TOPIC
TOPIC: Plan A below shows a health centre in 2005. Plan B shows the same place in the
present day. Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

1) Introduction
As with any task 1, you can begin by paraphrasing the rubric:
The maps illustrate the changes that have taken place in a health care centre since 2005.

2) Overview
Normally, there should be two maps of one place in two different years, and your task is to
identify the outstanding changes that have taken place.
The outstanding changes can be:
- The places that have been built or expanded / remained unchanged
- The places that have been demolished or narrowed down
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- If there are too many changes, you may just write that the places have been largely
reorganised or simply that there have been many changes.

Below are some examples of general statements we could use to describe change in towns and
cities.
1. Over the period, the area witnessed dramatic changes.
2. From 1995 to 2005, the city centre saw spectacular developments.
3. The village changed considerably into an urban area over the time period.
4. During the ten-year period, the industrial area was totally transformed.
5. Over the past 20 years, the residential area was completely reconstructed.
6. The central business district was completely modernised during the time period.
Sometimes you need to split the map into two or three parts. This depends on what kind of map it
is. In this model question, you can split the map in to two areas:
- The main building
- Outside the main building

Now let’s look at the model overview. Focus on the words in the bold style.
Overall, the main building has been expanded and restructured to provide more rooms
with the addition of minor operation room and more yet smaller consulting rooms. While the
garden has been reduced in size, the car park has been enlarged to serve more patients. (câu
overview nêu những đặc điểm / thay đổi chính)

3) Body
Your paragraphing should be in accordance with your overview. Please note that if a paragraph is
rather long, just split it into two smaller paragraphs.
The main building
A new minor operations room has been erected in the top left hand corner of the main
building. All the three consulting rooms have been narrowed and relocated to the bottom right
hand corner of the building, and one more consulting room has been established. (dùng verbs
phù hợp và chính xác để diễn đạt thay đổi)
The entrance has also been moved to the bottom left hand corner of the building, next to
the new location of the reception desk and in close proximity to a new children’s play area. (vừa
miêu tả sự thay đổi, vừa tả vị trí) Whereas the office has been reduced in size, the main hall

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has been broadened and more seats have been added around the hall. The physiotheraphy room
has remained unchanged since 2005. (câu complex với whereas)

Outside the main building

The expansion of the car parking lots has made room for 18 new parking slots. By
contrast, the size of the garden has been cut down by a half. The fences have been relocated in
accordance with the new areas for the car park and the garden.

7. WRITING SAMPLE 02 – CITIES / VILLAGES

This should follow the same format as any task 1:
4. Introduction (1 sentence)
5. Overview (1 sentence)
6. Body (2-3 paragraphs)

WRITING TOPIC
TOPIC: The map below shows the development of a seaside village between 1995 and present.
Summarise the information by selecting and reporting the main features and make comparisons
where relevant.

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You will normally be shown two maps, as above and asked to select and report the main features,
and make comparisons where relevant. You will obviously be using both present and past tenses to
describe the maps and how the town has developed.

1) Introduction
Giống với các dạng task 1 khác, đối với Maps bạn cũng chỉ cần paraphrase lại đề bài.
+ maps = pictures / illustrations
+ show = illustrate
(1) The two pictures illustrate changes taking place in a village since 1995.
(2) The two maps show the layout of the same seaside village in 1995 and at present

2) Overview
As this is an IELTS writing task 1 question, we must write an OVERVIEW and this is where we
talk generally about the main changes that have occurred between the two maps.

Below are some examples of general statements we could use to describe change in towns and
cities.
1. Over the period, the area witnessed / underwent / seen dramatic changes.
2. From 1995 to 2005, the city center saw spectacular developments.
3. The village changed considerably over the time period.
4. During the ten-year period, the industrial area was totally transformed.
5. Over the past 20 years, the residential area was totally reconstructed.
6. Over the time period, the old docks were totally redeveloped.
7. The central business district was completely modernized during the time period.
8. Over the 20-year period, the area has witnessed big changes especially to the farmland areas
which were redeveloped.
9. In the years after 1990 the city centre was extensively modernised.
10. The town used to be very green but it has become much more industrialised in the last 15 years.

Overview của bài Maps đảm bảo có đủ 03 phần chính:

Thành phần 01: Một câu “general statement” để khái quát sự thay đổi chung.
Example:
(1) The village has undergone significant changes.

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(2) Dramatic development has been seen in the village.
(3) There have been significant changes taking place in the village.

Thành phần 02: Những thay đổi đó là những thay đổi gì – nhóm các thay đổi với nhau.
Ví dụ: improved road infrastructure, expanded housing areas, etc.

Thành phần 03: Những thay đổi đó tạo ra điều gì?

Để biết được điều này thì các bạn nên nhìn vào những đặc điểm sau đây:
(1) Có nhiều hơn hay ít hơn nhà ở (houses – apartments) → become more or less populated
(2) Có nhiều hơn hay ít hơn green spaces (trees, forests, parks, etc.) → become more or less
green
(3) Farmland/agricultural land/fish market còn hay mất → become more or less
urbanized/industrialized
(4) Đường sá – giao thông → improved road infrastructure / improved connectivity
(5) Hotels/restaurants/shops → more convenient

Overall, the seaside village has undergone significant changes which include the
expansion of housing areas and the establishment of more facilities at the expense of green spaces
and commercial fishing, transforming it into a more urbanized town.

3) Body
Your paragraphing should be in accordance with your overview. Please note that if a paragraph is
rather long, just split it into two smaller paragraphs.
Group nhóm và mô tả chi tiết
The most notable changes are the disappearance of the fishing port and adjacent fish market,
as well as the creation of a golf course and tennis courts to the north-east, where farmland and a
forest park were still found in 1995. Furthermore, new houses and apartments have constructed on
the waterfront at the former site of the fish market, with the total number of houses increasing from
12 in 1995 to 16 at present. A number of restaurants have been built on the opposite side of the road
where shops used to be.

Group nhóm và mô tả chi tiết

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In addition, the road encircling a small housing development west of the main road has been
extended further westward. The hotel and cafe in the south-east have remained as is, and a new car
park has been added next to the hotel.

8. NÂNG CẤP CÂU (CÁC BẠN HỌC VIÊN AIM ĐIỂM CAO CẦN LƯU
Ý MỤC NÀY)
Tip 01: Biến verbs In the Western side of the school Moreover, the western side of the
thành noun phrases campus, the flower beds were school campus has also experienced
để tả nhiều thay đổi removed, and new stairs were substantial changes including the
trong 1 câu, điễn đạt installed. [2 câu dài và không removal of flower beds, leaving
chức năng / mục đích bao quát] space for stairs to be installed.
của thay đổi. => câu
ngắn gọn / bao quá Major changes including the
hơn. removal of flower beds has took
place at the west side of the school
campus, leaving space for stairs to
be installed.

One more set of stairs has been added

A new set of stairs has been to connect the third floors between
added between the two the two buildings.
buildings. [không thấy mục
đích / câu ngắn] The construction of the new
foothpaths has improved
connectivity between buildings
located in the west part of the
campus.

In Meadowside, a housing Moreover, in Meadowside, the

estate was built in the western development of a housing estate
part, while a leisure complex took place in the west, a leisure
and a supermarket were complex and a supermarket in the
constructed in the southern part. south. [rút gọn câu]

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Tip 02: Dùng “with With regard to the central building on the right side, a new music
regard to,” “in terms room has been constructed underground across the newly erected Cafe,
of,” “as XXX is which has replaced the classroom and used to serve as the refectory in
concerned,” để nối the past.
ideas
In terms of the main building, a common room has been erected with
the construction of an additional floor [to the main building].

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WRITING TASK 1 – TYPE 04: PROCESS

1. VOCABULARY TO DESCRIBE STEPS / STAGES IN THE PROCESS
Useful Language: Ordering, purpose, and result
Ordering Expressing purposes
First Stage A is done (so as) to produce B.
The first stage is when + noun + verb. | To begin A is done in order that B can be produced.
with, ____________ Expressing causes and results
The process commences with _____________ As a result,
To begin with, _______________ This results in + noun
Middle Stages A results from B / in B
Subsequently, ______ A happens, which results in B / which
This step involves + Ving, ______ leads to B / which causes B / with the
After this stage is complete, ______ result that B happens.
The next step is when + noun + verb, _________
By this stage, __________
The step after / following this is V-ing / that
_____
At the same time, __________
While / As _______
Once A has finished, B is able to start.
Last Stage
Once A the final stage has been completed, _____

Components and stages

The network is made up of four basic items …
We use these words and phrases for parts or components of a system or process:
XXX is constituted of (four) stages pieces
is made up of parts components
invovles things items
There are

The information goes through four stages. We use these words and phrases for stages in a system
or process…

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The first step of the process is …
second stage procedure
final part

Sequencing
The packets are subsequently transferred to a router
We use these words for time connectors
Adding a new stage An earlier stage Things happening at The end of a process
the same time
After that, / After Prior to this While Finally,
this, Previously During Lastly,
Then, Earlier At the same time, Eventually,
Next, Before this Meanwhile,
Subsequently, Simultaneously,
Later, As soon as…,
Following this,
Having done that,

Routes
From here it passes (along a pipe) to a chamber
travels (through
moves (via
From here there are two possible routes
If the sample is approved, then it moves on to …
If the sample fails the test, then it …
Saying what happens at each stage
… into a container where (things happen)
...to chamber in which (things happen)
mixing chamber during which (things happen)
which (does things)
The next finishing which involves washing, brushing and
stage is cleaning includes polishing.
three main elements.

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2. ADVANCED TIME CONNECTORS
Stage / step
The first stage in the process is that …..
The next step is the ….
In this stage, …
Before, after, prior to, followed by
1. Verb-ing
Before / after receiving the goods, the customer must check their quality,
2. Verb phrase
Before / after / until the customer can receive the goods, they can check the quality.
Frog spawns grow into tiny tadpoles, followed by the development stage during which their
legs gradually appear.
Prior to adulthood, a tadpole experiences significant changes such as its tail gets shorter in
addition to the development of two front limbs.
3. Noun/noun phrase
Before the storage of components, …
* Please note that you must nominalise the verb to use this noun/noun phrase structure
Once
Once + S1 + V1, S2 + V2… - Nếu S1 khác S2
Once the components are stored, a message is sent to the buyer.
Having
Having + past participle
Having authorised payment by credit card, the bank releases funds to the merchant.
Having been roasted, the coffee is packaged.
* Please note that the bank must also be the (hidden) subject for the action in the first half of
the sentence (the bank has authorised…)

3. REPORT STRUCTURE
Một bài văn Writing Task 1 bao gồm đầy đủ 3 phần sau: Mở bài (1 câu), Toàn cảnh (từ 1-3 câu) và
Thân bài (2-3 đoạn văn). Chúng ta không viết kết luận cho Writing Task 1.
Mở bài (Introduction): Câu mở bài có nhiệm vụ giới thiệu nội dung của đề bài. Nội dung này
trong tất cả các đề Writing Task 1 đều đã được thể hiện sẵn ở câu đầu tiên của đề bài, vậy nhiệm

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vụ còn lại rất đơn giản là thể hiện lại nội dung này theo các khác (vì không được chép lại đề bài),
sử dụng kỹ thuật paraphrase.
Một số paraphrases quan trọng cho mở bài:
- process = flow chart
- to describe = to illustrate = to demonstrate = to show = to explain: mô tả, diễn tả
Công thức cơ bản cho câu Mở bài: The process illustrates (thông tin đề bài – dạng danh từ).

Toàn cảnh (Overview): Nhiệm vụ của phần toàn cảnh là truyền tải lại bước thứ 1 của phần phân
tích đề bằng tiếng Anh.
Mẫu câu: - Overall, there are X stages in the process, which mainly involve XX, YY, and ZZ. (XX,
YY, and ZZ là một chuỗi các danh từ / noun phrase chỉ tên các bước chính trong quá trình) Lưu ý
overview là phần quan trọng nhất trong bài viết để ghi điểm Task Achievement. Overview
phải đủ - cover được các steps chính và có bao nhiêu steps trong quá trình.

Thân bài: Hướng dẫn Toàn bộ nội dung thân bài đã được phân tích kỹ trong bước thứ 2 của phần
phân tích đề, việc duy nhất là chuyển các nội dung này thành tiếng Anh.
Cách phân đoạn: chia khoảng 2-4 bước liên tiếp thành 1 đoạn văn. Trung bình 1 bài có 2-3 đoạn
thân bài.
Thứ tự mô tả: lần lượt từng bước một. Có thể gộp nhiều bước liên tiếp bằng cách sử dụng câu
phức, câu ghép hoặc 1 chủ ngữ với 2-3 vị ngữ khác nhau nếu bài có quá nhiều bước, để tránh việc
phải viết quá dài.
Lưu ý:
- Phần lớn (không phải tất cả) các sự thay đổi nên được mô tả sử dụng thể bị động của động từ
(nhấn mạnh vào sự việc, không nhấn mạnh người thực hiện hành động)
- Bắt buộc phải sử dụng các liên từ để kết nối các ý với nhau.
- Sử dụng thêm ngôn ngữ thay thế để tăng tính liên kết và tránh lặp từ. Ví dụ: Sand and water are
added to the clay. Afterwards, this mixture is put into moulds.

4. WRITING SAMPLE
This should follow the same format as any task 1:
1. Introduction (1 sentence)
2. Overview (1 sentence)
3. Body (2-3 paragraphs)

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TOPIC: The diagram illustrates the process that is used to manufacture bricks for the building
industry. Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

1) Introduction
As with any task 1, you can begin by paraphrasing the topic:
The diagram explains the way in which bricks are made for the building industry.
As you can see, this has been taken from the question, but it has not been copied. You need to write
it in your own words.

2) Overview
Đoạn overview cần có đủ 2 yếu tố:
(1) Số stages/phases/steps
(2) Tóm tắt các stages/phases/steps chính

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(1) Overall, there are three main phases with eight stages in the process. (2) The process begins
with the digging up of raw clay used for making bricks, followed by heating and cooling processes
before ending with the packaging and delivery.

Nếu Process gồm 3-6 stages/phases/steps, các bạn áp dụng công thức câu sau:
Overall, there are …(insert the number of stages here)… stages in the process. The process begins
with (stage 1) and (stage 2), followed by (stage 3) and (stage 4) before ending with (stage 5) and
(stage 6).

Nếu Process có nhiều hơn 6 bước hoặc bạn không chắc rằng mình đếm có đúng không, thì cách an
toàn các bạn có thể viết là “many/several stages/phases/steps” thay vì viết một con số cụ thể.

3) Body Paragraphs
a. Cấu trúc 01: Dùng Time Connectors linh hoạt
A process is a series of events, one taking place after the other. Therefore, to connect your stages,
you should use ‘time connectors’.
Here is the rest of the answer with the time connectors highlighted (notice that you simply go from
the beginning to the end of the process):
To begin, the clay used to make the bricks is dug up from the ground by a large digger. This
clay is then placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller
assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned into bricks by
either placing it into a mold or using a wire cutter. Next, these bricks are placed in an oven to dry
for 24 – 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process. They are heated
in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c), followed by a
cooling process in a chamber for 2 – 3 days. Finally, the bricks are packed and delivered to their
destinations.

These are some common IELTS process diagram connectors:

To begin, Then Before**
Following this After Subsequently
Next, After that Finally
** Lưu ý: áp dụng quy tắc 3 điểm tương tự như trong dạng bài trend.

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Before being dried in the oven, the mixture is turned into bricks by either placing it into a mould
or using a wire cutter.

b. Cấu trúc 02: Dùng Passive Voice, Relative clause (when / which / where), present
participles (V-ing)
Here is the same example description with uses of the passive highlighted:
To begin, the clay which is used to make the bricks is dug up from the ground by a large
digger. This clay is then placed onto a metal grid, onto a metal grid, which is used to break up the
clay into smaller pieces. A roller assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned into bricks
by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to
dry for 24 – 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process. They are
heated in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c), followed
by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are packed and delivered to
their destinations where they could be used for building houses.

c. Cấu trúc 03: Biến đổi “word form” trong câu viết
Sometimes it may be appropriate just to use the same language that you are given in the IELTS
process diagram to describe it, but you should try to vary it.

You may be able to use nouns from the diagram as your verbs. For example, the noun packaging in
stage seven becomes:

Finally, the bricks are packed…

WRITING SAMPLE
(introduction) The diagram explains the way in which bricks are made for the building
industry.
(overview) Overall, there are three main phases with eight stages in the process. The process
begins with the digging up of raw clay used for making bricks, followed by heating and cooling
processes before ending with the packaging and delivery.

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(body par 01) To begin, the clay used to make the bricks is dug up from the ground by a
large digger. This clay is then placed onto a metal grid, which is used to break up the clay into
smaller pieces. A roller assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned into bricks by either
placing it into a mold or using a wire cutter. Next, these bricks are placed in an oven to dry for 24
– 48 hours.
(body par 02) In the subsequent stage, the bricks go through a heating and cooling process.
They are heated in a kiln at a moderate and then a high temperature (ranging from 200c to
1300c), followed by a cooling process in a chamber for 2–3 days. Finally, the bricks are packed and
delivered to their destinations.

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WRITING TASK 1 – TYPE 05: MIXED CHARTS

Note: Khi viết mixed charts, bạn dùng cả trend và comparison language.

SAMPLE WRITING
TOPIC
Graphs below provide the latest figures about the demographics of the United States, including
ethnical groups and population, based on a census that was carried out and administered by US
Census Bureau in 2006. Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.

WRITING GUIDANCE
Similar to any other WT1, there are three basic things you need to write.
1. Introduce the graphs
2. Give an overview
3. Give the detail
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We’ll look at each of these in turn.
1) Introduction
The table, combined with the bar chart, provides an overview of demographics of the United
States from the early last century to the present. (gom chung data, cả hai hình tả về cái gì)
The given table provides information about US population by race and ethnics, and the bar
chart illustrates US population growth rates from 1990 to 200. (ghi rõ ra chart 01 tả cái gì, chart
02 tả cái gì)

2) Overview
The first thing you need to bear in mind is to treat the two graphs separately. This means that
you need to write one overview sentence for each graph. Please note that the two graphs can be
trend-trend, trend-comparative, or comparative-comparative.
You may, as well, write one more sentence to compare the two graphs, but only after you have
written two overview sentences for them. But this extra sentence (in italic style) is entirely optional.

1. Overall, the US population continued to swell since the early last century (main features
của chart 02) and the greatest increases occurred to Hispanics and Asian Americans from
1966 to 2006. (main features của chart 01)
2. It can be seen from the charts that a substaintial increase was observed in the US
population level (main features của chart 02), with white people being the most
crowded race. (main features của chart 01)
Paraphrase the question.
Overall, the US population continued to swell since the early last century and the greatest
increases occurred to Hispanics and Asian Americans from 1966 to 2006.

3) Body Paragraphs
Now you can write two body paragraphs to describe each of the charts, in turn.
Of course, information grouping in the overview is very important when structuring the body
paragraphs. In the following sample body paragraphs, I would write based on the second way of
writing the overview.

The table
It can be seen in the table that the total US population is now 300 million, 1.5 times
larger than 40 years ago, 200 million. Hispanics and Asian Americans expanded much faster

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than other races. According to the census, 44.7 million Americans were Hispanic, more than five
times than in 1966, while the Asian population is as large as 14.3 million, a ten-fold increase
(dùng 1 cụm nounphrase độc lập) over the 1966 level. By comparison, although white
Americans are still in the majority, accounting for two thirds of the current US population, the
growth rate was lower than the general population. Afro-Americans, who made up the second
largest ethical group in 1966 with a population of 22.3 million, dropped to number three, behind
whites and Hispanics. Other ethical groups take up the remaining 1.3 million.

The bar chart

Remember that cross-comparison is the key to better coherence and task response. Please identify
the places where I’ve used cross-comparison.
A glance at suggested chart reveals that in the first half of the 20th century, the US
population grew at different rates, ranging from 7.5 million to 20 million a decade. (dùng
cụm range from) It accelerated since the middle of the last century, with adding at least 20
million to the overall population every ten years. The 1990s alone experienced a growth of more
than 30 million.

WRITING SAMPLE
(introduction) The given table provides information about US population by race and ethnics,
and the bar chart illustrates US population growth rates from 1990 to 200.
(overview) Overall, the US population continued to swell since the early last century (main
features của chart 02) and the greatest increases occurred to Hispanics and Asian Americans from
1966 to 2006. It can be seen from the charts that a substaintial increase was observed in the US
population level, with white people being the most crowded race.
(body par 01) It can be seen in the table that the total US population is now 300 million,
1.5 times larger than 40 years ago, 200 million. Hispanics and Asian Americans expanded much
faster than other races. According to the census, 44.7 million Americans were Hispanic, more than
five times than in 1966, while the Asian population is as large as 14.3 million, a ten-fold increase
over the 1966 level. By comparison, although white Americans are still in the majority, accounting
for two thirds of the current US population, the growth rate was lower than the general population.
Afro-Americans, who made up the second largest ethical group in 1966 with a population of 22.3
million, dropped to number three, behind whites and Hispanics. Other ethical groups take up the
remaining 1.3 million.

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(body par 02) A glance at suggested chart reveals that in the first half of the 20th century,
the US population grew at different rates, ranging from 7.5 million to 20 million a decade. It
accelerated since the middle of the last century, with adding at least 20 million to the overall
population every ten years. The 1990s alone experienced a growth of more than 30 million.

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USEFUL EXPRESSIONS FOR IELTS WRITING

TASK 1
- with the gaps varying wildly
chênh lệch / mức - There was a disparity in terms of AA
độ đa dạng - saw / experienced drops of varying degrees [giảm với nhiều mức
độ khác nhau]
- with figures varying widely from [data] to [data]
- increase / decrease by varying degrees
thêm data vào bài - with respective figures being around + [data] => thêm số liệu
với “with” - with the figure reaching / increasing to / declining to + [data] =>
thêm số liệu cho bài có trend
diễn tả trend / - The pattern for AA was slightly different with + [noun phrase]
pattern khác biệt - AA bucked the trend [khác biệt với xu hướng phổ biến]
- There is a stark difference with regard to AA
diễn đạt trend - A similar pattern yet at lower / higher rates is recorded among
giống nhau mà AA.
khác mức độ
diễn đạt sb hứng - express their interest in AA
thú / thích sth - people / those keen on AA
- interest waned slightly / remarkably among AA
diễn đạt soán ngôi - AA made up the largest proportion in ___ / was the most popular…,
– AA là nhất sau but that shifted towards BB…
đó bị thay bằng BB - AA overtook BB to be the top preference of sb
diễn đạt - the most popular ... >< AA experienced far less popularity
popularity - gradually weaker preference for (trở nên ít phổ biến hơn)
- AA [was the only one which] failed to decline in popularity at any
point (diễn đạt tăng dần đều, không giảm)
diễn đạt xu hướng - [người ta càng già càng ít làm gì] age was an indicator of lower
cho bài có age participation in AA = As people age, they are / were less likely
groups to …
- AA was remarkably less / more common among the older age
groups = AA gained slightly greater / less popularity among the

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elderly / the older age groups = interest waned slightly / remarkable
among AA group.
diễn đạt cho bài có - the level of participation
sự tham gia - [cinema/club] attendance = attendance rates
- attended sth = participate in sth = engage in sth
diễn đạt xu hướng - follow no predictable pattern
nhiều biến động - a volatile = an unpredictable pattern
- changes to/in AA were [less / more] predictable
khoảng cách khác - the gender gap diminished / grew / was narrowed / was widened
biệt giữa nam và - the gender gap was negligible / noticeable
nữ [gender gap / - the disparity in terms of the figures for AA and BB was huge /
gender noticeable / significant
differences] - dùng female / male counterparts
diễn đạt [data] gần - AA and BB were comparable
bằng nhau - AA and BB were on par, …
diễn đạt cho bài về - give positive feedback to [sth]
“feedback” - be (very/quite / completely) satisfied with
- be/feel unsatisfied with = feel/be dissatisfied with
- be very pleased with [sth]
- rate sth as satisfactory / excellent
- be happy about sth
- consider themselves to be happy / very happy
- consider sth helpful / less helpful
- the level(s) of satisfaction among [đối tương] towards AA in
terms of [mặt nào đó]
- be far less helpful
- Opinion regarding XXX was far less / largely divided

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WRITING TASK 2 – COMPREHENSIVE

GUIDELINES
I. WRITING TASK 2 COMMON MISTAKES
Những lỗi cơ bản cần tránh khi viết bài
Các lỗi cơ bản được chia thành 4 nhóm chính, cũng là 4 tiêu chí chấm điểm của IELTS. Bài viết
band 7+ mắc rất ít các lỗi thuộc cả 4 nhóm, bài band 6+ chỗ đúng chỗ sai, bài band 5+ số lỗi sai
xuất hiện nhiều nhưng người đọc có thể theo dõi mạch của bài viết không bị ngắt quãng nhiều.
Task Response
1. OFF-TOPIC (the idea is off-topic): viết lạc đề, không trả lời được cho câu hỏi đề bài
2. LF (lack focus): 1 ý của câu khi viết không liên quan chặt chẽ tới nội dung đề bài
3. UNCLEAR (the idea is unclear): viết không thoát ý, không mạch lạc
4. OG (overgeneralisation): nghiễm nhiên thừa nhận một sự việc là đúng
5. EXAG (exaggeration): thổi phồng quá mức, nói quá sự thật
Coherence and Cohesion
1. REF (incorrect reference): sử dụng sai, không rõ ràng, thừa hoặc thiếu từ chỉ định
2. LINK (linking devices): sử dụng sai, thừa hoặc thiếu liên từ giữa vế câu, câu hoặc đoạn văn
Lexical Resource
1. INF (informal language): sử dụng ngôn ngữ văn nói, không phù hợp với văn viết
2. WC (word choice): lựa chọn sai từ trong văn cảnh
3. SP (spelling): chính tả
4. WF (word formation): sai dạng từ hoặc cấu tạo cụm từ (danh từ, động từ, tính từ, trạng từ)
5. COL (collocations): sử dụng sai các từ luôn đi với nhau thành cụm
6. RPT (repetition): lặp từ
Grammatical Range and Accuracy
1. RV (redundant verb): thừa động từ, câu có 2 động từ chính cùng 1 vế
2. FRAG (fragmented sentence): câu chưa hoàn chỉnh, thiếu thành phần chính S hoặc V
3. SVA (subject-verb agreement): chia động từ sai so với chủ ngữ
4. PUNC (punctuations): đặt dấu chấm, phẩy sai chỗ, thừa hoặc thiếu
5. VF (verb form): chia sai dạng của động từ (các thì hoặc phân từ hiện tại – quá khứ)
6. RC (relative clause): sử dụng sai, thừa hoặc thiếu mệnh đề quan hệ
7. UNPAR (unparalleled structure): cấu trúc không song song
8. COUNT/UNCOUNT (uncountable-countable): sử dụng sai Noun đếm/ không đếm được
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9. PLURAL/SING (plural-singular): sử dụng sai danh từ số ít/ số nhiều
10. ARTICLE (a/an/the/zero article): sử dụng sai mạo từ
11. PREP (Prepositions): sử dụng sai giới từ

Lỗi COUNT/UNCOUNT thường gặp:

Một số từ khi viết IELTS gần như lúc nào cũng sử dụng ở dạng Uncountable (không đếm được)
Tất cả phân từ hiện tại Verb-ings đóng vai trò như danh từ
Accommodation | Advice | Behaviour | Damage
Electricity | Equipment | Information | Knowledge
News | Permission | Progress | Power
Research | Traffic | Transport | Work

Lỗi COUNT/UNCOUNT thường gặp:

Một số từ khi viết IELTS gần như lúc nào cũng sử dụng kèm theo mạo từ the:
The environment | The ecology
The atmosphere | The climate
The government | The world
The countryside | The Internet
The human race

Một số từ khi viết IELTS gần như lúc nào cũng sử dụng không đi kèm với mạo từ the:
Society (với nghĩa là xã hội nói chung)

Nếu xuất hiện cấu trúc A + giới từ + B trong đó A và B là 2 danh từ, thông thường sẽ có mạo từ
the trước danh từ A. Ví dụ:
The figure for robbery
The ability to foresee risks
The dangers of committing a crime

Nếu xuất hiện một danh từ đếm được đứng một mình ở dạng số ít (không kèm theo mạo từ
nào), chắc chắn bạn đang sai ngữ pháp. Bạn cần chuyển danh từ đó sang số nhiều, hoặc thêm mạo
từ phù hợp. Ví dụ:
 I like car.
 I like cars.
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 She is reading article that I told you about.
 She is reading the article that I told you about.
Bạn luôn cần sử dụng the trước superlatives (so sánh nhất). Ví dụ:
The most | The least
The longest | The shortest

II. WRITING TASK 2 – LANGUAGE TO USE

Tentativity: Tính thận trọng
Các lỗi phổ biến nhất khi viết thiếu thận trọng là:
- Overgeneralisation: nghiễm nhiên thừa nhận một sự việc là đúng
Ví dụ: If more trees are planted, the environment will be saved.
Cách sửa: sử dụng Cautious language để làm giảm tính chắc chắn của câu đã viết
If more trees are planted, the environment may/may/could be saved.
If more trees are plainted, some environmental problems will be solved.
If more trees are planted, it is likely that the environment will be saved.
- Exaggeration: thổi phồng quá mức, nói quá sự thật
Ví dụ: Planting trees is a perfect way to solve environmental problems.
Cách sửa: diễn đạt lại tất cả các từ cường điệu quá mức
Planting trees is an effective way to solve environmental problems.

Objectivity: Tính khách quan

Các lỗi phổ biến nhất khi viết thiếu khách quan là:
- The use of emotional words: sử dụng những từ mang sắc thái tình cảm, thường là tính từ
hoặc trạng từ như: really, so (adverb), especially, amazing, fantastic, horrible etc.
Ví dụ: Planting trees is a wonderful way to solve environmental problems, especially when
deforestation is a horrible problem for us.
Cách sửa: loại bỏ hoặc diễn đạt lại tất cả những từ mang sắc thái tình cảm này
Planting trees is an effective way to solve environmental problems when
deforestation is an enormous problem for the human race.
- Personal pronouns: sử dụng đại từ quan hệ WE hoặc YOU khi diễn đạt tạo cảm giác không
khách quan.
Ví dụ: If you continue to use individual vehicles, you will make the air quality problem
become worse.
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Cách sửa: diễn đạt lại loại bỏ các từ trên. Có thể thay We/You bằng people, the human
race, hoặc đơn giản hơn là chuyển câu thành bị động để “giấu” We/You đi.
If people continue to use a substantial number of individual vehicles, they may make
the air quality problem become worse.
If a substantial number of individual vehicles are used, the air quality problem may
become worse.

Formality: Đúng hình thức

Các lỗi phổ biến nhất khi viết sai hình thức là:
- Abbreviations: Viết tắt (I’m, they’re, can’t, the US, the UK, the IMF etc). Ngoại lệ duy
nhất là ở Writing Task 1 khi đề bài đã cho sẵn các từ viết tắt trong câu hỏi.
Ví dụ: I’m an advocate of the idea that the role of women in modern society can’t be
ignored.
Cách sửa: viết dạng hoàn chỉnh của các từ viết tắt.
I am an advocate of the idea that the role of women in modern society cannot be
ignored.
- Informal language: sử dụng từ vựng văn nói và các cách diễn đạt văn nói như idioms. Sử
dụng những từ vựng quá đơn giản như big, have, go, do, thing cũng là cách diễn đạt văn
nói.
Ví dụ: Vietnam has a big problem of child labour. If we don’t change right now,
things will go worse. We must do something right now!
Cách sửa: sử vụng từ vựng học thuật để diễn đạt lại.
There is a severe problem of child labour in Vietnam. The situation may become
even worse unless definite actions are taken.
- Rhetorical questions and exclamatory sentences: sử dụng câu hỏi tu từ hoặc câu cảm
thán. Cả 2 cách diễn đạt này đều không phù hợp với IELTS Writing.
Ví dụ: What is the biggest problem with life in the city? I think it is public health!
Cách sửa: sử dụng câu trần thuật (statement)
I think that one of the biggest problems with life in the city is public health.
- Specific statistics: sử dụng các số liệu cụ thể, thường là từ các nghiên cứu để làm dẫn chứng
khi viết. Cách này không phù hợp với IELTS vì bản chất IELTS là kỳ thi ngôn ngữ, yêu cầu
sử dụng ngôn ngữ để thuyết phục người đọc bài.
Ví dụ: A recent study by transport experts has found that less than 90 percent of individual
vehicles in Vietnam are motorbikes.

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Cách sửa: Loại bỏ tất cả các phần nhắc tới các nghiên cứu, có thể đưa các cách diễn đạt
kém chính xác hơn thay vì số liệu cụ thể. Có thể đưa thêm một văn cảnh cụ thể và nhắc tới
ý này như một ví dụ.
For example, in Vietnam, a large number of people are using motorbikes as the primary
means of transport.

III. WRITING TASK 2 – WRITING SKILLS

❖ SKILL 01: Kỹ thuật danh từ hóa (nominalisation)
Để diễn đạt trôi chảy trong bài viết, tại nhiều vị trí, chúng ta cần chuyển (sự việc đề bài) thành
một cụm danh từ. Các bạn sử dụng 3 cách dưới đây – theo thứ tự ưu tiên:
1. Sử dụng một cụm danh từ có ý nghĩa tương đương
Ví dụ:
- (Đề bài) Many couples have children at later stages of life -> (Sự việc đề bài) Delayed
parenthood hoặc Advanced parental age hoặc Childbearing postponement
- (Đề bài) Artists should be supported financially -> (Sự việc đề bài) Financial support for
artists hoặc The provision of financial support for artists
2. Sử dụng dạng Verb-ing của động từ chính
Ví dụ:
- (Đề bài) Environmental problems are too big to solve -> (Sự việc đề bài) The solving of
environmental problems
- (Đề bài) Should dangerous sports be banned? -> (Sự việc đề bài) Banning dangerous sports
3. Sử dụng cấu trúc “The fact / trend / phenomenon / practice that …” (S+V) với cụm S+V của đề
bài
Ví dụ:
- (Đề bài) “Many couples have children at later stages of life.” ➔ (Sự việc đề bài) “The trend
that many parents have children later in life is associated with negative impacts. hoặc “The
phenomenon that many couples delay having children causes negative implications.”
- (Đề bài) “Children are commiting more crimes.” ➔ (Sự việc đề bài) “The phenomenon
that children commit more crimes results from several factors.”
Tùy vào đề bài, chúng ta còn có thể sử dụng:
- The proclivity nếu xu hướng là tiêu cực. ➔ “The proclivity that children are commiting
more crimes results from several factors.”

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❖ SKILL 02: Cách viết thân bài
Phát triển ý bằng cách giải thích/ diễn giải và lấy ví dụ
2 kỹ thuật quan trọng nhất của viết đoạn văn thân bài là giải thích/ diễn giải và lấy ví dụ. Đôi lúc
chúng ta cũng sẽ cần có thêm kỹ năng phân tích ví dụ để chứng minh nội dung đang đề cập. Để
giải thích, ta cần sử dụng logic nguyên nhân – kết quả. Để diễn giải, chúng ta thường chỉ ra cách
thức một việc được thực hiện. Để lấy ví dụ, ta cần nêu ra 1 sự việc hoặc 1 người làm minh chứng
cho nội dung đang đề cập.
1 - Phương pháp giải thích
Minh họa:
Hiện nay, với sự phát triển của Internet và công nghệ số, các nghệ sĩ có thể kiếm tiền dễ
dàng hơn. Điều này là bởi trên Internet, họ có thể đăng tác phẩm của mình để tiếp cận hàng
triệu khách hàng tiềm năng.
Cách diễn đạt “Điều này là bởi” có thể dịch ra tiếng Anh:
- This is because … (S+V)
- This is due to / because of … (cụm danh từ)
- An explanation of this is that … (S+V)
Example:
- Moving businesses to rural areas is beneficial.
- This is because this policy helps create job opportunities for local people.
- This is due to the job opportunities that this policy helps create for local people.

2 - Phương pháp diễn giải

Minh họa:
Một cách để trẻ tập trung hơn khi học ở trường là hạn chế quyền sử dụng điện thoại di động
và các thiết bị công nghệ cầm tay của trẻ. Điều này có thể thực hiện bằng việc cấm cha mẹ
cho trẻ mang các thiết bị này tới trường.
Cách diễn đạt “Điều này có thể thực hiện bằng việc” có thể dịch ra tiếng Anh:
- This could be done by Verb-ing

3 - Phương pháp lấy ví dụ

Minh họa:
Một số nghệ sĩ không nhận lại xứng đáng được những họ đã cống hiến cho xã hội. Ví dụ,
Nguyễn Văn Tý, một nhạc sĩ với rất nhiều ca khúc nổi tiếng tại Việt Nam, đã sống một cuộc
sống thiếu thốn và chết trong nghèo đói.
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Cách diễn đạt “Ví dụ” có thể dịch ra tiếng Anh:
- For example, … (S+V)
- For instance, … (S+V)
- An excellent example of this is that … (S+V)
- A clear illustration of this is that … (S+V)

4 – Cách viết đoạn văn

Mỗi đoạn văn thân bài dài từ 4-6 câu, bắt đầu bằng câu chủ đề (topic sentence) và các câu còn lại
để giải thích, diễn giải hoặc đưa ví dụ.
2 cách cơ bản để triển khai đoạn văn là đoạn văn 2 ý và đoạn văn 1 ý. Người viết tự lựa chọn tùy
theo số ý mình có – cả 2 cách này đều có điểm khó riêng.

Đoạn văn 2 ý có cấu trúc cơ bản:

1. Câu chủ đề (Topic sentence): giới thiệu ý chung (central idea) của cả đoạn văn
2. Luận điểm 1: giải thích thứ nhất cho central idea
3. Giải thích, diễn giải hoặc lấy ví dụ cho Luận điểm 1
4. Luận điểm 2: giải thích thứ hai cho central idea
5. Giải thích, diễn giải hoặc lấy ví dụ cho Luận điểm 2
Luận điểm 1 và 2 có vai trò song song, bởi vậy chúng ta cần có một cặp quan hệ phù hợp. Các
bạn có thể sử dụng tùy trường hợp & dạng bài:
- First, … (luận điểm 1). Second, … (luận điểm 2).
- The primary reason is that … (luận điểm 1). Another significant reason is that (luận điểm
2).
- A clear benefit is that … (luận điểm 1). Another obvious benefit is that… (luận điểm 2)
- An effective measure is … (luận điểm 1). Another measure is … (luận điểm 2)

Đoạn văn 1 ý có cấu trúc cơ bản:

1. Câu chủ đề (Topic sentence): giới thiệu ý chung (central idea) của cả đoạn văn
2. Luận điểm duy nhất: giải thích hoặc diễn giải cho central idea
3. Lấy ví dụ cho Luận điểm trên
4. Phân tích ví dụ để chứng minh cho Luận điểm trên
5. Tái khẳng định nội dung của central idea (câu này không bắt buộc)
Khi tái khẳng định nội dung, người viết cần phải nhắc lại central idea theo một cách khác. Đây
là kỹ thuật Paraphrase (xem phần Ngôn ngữ sử dụng).
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WRITING TASK 02 - USEFUL WAYS TO DEVELOP YOUR
IDEAS

STRUCTURE 01: “EXAMPLE-LED PARAGRAPH” CHO CÁC DẠNG CÂU

HỎI LIÊN QUAN ĐẾN CELEBRITIES/COMPANIES/COUNTRIES.
❖ Celebirites as examples
Nowadays celebrities are more famous for their glamour and wealth than for their
achievements, and this sets a bad example to young people.
To what extent do you agree or disagree with this statement?

On the one hand, many people do achieve fame without really working for it. They may have
inherited money from parents, married a famous or wealthy person, or they may have appeared in
gossip magazines or on a reality TV program. A good example would be Paris Hilton, who is rich
and famous for the wrong reasons. She spends her time attending parties and nightclubs, and her
behavior promotes the idea that appearance, glamour and media profile are more important than
hard work and good character. The message to young people is that success can be achieved
easily, and that school work is not necessary.

On the other hand, there are at least as many celebrities whose accomplishments make them
excellent role models for young people. Actors, musicians and sports stars become famous idols
because they have worked hard and applied themselves to develop real skills and abilities. They
demonstrate great effort, determination and ambition, which is required for someone who wants
to be truly successful in their chosen field. An example is the actor and martial artist Jackie Chan,
who has become world famous through years of practice and hard work. This kind of self-made
celebrity can inspire children to develop their talents through application and perseverance.

Gạch chân: Ví dụ cụ thể về một người nổi tiếng có thật & giải thích lý do vì sao người này nổi
tiếng.
In đậm: người nổi tiếng này tác động tốt/xấu young people như thế nào. Câu này rất quan trọng
nên cần viết rõ ràng, cụ thể.
* Với cách viết Example-led, chúng ta chỉ cần một idea cho một paragraph

❖ Cities / countries as examples

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In addition, if the governmental budget on supporting artists is allowed, more artists would
be stimulated to contribute to the development of art. For example, thanks to governmental
allowance for young photographers in Singapore in 2005, the photography industry has taken a
giant leap to become extremely successful in this country.
The large number of people crammed into a relatively small area has caused expensive
housing, increased traffic and severe pollution. For example, apartment prices in mega-cities
like Tokyo and New York have soared to the point where only the wealthiest inhabitants can
afford decent living standards.

❖ Companies as examples
It is easier than ever for travellers to go abroad and find recognisable products by the brands
that they use at home. For example, shops like Adida, H&M, and Mc Donalds can be found on
the high streets of most major cities, and tourists are guaranteed the same quality and standard of
product wherever they are.
Companies must compete against each other, with the most intelligent and highest paid
experts, in order to come up with better products and survive in the marketplace. One example of
this is the competition between consumer electronics manufacturers like Samsung, Apple and
Sony that has led to engineering discovers related to miniaturisation, virtual reality, microchips,
security features and more. Competition has led these companies to invest heavily in research and
development departments that rival those of most governments.

STRUCTURE 02: CÁCH PHÁT TRIỂN Ý TRONG ĐOẠN VĂN ONE-IDEA

❖ One-idea paragraph dùng example
(Topic sentence) The trend of preferring living in small units can be attributed to the
preference for individual freedom. [câu 1 – context trước] Arguments, or even conflicts, among
family members of different generations may be inevitable when they live under the same roof.
[câu 2 – giải quyết vấn đề] In order to avoid such unexpected quarrels and maintain healthy
relationships, people have a propensity to move out and lead their own independent life which
allows them to make their own decisions and pursue their interests without any frustration. [câu 3
– example] For example, when living alone, Vietnamese youngsters can celebrate overnight parties
with their friends, which is not permitted when they live with their grandparents whose mindsets
are old-fashioned.

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Highlight: Câu topic sentence đỏi hỏi các bạn phải viết thật rõ ràng và nói rõ lập luận của mình. Ví
dụ: ở Topic đầu tiên các bạn cần nói rõ xu hướng mà người ta thích ở riêng là vì muốn có được
“individual freedom”.

In đậm: Việc lấy ví dụ là rất cần thiết để minh hoạ (illustrate) cho những lập luận (reasoning) của
mình. Với cách viết one-idea paragraph, các bạn thường bị bí ý tưởng, không biết nên phát triển
(develop) ý tiếp theo như thế nào. Lấy ví dụ (take an example) là phương pháp rất hiệu quả để tránh
tình trạng nói trên.

❖ One idea paragraph dùng ‘WITHOUT’ để phát triền ý ngược lại

Some people think secondary school students should study international news as one of their
subjects. Other people say this is a waste of valuable school time. Discuss both views and give
your opinion.

(Topic sentence) I strongly believe that learning international news could make significant
contributions to students’ growth. In the era of globalization, acquiring knowledge about world
news is essential in helping students develop global perspectives and gain world vision. In other
words, international news can provide learners with deep insights into various fields such as
politics, economies or laws, thus broadening learners’ awareness of global issues. [dùng without
để nối dài đoạn] Without such crucial consciousness, students in the modern world may suffer
substantial disadvantages in real life. For example, students lacking knowledge about global issues
are more prone to failure in applying for a job at an international company which usually requires
the candidates to have a strong perspective towards certain global issues.

Gạch chân: Mở đầu câu bằng “Without…” là một cách viết rất hiệu quả khác giúp bạn tiếp tục phát
triển ý, đồng thời giúp tăng tính thuyết phục cho lập luận của mình. Bài viết ở trên cho thấy ‘việc
học international news rất quan trọng giúp học sinh tăng cường kiến thức và nâng cao nhận
thức’. Nếu tới đây các bạn “bí”, thì các bạn nên nghĩ theo hướng ngược lại, nếu không có
(WITHOUT/LACKING) kiến thực và nhận thức đó thì học sinh sẽ bị ảnh hưởng thế nào. Nghĩ
theo cách này, các bạn sẽ có thêm ngay ý để viết.

STRUCTURE 03: CÁCH PHÁT TRIỂN Ý BẰNG CÁCH TÁCH

IDEAS THÀNH NHỮNG Ý NHỎ HƠN

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a. Tách 1 idea lớn thành 2 ideas nhỏ hơn
Some people think that schools should concentrate on academic classes, because they are
helpful for future career. But they think music and sports classes are not useful. To what
extent do you agree or disagree?

(Topic sentence) I am of the opinion that non-academic subjects such as sports and music
play an important role in an individual’s well-rounded growth. First, practicing sports could
contribute to building a healthy and flexible body. For instance, doing regular physical exercise
could enable children to grow stronger muscles and bones which are essential for their later
physical growth in the future. Second, children who have early musical training are proven to be
able to develop the areas of the brain related to language and reasoning. For example, students
playing musical instruments from the early time may find it easier to learn foreign languages
and be able to solve math problems. For those reasons, music and sports should also be considered
as core subjects at schools besides other academic subjects.

Câu trả lời là mặc dù được tách ra làm 2 ý, những hai ý này tựu chung lại để làm rõ (support) cho
ý lớn “an individual’s well-rounded growth”. Ta rõ ràng thấy rằng, supporting idea 01 nói về
“physical growth”, supporting idea 2 nói về “mental growth”. Khi viết theo cách này, các bạn
không những đạt điểm cao Task Achievement mà còn giúp tăng điểm Coherence & Cohesion nữa.
b. Chứng minh cho một luận điểm bằng lợi ích / tác hại lên 2 hoặc 3 nhóm người khác nhau
When choosing a job, the salary is the most important consideration. To what extent do you
agree or disagree?

Nevertheless, I believe that other considerations are just as important as what we earn in our
jobs. Firstly, for warm-hearted people, personal relationships and the atmosphere in a workplace
are extremely important when choosing a job. Having a good manager or friendly colleagues, for
example, can make a huge difference to workers’ levels of happiness and general quality of life.
Secondly, for workaholics, their feelings of job satisfaction come from their professional
achievements, the skills they learn, and the position they reach, rather than the money they earn.
Finally, being philanthropic, some people choose a career because they want to help others and
contribute sth positive to society.

Maintaining public libraries is a waste of money since there is computer technology. To what
extent do you agree or disagree?
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In addition, library books provide people with more authentic and reliable information and
data compared to that available on the Internet. For scholars and scientific researchers with strict
demands for data accuracy, government-funded libraries and their books play a pivotal role in
scientific research and information retrieval.

STRUCTURE 04: CÁCH VIẾT SO SÁNH VỚI QUÁ KHỨ “IT WAS NEVER
THE CASE FOR…”/ “IT WAS UNCOMMON IN THE PAST THAT…”
Some people say that nowadays children have too much freedom. To what extent do you agree
of disagree?

On the one hand, it is apparent that parents have been giving their children certain levels of
autonomy in choosing friends and clothes. With respect to the former, children now can choose
friends with whom they want to play regardless of their different backgrounds. This was
uncommon in the past when parents of wealthy families only permitted their children to play
with those coming from the same privileged class. In addition to this, today’s teenagers are also
entitled to decide on what sort of clothes they wear. It is a common sight now that a girl dresses
in menswear, which was never the case for their parents’ generations.

Social media such as Facebook, Twitter is replacing face-to-face contact in people’s everyday
lives. Do you think the advantages of this development outweigh the disadvantages?

It is irrefutable that online social media has facilitated long-distance communication, allowing
people to connect with one another easily no matter where they are. Through chats or video calls,
people from different countries now can be brought together. This was never the case in the past when
they rarely had a chance to meet or communicate with anyone outside of their immediate circle
of community. What is more, businessmen now can hold virtual conferences which allow participants
in various locations to access live onsite meetings. They do not have to gather in a conference room,
which helps to ease distance communication in business.

STRUCTURE 05: VIẾT ĐOẠN VĂN CÓ COUNTER-ARGUMENT

Một trong những thủ thuật viết khá hữu ích là viết 1 đoạn văn có counter-argument và 1 đoạn văn viết bình
thường. Trong đoạn counter argument này, chúng ta phủ định lập luận ủng hộ quan điểm đối lập với chúng
ta.

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Some people think that an international car-free day is an effective way of reducing air pollution.
To what extent do you agree or disagree?

Với đề này, chúng ta muốn viết bài totally disagree, chúng ta có thể viết đoạn 01 – chứng minh
đây là giải pháp không hiệu quả ➔ đoạn 02 – đưa ra những effective ways to reduce air pollution.
MẪU 01 CHO COUNTER PARAGRAPH
Một đoạn counter paragraph có thể viết như sau:
Câu 01: Topic Sentence: It is a fallacy / a misperception to think that …. / to consider …
Câu 02: Câu Supporting Sentence: Supporters / Advocates of such a view would argue that ….
(Người mà ủng hộ cái view này họ sẽ đưa ra lập luận rằng …)
Câu 03: Câu Counter: Câu này có nhiệm vụ phản bác lại lập luận đưa ra trong câu Counter.
However, such a scenario is exaggerated because … / Nevertheless, such reasoning seems invalid
because ….
Câu 04: Câu Example / Reasoning to counter dùng để đưa ra example chứng minh mạnh mẽ,
làm bật lên lập luận refute của cá nhân.
Câu 05: Câu Concluding Sentence dùng để kết đoạn nối qua đoạn 02.

SAMPLE COUNTER PARAGRAPH

Encouraging people around the world to halt using cars through intermittent car-free
events may not be a viable method to deal with air pollution. [Đưa ra lý do tại sao người khác
ủng hộ idea này] Advocates of this view would argue that such events can raise awareness among
car users about air problems, motivating them to limit their use of private vehicle. [câu bật lại –
chứng minh lập luận này không đúng] However, this reasoning is mainly exaggerated since such
awareness is usually deemed having no practical values among those for whom private transport is
the only choice. Furthermore, not only gas emissions released from cars but also untreated toxic
fumes from factories are exacerbating the air quality. Therefore, addressing one of the causes cannot
completely tackle the problem.

Câu 01 – Topic Sentence: Encouraging people around the world to halt using cars through
intermittent car-free events may not be a viable method to deal with air pollution.

→ Topic sentence: khẳng định rằng việc phát động “international car-free day” để giảm thiểu môi
trường là một việc không khả thi.

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Câu 02 – Supporting Sentence: Advocates of this view would argue that such events can raise
awareness among car users about air problems, motivating them to limit their use of private vehicle.
→ Supporting sentence 01: Câu này sẽ dẫn ra lí lẽ mà những người ủng hộ việc phát động
“international car-free days” rằng ngày này sẽ tăng cường nhận thức của người dân về vấn đề ô
nhiễm không khí, từ đó họ sẽ hạn chế sử dụng xe hơi.

Câu 03 + Câu 04 – Counter Sentence + Reasoning: However, this reasoning is irrational since such
awareness is usually deemed having no practical values among those for whom private transport is
the only choice. Furthermore, not only gas emissions released from cars but also untreated toxic
fumes from factories can exacerbate the air quality.
→ Hai câu counter phản biện lại: Hai câu này sẽ phủ định lí lẽ nêu trên là sai vì 2 lí do: Một là,
đối với những người mà xe hơi là phương tiện đi lại duy nhất thì việc ngày này hoàn toàn vô nghĩa.
Thứ hai, ô nhiễm không khí không phải chỉ xuất phát từ khói bụi thải ra từ xe hơi mà còn từ các
nhà máy, khu công nghiệp. Do vậy, giải quyết vấn đề xe hơi cũng không thể giải quyết vấn đề ô
nhiễm không khí nói chung.

Câu 05 – Concluding Sentence: Therefore, addressing one cause of the problem should be an
ineffective approach.
Câu này tóm gọm lại và chuyển tiếp qua đoạn sau rằng giải pháp international car days không hiệu
quả.

Nowadays animal experiments are widely used to develop new medicines and to test the safety
of other products. Some people argue that these experiments should be banned because it is
morally wrong to cause animals to suffer, while others are in favour of them because of their
benefits to humanity. Discuss both views and give your own opinion.

SAMPLE COUNTER PARAGRAPH

(topic sentence) On the one hand, there are clear ethical arguments against animal
experimentation. (câu Counter) To use a common example of this practice, laboratory mice may
be given an illness so that the effectiveness of a new drug can be measured. (câu Refute) However,
opponents of such research argue that humans have no right to subject animals to this kind of
trauma, and that the lives of all creatures should be respected. (câu Example / Reasoning) They
believe that the benefits to humans have no right to justify the suffering caused, and that scientists
should use alternative methods of research.
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WRITING TASK 02 – TYPE 01: DISCUSSION ESSAYS

DISCUSS BOTH VIEWS & GIVE YOUR OWN OPINION
I. ESSAY DEVELOPMENT
TOPIC
Some people think that it is more beneficial to take part in sports which are played in
teams, like football. While other people think that taking part in individual sports is better,
like tennis or swimming. Discuss both views and give your own opinion.

Câu hỏi đưa ra 2 mặt của vấn đề: liệu các cá nhân có thể đóng góp vào việc giải quyết các vấn đề
môi trường không, hay các vấn đề này quá lớn đối với các cá nhân?
Đề bài yêu cầu người viết:
1. Thảo luận: diễn giải cho cả 2 mặt của vấn đề trên
2. Đưa ra ý kiến cá nhân: bạn đồng ý với mặt nào?

WRITING GUIDANCE
1. Dạng đề: Discussion (thảo luận 2 mặt của vấn đề)
2. Chủ đề: Chơi loại sports nào: individual sports hay team sports
3. Thông tin thêm: Không
4. Định hướng trả lời của người viết bài: chơi individual sports thì có lợi hơn cho sports players
5. Phát triển ý cho thân bài:
Body 1: Tham gia individual sports có lợi.
- Enthusiasts of this kind of game would enjoy a more flexible and self-directed schedule
without relying on other players, which is particularly favorable for people who have a
hectic timetable.
Individual sports create an environment in which the player has to motivate himself in
order to reach his goals without being dependent on others.

Body 2: Tuy nhiên tôi prefer playing team sports hơn.

- Those who get involved in team sports have more opportunities to meet new people and
make friends with others who share common interests, thus contributing to expanding
their social circle.
- Another merit is the improvement of interpersonal skills such as teamwork ability and
leadership competency.
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-
SAMPLE ESSAY
(introductory sentence) People hold different opinions about which kind of sports they
should opt for. (thesis statement) While some have a preference for individual sports, I
personally think that playing team sports is clearly more beneficial.
(topic sentence 01) On the one hand, it is undeniable that playing sports individually has
some benefits. (idea 01) Firstly, enthusiasts of this kind of game would enjoy a more flexible and
self-directed schedule without relying on other players, which is particularly favorable for people
who have a hectic timetable. (supporting sentence for idea 01) It is the exact opposite for a
football player who has to spend time waiting until all of his teammates gather on the pitch. (idea
02) Secondly, individual sports create an environment in which the player has to motivate himself
in order to reach his goals without being dependent on others. (supporting sentence for idea 02)
In this way, players usually feel a sense of purpose and meaning in their recreation, and
consequently a sense of personal fulfillment.
(topic sentence 02) On the other hand, I am more in favor of team sports because of its
wider range of advantages. (idea 01) To begin with, those who get involved in team sports have
more opportunities to meet new people and make friends with others who share common
interests, thus contributing to expanding their social circle. (idea 02) Another merit is the
improvement of interpersonal skills such as teamwork ability and leadership competency.
(supporting sentences for idea 02) Take football as a well-rounded example. Every team member
has to understand and closely cooperate with one another to arrange successful attacks for goal
scoring. For those who play as a captain or a team leader, there are chances for them to foster their
leadership skills through devising a strategy and motivating teammates towards a triumph.
(conclusion) In conclusion, I would choose to play team sports in preference to individual
ones since they bring more advantages regarding larger social network and soft skill development.
I believe that these plus points can be accompanied by an even greater sense of satisfaction
compared to that offered by individual sports as the joy is shared and multiplied among team
members.

ESSAY STRUCTURE
Intro 1 TOPIC
2 While some believe A, I would contend that B.
Body 01 1 There is a common belief that A1.
2 Firstly, [idea 01]

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3 Explanation/Example
4 Secondly, [idea 02]
5 Explanation/Example
Body 02 1 However, I am firmly of the opinion that B1.
2 The primary reason is that [idea 01]
3 Explanation/Example
4 Another significant reason is that [idea 02]
5 Explanation/Example
Conclusion 1 To conclude, although it is often believed that A2, I am strongly convinced
that B2.

II. INTRODUCTORY PARAGRAPH TEMPLATES

Các phần của câu hỏi dạng bài này bao gồm:
1. Thảo luận: diễn giải cho cả 2 mặt của vấn đề trên
2. Đưa ra ý kiến cá nhân: bạn đồng ý với mặt nào?
Để đáp ứng các yêu cầu này, bài viết nên có cấu trúc cụ thể như sau:
Quy ước 2 mặt của đề bài là mặt A & mặt B, trong đó mặt B là mặt lớn hơn.
a. Mở bài (Introduction)
Đoạn văn mở bài có tối thiểu 2 câu sau:
1. General statement: Giới thiệu chủ đề của câu hỏi (xem phần Phân tích đề)
2. Thesis statement: Đưa ra câu trả lời ngắn gọn cho cả 2 phần câu hỏi đề bài
- Có một số lý do dẫn tới mặt A. Vế này sử dụng ngôn ngữ khách quan.
- Tuy nhiên tôi cho rằng mặt B quan trọng hơn. Vế này sử dụng ngôn ngữ quan điểm cá
nhân.
Cách viết câu Thesis statement cho dạng discussion essays:
Ở câu Thesis statement, chúng ta phải thể hiện cả 2 mặt đối lập của vấn đề và ý kiến cá nhân.
Trong câu này, người viết chỉ trả lời chung chung và không được đưa ra câu trả lời chi tiết. Vậy
cách viết dễ dàng nhất là:
- Sử dụng cấu trúc với quan hệ từ While S1+V1, S2+V2 để chỉ ra sự đối lập giữa 2 mặt của
vấn đề.
- Lồng ngôn ngữ khách quan vào vế thứ nhất (S1+V1) và quan điểm cá nhân vào vế thứ
hai (S2+V2).

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(general statement) People have different views about (whether or not) + [question]. (thesis
statement) While those who support + [view 1] have their own good arguments, I firmly believe
that + [view 2]. = While many argue that + [view 01] / endorse [noun phrase], I am more convinced
that [view 2].
(general statement) Opinion on [topic] is largely divided. (thesis statement) Although it
is often / generally believed that [view 01], I would argue that [view 1]. = Despite the argument
that [view 1], I am more convinced by the view that [view 2].

Example 1
Some people think that it is more beneficial to take part in sports which are played in teams, like
football, while other people think that taking part in individual sports is better, like tennis or
swimming.
Discuss both views and give your own opinion.

→ People have different views about what kind of sports would be more favorable. While those
who support individual sports have their own arguments, I firmly believe that team sports are clearly
more beneficial.
→ Opinion on which type of sports should be encouraged is largely divided. While many endorse
the plus points of individual sports, I am more convinced that team sports are more beneficial.

Example 2
Some people believe that schoolchildren should not be given homework by their teachers,
whereas others argue that homework plays an important role in the education of children.
Discuss both of these views and give your own opinion.

→ People have different views about whether or not school children should be given homework.
Despite the argument for not providing students with homework, I firmly believe that it is a
necessary aspect of education.
→ Opinion on the setting of homework for schoolchildren is largely divided. Although it is often
believed homework should not be given for the sake of the students, I woud argue that it is a
necessary aspect of education.

III. BODY PARAGRAPH 1 TEMPLATES

Đoạn văn thân bài thứ nhất (Body 1) để diễn giải cho [view 1]. Đoạn văn này sử dụng ngôn ngữ
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khách quan, không liên quan tới ý kiến cá nhân.
On the one hand, there are several good reasons why people tend to think that [view 1].
Firstly, _________[idea 1]__________. Secondly, _________[idea 2]__________.
On the one hand, there are clear arguments against / for [view 1]. Firstly, _________[idea
1]__________. Secondly, _________[idea 2]__________.
It is justifiable for some to argue that [view 1]. One reason is ________ [idea 1]. Another
point is __________ [idea 2]______________.
A commonly hold belief is that [view 1]. = There is a comm belief that [view 1]. Firstly,
_________[idea 1]__________. Secondly, _________[idea 2]__________.

Example 1
Some people believe that school children should not be given homework by their teachers,
whereas others argue that homework plays an important role in the education of children.
Discuss both of these views and give your own opinion.

On the one hand, there are some good reasons why people tend to argue that homework
is an unnecessary burden on children. Firstly, there is evidence to support the idea that
homework does nothing to improve educational outcomes. Countries such as Finland, where school
children are not given homework, regularly top international educational league tables and
outperform nations where setting homework is the norm. Secondly, many parents would agree that
the school day is already long enough, and leaves their children too tired to do further study when
they return home. Finally, it is recognized that play time is just as beneficial as study time from the
perspective of brain development.

Example 2
Some people think that schools should reward students who show the best academic results, while
others believe it is more important to reward students who show improvements. Discuss both views
and give your own opinion.
Advocates of the idea of rewarding according to improvements could base their
argument on utilitarian beliefs. (one idea lập luận theo chuỗi) Compared to the small quantity
of high-achievers at school, the number of average students is massive, and the improvements of
the majority must be ensured. Given this rewarding scheme, average students, who are often
demotivated by the idea that top positions are always beyond their reach, are properly targeted.
With a little reward at each step, these students’ inclination for study can be maintained, and their
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scores may increase accordingly. [đoạn văn chỉ có one main idea và được chứng minh bằng 3
câu liên tiếp sắp xếp logic với nhau]

IV. BODY PARAGRAPH 2 TEMPLATE

Đoạn văn thân bài thứ hai (Body 2) để diễn giải cho [view 2]. Lưu ý quan điểm cá nhân đã nêu
được lồng vào Body 2 vì bạn đồng ý với mặt [view 2].

On the other hand, / In spite of the above arguments, I side with those who advocate / I am
more in favor of / I am more convinced that / I am of the opinion that + [view 2]. The first
reason/benefit is that _________[idea 1]__________. Another reason/benefit worth mentioning
is _________[idea 2]__________.

Example 1
Some people think that schools should reward students who show the best academic results, while
others believe it is more important to reward students who show improvements. Discuss both views
and give your own opinion.

However, I side with those who believe only excellent students should be rewarded.
(idea 01) While improvement in academic results can be gained by determination in the short term,
the pursuit of academic excellence requires sustainable efforts throughout the whole course of
studying. It is therefore rational and fair to reward the best students, the ones who have devoted the
most to study. (idea 02) In addition, this rewarding method reflects the exact reality when a student
enters the labor market, where the finest job offers are only available to those who excel in what
they do. All the students, including the average ones, acknowledging this, are motivated to endeavor
to achieve higher academically. [đoạn văn có two main ideas và mỗi main idea được supported
bằng 1 câu phụ]

Example 2
Some people believe that school children should not be given homework by their teachers,
whereas others argue that homework plays an important role in the education of children.
Discuss both of these views and give your own opinion.

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In spite of the above arguments, I side with those who advocate the view that homework
has an important role to play in the schooling of children. The first benefit of homework is
that it encourages independent learning and problem solving, as children are challenged to work
through tasks alone and at their own pace. In doing so, students must apply the knowledge that they
have learnt in the classroom. Another merit worth mentioning is that homework could help to
reduce time children spend on potentially harmful activities such as massive TV watching and
gaming, which are considered distracting factors to children’s study.

V. CONCLUDING PARAGRAPH TEMPLATE

‘In conclusion, [restate your opinion / summarize your ideas].’
Kết luận gồm 1-2 câu, với 2 nhiệm vụ sau:
- Tái khẳng định câu trả lời cho câu hỏi đề bài & ý kiến cá nhân (bắt buộc)
- Tóm tắt nội dung chính trong thân bài (không bắt buộc)
Kết luận có nhiệm vụ tái khẳng định câu trả lời cho đề bài & ý kiến cá nhân (bắt buộc) và tóm
tắt nội dung chính trong thân bài (không bắt buộc). Việc tóm tắt nội dung là tùy người viết, vậy
chúng ta có quyền lựa chọn chỉ tái khẳng định câu trả trả lời cho đề bài – tức là nhắc lại toàn bộ nội
dung của Thesis statement theo cách khác.

Templates for your conclusion:

- To conclude, although it is often believed that S1+V1, I am convinced that S2+V2.
- In conclusion, despite others’ belief that S1+V1, I stand by the view that S2+V2.
- From the issues outlined above, although it is often believed that S1+V1, one can conclude
that there is stronger evidence in favour of S2+V2.

IMPORTANT NOTE: Try to write at least two sentences in your conclusion, not one.
You should write your conclusion AT THE BEGINNING OF THE TEST, do not wait until the last
few minutes.

Example 1
Some people think that it is more beneficial to take part in sports which are played in teams, like
football, while other people think that taking part in individual sports is better, like tennis or
swimming.
Discuss both views and give your own opinion.

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In conclusion, I would choose to play team sports in preference to individual ones since they
bring more advantages regarding larger social network and soft skill development. I believe that
these plus points can be accompanied by an even greater sense of satisfaction compared to that
offered by individual sports as the joy is shared and multiplied among team members. (summarize
your main ideas)

Example 2
Some people believe that school children should not be given homework by their teachers,
whereas others argue that homework plays an important role in the education of children.
Discuss both of these views and give your own opinion.
In conclusion, homework certainly has its drawbacks, but I believe that the benefits outweigh
them in the long term. (do not summarize your main ideas)

WRITING TASK 02 – TYPE 01: DISCUSSION ESSAYS

DISCUSS BOTH VIEWS & GIVE YOUR OWN OPINION
WITH COUNTER ARGUMENT
I. ESSAY DEVELOPMENT
TOPIC
Developments in technology have brought various environmental problems. Some
believe that people need to live simpler lives to solve environmental problems. Others,
however, believe technology is the way to solve these problems. Discuss both views and give
your own opinion.

WRITING GUIDANCE
INTRODUCTION
Thesis Statement: While some people believe that living a simple life can mitigate these problems, I
contend that the best measure is green technology
→ Thesis Statement: Câu để chỉ ra quan điểm của bài viết. Đối với dạng bài “Discuss both views”,
bài viết này dùng cách viết COUNTER ARGUMENT, có nghĩa là phản biện lại khía cạnh không đồng
ý và phân tích khía cạnh support.

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BODY (2 paragraphs) – Đây là bài counter opinion nên nêu ra quan điểm không đồng ý và
phản biện lại, đồng thời sau đó phân tích support opinion ở đoạn sau.
+ Paragraph 01:
Topic Sentence: There is a common fallacy that a simple lifestyle can adequately address
environmental issues.
Topic Sentence: Câu chủ đề để khái qua nội dung của cả đoạn văn – Topic sentence 01 là khía
cạnh không đồng ý mà sẽ bị phản biện lại bằng lập luận và ví dụ ở đoạn 01.
Chuỗi lập luận:
(idea 01) cutting household and transport energy ➔ sustainable contribution ➔ Counter: cannot
stop massive energy consumption at industrial sites
(idea 02) reduce electricity at home and environmental campaigns like Earth Hours ➔ cut carbon
dioxide production ➔ Counter: symbolic actions / using light candle ➔ produce more carbon
dioxide.

+ Paragraph 02:
Topic Sentence: I firmly believe that environmentally-friendly technology is the best answer to the
problems.
Topic sentence: Giới thiệu khía cạnh support và đưa ra lý do lập luận vì sao đồng ý với opinion
này. Ví dụ trong đoạn văn trên đưa ra ba lý do và phân tích từng lý do.
Chuỗi lập luận: (idea 01) electric or hybrid transport vehicles reduce the amount of traffic fumes
/ (idea 02) alternative energy sources stop the over-exploitation and reduce greenhouse gas
emission / (idea 03) household appliances become greener ➔ tackle environmental problems

SAMPLE ESSAY
(introduction) Some immense environmental problems such as global warming and ozone
depletion in the Earth’s stratosphere can be ascribed to technological developments. (thesis
statement) While some people believe that living a simple life can mitigate these problems, I
contend that the best measure is green technology.
(topic sentence 01) There is a common fallacy that a simple lifestyle can adequately
address environmental issues. (idea 01) People may argue that by cutting household and transport
energy use, they are making a substantial contribution to environmental protection. (counter)
However, this method does not stop the massive energy consumption at industrial sites. (idea 02)
Some may also claim that not using electricity at home is the right choice, and events such as Earth
Hour is an appropriate measure to cut carbon dioxide production. (counter) Ironically, the

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aforementioned event is symbolic rather than practical, as most people start to light candles for
lighting purposes, an act that produces even more carbon dioxide than light bulbs do.
(topic sentence 02) I firmly believe that environmentally-friendly technology is the best
answer to the problems. First, electric or hybrid transport vehicles can reduce the amount of traffic
fumes that have been damaging both the biosphere and the atmosphere of Earth. For example, thick
layers of smog in Beijing gradually diminished after most petrol and diesel cars were replaced by
electric ones. Second, the use of alternative energy sources such as solar and wind can stop the
over-exploitation of fossil fuels, thus reducing the amount of greenhouse gas emissions, the main
culprit of global warming. Finally, with the latest technological advancements, household
appliances that once threatened the environment have become greener. An excellent example of
this is that modern refrigerators and air-conditioners do not produce CFCs, a type of gas that is
proven to be the major catalyst of ozone destruction.
(conclusion) All of the existing data provides a concrete foundation that advances of
technology should be adopted to tackle environmental problems, while simple ways of life are
an ineffective and sometimes counterproductive solution for these problems.

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WRITING TASK 02 – TYPE 02: OPINION ESSAYS

STRONG OPINION ESSAYS
I. ESSAY DEVELOPMENT
TOPIC
Some people who have been in prison become good citizens later, and it is often argued that
these are the best people to talk to teenagers about the dangers of committing a crime.
To what extent do you agree or disagree?

WRITING GUIDANCE
1. Dạng đề: Opinion (Quan điểm cá nhân)
2. Chủ đề: Tính hiệu quả của việc nói chuyện với ex-prisoners trong việc dạy teenagers tránh phạm
tội.
3. Thông tin thêm: Bài viết có yếu tố “the best” nên khi viết bài cần chứng minh được tại sao đây
lại là cách tốt nhất.
4. Định hướng trả lời của người viết bài: Strong Opinion - Hoàn toàn ủng hộ quan điểm trên (sử
dụng cả 2 đoạn văn thân bài bảo vệ cho quan điểm này)
5. Phát triển ý cho thân bài:
Body 1: Teenagers có xu hướng sẽ nghe lời và nhận lời khuyên từ ex-prisoners.
- Reformed offenders can tell young people about how they became involved in crime.
- The vivid and perhaps shocking nature of these stories is likely to have a powerful impact.
Body 2: Những giải phát khác để giáo dục teenagers về crime thường không hiệu quả bằng.
- Police officers to visit schools and talk to young people ➔ young people are often reluctant
to take advice from them.
- School teachers to speak to their students about crime ➔ teachers are not credible sources
of information about this topic.
- Educational films ➔ there would be no opportunity for young people to interact and ask
questions.

SAMPLE ESSAY
(introduction) It is true that ex-prisoners can become normal, productive members of society.
(thesis statement) I completely agree with the idea that allowing such people to speak to teenagers
about their experiences is the best way to discourage them from breaking the law.

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(topic sentence 01) In my opinion, teenagers are more likely to accept advice from someone
who can speak from experience. (one idea trong bài, lập luận chứng minh) Reformed offenders
can tell young people about how they became involved in crime, the dangers of a criminal lifestyle,
and what life in prison is really like. They can also dispel any ideas that teenagers may have about
criminals leading glamorous lives. While adolescents are often indifferent to the guidance given by
older people, I imagine that most of them would be extremely keen to hear the stories of an ex-
offender. The vivid and perhaps shocking nature of these stories is likely to have a powerful impact.
(topic sentence 02) The alternatives to using reformed criminals to educate teenagers about
crime would be much less effective. (idea 01) One option would be for police officers to visit
schools and talk to young people. This could be useful in terms of informing teens about what
happens to lawbreakers when they are caught, but young people are often reluctant to take advice
from figures of authority. (idea 02) A second option would be for school teachers to speak to their
students about crime, but I doubt that students would see teachers as credible sources of information
about this topic. Finally, educational films might be informative, but there would be no opportunity
for young people to interact and ask questions.
(conclusion) In conclusion, I fully support the view that people who have turned their
lives around after serving a prison sentence could help to deter teenagers from committing
crimes.

ESSAY STRUCTURE
YOU TOTALLY DISAGREE YOU TOTALLY AGREE

Intro 1 [vấn đề của bài] [vấn đề của bài]

2 I firmly believe that there are I firmly there are compelling reasons to
compelling reasons not to follow follow this trend/practice.
this trend/practice.
Body 01 1 The primary reason for my belief is The primary reason for my belief is
that [main idea 01] that [main idea 01]
2 This is because [supporting idea This is because [supporting idea 01]
01]
3 Explanation/Example Explanation/Example
4 Another point supporting this view Another point supporting this view is
is that [supporting idea 02] that [supporting idea 02]
5 Explanation/Example Explanation/Example

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Body 02 1 Another significant reason is that Another significant reason is that
[main idea 01] [main idea 01]
2 It is often argued that [supporting It is often argued that [supporting idea
idea 01] 01]
3 Explanation/Example Explanation/Example
4 One more reason to support this One more reason to support this view
view is that [supporting idea 02] is that [supporting idea 02]
5 Explanation/Example Explanation/Example
Conclusion 1 To conclude, I am convinced that To conclude, I am convinced that there
there are significant reasons not to are significant reasons to adopt A1.
adopt A1.

• A is the trend/practice that is the focus of the question.

• A1 is a paraphrase of A.
• Tip: Don’t be too obsessed with paraphrasing. It’s good to paraphrase but if you cannot
find a proper alternative for the given expression, it is totally fine to repeat it.

II. INTRODUCTORY PARAGRAPH TEMPLATE

1. Đưa ý kiến cá nhân: trả lời rõ ràng mình đồng ý không, hoặc vấn đề là tích cực hay tiêu cực
2. Với cách viết quan điểm mạnh: bạn hoàn toàn tin vào 1 mặt của vấn đề: 100% đồng ý/tích cực
hoặc 100% phản đối/tiêu cực
Để đáp ứng các yêu cầu này, bài viết nên có cấu trúc cụ thể như sau:
a. Mở bài (Introduction)
Đoạn văn mở bài có tối thiểu 2 câu sau:
1. General statement: Giới thiệu chủ đề của câu hỏi (xem phần Phân tích đề)
2. Thesis statement: Đưa ra ý kiến cá nhân 100% đồng ý hoặc phản đối. Sử dụng ngôn ngữ quan
điểm cá nhân mạnh.
Cách viết câu Thesis statement:
Ở câu Thesis statement, chúng ta phải đưa ra quan điểm cá nhân mạnh 100% đồng ý hoặc không
đồng ý. Trong câu này chỉ có 1 vế, người viết chỉ trả lời chung chung và không được đưa ra câu trả
lời chi tiết. Lưu ý sử dụng quan điểm cá nhân mạnh trong câu này.

Một số cấu trúc có thể sử dụng:

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Your opinion Introduction
Totally agree It is generally believed that / There is a common belief that / It is generally
suggested that + [question]. I completely agree with this opinion / view
since … = I am of the firm opinion that …
Totally disagree It is generally believed that / There is a common belief that / It is generally
suggested that + [question]. However, I completely disagree with this
opinion / view since…

Example 1 – Strongly Agree

The growing number of overweight people is putting a strain on the health care system in an effort
to deal with the health issues involved. Some people think that the best way to deal with this
problem is to introduce more physical education lessons in the school curriculum. To what extent
do you agree or disagree?

Owing to the problems which a growing population of overweight people cause for the health
care system, there is a common belief that that the key to solving these issues is to have more sport
and exercise in schools. In my opinion, I completely agree that this is the best way to tackle the
issue of deteriorating public health in relation to weight.

Example 2 – Strongly Disagree

Some people think that all teenagers should be required to do unpaid work in their free time to
help the local community. They believe this would benefit both the individual teenager and
society as a whole. Do you agree or disagree?

It is generally suggested that young people should be asked to work on a volunteer basis
because this can be beneficial for not only themselves but also their society as a whole. However,
I completely disagree with the opinion that we should therefore force all teenagers to do
unpaid work.

III. TEMPLATES FOR TWO BODY PARAGRAPHS

Thân bài gồm 2 đoạn văn, mỗi đoạn văn diễn giải một hoặc một nhóm lý do chính cho luận điểm
của bản thân. Tổng cộng có 2 lý do/ nhóm lý do chính. Cả 2 đoạn văn này chúng ta sử dụng ngôn
ngữ quan điểm cá nhân mạnh.

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Câu mở đoạn (Topic sentence) Câu mở đoạn là câu quan trọng nhất trong mỗi đoạn văn, nêu
central idea mà cả đoạn văn phải tuân theo. Câu thường viết ở dạng câu đơn, quan trọng nhất là rõ
ràng & thoát ý.
Lưu ý với dạng bài này, cả 2 câu mở đoạn của Body 1 và Body 2 cần phải mang Ngôn ngữ quan
điểm cá nhân mạnh. 2 câu này song song với nhau về ý nghĩa nên chúng ta cần sử dụng quan hệ từ
phù hợp cho quan hệ song song. Các bạn có thể tham khảo các mẫu câu mở đoạn dưới đây.
Cặp câu mở đoạn mẫu:
Topic sentence – Body 01 Topic sentence – Body 02
The primary reason for my belief is that … Another reason for my belief is that …
(reason 01) (reason 02)
From the X perspective, I think that … (main From the Y perspective, I believe that … (main
reason 01) reason 02)
E.g. From the perspective of customers, I think E.g. From the perspective of businesses, I
that … believe that …
On a personal level, …. On a larger scale, ….
Firstly, S + V because of several / some reasons. Secondly, S + V in some / several ways.
= Firstly, there are clear reasons why S + V.
The first reason in favor of my argument is Another reason supporting my view is that …
that… (reason 01) (reason 02)

Example 1
The growing number of overweight people is putting a strain on the health care system in an
effort to deal with the health issues involved. Some people think that the best way to deal with
this problem is to introduce more physical education lessons in the school curriculum. To
what extent do you agree or disagree?

The first reason in favor of my argument is that dealing with the issues surrounding obesity
and weight problems is best solved by taking a long-term approach and introducing more sports
and exercise in schools. This method can ensure that the next generation will be healthier and will
not have such health problems. At the moment, the average child in the West does sport possibly
twice a week, which is not enough to counteract their otherwise sedentary lifestyle. However, by
incorporating more sports classes into the curriculum as well as encouraging extracurricular sports
activities, they will undoubtedly become fitter and more active.

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Another reason is that having more sports lessons for children in schools will probably result
in children developing an interest in exercise which might filter through to other members of their
family and have a longer lasting effect. In other words, parents with sporty children are more likely
to get involved in sport as a way of encouraging their children. By both parents and children being
involved, it will ensure that children grow up to incorporate sport into their daily lives. This is
certainly a natural and lasting way to improve public health.
In conclusion, to deal with an increasing population of unfit, overweight people, changing
the lifestyle of the coming generation by introducing sport in schools is the easiest and most
effective method to use.

Example 2
Some people think that all teenagers should be required to do unpaid work in their free time
to help the local community. They believe this would benefit both the individual teenager and
society as a whole.
Do you agree or disagree?

The first reason in favor of my argument is that most young people are already under
enough pressure with their studies, without being given the added responsibility of working in their
spare time. School is just as demanding as a full-time job, and teachers expect their students to do
homework and exam revision on top of attending lessons every day. When young people do have
some free time, we should encourage them to enjoy it with their friends or to spend it doing sports
and other leisure activities. They have many years of work ahead of them when they finish their
studies.
Another reason is that I think society has nothing to gain from obliging young people to do
unpaid work. In fact, I would argue that it goes against the values of a free and fair society to force
a group of people to do sth against their will. Doing this can only lead to resentment amongst young
people, who would feel that they were being used, and parents, who would not want to be told how
to raise their children. Currently, nobody is forced to volunteer, and this is surely the best system.

IV. CONCLUDING PARAGRAPH TEMPLATE

Kết luận gồm 1-2 câu, với 2 nhiệm vụ sau:
- Tái khẳng định câu trả lời cho câu hỏi đề bài & ý kiến cá nhân (bắt buộc)
- Tóm tắt nội dung chính trong thân bài (không bắt buộc)
Template: To conclude / In conclusion, I am strongly / firmly convinced that ...
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WRITING TASK 02 – TYPE 03: OPINION ESSAYS

BALANCED OPINION ESSAYS
I. ESSAY DEVELOPMENT
TOPIC
Some people claim that not enough of the waste from homes is recycled. They say that the
only way to increase recycling is for governments to make it a legal requirement.
To what extent do you think laws are needed to make people recycle more of their waste?

WRITING GUIDANCE
1. Dạng đề: Opinion (Quan điểm cá nhân)
2. Chủ đề: Cách thức để khuyến khích người dân recycle nhiều hơn.
3. Thông tin thêm: Bài viết có yếu tố “the only way” nên khi viết bài balanced opinon essay, có
thể viết một mặt áp dụng legal requirement thì hiệu quả, tuy nhiên có những cách khác hiệu quả
hơn.
4. Định hướng trả lời của người viết bài: Balanced Opinion – một mặt thì ủng hộ, mặt khác thì
không ủng hộ.
5. Phát triển ý cho thân bài:
Body 1: A new recycling law would be just one possible way to tackle the waste problem
- chuỗi lập luận trong bài: Governments could make it a legal obligation for householders
to separate all waste. ➔ There could be punishments for people who fail to adhere to this
law. ➔ These measures would act as a deterrent and encourage people to obey the recycling
law.

Body 2: I believe that governments should do more than simply introduce a recycling law.
- (idea 01) It might be more effective if politicians put education, rather than punishment, at
the centre of a recycling campaign. School teachers to speak to their students about crime
➔ teachers are not credible sources of information about this topic.
- (idea 02) Another tactic that governments could use would be to create stricter regulations
for the companies that produce the packaging for household products.
- (idea 03) Finally, money could also be spent to improve recycling facilities and systems, so
that waste is processed more effectively, regardless of whether or not people separate it
correctly in the home.

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SAMPLE ESSAY
(introduction) It is true that we do not recycle enough of our household waste. (thesis
statement) Although I accept that new legislation to force people to recycle could help this
situation, I do not agree that a recycling law is the only measure that governments should take.
(topic sentence 01) In my view, a new recycling law would be just one possible way to
tackle the waste problem. Governments could make it a legal obligation for householders to
separate all waste into different bins. There could be punishments for people who fail to adhere to
this law, ranging from a small fine to community service, or even perhaps prison sentences for
repeat offenders. These measures would act as a deterrent and encourage people to obey the
recycling law. As a result, the improved behaviour of homeowners could lead to a clean, waste-free
environment for everyone.
(topic sentence 02) However, I believe that governments should do more than simply
introduce a recycling law. (idea 01) It might be more effective if politicians put education, rather
than punishment, at the centre of a recycling campaign. For example, children could be taught about
recycling in schools, and homeowners could be informed about the environmental impact of
household waste. (idea 02) Another tactic that governments could use would be to create stricter
regulations for the companies that produce the packaging for household products. Finally, money
could also be spent to improve recycling facilities and systems, so that waste is processed more
effectively, regardless of whether or not people separate it correctly in the home.
(conclusion) In conclusion, perhaps we do need to make recycling a legal requirement,
but this would certainly not be the only way to encourage people to dispose of their waste
more responsibly.

II. INTRODUCTORY PARAGRAPH TEMPLATE

Đoạn văn mở bài có tối thiểu 2 câu sau:
1. General statement: Giới thiệu chủ đề của câu hỏi (xem phần Phân tích đề)
2. Thesis statement: Đưa ra ý kiến cá nhân cho cả 2 mặt
- Tôi đồng ý với mặt A tới một mức nhất định. Vế này sử dụng ngôn ngữ quan điểm cá nhân
yếu.
- Tuy nhiên tôi cho rằng mặt B quan trọng hơn. Vế này sử dụng ngôn ngữ quan điểm cá
nhân mạnh.

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Cách viết câu Thesis statement:
Ở câu Thesis statement, chúng ta phải đưa ra ý kiến cá nhân cho cả 2 mặt, trong đó một mặt đồng
ý ít hơn và một mặt đồng ý nhiều hơn. Trong câu này, người viết chỉ trả lời chung chung và không
được đưa ra câu trả lời chi tiết.
Vậy cách viết dễ dàng nhất là:
- Sử dụng cấu trúc với quan hệ từ While S1+V1, S2+V2 để chỉ ra sự đối lập giữa 2 mặt của
vấn đề.
- Lồng ngôn ngữ quan điểm cá nhân yếu vào vế thứ nhất (S1+V1) và quan điểm cá nhân
mạnh vào vế thứ hai (S2+V2).
Ngôn ngữ quan điểm cá nhân yếu: Ngôn ngữ quan điểm cá nhân mạnh:
- I accept that … - I believe the reasons why … are more
- I agree that … compelling/persuasive/convincing.
- I concede that … - I firmly/strongly believe that …
- There are several / a few reasons why (I - I am firmly/strongly of the opinion that …
accept/agree) that … - I am firmly/strongly convinced that …
- S+V in a few aspects / in a few ways
- There could/may/might be some certain
reasons why …

Một số cấu trúc có thể sử dụng:

[Introducing Sentence] It is generally believed that / There is a common belief that / It is suggested
that + [question].
Your opinion Thesis statement
Balanced While [topic] is true in some cases / to some extent, I am more convinced that
opinion / I would argue that …
While there are several reason wht S1 + V1, I am more convinced that S2+V2.
While I agree that S1+V1 to some extent, I am strongly of the opinion that
S2+V2.
While there may be some reasons why S1+V1, I firmly believe that S2+V2.

Example 1 – Balanced Opinion

Maintaining public libraries is a waste of money since there is computer technology.
To what extent do you agree or disagree?

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It is generally believed that since people are currently able to acquire information on the Internet
in a much easier way than in the past, public libraries are no longer necessary. While I accept that
online sources of information have some advantages over traditional libraries, I would argue
that there is still a great need for libraries in today's world.

III. TEMPLATES FOR TWO BODY PARAGRAPHS

Thân bài gồm 2 đoạn văn, mỗi đoạn văn diễn giải cho một mặt của vấn đề. Trong đó chúng ta lần
lượt sử dụng:
- Đoạn văn thân bài thứ nhất (Body 1) để diễn giải tại sao bạn tin vào mặt A tới một mức nhất
định. Đoạn văn này sử dụng ngôn ngữ quan điểm cá nhân yếu.
- Đoạn văn thân bài thứ hai (Body 2) để diễn giải tại sao bạn tin mặt B quan trọng hơn. Đoạn
văn này sử dụng ngôn ngữ quan điểm cá nhân mạnh.

Câu mở đoạn (Topic Sentences)

Câu mở đoạn là câu quan trọng nhất trong mỗi đoạn văn, nêu central idea mà cả đoạn văn phải tuân
theo. Câu thường viết ở dạng câu đơn, quan trọng nhất là rõ ràng & thoát ý.
Lưu ý với dạng bài này, câu mở đoạn của Body 1 cần phải mang Ngôn quan điểm cá nhân yếu,
trong khi câu mở đoạn của Body 2 cần phải mang Ngôn ngữ quan điểm cá nhân mạnh. 2 câu này
đối lập về ý nghĩa nên chúng ta cần sử dụng quan hệ từ phù hợp, ví dụ: “However” ở đoạn Body
2.
Your opinion Topic sentence – Body 1 Topic sentence – Body 2
Balanced opinion It is true that … However, I side with those who
It is reasonable to argue / to think believe that…
that…
On the one hand, there are reasons On the other hand, I contend that… /
why S1+V1 I am more convinced that…
On the one hand, there are a few On the other hand, there are more
reasons why I accept that S1+V1. compelling reasons why I firmly
believe that S2+V2.
S1 is undeniable / obvious to some However, I am more convinced that
extent. S2 + V2.
I agree with the idea that S1+V1 However, I am more firmly of the
to some extent. opinion that S2+V2.

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Example 3
Maintaining public libraries is a waste of money since there is computer technology.
To what extent do you agree or disagree?

It is justifiable to say that technological tools can satisfy the quest for knowledge among
readers in an even more satisfactory and convenient way than libraries. Internet-based platforms and
devices empower users through immediate access to an abundance of information and data,
allowing them to retrieve desired information instantly beyond the constraints of location. In other
words, an Internet user can look up particular historical events or medical advice in the blink of an
eye without spending hours in and out of libraries searching for relevant books. Likewise, computer
technology is also a solution for busy book readers due to a variety of frequently updated e-books
ready to be downloaded. Their choice of books can be even wider compared to that of library goers
as it takes time to publish a printed book and international books are usually unavailable.

On the other hand, I am convinced that public libraries play in an irreplaceable role in modern
society. One point is that public libraries and their sponsored book borrowing services are meaningful
to book lovers from disadvantaged background as they are the only chance or these people to access
valuable information sources. On a larger scale, government-backed libraries also promote the
healthy habit of reading among the general public. In addition, library books provide people with
more aauthentic and reliable information and data compared to that available on the Internet. For
scholars and scientific researchers with strict demands for data accuracy, government-funded libraries
and their books assume a pivotal role in scientific research and information retrieval.

IV. CONCLUDING PARAGRAPH TEMPLATE

Kết luận gồm 1-2 câu, với 2 nhiệm vụ sau:
- Tái khẳng định câu trả lời cho câu hỏi đề bài & ý kiến cá nhân (bắt buộc)
- Tóm tắt nội dung chính trong thân bài (không bắt buộc)
Kết luận có nhiệm vụ tái khẳng định câu trả lời cho đề bài & ý kiến cá nhân (bắt buộc) và tóm
tắt nội dung chính trong thân bài (không bắt buộc). Việc tóm tắt nội dung là tùy người viết, vậy
chúng ta có quyền lựa chọn chỉ tái khẳng định câu trả trả lời cho đề bài – tức là nhắc lại toàn bộ nội
dung của Thesis statement theo cách khác.
Đối với riêng phần Kết luận, chúng ta có thể sử dụng những cách diễn đạt tương đương dưới đây:
- While ---> Although

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Các cách hoán đổi khác nhau sẽ ra các cách diễn đạt khác nhau. Dưới đây là một ví dụ cho câu kết
luận:
- To conclude, although I concede that S1+S2, I am firmly convinced that S2+V2.

V. ESSAY TEMPLATES FOR TWO TYPES OF OPINION ESSAYS

STRONG OPINON ESSAY BALANCED OPINION ESSAY
I. Introduction I. Introduction
Write 2 sentences: Write 2 sentences:
• Introduce the topic • Introduce the topic
• Give your opinion (thesis statement) • Give your opinion (thesis statement)
I totally agree/disagree with the opinion that While I accept that XXX is beneficial to some
… extent, I believe that XXX.
II. Body Par 01 II. Body Par 01
• Topic Sentence • Topic Sentence
The main/primary reason why ... is that (the To a certain extent, I agree that … (one side of
first reason explaining why you the argument)
agree/disagree) • Idea 01
• Idea 01 • Explanation/Example for Idea 01
• Explanation/Example for Idea 01 • Idea 02
• Idea 02 • Explanation/Example for Idea 02
• Explanation/Example for Idea 02
III. Body Par 02 III. Body Par 02
• Topic Sentence • Topic Sentence
Another reason why ... is that (the second On the other hand, I am of the opinion that …
reason explaining why you agree/disagree) (the other side of the argument)
• Idea 01 • Idea 01
• Explanation/Example for Idea 01 • Explanation/Example for Idea 01
• Idea 02 • Idea 02
• Explanation/Example for Idea 02 • Explanation/Example for Idea 02
IV. Conclusion IV. Conclusion
In conclusion, … (your opinion) In conclusion, … (restate the thesis
statement)

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WRITING TASK 02 – TYPE 04: OPINION ESSAYS -

POSITIVE & NEGATIVE DEVELOPMENT
I. INTRODUCTORY PARAGRAPH TEMPLATE
[General Statement] It is true that / It is common in today’s society that + [question]
Your opinion Thesis statement
Totally positive In my opinion, this development / trend is mostly associated with positive
impacts on … / benefits to …
Totally negative In my opinion, this development / trend is mostly associated with
negative/adverse impacts on … / harm to …
Some positives / Although there are some downsides of …, I would argue that [sth] is an
negatives → a overall positive development.
negative / positive Although [sth] might have positive effects on [đối tượng / people and
trend overall society] in several ways, I am more convinced that this is an overall
negative trend.

II. TEMPLATES FOR TWO BODY PARAGRAPHS

Your opinion Topic sentence – Body 1 Topic sentence – Body 2
Totally positive The main benefit of … is that … Another benefit worth mentioning /
considering is …
Totally negative One serious problem that can Another issue which should not be
arise from … is that … overlooked / underestimated is that …

Firstly, … could leave Secondly, there are also adverse

deleterious impacts/effects on… implications for …

Some positives / On the one hand, people and On the other hand, I am more
negatives → an benefit from… convinced that … is an overall
overall negative / On the one hand, there are positive/negative development for
positive trend several negative impacts / various reasons.
implications.
It is true that in some cases the However, / Despite the benefits /
development of … could be detriments mentioned above, I believe
beneficial for / harmful to …
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that … is an overall negative / positive
trend for many reasons.

III. CONCLUDING PARAGRAPH TEMPLATE

Your opinion Conclusion
Totally positive In conclusion, …. has brought noticeable benefits to …., making it an
important social / industrial / educational progresss. [tuỳ đề]
Totally negative In conclusion, there is a strong link between .... and negative
consequences on / implications for ….
Some positives / In conclusion, while I recognize the possible drawbacks / negative
negatives → an influences of …, I consider it to be largely a positive / negative
overall negative / development overall.
positive trend I conclusion, I believe that [sth] exist(s) to the benefit rather than to the
detriment of people and society. [khi tốt nhiều hơn xấu]

IV. WRITING SAMPLES

Example 1
Some universities now offer their courses on the Internet so that people can study online. Is
this a positive or negative development?

It is true that online courses are becoming a common feature of university education. Although
there are some drawbacks of Internet-based learning, I would argue that there are far more benefits.
The main drawback of the trend towards online university courses is that there is less
direct interaction. Students may not have the opportunity to engage face-to-face with their teachers,
and will instead have to rely on written forms of communication. Similarly, students who study
online do not come into direct contact with each other, and this could have a negative impact on
peer support, discussion and exchange of ideas. For example, whereas students on traditional
courses can attend seminars and even discuss their subjects over coffee after lessons, online learners
are restricted to chatting through website forum areas. These learners may also lack the motivation
and element of competition that face-to-face group work brings.
Despite the negatives mentioned above, I believe that online university courses are a
positive development for various reasons. Firstly, they allow learners to study in a flexible way,
meaning that they can work whenever and wherever is convenient, and they can cover the material

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at their own pace. Secondly, the cost of a university education can be greatly reduced, while
revenues for institutions may increase as more students can be taught. Finally, online learning offers
open access to anybody who is willing to study, regardless of age, location, ability and background.
For example, my uncle, who is 65 years old, has recently enrolled on an online MBA course in a
different country, which would have been impossible in the days before Internet-based education.
In conclusion, while I recognize the possible disadvantages of virtual education, I consider it
to be a positive development overall.

Example 2
Organized tours to remote places and communities are becoming more and more popular. Is
it a positive or negative development for local people and the environment?

Tourists have become increasingly interested in travelling to untouched places for their
pristine landscape. I hold a belief that tourism development in those places is mostly associated
with a negative impact on both the local environment and communities.
Firstly, tourist activities and services could leave irreversible environmental footprint.
The promotion of guided tours could turn remote places into popular tourist hubs where tourism
infrastructure and governance are underdeveloped and incapable of serving flocks of tourists. As a
result, irresponsible tourists may litter and damage natural places without awareness of protecting
local nature. The exploitation of private and unregulated tourism infrastructure including hotel
services, restaurants, or recreational activity arrangements in distant places might result in huge
amounts of waste disposed and fuel consumed for transportation. Take Binh Ba Island in Vietnam,
which used to be a natural treasure before tourist exploitation, for example. The mushrooming of
private tourist hostels and tours has turned the island into a place filled with tourist trash along its
coastline. Coral bleaching effects on beaches around the island is more evident of how the flora and
fauna has been adversely affected.
Secondly, there are social implications for indigenous communities as well. If organized
tours bring thousands of outsiders to a remote region at a time, the life of the local community might
be disturbed. The case of a small and exclusive country like Bhutan can illustrate this point. Since
indigenous cultural customs and religions are deeply entrenched in all aspects of the life of local
communities, economic and social changes to serve mass tourism would disrupt local routines. For
this reason, the Bhutanese government tries to control tourist numbers by allowing only limited
organized tours to ensure sustainable growth and minimize tourist disturbance.
In conclusion, I am of the belief that there is a link between the increase in guided tours to
remote destinations and adverse social and environmental implications for local communities.
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Tourism in these places therefore should be carefully managed by local authorities, aiming towards
sustainable tourism exploitation to avoid undesirable impacts.

WRITING TASK 02 – TYPE 05: DISCUSSION ESSAYS

ADVANTAGES & DISADVANTAGES
I. ESSAY DEVELOPMENT
TOPIC
Some students prefer to take a gap year between high school and university, to work or to travel.
Do the advantages of this outweigh the disadvantages?

WRITING GUIDANCE
1. Dạng đề: Discussion (thảo luận 2 mặt của vấn đề) – Advantages & Disadvantages
2. Chủ đề: Việc take a gap year sau khi học high school là có lợi hay hại.
3. Thông tin thêm: Không
4. Định hướng trả lời của người viết bài: Viết theo hướng là disadvantages nhiều hơn advantages
5. Phát triển ý cho thân bài:
Body 1: There are some advantages of the practice of taking a gap year.
- (idea 01) This gap time may enable students to enrich themselves with real-life experiences
that are beneficial to their careers.
- (idea 02) Second, some students may also travel to different countries and absorb
knowledge of diverse cultural settings.

Body 2: However, I strongly believe the disadvantages of taking a gap year are serious, far
outweighing the advantages.
- (idea 01) The primary reason is that the young can be overwhelmed by the unwanted
difficulties of the life out of school campus
- (idea 02) Another significant reason is that students without clear academic goals may not
return to school after the gap year.

SAMPLE ESSAY
(general statement) In the today’s world, there has been an accelerating trend that students
take a break from studying before pursuing tertiary education. (thesis statement) While this trend

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is beneficial to some extent, I am firmly of the opinion that the shortcomings are more
significant.
(topic sentence 01) There are some advantages of the practice of taking a gap year. (idea
01) First, this gap time may enable students to enrich themselves with real-life experiences that are
beneficial to their careers. These experiences may include having a paid job, from which those who
have just entered adulthood may learn many working skills, such as communication, teamwork and
following orders, which all are essential for their future jobs. (idea 02) Second, some students may
also travel to different countries and absorb knowledge of diverse cultural settings. In this
globalised world, such knowledge is essential to develop a successful career.
(Topic Sentence 02) However, I strongly believe the disadvantages of taking a gap year
are serious, far outweighing the advantages. (idea 01) The primary reason is that the young can
be overwhelmed by the unwanted difficulties of the life out of school campus. For example, a
physically demanding-job can be exhausting for most school-leavers. (idea 02) Another significant
reason is that students without clear academic goals may not return to school after the gap year.
The consequence of this is that there would be fewer university students, and thus a smaller
intellectual workforce in the future.
(Conclusion) All in all, I personally believe that a gap year is associated with serious
drawbacks relating to their wellbeing and future development that far outweigh the benefits
that could be gained. Therefore, it is suggested that students should continue higher education
right after their high school fraduation.

II. INTRODUCTORY PARAGRAPH TEMPLATE

Đoạn văn mở bài có tối thiểu 2 câu sau:
1. General statement: Giới thiệu chủ đề của câu hỏi (xem phần Phân tích đề)
2. Thesis statement: Đưa ra câu trả lời ngắn gọn cho cả 2 phần câu hỏi đề bài
- Có một số lý do dẫn tới mặt A. Vế này sử dụng ngôn ngữ khách quan.
- Tuy nhiên tôi cho rằng mặt B quan trọng hơn và đáng kể hơn. Vế này sử dụng ngôn ngữ
quan điểm cá nhân.
Cách viết câu Thesis statement:
Ở câu Thesis statement, chúng ta phải thể hiện cả 2 mặt đối lập lợi và bất lợi của vấn đề và ý kiến
cá nhân mặt nào lớn hơn. Trong câu này, người viết chỉ trả lời chung chung và không được đưa
ra câu trả lời chi tiết. Vậy cách viết dễ dàng nhất là:
- Sử dụng cấu trúc với quan hệ từ While S1+V1, S2+V2 để chỉ ra sự đối lập giữa 2 mặt của
vấn đề.

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- Sử dụng ngôn ngữ lợi ích – hạn chế trong vế thứ nhất (S1+V1) và so sánh lợi ích – hạn
chế ở vế thứ hai (S2+V2)
- Sử dụng ngôn ngữ khách quan tại vế thứ nhất (S1+V1) và quan điểm cá nhân vào vế thứ
hai (S2+V2).

General Statement: It is true that / It is common in today’s society that + [question]

Your opinion Thesis statement
Advantages > In my opinion, the benefits of … vastly / far outweigh its drawbacks.
Disadvantages While some believe there are clear advantages of (sự việc đề bài), I would
contend that the disadvantages are more significant / weightier.
Advantages < While it is argued that … could benefit from after-school lessons in various
Disadvantages ways, I am more convinced that the drawbacks are more serious and should
not be overlooked.
While some people think (sự việc đề bài) is beneficial, I am of the opinion
that the drawbacks are more serious to consider.

III. TEMPLATES FOR TWO BODY PARAGRAPHS

Thân bài gồm 2 đoạn văn, mỗi đoạn văn diễn giải cho một mặt của vấn đề. Trong đó chúng ta lần
lượt sử dụng:
- Đoạn văn thân bài thứ nhất (Body 1) để diễn giải cho mặt A. Đoạn văn này sử dụng ngôn
ngữ khách quan, không liên quan tới ý kiến cá nhân.
- Đoạn văn thân bài thứ hai (Body 2) để diễn giải cho mặt B. Lưu ý quan điểm cá nhân đã
nêu được lồng vào Body 2 vì bạn đồng ý với mặt B.

Tổng thời gian để phân tích mỗi đề là 05 phút. Bạn có thể suy luận hoàn toàn bằng tiếng Việt nếu
không thể suy luận trực tiếp bằng tiếng Anh. Trong trường hợp suy luận bằng tiếng Việt, tránh các
hướng suy luận phức tạp về logic (ví dụ, chỉ nên dùng logic A->B thay vì A->B->C) và tránh hoàn
toàn các từ vựng bản thân không dịch được sang tiếng Anh.

*** Các góc nhìn khi Brainstorm: khi bí ý tưởng, các bạn có thể đặt mình vào vai bất cứ nhóm nào
trong xã hội để xem bị tác động như thế nào bởi sự kiện. Ví dụ: Government: policy, tax /
Enterprises: products and services / Employees / Schools/ teachers: curriculum, teaching methods
/ Students / Media: newspapers, television: news, educational programs / Family: parents & children

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Your opinion Topic sentence – Body 1 Topic sentence – Body 2
Advantages > On the one hand, I have to Despite the possible disadvantages
Disadvantages concede that … may result in mentioned above, I am more convinced
some undesirable results / of the advantages offered by… are
negative consequences. weightier
There are clearly some
advantages of (sự việc đề bài) However, I am firmly of the opinion that
the disadvantages are serious, far
outweighing / eclipsing the advantages.
Advantages < It is evident that … could offer However, I believe that there are
Disadvantages … some advantages in terms of weightier disadvantages that … should
… take into consideration.
It is obvious that … could be However, I believe that the implications
beneficial for / be of benefit to… of this development far eclipse its
in some certain ways. positive impacts mentioned above.

IV. CONCLUDING PARAGRAPH TEMPLATE

Your opinion Conclusion
Advantages > In conclusion, despite the disadvantages in terms of … and …, I am
Disadvantages completely in favor of … since their benefits are much more considerable.
Advantages < In conclusion, my view is that the benefits offered by … are undeniable yet
Disadvantages outweighed by / outweighed by the disadvantages mentioned above.

Example 1
Research recently shows an increasing number of business meetings and trainings taking place
online. Do advantages of this development outweigh the disadvantages?

It is becoming more popular for many companies now to hold virtual conferences and provide
online training. I personally think that the benefits of employing such a form of technology in
the workplace vastly outweigh its drawbacks.
On the one hand, I have to concede that conducting computer-based meetings and
training sessions may lead to some undesirable results. Firstly, as people have to rely on
particular online platforms like Skype for communication, any breakdown of the internet
connection can interrupt or even bring the entire communication process to an abrupt end. This is
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certainly a frustrating experience that no business expects to undergo, especially when it comes to
high-profile meetings. Secondly, due to the lack of face-to-face interaction, participants will be
likely to lose their concentration if the meeting lasts for hours. As a consequence, the quality and
the outcome could turn out to be unexpectedly low.
However, I am more convinced of the advantages offered by distance communication. The
first one is associated with cost effectiveness, which is always of top priority to a business.
Companies have to incur several types of costs, which include training site rentals and other
documentation costs, to be able to organize a conventional conference. By running online training
programs, organizations could significantly cut back on those unnecessary outlays and accordingly
increase its profit. The timesaving manner of virtual meetings is another merit worth mentioning,
which is particularly the case for transnational companies. The board of directors of Unilever, for
example, do not need to spend hours on long-haul flights to meet one another for business
development strategies. With technological aids, discussions can take place at their office desks.
In conclusion, despite the disadvantages regarding technical errors and attendees’ attention
span, I am completely in favor of online business meetings and trainings since their benefits are
much more considerable.

Example 2
Recently, there has been an upward trend in the number of parents sending their children to
private classes. Do the advantages of private classes outweigh the disadvantages?

Nowadays, parents tend to send their children to extra classes to make sure that they can catch
up with their classmates and also enhance their academic performance. While it is argued that
children could from after-school lessons in various ways, I am more convinced that the
drawbacks are more serious and should not be overlooked.
It is obvious that private classes offer young learners some advantages in terms of the
improvement of academic outcomes. For weak students, receiving supplementary tuition is an
opportunity for them to fill the knowledge gap and strengthen what they have learnt from the official
classes. Regarding those who already have good performance, studying with tutors after school
provides them with more advanced concepts and in-depth discussions to further increase their
capacity.
However, I believe that there are more disadvantages that parents should take into
consideration. After studying hard all day at school, children should spend their free time on leisure
activities such as sports to relieve stress rather than continue to engage themselves in after-school

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lessons. The participation in supplementary tuition might be counterproductive since it may make
them more stressed and finally lead to undesirable result as their parents expect. Another drawback
worth mentioning is the lack of soft skills among young learners. Apart from theoretical knowledge,
children need soft skills for a well-rounded growth. The increase in time spent on study means that
they may have to sacrifice time for other extracurricular activities which help them sharpen essential
practical skills such as team-working and communication skills. This practice may turn these
children into unskilled individuals when they grow up.
In conclusion, my view is that the benefits offered by extra classes are undeniable yet
outweighed by the disadvantages mentioned above.

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WRITING TASK 02 – TYPE 06: TWO-QUESTION

ESSAYS – PROBLEMS & SOLUTIONS
I. ESSAY DEVELOPMENT
TOPIC
The main visitors to museums and historical sites are tourists, not local people.
Why is it the case? What can be done to attract local people to these places?

WRITING GUIDANCE
1. Dạng đề: Problem/Solution (Vấn đề/Cách giải quyết)
2. Chủ đề: Khách đến tham quan museums và historical sites
3. Thông tin thêm: Không
4. Định hướng trả lời của người viết bài: Trả lời lần lượt từng câu hỏi của đề bài.
5. Phát triển ý cho thân bài:
Body 1: There are several reasons as to why there are more international tourists than local people
visiting museums and historical places.
- (idea 01) These locations can provide visitors with a comprehensive overview of the
traditions in the area they are situated.
- (idea 02) The layout of museums and historical houses is likely to remain unchanged
through years ➔ they can be visually unattractive to the local inhabitants.

Body 2: Several measures can be implemented to raise the attendance rate of locals at
museums and historical sites.
- (idea 01) An obvious solution is to use such places as the locations for more public-oriented
activities, which may change the public’s perception that these places are only for
monotonous activities.
- (idea 02) Another solution is that historians and preservationists should be featured more
frequently on the media to talk about the tremendous worth of museums and historical
remains.

SAMPLE ESSAY
(Introduction) Tourists are often drawn to museums and historical locations when visiting
new countries. However, records have shown a low attendance local people at these attractions.

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(Thesis Statement) Some explanations will be put forward before solutions can be drawn to
tackle this problem.
(Topic Sentence 01) There are several reasons as to why there are more international
tourists than local people visiting museums and historical places. First, these locations can
provide visitors with a comprehensive overview of the traditions in the area they are situated. As a
result, such destinations are generally more appealing to newcomers than to locals, those without
the need to familiarise themselves with the traditional values of the region. Moreover, because the
layout of museums and historical houses is likely to remain unchanged through years, they can be
visually unattractive to the local inhabitants, who may have been to these sites for at least once in
their younger years.
(Topic Sentence 02) Several measures can be implemented to raise the attendance rate
of locals at museums and historical sites. An obvious solution is to use such places as the locations
for more public-oriented activities, which may change the public’s perception that these places are
only for monotonous activities. For example, the Imperial Citadel in Hue City has organised role-
play games about the history of Vietnam for visitors and attracted thousands local residents and
international tourists. Another solution is that historians and preservationists should be featured
more frequently on the media to talk about the tremendous worth of museums and historical
remains. An excellent example of this solution is the frequent appearance of Doctor Le Van Lan, a
famous historian, in many educational television programmes in Vietnam.
(Conclusion) To conclude, there are a few reasons why historical sites and museums are
uninteresting to local citizens, including the fact that locals might be too familiar with these
places. There are some solutions to encourage more locals to visit such destinations, such as
providing more media coverage on them.

II. INTRODUCTORY PARAGRAPH TEMPLATE

Một bài luận IELTS Writing Task 2 có đầy đủ 3 phần: Mở bài (1 đoạn văn), Thân bài (2 đoạn văn)
và Kết luận (1 đoạn văn).
Các phần của câu hỏi dạng bài này bao gồm:
1. Trả lời lần lượt từng câu hỏi nhỏ: từng câu hỏi nhỏ trong cặp câu hỏi của đề bài
2. Chú ý về logic: phần trả lời cho mỗi câu hỏi nhỏ phải liên quan tới nhau
Để đáp ứng các yêu cầu này, bài viết nên có cấu trúc cụ thể như sau:
a. Mở bài (Introduction)
Đoạn văn mở bài có tối thiểu 2 câu sau:
1. General statement: Giới thiệu chủ đề của câu hỏi (xem phần Phân tích đề)
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2. Thesis statement: Đưa ra câu trả lời ngắn gọn cho cả 2 phần câu hỏi đề bài
- Vế (1): Có một số hệ quả nguy hiểm. Vế này sử dụng ngôn ngữ nguyên nhân – kết quả.
- Vế (2): Có một số giải pháp. Vế này sử dụng ngôn ngữ giải pháp.
Ở Thesis statement, ta sử dụng ngôn ngữ quan điểm cá nhân chung cho cả 2 vế.

Thesis statement
There are some possible drawbacks / problems of … However, both the individual and the
government could take steps to improve the situation.

The problems associated with / related to … are evident. However, they could be solved
with the intervention of the government.
[sự vật] could cause / lead to / result in some negative consequences / negative impacts
on…, which could be tackled / resolved / addressed by several solutions / different courses of
action.
This alarming trend/phenomenon/practice poses several serious threats / problems /
detriments to scociety and must be addressed by a number of definite actions.
This trend / phenomenon / practice exerts several serious impacts on society and must be
tackled by some definite measures.

III. BODY PARAGRAPH 1 TEMPLATE (PROBLEMS)

Topic sentence – Body paragraph 1 (Problems)
There are various problems that could arise as a result of …
[Problem 1] and [Problem 2] could be to blamed for …
[sự vật] is often thought as the major cause of [Problem 1] and [Problem 2].
The trend/phenomenon/practice may produce problematic / disastrous /detrimental effects on
[đối tượng như society / people / the environment]
Such a trend/phenomenon/practice could lead to negative influences on [đối tượng như society /
people / the environment]
Supporting sentences (Problems)
The primary consequence / impact / effect is that … (idea 1).
Another repercussion is that … (idea 2).

IV. BODY PARAGRAPH 2 TEMPLATE (SOLUTIONS)

Topic sentence – Body paragraph 1 (Solutions)

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However, there are various steps that … could take to tackle these problems.
However, several feasible solutions could be suggested / proposed / put forward to solve the
problems mentioned above.
However, concerted efforts made by both [individuals and authorities] could help to solve the
problems.
Some solutions could be adopted to tackle (vấn đề đề bài).
Different courses of action could be taken to tackle (vấn đề đề bài).
Several solutions could be applied to solve (vấn đề đề bài).
Supporting sentences (Solutions)
One possible solution is that … (Idea 01). / Another feasible measure is that … (Idea 02)
An effective action is to … (Idea 01). Another measure is for sb to … (Idea 02)

V. CONCLUDING PARAGRAPH TEMPLATE

Conclusion
In conclusion, although there are some vexing problems arising from…, governments could
certainly implement a range of measures to …
In conclusion, the problems resulting from … seem inevitable in today’s society; however;
they could be tackled / mitigated by various resolutions.
In conclusion, [the government] should be mainly responsible for solving the problems
arising from … by [doing …]

WRITING TASK 02 – TYPE 07: TWO-QUESTION

ESSAYS – CAUSES & EFFECTS
I. ESSAY DEVELOPMENT
TOPIC
Many men and women are making the decision to have children later in life.
Why is this trend occurring? What are the impacts of this development on both family and
society?

WRITING GUIDANCE
1. Dạng đề: Causes / Effects (Hậu quả /Cách giải quyết)
2. Chủ đề: Các gia đìnhs sinh con muộn.

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3. Thông tin thêm: Không
4. Định hướng trả lời của người viết bài: Trả lời lần lượt từng câu hỏi của đề bài.
5. Phát triển ý cho thân bài:
Body 1: Two main factors can be proposed to explain this tendency.
(idea 01) The chief driving force behind is changing employment patterns.
- (idea 01) The chief driving force behind is changing employment patterns.
- (idea 02) Another factor is all the other opportunities available to everyone.

Body 2: There are a number of possible impacts on families and society.

- (idea 01) With regards to families, it can be more difficult for older women to get pregnant
and they may experience more health problems.
- (idea 02) In one aspect, it may be positive for society because if people are choosing to
work for longer, a country will have a productive workforce.

SAMPLE ESSAY
(introduction) In the past, it was a natural step that a couple would get married at a fairly
young age, and then start a family. However, this is no longer the case and the delaying of childbirth
is becoming very common. The popularity of this trend could be ascribed to various reasons,
exerting several negative effects on both families and society.
(topic sentence – causes) Two main factors can be proposed to explain this tendency.
(cause 01) The chief driving force behind is changing employment patterns. As more women have
pursued an education and entered the workforce, they tend to marry later and have children later in
their life. This is unavoidable in many cases because women cannot combine family and work well
due to costly childcare. (cause 02) Another factor is all the other opportunities available to
everyone. For example, many men and women choose to travel around the world or take the chance
to work in another country, thus delaying settling down.
(topic sentence – effects) There are a number of possible impacts on families and society.
(effect 01) With regards to families, it can be more difficult for older women to get pregnant and
they may experience more health problems, such as a miscarriage, high blood pressure or diabetes,
during pregnancy. (effect 02) Also, the parents may find the whole experience of bringing up
children more tiring if they are older. In one aspect, it may be positive for society because if people
are choosing to work for longer, a country will have a productive workforce. (effect 02) On the

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negative side though, in the long run, falling fertility rates will mean an aging population with a
lack of young people to work and take care of the elderly.
In conclusion, there are several reasons that people are having children later in life, and
this can have a number of impacts, both positive and negative. Given the fact that society
continues to change, this trend is likely to continue well into the future.

II. INTRODUCTORY PARAGRAPH TEMPLATE

Thesis statement
… could be ascribed to / attributed to various reasons, exerting several positive / negative effects
on …
… stem from / happen due to various causes, and it does have some certain effects on…
There are two main reasons behind this trend / development, which causes a range of effects on
/ implications for [people / society / the environment]

III. BODY PARAGRAPH 1 TEMPLATE (CAUSES)

Topic sentence – Body paragraph 01 (Causes)
Two main factors can be proposed to explain this tendency.
[Cause 01] and [Cause 02] are thought / believed to the major causes of this trend.
There are a number of contributing factors to this trend, two of which are [Cause 01] and [Cause
02].
Ideas - Causes

(cause 01) The chief driving force behind ... is ... /

(cause 02) Another factor can be... / is...

IV. BODY PARAGRAPH 2 TEMPLATE (EFFECTS)

Topic sentence – Body paragraph 2 (Solutions)
There are a number of possible impacts on…
This trend could significantly influence …
The negative / positive impacts of this trend on … are becoming more evident.

IV. CONCLUDING PARAGRAPH TEMPLATE

Conclusion

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In conclusion, there are several reasons why…, and this can have a number of impacts, both
positive and negative, on …
In conclusion, some causes behind this trend could be investigated, and there are a number of
effects on …

WRITING TASK 02 – TYPE 08: TWO-QUESTION

ESSAYS – DIRECT QUESTIONS
TOPIC ANALYSIS
Các bạn hãy đọc câu hỏi mẫu sau (đề thi thật 2014-2015-2016):
1. The demand for energy sources such as oil and gas is increasing.
Should people be looking for sources of oil and gas in remote and untouched
places? (a)
Do the advantages of this outweigh the disadvantages of damaging such areas? (b)
Đề bài (1) đưa ra một statement: nhu cầu về năng lượng như dầu mỏ, khi đốt đang ngày càng tăng.
Sau đó đề bài hỏi lần lượt 2 câu hỏi nhỏ (a): có nên khai thác ở nơi hẻo lánh không? Và (b): lợi ích
và bất lợi mặt nào lớn hơn?
Có thể thấy câu hỏi nhỏ (a) thuộc dạng đề Quan điểm cá nhân (Opinion) trong khi (b) thuộc dạng
đề Thảo luận Lợi – Bất lợi (Advantages & Disadvantages). Vậy câu trả lời cho dạng bài này là một
hỗn hợp của 2 dạng bài kể trên.

2. One hundred years ago, some people believed that the human race would make continuous
progress in all areas of life. Today, people feel less certain about this.
In what areas do you think the most important progress has been made? (a)
In what areas does more progress need to be done? (b)
Đề bài (2) đưa ra một nhận xét chung về tiến bộ của loài người, sau đó hỏi câu hỏi nhỏ (a): những
mặt nào đạt được những tiến bộ quan trọng nhất? và (b): những mặt nào còn cần tiếp tục cải thiện?
Cả 2 câu hỏi nhỏ này không thể quy vào bất cứ dạng đề nào trong 3 dạng chính của IELTS: thảo
luận, vấn đề - cách giải quyết và quan điểm cá nhân.
Để trả lời dạng đề này, người viết phải:
1. Lần lượt trả lời 2 câu hỏi nhỏ: chia bài viết thành 2 phần, mỗi phần trả lời 1 câu hỏi nhỏ.
2. Áp dụng kiến thức 3 dạng chính: nếu 1 trong 2 hoặc cả 2 câu hỏi nhỏ có thể quy vào trong 3
dạng chính của IELTS, chúng ta có thể coi phần trả lời cho các câu hỏi nhỏ này là các bài luận
IELTS 3 dạng chính được thu gọn lại còn một nửa.

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TOPIC
Happiness is considered very important in life. Why is it difficult to define? What factors
are important in achieving happiness?

WRITING GUIDANCE
1. Dạng đề: Direct questions
2. Chủ đề: Định nghĩa của hạnh phúc
3. Thông tin thêm: Không
4. Định hướng trả lời của người viết bài: Trả lời lần lượt từng câu hỏi của đề bài.
5. Phát triển ý cho thân bài:
Body 1 (trả lời câu hỏi số 1): Happiness is difficult to define because it means something
different to each individual person.
- (idea 01) Nobody can fully understand or experience another person’s feelings, and we all
have our own particular passions from which we take pleasure.
- (idea 02) At the same time, a range of other feelings, from excitement to peacefulness, may
be associated with the idea of happiness.
Body 2(trả lời câu hỏi số 2): Although it seems almost impossible to give a precise definition
of happiness, there are some basic preconditions to achieving it.
- (idea 01) Firstly, it is hard for a person to be happy if he or she does not have a safe place
to live and enough food to eat.
- (idea 02) Secondly, the greatest joy in life is usually found in shared experiences with family
and friends, and it is rare to find a person who is content to live in complete isolation.
- (idea 03) Other key factors could be individual freedom and a sense of purpose in life.

SAMPLE ESSAY
(general statement) It is no doubt true that the majority of people would like to be happy in
their lives. (thesis statement) While the personal nature of happiness makes it difficult to describe,
there do seem to be some common needs that we all share with regard to experiencing or achieving
happiness.
(topic sentence 01) Happiness is difficult to define because it means something different to
each individual person. (idea 01) Nobody can fully understand or experience another person’s
feelings, and we all have our own particular passions from which we take pleasure. Some people,
for example, derive a sense of satisfaction from earning money or achieving success, whereas for

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others, health and family are much more important. (idea 02) At the same time, a range of other
feelings, from excitement to peacefulness, may be associated with the idea of happiness, and the
same person may therefore feel happy in a variety of different ways.
(topic sentence 02) Although it seems almost impossible to give a precise definition of
happiness, most people would agree that there are some basic preconditions to achieving it. (idea
01) Firstly, it is hard for a person to be happy if he or she does not have a safe place to live and
enough food to eat. Our basic survival needs must surely be met before we can lead a pleasant life.
(idea 02) Secondly, the greatest joy in life is usually found in shared experiences with family and
friends, and it is rare to find a person who is content to live in complete isolation. (idea 03) Other
key factors could be individual freedom and a sense of purpose in life.
(conclusion) In conclusion, happiness is difficult to define because it is particular to each
individual, but I believe that our basic needs for shelter, food and company need to be fulfilled
before we can experience it.

ESSAY TEMPLATE
Một bài luận IELTS Writing Task 2 có đầy đủ 3 phần: Mở bài (1 đoạn văn), Thân bài (2 đoạn văn)
và Kết luận (1 đoạn văn).
Các phần của câu hỏi dạng bài này bao gồm:
1. Lần lượt trả lời 2 câu hỏi nhỏ: chia bài viết thành 2 phần, mỗi phần trả lời 1 câu hỏi nhỏ.
2. Áp dụng kiến thức 3 dạng chính: nếu 1 trong 2 hoặc cả 2 câu hỏi nhỏ có thể quy vào trong 3
dạng chính của IELTS, chúng ta có thể coi phần trả lời cho các câu hỏi nhỏ này là các bài luận
IELTS 3 dạng chính được thu gọn lại còn một nửa.
a. Mở bài (Introduction)
Đoạn văn mở bài có tối thiểu 2 câu sau:
1. General statement: Giới thiệu chủ đề của câu hỏi (xem phần Phân tích đề)
2. Thesis statement: Viết 2 vế câu, mỗi vế đưa lần lượt câu trả lời ngắn gọn cho một câu hỏi nhỏ
của đề bài.

b. Thân bài (Body)

Thân bài gồm 2 đoạn văn, mỗi đoạn văn diễn giải cho một câu hỏi nhỏ của đề bài. Trong đó chúng
ta lần lượt sử dụng:
- Đoạn văn thân bài thứ nhất (Body 1) để trả lời cho câu hỏi nhỏ 1
- Đoạn văn thân bài thứ hai (Body 2) để trả lời cho câu hỏi nhỏ 2

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c. Kết luận (Conclusion)
Kết luận gồm 1-2 câu, với 2 nhiệm vụ sau:
- Tái khẳng định câu trả lời cho câu hỏi đề bài & ý kiến cá nhân (bắt buộc)
- Tóm tắt nội dung chính trong thân bài (không bắt buộc)

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USEFUL VOCABULARY FOR IELTS WRITING TASK 2

MEANING EXPRESSIONS EXPRESSIONS
- a disparity in sth - (social / gender) inequality
Sự khác biệt - a (large / small) gap between X and - slight / significant / major
Y difference between X and Y
- X is of great benefit to Y - X exerts positive / profound /
Lợi - X benefits Y significant impacts/effects on Y
- X is beneficial to Y
- X is harmful to / damaging to Y - (n.) pose a threat to / face /
Hại - X does harm to / cause damage to Y combat / ignore / constitute a
- X is adversely affected/impacted by threat of (terrorism)
Y - (n.) pose/avoid a danger to sth /
- SYN: deleterious, perilous the danger of sth / in danger of
- X causes/exerts doing sth
negative/adverse/deleterious - (n.) a menace to sth
impacts/effects on Y
- have a (strong) preference for - X is prioritized
Thích nhiều - be more in favor of - X is given a priority
hơn - choose X in preference to Y - prefer X to Y
- X is preferable to Y/ favourable to Y
- develop - instill sth in sb
Nuôi dưỡng/ - foster - impart (traditional wisdom)
Phát triển - nurture - instill (virtues)
- cultivate - pass on (wisdom)
Đạt được - (v.) reach / attain / achieve / obtain - goals / targets / objectives /
- (n.) fulfill / accomplish/realize missions / dreams / aims
- (v.) succeed in doing sth - (n.) mission completion / wish
- (n.) goal attainment / realization fulfillment
Bằng/ - X is on par with Y - X is equal in size/value/quality
tương đương - X is equivalent to Y to Y
- X is similar to Y - X is identical to Y
Cao cấp/ - (adj.) high-profile / high-ranking - (adj.) well-known/famous/
Nổi tiếng - (collo) gain in popularity renowned + for sth

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- (collo) rise / shoot to game
Tư tưởng/ - opinion on/regarding X is - from different angles
Góc nhìn (less/more) divided - through different perspectives
- consider /regard sb/sth as sb/sth else - X is considered to be Y
Cho rằng - consider sb/sth + adjective - deem sb/sth sb/sth else
- X plays a leading/pivotal/crucial/ - X is of great/vital/paramount
Quan trọng decivise role in Y importance
- X is instrumental in doing sth - (n.) (success) element /
- (n.) X is the key to Y determinant
- (n.) the essence/core of sth
Dẫn đến / - result in / lead to - X is caused by Y
Gây ra - X causes Y to happen - X contributes to Y/V_ing
- X is the main cause of Y
Ép/ Thúc - force / compel / urge sb to do sth - incentivize / stimulate / catalyze /
đẩy trigger sth
- take charge of - have/take responsibility for
Chịu trách - be responsible for - take the initiative to do sth
nhiệm - hold accountable for - be in sb’s hands
- a shift towards / to X - be likely to do sth
Có xu hướng - a shift in X towards Y - be inclined to do sth
- have a tendency to do sth - the inclination to do sth
Cho phép / - provide sb with sth - empower sb
Cung cấp - equip sb with sth - entitle sb to do sth
- enable/allow sb to do sth - offer sb sth / offer sth to sb
Khả năng / - lower / increase the incidence of X - (v.) risk doing sth
Nguy cơ - raise / reject / explore / rule out the - (n.) the risk to sth / (increase /
possibility of sth reduce) the risk of doing sth
Ngăn cản / - prevent / deter / hinder sb from - discourage sb from doing sth
Làm nản chí doing sth - (n.) face / overcome obstacles to
- (n.) barrier to sth sth
- (n.) disruption to sth - (n.) crosse/clear a hurdle
Hình phạt - impose / inflict a - carry a penalty
punishment/penalty for sth - severe/heavy/stiff/tough penalties

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- a (inextricable) link/connection - X is closely related to/associated
Có liên quan between X and Y with Y
- a correlation between X and Y - X is linked to Y
Mục đích / - with a goal/an objective to do sth - for the purpose of doing sth
mục tiêu - with a view to doing sth - with the aim of doing sth
Giải quyết - solve / resolve / tackle / address / - handle sth / issues well / poorly
deal with problems from the root
Nhiều/ - a variety / diversity / wealth of sth - a multitude of sth
Đa dạng - a vast array of sth - a wide range of sth
Can thiệp / - intervene in (v.) - interfere with (v.)
xen vào - intervention (sự can thiệp của chính - meddle with (v.)
phủ)
Tiếp xúc với - (v.) get exposed to - (n.) a great exposure to
- (v.) access sth - (n.) access to sth
a sense of (đi chung với động từ ‘enhance’)
Cảm giác - belonging / community / fulfillment
- responsibility / satisfaction / purpose
Phân biệt - differentiate/distinguish between X - differentiate/distinguish Y from
and Y Y
Nỗ lực / cố - strive/attempt to do sth - struggle to do sth
gắng - make a / no / little effort to do sth - (n.) a push for sth / a push to do
- put effort into sth sth
- with an effort / in an effort to do sth - aim for / at sth
Khao khát - a desire to do sth / desire for - (n.) longing for sth
- the urge to do sth - the thirst for sth
- a/the yearning for sth - in a quest for sth
Khả thi - viable / feasible / workable + plan / - effective / effectiveness
Hiệu quả approach / method / way / solution - cost-efficient / time-effecient
Can thiệp / - intervene in - interruption to sth
xen vào - meddle with - (tourist) disturbance /
- disturb / disrupt disturbances to sth/sb
Cảnh báo / - warn sb against sth - (n.) warning against / of sb / to sb
thông báo - inform sb about sth - update sb on sth
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Truyền đạt - deliver (a lesson), convey (a - raise awareness about, voice
message) (concerns / doubts about sth)
Làm tồi tệ - aggravate - X deteriorates into Y
hơn - compound - X spiral into
- exarcerbate - X spirals up / upwards / down /
- worsen downwards to sth
Cải thiện - improve / enhance - revitalize
Từ đắt - busy / packed schedules = full timetable = hectic life
- erode the core values of society / (improve) mental/physical wellbeing of sb
- the gateway to sth (mở đường) / reflect sth (phản ánh)
- respect and preserve heritage for prosperity (bảo tồn cho thế hệ sau)
- mingle with (hoà nhập) / immerse yourself in sth / visualize (mường tượng)
- be on par with sth (cùng level với) / to blend in with (hoà mình với)
- cater for sth (phục vụ cho) = serve sth
- customize = tailor (chỉnh sửa cho phù hợp)
- the mushrooming of sth (sự phát triển tràn lan)
- (over)exploitation (khai thác)
- have (an) advantage(s) over sb/sth (có ưu thế hơn)
- an outlet for our creativity/communication (thể hiện ra)
- has (great) potential for XXX (triển vọng) / have a talent for sth
- an increasingly secular society (xã hội phân rã)
- the wealthy / the affluent / the underprivileged / the disadvantaged / people
from all walks of life
- social status symbol of sb
- an incentive to do sth / financial/tax incentive

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RUBICS CHẤM ĐIỂM IELTS WRITING

Band Hoàn thành bài thi / Tính liên kết và Từ vựng Văn phạm và độ
trả lời câu hỏi mạch lạc [LR - Lexical chính xác
[TA - Task [CC - Coherence & Resources] [GR - Grammar &
Achievement] Cohesions] Accuracy]
9 - hoàn thành tất cả các - sử dụng rất tự nhiên - sử dụng từ vựng đa - sử dụng đa dạng các
phần của yêu cầu mối liên kết dạng, kiểm soát tính loại cấu trúc với sự
- trình bày một quan - chia đoạn viết thành năng từ vựng thành thạo linh hoạt và chính xác
điểm / ý kiến được triển thạo và tự nhiên, mắc vài lỗi tuyệt đối; mắc vài lỗi
khai đầy đủ với những ý nhỏ - rất hiếm nhỏ - rất hiếm
có liên quan, được mở
rộng và hỗ trợ đầy đủ
8 - hoàn thành thích đáng - sắp xếp ý và thông tin - sử dụng một loại các - sử dụng đa dạng các
tất cả các phần của yêu hợp lý từ vựng lưu loát và linh loại cấu trúc
cầu - có thể sử dụng tốt tất hoạt để truyền đạt ý - đa số câu đều không
- trình bày câu trả lời cả các mối kết nối chính xác mắc lỗi
được triển khai tốt với - chia đoạn viết thoả - sử dụng thành thạo các - mắc vài lỗi hoặc vài
những ý liên quan, được đáng và thích hợp tính năng từ vựng ít gặp vận dụng chưa thích
mở rộng và hỗ trợ đầy nhưng có vài lỗi thiếu hợp
đủ chính xác trong việc
chọn và ghép từ
- mắc vài lôi chính tả và
/ hoặc cấu tạo từ
7 - đề cập đến tất cả các - sắp xếp hợp lý các ý - sử dụng một vốn từ - sử dụng một số cấu
phần của đề thi và thông tin; có sự tiến vụng chính đáng để trúc phức tạp
- thể hiện một quan triển rõ rệt xuyên suốt đảm bảo tính linh hoạt - bài làm hầu như
điểm / ý kiến rõ ràng bài làm và chính xác không có các câu mắc
xuyên suốt phần trả lời - sử dụng các cụm từ - - sử dụng các tính năng lỗi
- biết cách trình bày, mở từ nối khác nhau một từ vựng ít gặp và ý thức - kiểm soát ngữ pháp
rộng và hỗ trợ các ý cách phù hợp, dù có được một phần về và chấm câu tốt nhưng
chính, nhưng những ý thể sử dụng quá nhiều phong cách viết và cách có thể mắc vài lỗi
phụ có xu hướng quá hoặc quá ít ghép từ
bao quát và/ hoặc thiếu - thể hiện rõ một chủ
đề trong mỗi đoạn viết

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tập trung vào yêu cầu - có thể mắc vài lỗi khi
của đề thi chọn từ, lỗi chính tả
hoặc cấu tạo từ
6 - đề cập đến tất cả các - sắp xếp thông tin và - sử dụng số từ vựng - kết hợp được giữa
phần của đề thi nhưng các ý mạch lạc, xét về vừa đủ cho đề thi câu đơn và câu phức
một số phần được đề tổng thể thì có tiến - cố gắng sử dụng - mắc một số lỗi văn
cập nhiều hơn phần triển rõ ràng những từ vựng ít gặp phạm và chấm câu
khác - sử dụng hiệu quả các hơn những vẫn mắc lỗi nhưng hiếm khi làm
- trình bày một quan cụm từ từ nói, nhưng thiếu chính xác ảnh hưởng đến chất
điểm/ kiến phù hợp tính kết nối trong và/ - mắc một số lỗi chính lượng truyền đạt
nhưng kết luận có thể hoặc giữa các câu có tả và/ hoặc câu toà từ,
thiếu rõ ràng hoặc lặp ý thể chưa hoàn chỉnh nhưng không làm ảnh
- trình bày được những hoặc thiếu tự nhiên hưởng đến chất lượng
ý chính nhưng một số - có thể không sử dụng truyền đạt
không được triển khai kĩ thuật referencing
hoặc không rõ ràng một cách rõ ràng hay
thích hợp
- sử dụng đoạn văn
nhưng có lúc không
hợp lý
5 - chỉ hoàn thành một - trình bày thông tin - sử dụng vốn từ vựng - chỉ sử dụng hạn chế
phần của đề thì có thể với một bố cục nhất có hạn, nhưng đạt được những cấu trúc khác
không phù hợp ở vài định nhưng thiếu sự yêu cầu tố thiểu để hoàn nhau
chỗ tiến triển toàn diện thành bài thi - cố gắng sử dụng câu
- bày tỏ quan điểm/ ý - sử dụng quá ít, thiếu - măc những lỗi chính tả phức nhưng thiếu
kiến nhưng sự triển khai chính xác hoặc quá và/ hoặc cấu tạo từ dễ chính xác so với các
có thể thiếu rõ ràng và nhiều cụm từ-từ nối nhận thất và có thể gây câu đơn
không có một kết luận - có thể lặp lại nhiều vì khó cho người đọc - có thể thường xuyên
nhất định không sử dụng các kĩ mắc lỗi văn phạm vì
- trình bày một số ý thuật referencing hoặc chấm câu thiếu chính
chính nhưng còn hạn thay thế ( substitution) xác; những lỗi có thể
chế và không được mở - có thể không chia khiến người đọc thấy
rộng đầy đủ; có thể có đoạn, hoặc chia đoạn khó hiểu
những chi tiết không không đạt yêu cầu
liên quan/ lạc đề
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4 - hoàn thành yêu cầu để - trình bày thông tin và - chỉ sử dụng từ vựng - chỉ sử dụng các cấu
thi một cách tối thiểu ý tưởng nhưng có thể căn bản và có thể bị lặp trúc rất hạn chế và
hoặc đưa ra câu trả lời không được sắp xếp lại nhiều hoặc không hiếm khi sử dung
lạc đề/ sai hướng cấu mạch lạc và không có phù hợp mệnh đề phụ
trúc bài làm không phù sự tiến triển rõ ràng
hợp

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SENTENCE FORMATION POINTS

SENTENCE FORMATION 01: SENTENCES TO SUPPORT AN
ARGUMENT
Mẫu 01: AA giúp / khiến BB làm được điều gì đó. [Quan hệ Cause – Effect]
Mẫu này cực quan trọng vì đây là nền tảng cho mọi đề Writing khi viết để chứng minh tại sao AA
lại cần thiết, lại tốt đẹp.
(v.) enable sb to do sth (v.) allow sb to do sth
(v.) help sb do sth (v.) allow doing sth
(v.) encourage sb to do sth (v.) be entitled to sth / to do sth (nghĩa được phép)
(v.) incentivize sb to do sth / sth (v.) entitle sb to do sth

E.g. Online courses enable students to learn wherever and whenever they want.
E.g. Children should not be entitled to complete freedom.

Mẫu 02: AA trang bị / đem lại cho BB điều gì đó. [Quan hệ Cause – Effect]
Mẫu này áp dụng cho mọi idea muốn chứng minh điều tốt đẹp, tính hiệu quả của cái gì đó.
(v.) provide sb with sth (v.) supply sth to sb
provide sh to sb (v.) supply sb with sth
(n.) the provision of (n.) (the) supply of
(v.) equip sb with sth (v.) offer sb sth

E.g. The falling leaves provide a good supply of nutrients to the soil.
E.g. They revealed that he had supplied terrorist organizations with weapons.

Mẫu 03: AA tham gia vào điều gì đó

Mẫu này áp dụng cho những topic về tham gia ngoại khoá, phạm luật, hay hoạt động gì đó.
(v.) be / get involved / engaged in sth (v.) engage in sth
(n.) engagement in sth
(v.) participate in sth
(n.) participation in sth

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E.g. You should participate in sports activities in order to keep fit. (dùng dạng verb)
= Your participation in sports activities could help you keep fit. (dùng dạng noun)

Mẫu 04: AA đóng vai trò quan trọng trong việc gì đó

Mẫu này áp dụng khi viết giải thích tại sao điều gì đó cần thiết
AA play a pivotal / important / major role in BB AA is instrumental in doing BBB
AA is vital to/for BB AA is given (more) importance
AA is crucial for/to BB It is necessary / important for sb to
do sth…
AA is the key to BB

E.g. Education plays a pivotal role in the physical and mental development of children.
= Education is vital to the development of children.
E.g. It is necessary for each individual to be fully responsible for their personal health and their
own life fulfillment.

Mẫu 05: AA liên quan đến cái gì đó. [Quan hệ Cause – Effect]
Mẫu này áp dụng khi muốn diễn đạt AA liên quan, đi kèm với những điều tốt
AA is associated with BB There is a strong link / connection /
correlation between AA and BB
AA is linked to BB (passive) AA is correlated with BB
(active) AA correlates with BB

Ví dụ muốn nói lối sống năng động sẽ giúp bạn khoẻ mạnh [Quan hệ Cause – Effect]
Thay vì viết: Being active helps people stay healthy. [khá bình thường]
Có thể viết: An active lifestyle is associated with a healthy life. = There is a strong correlation
between an active lifestyle and a healthy life.

Mẫu 06: AA khích thích / giúp BB phát triển. [Quan hệ Cause – Effect]
Mẫu này áp dụng khi muốn diễn đạt những ảnh hưởng tích cực của một vấn đề
(v.) incentivize (collo) AA is the main driver of [change /
(v.) boost economic development].

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(v.) stimulate
(v.) promote

E.g. Adopting new technologies may help to stimulate the economic growth.
E.g. Korean dramas stimulate more interest in Korean culture.
E.g. a study of technology as a driver of change in industry

Mẫu 07: AA giúp ích / có lợi cho BB

Mẫu này áp dụng khi muốn diễn đạt những ảnh hưởng tích cực của một vấn đề.
(adj.) AA is beneficial to BB (n.) AA has a positive impact on BB.
(v.) AA benefits BB = BB benefits from AA. (n.) AA has beneficial influences on BB.
(n.) AA brings benefits to BB. (n.) AA is of benefit to BB.
(n.) AA derives a benefit from BB. (phrase) AA is meaningful way to do sth
(v.) AA contributes to BB.

E.g. a discovery that should prove beneficial to many AIDS patients.

E.g. The new sports center will bring lasting benefits to the community.
E.g. Vietnam derives little benefit from its participation in WTO.
E.g. Such improved living conditions might eventually help prevent the threat to wild animals, thus
contributing to better wildlife conservation.

SENTENCE FORMATION 02: SENTENCES TO OPPOSE AN ARGUMENT

Mẫu 01: AA đe doạ / gây hại BB
Mẫu này cực quan trọng để nói về những ảnh hưởng xấu của một sự việc.
(v.) threaten to do sth (v.) do harm to
(v.) [negatively / adversely] affect sth (v.) destroy = ruin
(n.) AA poses a threat to BB (v.) damage
AA causes / creates havoc for BB (v.) devastate [từ đắt]
AA wreaks havoc on BB (v.) hurt

E.g..The terrorists are threatening to kill the hostages.

E.g. His political reputation has been seriously damaged by the scandal.

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E.g. Winter storms continued to cause havoc for drivers.
E.g. These policies would wreak havoc on the economy.
E.g. Western India was devastated by a huge earthquake.
E.g. Health problems related to persistent negligence of personal health and unhealthy lifestyles not
only devastate an individual’s personal life but also cause a financial burden to their families and
society.

Mẫu 02: AA cản trở / ngăn cản BB

Mẫu này cực quan trọng để nói về tác động xấu của một sự việc ngăn cản điều tốt đẹp xảy ra.
(v.) prevent sb from doing sth (v.) hinder sth
(v.) discourage sb from doing sth (v.) interfere with sth
(v.) deter sb from doing sth (v.) stifle
(n.) a barrier(s) to sth (n.) act as a deterrent to sth
(n.) an obstacle(s) to sth

E.g. Mum says I can get a job if it doesn’t interfere with my homework.
E.g. Drinking coffee inhibits the absorption of iron from your diet.
E.g. Businesses are being stifled by a lot of new laws.
E.g. Some fear the restrictions would strangle the country’s economy.
E.g. Disability need not be a barrier to a successful career.
E.g. All major obstacles to peace have now been removed.
E.g.: Fear of being caught acts as a deterrent to breaking the law.

Mẫu 03: AA ảnh hưởng xấu / để lại hậu quả lên BB

Mẫu này cực quan trọng để nói về tác động xấu của một sự việc ngăn cản điều tốt đẹp xảy ra.
AA has a negative / an adverse / a (n.) negative implications for BB
detrimental effect on BB. (n.) consequences of AA / for BB
AA leaves serious/profound/detrimental (n.) (negative / undesired / deleterious)
consequemces / impacts on BB. environmental / social implications for BB
(collo) take its toll on BB

E.g. We believe that GM crops will have serious implications for the environment.

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E.g. East German companies were suffering the adverse effects of German economic union.
E.g. Tougher environmental laws could have negative impacts on economic growth.
E.g. The stress was beginning to take its toll on their marriage.

Mẫu 04: Các từ vựng về ảnh hưởng xấu / gây khó khăn lên một đối tượng
Mẫu này cực quan trọng để diễn đạt chính xác đối tượng AA gặp phải khó khăn / cản trở vì BB.
(v.) suffer from sth: chịu đựng / bị bệnh (adj.) be addicted to sth: nghiện điều gì
gì đó / gặp khó khăn nào đó (adj.) AA is vulnerable / susceptible to BB: AA
(v.) AA struggles to do sth: AA gặp khó dễ bị tổn thương bởi BB
khăn / đấu tranh làm điều gì đó (adj.) AA is obsessed with BB: bị ám ảnh bởi
(v.) AA deprives BB of sth: AA tước đoạt điều BB sai trái
/ lấy đi điều gì tốt đẹp từ BB (adj.) AA is indifferent to BB = be ignorant of
(collo) pose / present a challenge (to sb) / BB: thờ ơ, không để tâm tới điều
be a barrier to sth / be an obstacle to sth:
AA thách thức / làm khó dễ BB

E.g. Now many kids are addicted to playing online games. / There is a growing problem of drug
addiction in our cities.
E.g. Many employees suffer from mental illnesses due to keen competition in the modern
E.g. The lack of work experience has deprived people of good job opportunities.
E.g. The lack of education renders people vulnerable to unemployment.
E.g. Modern people are becoming obsessed with materialism.
E.g. Global warming has posed a challenge to every government in the world.
E.g. High levels of debt are a major barrier to economic development.
E.g. All major obstacles to peace have been removed.
E.g. Parents cannot be indifferent to children's leisure activities.
E.g. ignorant of: I was ignorant of the terms used in business.

SENTENCE FORMATION 03: CAUSE & EFFECT LANGUAGE

Mẫu 01: DÙNG “VERB-ING” Participle đứng đầu hoặc cuối câu – từ “resulting in” /
“causing sth” / “leading to” / “giving rise to” + Noun

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E.g. Many people in the countryside migrate into big cities, resulting in / leading to an increase in
the demands for accommodation, food and services in urban areas.
Nhiều người ở vùng quê đã di cư lên các thành phố lớn, dẫn đến sự gia tăng về nhu cầu nhà ở, thực
phẩm và dịch vụ tại khu vực đô thị.
E.g. Advertisements give people more choices on what they want to buy, giving rise to the
consumer society.
Quảng cáo đem đến cho mọi người nhiều sự lựa chọn hơn về những thứ họ muốn mua, dẫn đến
phát sinh xã hội tiêu thụ.

Mẫu 02: DÙNG “BY + VERB-ING” đứng đầu câu, diễn đạt (bằng cách… mà …)
E.g. By spending money to protect minority languages, governments can also preserve traditions,
customs and behaviours.
Bằng việc chi tiêu tiền bạc để bảo vệ các ngôn ngữ thiểu số, chính phủ cũng có thể bảo tồn truyền
thống, phong tục và lối ứng xử.

Mẫu 03: DÙNG “THIS” – CLAUSE 01, and this will + CLAUSE 02.

E.g. The use of private cars is increasing in Hanoi, and this puts a strain on its infrastructure.
Việc sử dụng ô tô cá nhân đang gia tăng tại Hà Nội, và điều này đang gây áp lực về mặt cơ sở hạ
tầng.
E.g. The utilization of cheap labor helps companies to reduce the production cost. This strategy
encourages business expansion.
Việc tận dụng nguồn lao động rẻ đã giúp các công ty giảm chi phí sản xuất. Điều này giúp các công
ty mở rộng doanh nghiệp.

Mẫu 04: DÙNG “IF” - If CLAUSE 01, CLAUSE 02.

E.g. If air travel is restricted, people would opt for other means of transport such as buses and cars.
Nếu di chuyển hàng không bị hạn chế, mọi người sẽ lựa chọn các phương tiện giao thông khác như
xe buýt và ô tô.

Mẫu 05: Dùng VERBS - cause / lead to / result in / is the result for / is responsible for (gây ra)
/ result from / stem from / derive from (bắt nguồn từ)

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E.g. Man's hunting whales in large numbers causes / leads to / results in / is the result for / is
responsible for the danger of their becoming extinct.
Whales' facing extinction is the result of / is due to / is a consequence of / results from man's
hunting them in large numbers.
E.g. Global warming is caused by pollution. [passive]
E.g. Generally, most crimes stem from poor education and poverty.

Mẫu 06: Dùng “WHEN” – When + CLAUSE 01, CLAUSE 02, Verb-ing + Obj. [3 lớp C-E]
E.g. When the government pays for tuition fees, the constraint of finance is removed, encouraging
a greater number of students to attend academic courses.
Khi chính phủ trả tiền học phí, các hạn chế về mặt tài chính không còn, từ đó khuyến khích nhiều
học sinh hơn tham gia các khóa học.

Mẫu 07: Dùng Connectors – because / since / for / as + CLAUSE

Because / since / for / as + CLAUSE 01, CLAUSE 02.

CLAUSE 01 because / since / for / as CLAUSE 02

E.g. The police arrested him because he broke into a bank.

E.g. Since he broke into a bank, the police arrested him.
E.g. She can't read the letter as she is illiterate.
E.g. He can't run fast for he is too fat.

Mẫu 08: Dùng Connectors – due to / because of / owing to / thanks to / as a result of / as a

consequence of / in the light of + NOUN

Due to / because of / owing to / thanks to / as a result of / as a consequence of / in the light

of + Noun, CLAUSE.

E.g. Owing to his intelligence, he managed to solve the problem.

E.g. Due to the bad weather, they didn't go for a picnic.
E.g. Thanks to his intelligence he managed to find the solution to that math problem.
E.g. In light of your good record, we’ve decided to overlook this offence.

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Mẫu 09: Dùng NOUNS – “the cause of sth” / “the leading factor in” / “the key factor”
E.g. The number of the vehicles used is the key factors influencing pollution.
E.g. The main cause of global warming is pollution

Mẫu 10: Dùng Adverbial Connectors – CLAUSE 01; as a result, / accordingly, / consequently,
/ as a result of this, / therefore, CLAUSE 02.
CLAUSE 01; as a result, / accordingly, / consequently, / as a result of this, / therefore,
CLAUSE 02. [one sentence]
CLAUSE 01. As a result, / Accordingly, / Consequently, / As a result of this, / Therefore,
CLAUSE 02. [two sentences]

E.g. They’ve increased the number of staff; consequently, the service is better.
E.g. No formal complaint was made. Accordingly, the police took no action.

SENTENCE FORMATION 04: COMPARATIVE LANGUAGE

Mẫu 01: Dùng “INSTEAD” - Instead of + Noun / V-ing, MAIN CLAUSE. [thay vì]
E.g. Instead of driving cars, people should use public transport.
Thay vì lái xe ô tô, mọi người nên sử dụng các phương tiện công cộng

Mẫu 02: Dùng “COMPARED TO” - Compared to + Noun, MAIN CLAUSE. [so với]
E.g. Compared to those who hold high school qualifications, university graduates often have more
employment opportunities.
So với những người chỉ có bằng cấp trung học phổ thông, những sinh viên tốt nghiệp đại học thường
có nhiều cơ hội việc làm hơn.

Mẫu 03: Dùng Connectors - Whereas / While + Clause 01, Clause 02. [trong khi]
E.g. Whereas going to college is a good option, I believe that going straight to employment is a
better one.
Dù học đại học là lựa chọn tốt, tôi nghĩ đi làm vẫn tốt hơn.

Mẫu 04: Dùng Adverbs - similarly / equally / in the same way / like / identically / by the same
token / likewise / correspondingly / in the same fashion [giống nhau]
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E.g. High inflation usually leads to high interest rates. Similarly / Likewise, interest rates decline
when inflation is low. [giống như vậy / tương tự]
E.g. Like other lazy students, I never complete my homework at home. [giống như người khác]
E.g. You have to show respect for your colleagues, and by the same token they have to respect
you. [tương đương giống như vậy]
E.g. He loves me in the same way that I love him.
E.g. Ministers have agreed to treat all the cases equally. [công bằng đồng đều nhau]

SENTENCE FORMATION 05: CONTRASTING LANGUAGE

Mẫu 01: Dùng Subordinating Conjunction - although / though / while / whereas + CLAUSE
[mặc dù]

Although / Though / While / Whereas / Even though + CLAUSE 01, CLAUSE 02.
CLAUSE 01, although / though / while / whereas + CLAUSE 02.

E.g. Richard worked on his project all night although he was tired.
E.g. They don't spend much money, while they are rich.
E.g. Andrew passed the exam, whereas he didn't study at all.
E.g. Although it rained a lot, the students enjoyed their holiday.

Mẫu 02: Dùng Connectors - despite / in spite of / regardless of + NOUN [mặc dù]

Despite / In spite of / Regardless of + noun/V-ing form, CLAUSE.

E.g. Berk won the prize in spite of the difficult conditions.

E.g. They went on holiday in spite of the bad weather conditions.
E.g. Steve waited outside for 2 hours in spite of the cold.
E.g. We arrived on time in spite of the traffic jam.
E.g. In spite of all her careful plans, Laura made a lot of mistakes.
E.g. They didn't want to buy anything regardless of having a lot of money.

Mẫu 03: Dùng Transitional Adverbs: however, nonetheless, nevertheless, on the contrary / by
contrast / on the other hand / conversely

CLAUSE 01; however, / nonetheless, / nevertheless, CLAUSE 02. [one sentence]

CLAUSE 01. However, / Nonetheless, / Nevertheless, CLAUSE 02. [two sentences]
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E.g. It’s a difficult race. Nevertheless, about 1,000 runners participate every year.
E.g. This is a global phenomenon that has nonetheless very different expressions across regions
and development levels. (tương phản trong cùng 1 câu)
E.g. Diamond mining is a highly profitable industry. There are, however, certain risks involved.
E.g. No matter how smart you are, you should not underestimate others.

Mẫu 04: Diễn đạt tương phản / khác với một đối tượng khác - regardless of / on the contrary
to / in contrast to / as opposed to / contrary to / notwithstanding + NOUN [trái ngược với sth
/ sb else dùng khi so sánh với một đối tượng khác]

On the contrary to / In contrast to / As opposed to / Contrary to + noun/V-ing form,

MAIN CLAUSE.

E.g. Notwithstanding his love of luxury, his house was simple inside.
E.g. The cost of these planes is £3 million, as opposed to the £2 million charged by their
competitors.
E.g. Johnny’s friendliness was in marked contrast to his brother’s rude behavior.

Mẫu 05: Dùng TỪ ĐẤT “YET / BUT” diễn đạt tương phản tốt xấu trong cùng 1 vấn đề
E.g. The weather was cold, yet bright and sunny. (tương phản chung subject)
E.g. Vietnam underwent dramatic yet unstainable economic development.
E.g. Her advice seems strange, yet I believe she’s right. (tương phản khác subject)

Mẫu 06: Dùng TỪ ĐẤT “OTHERWISE” – nếu không như vậy thì …
• “otherwise” as an adverb:
E.g. I hope the weather improves. Otherwise, we’ll have to cancel the picnic. [nếu không thì]
E.g. The program has saved thousands of children who would otherwise have died. [nếu như
không vậy thì … / Nếu như không có cứu trợ, hàng ngày trẻ em đã chết.]
E.g. I plan to wait here unless someone tells me otherwise. [Tôi sẽ đợi nếu không có người nói
tôi làm khác đi.]
E.g. Library books should not be marked, defaced, or otherwise damaged. [nếu sách không được
marked và defaced nó sẽ bị damaged]

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• “otherwise” as a conjunction:
E.g. He must be fairly intelligent, otherwise he wouldn’t have got into university.
E.g. We have a slight problem with the temperature control, but otherwise everything’s fine.

SENTENCE FORMATION 06: NOMINALIZATION & WRITING CONCISE

SENTENCES
Mẫu 01: Kỹ thuật Danh từ hóa đặc biệt hiệu quả giúp các bạn ĐA DẠNG CÂU VIẾT bằng
cách biến các cụm verbs / adjectives thành cụm danh từ.
E.g. House prices are rising rapidly. As a result, first time buyers are having difficulty buying a
house.
= Due to the rapid increase in house prices, first time buyers are having difficulty buying a house.
Because people hunt tigers in large numbers, they are facing the risk of extinction.
= Because of people’s hunting tigers in large numbers, they are facing the risk of extinction.
E.g. The working conditions of employees on very long shifts would also be significantly
improved.

Mẫu 02: Dùng nhiều tính từ, cụm danh từ, cụm bổ nghĩa [modifiers] để diễn đạt thêm ideas
Việc này đòi hỏi các bạn vốn từ vựng tốt và cố gắng viết câu thật ngắn gọn, súc tích.
Thay vì viết: There is a wide range of cultures in Europe, and this makes Europe special. [2 câu]
Hay hơn: The multi-cultural nature of Europe makes it a special destination. [1 câu]

Thay vì viết: It is very beneficial for people to apply new technology in education.
Hay hơn: The introduction of this new technology into education is very positive.

Thay vì viết: Films which are produced in local count often have much smaller budgets.
Hay hơn: Locally produced films often have much smaller budgets.
Thay vì viết: Technology companies like Google are able to employ the best programmers. This is
because they are will to pay huge sums of money.
Hay hơn: Technology companies like Google are able to employ the best programmers because of
the huge sums that they are willing to pay.

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COMMON NOUN-FORMING SUFFIXES
Suffix Example Suffix Example
-age mile / mileage -ist active / activist
-an Africa / African -ism tourist / tourism
-ance neglect / negligence -ity able - ability
-tion / ion invite / invitation -ment abandon / abandonment
-cy deficient / deficiency -ness sad / sadness
-dom free / freedom -ship citizen / citizenship
-er / ar / or visit / visitor -y honest / honesty
perform / performer
-hood brother / brotherhood

SENTENCE FORMATION 07: USING “EVER” – WHATEVER / WHOEVER

/ WHEREVER / WHICHEVER
When you add "ever" to the end of a word, it adds the meaning of "any" or "every" to that word.
Whenever you add "ever" to the end of a word, you add the meaning of "any" or "every" to the
original meaning of that word.
WHATEVER
E.g. You can do whatever you want now that you have finished your homework.
E.g. He did whatever he could to pass his class, but he still failed because the class was just too
hard for him.

WHENEVER (TIME) - It has a similar meaning to “any time”.

E.g. He asks me for money whenever he sees me.
E.g. Whenever I enter the class, I find my students studying.

WHEREVER (PLACE) - It means “anywhere or everywhere”.

E.g. The disciples followed Jesus wherever he went. You can keep it wherever you want as long
as it is safe.

WHOEVER (PERSON) - It has a similar meaning to “anybody or everybody”.

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E.g. Whoever scratched my car like this should have at least left a note.
E.g. Whoever told you that was wrong. [“was wrong” là main verb trong câu]

WHICHEVER (OPTION) - It has a similar meaning to “any out of a specific group”.

E.g. Buy whichever you like and I will pay for it.
E.g. Whichever hotel you stay in, I am sure you are going to enjoy Las Vegas.

HOWEVER (IN WHICH WAY) - It has a similar meaning to “whichever way”.

E.g. You can't just act however you want, you must be professional.
E.g. However you like your steak, just tell them and they will cook it for you.

SENTENCE FORMATION 08: LANGUAGE FOR ADDING INFORMATION

Mẫu 01: Dùng cặp từ - both … and … | either … or … | neither … nor …
E.g. Both/not only vitamins and/but also proteins are essential for children.
E.g. The film was neither interesting nor worth-watching. [không cái này không cái kia]
E.g. We have got not only a bike but also a car.

Mẫu 02: Dùng Connectors - in addition / furthermore / besides that / also / moreover / indeed
/ alternatively / additionally / not to mention / let alone / in fact [bên cạnh đó]

In addition, / Furthermore, / Besides that, / Also, / Moreover, / Alternatively, / Additionally,

MAIN CLAUSE

E.g. Smoking makes you smell bad. Moreover, there is now clear evidence that it causes cancer.
E.g.Mr. Rai has earned the respect of laborers everywhere. Furthermore, they know they can trust
him.
E.g. I don’t want to go shopping. Besides, I haven’t got any money.
E.g . I hardly have time to think these days, let alone relax. [chứ đừng nói đến]
E.g. He was incapable of leading a bowling team, let alone a country.
E.g. We could drive all the way. Alternatively, we could fly. [cách khác là…]

Mẫu 03: Dùng Phrases - in addition to / apart from / as well as / aside from / besides / together
with + NOUN / V-ING [diễn đạt bên cạnh / ngoài cái gì khác]

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In addition to / Apart from / Aside from / Besides / Together with + NOUN / V-ING,
CLAUSE.

E.g. Besides being a colleague, he is my best friend.

E.g. I need to go to the bookshop as well as the bank.
E.g. Your sandwich, together with Carl’s salad, came to £8.50.
E.g. Aside from hanging about in the street, there’s nothing for kids to do here. [ngoài việc …]
E.g. Apart from providing humanitarian aid, the UN is also supposed to enforce agreements.
E.g. The weather here is gorgeous, not to mention the wonderful food. [chưa kể đến]
E.g. Her intelligence, coupled with her experience, makes her a perfect candidate for the job.
E.g. [cùng với] | coupled with the fact that: The weather, coupled with the fact that the trains
were on strike, meant that few reporters turned up.

SENTENCE FORMATION 09: LANGUAGE FOR TALKING ABOUT

PURPOSES & CONDITIONS
Mẫu 01: Miễn là: provided that / so long as / as long as / on (the) condition (that) + CLAUSE

CLAUSE 01 provided that / so long as / as long as / on (the) condition (that) CLAUSE 02.

E.g. You can go out to play provided that you finish your homework first. (miễn là)
E.g. My parents don’t care what job I do as long as I’m happy. (chỉ cần / miễn là)
E.g. I got three years' probation, on condition that I stay at the hostel for a year.

Mẫu 02: Trong hoàn cảnh cụ thể / trong trường hợp - in the event that / in case / given that /
for fear that + CLAUSE [phòng khi]

In the event that / In case that/ Given that / For fear that + CLAUSE 01, CLAUSE 02.

E.g. I’ll make some sandwiches, just in case we get hungry later on.
E.g. I bring an umbrella in case it rains. [phòng khi]
E.g. Usually, I am sensible with money, as I have to be, given that I don't earn that much.
E.g. In case of bad weather, the wedding will be held indoors.
E.g. Scientists reject a total ban for fear that it will undermine efforts to stop the spread of malaria.
(sợ là chuyện ... xảy ra)

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Mẫu 03: Trong hoàn cảnh cụ thể / trong trường hợp - in the event of / in case of / for fear of
+ NOUN / V-ING [phòng khi]

In the event of / In case of / For fear of + NOUN, CLAUSE.

E.g. In the event of a crash, these added safety features may be lifesavers.
E.g. I didn’t tell Susan about our meeting for fear of upsetting her. (vì sợ chuyện ... xảy ra)

Mẫu 04: Vì mục đích / để làm gì đó - for the purpose of / with the intention of / in the hope of
/ in the hope that / in order to / so as to / so that

For the purpose of / With the intention of / In the hope of + NOUN / V-ING, MAIN
CLAUSE.

CLAUSE 01 in the hope that / so that CLAUSE 02.

E.g. No one goes to college with the intention of failing.

E.g. Police are carrying out house-to-house enquiries in the hope of finding the missing girl.
E.g. He went there for the purpose of making business contacts.
E.g. He has been working hard throughout the year so that he can support his family financially.

Mẫu 05: Diễn đạt the một cách thức – in a way that
E.g. Many people eat in a way that is harmful to their health.
E.g. People should live in a way that is kinder to the environment

SENTENCE FORMATION 10: LANGUAGE FOR EXPLANATION &

EMPHASIS
Mẫu 01: Để giải thích thêm dùng Adverbs - in other words / to put it differently / in this case
/ to put it another way / in detail / in particular / for example / for instance / to be more precise
E.g. The mobile library services have been reorganized. In other words, they visit fewer places.
[nói cách khác là]
E.g. You're still very young, Tom. To put it differently, you don't have any idea about what you're
getting into.
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E.g. I liked the last candidate in particular. [cụ thể là]
E.g. This method is discussed in greater detail in Chapter 4. [cụ thể hơn]

Mẫu 02: Verbs có nghĩa “chứng minh / giải thích / làm rõ” - to clarify / to explain / to enumerate
/ to justify
E.g. It is important to clarify what the change in the law will mean. [làm rõ / giải thích]
E.g. The case of Mrs King illustrates the importance of consulting your doctor.
E.g. illustrate a point: Miriam quoted three case studies to illustrate her point.
E.g. The study demonstrates that cigarette advertising does encourage children to smoke. [minh
chứng]
E.g. Before you ask for a raise, you'd better be able to enumerate all the reasons why you deserve
more money. [liệt kê / nêu ra]
E.g. The drawback makes the industry unable to justify its multi-billion-dollar investment.

Mẫu 03: Mẫu để bắt đầu câu cho ví dụ - “A good / typical example of this is (that)...” / “This
is particularly the case for ...” = “This is true for ...”
E.g. Playing video games can be very harmful. A good example of this is that many students find
it hard to concentrate on their studies due to prolonged screen exposure.
E.g. Playing video games can be very harmful. This is particularly the case for those who are
unable to concentrate on their studies due to prolonged screen exposure.

Mẫu 04: Ví dụ / liệt kê cho một danh từ - such as / including / namely

E.g. Some groups, namely students and pensioners, will benefit from the new tax. [namely phải
đứng kế bên danh từ nó ví dụ]
E.g. Many people worldwide are facing health problems including cancer.
E.g. The museum has paintings by such Impressionist artists as Manet and Degas.
E.g. The money is used to buy basic foods such as flour, rice, and pasta.

Mẫu 05: Dùng Adverbs để nhấn mạnh ideas - notably / chiefly / truly / indeed / certainly /
surely / markedly / significantly / particularly / especially / explicitly / specifically
Examples:

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E.g. Regional policy has become a hot political issue, particularly in the past decade. [đặc biệt
là]
E.g. The text explicitly states that Edwin was killed in the battle.
E.g. You’ll need to book your ticket in advance, especially if you want to reserve a seat.
E.g. They bought the land specifically for the purpose of building a hotel.
E.g. He will be remembered chiefly for the innovations of his early years at the school.
E.g. That is surely the stupidest thing I have ever done.
E.g. The two players are markedly different in their style of play.

SENTENCE FORMATION 11: TIME EXPRESSIONS

• at the present time (ngay hiện tại)
• from time to time (lúc này đến lúc khác) = sometimes but not often: I still think of him from
time to time.
• sooner or later (không sớm thì muộn): The whole thing was going to go wrong sooner or
later.
• at the same time = simultaneously (cùng lúc): The film opened simultaneously in the US
and in Europe. At that exact moment, two things happened simultaneously.
• up to the present time (đến hiện tại)
• in due time = in due course (đúng thời điểm chín muồi / không sớm hay muộn hơn): We
will announce the results of our investigation in due course.
• as soon as (ngay khi): I’m ready to go out as soon as it stops raining.
• in the meantime = meanwhile (trong lúc chờ đợi / trong lúc đó): The government waits for
an economic miracle while, in the meantime, whole industries collapse. The hurricane will
reach the island this evening. Meanwhile, residents are being evacuated.
• in a moment (ngay lập tức / sắp rồi): The paper will be finished in a moment.
• without delay (nhanh / không chậm trễ)
• in the first place (ngay từ đầu / từ ban đầu): If you don’t like her, why invite her in the first
place?
• all of a sudden = suddenly (đột nhiên): All of a sudden there was a knock at the door.
• at this instant (ngay lúc đang nói): At that instant the museum was plunged into total darkness.
• immediately = instantly = forthwith = straightaway (ngay lập tức): The property is to be
disposed of forthwith. (=immediately) They can’t pay me straight away.
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• quickly = shortly = soon (sắp tới): We’re going to break for lunch very shortly. | shortly
after/before: Police arrived at the scene shortly after midnight.
• finally / eventually (cuối cùng): Dad was eventually diagnosed as suffering from a chronic
heart condition. We’re hoping, eventually, to create 500 new jobs.
• last (lần cuối cùng làm việc gì đó): When did you see him last? I put my shoes on last.
• until / till (cho đến khi): Alan came yesterday. He will stay with us until the weekend.
• by (trước khi): I'll be back by 7 o'clock. (về trước 7 giờ)
• since + mốc thời gian [since 1999 / May / last year / my wedding / she left you / I was born
/ yesterday / the beginning of the year]: I have not seen him since my birthday. I have not
been to Hanoi since I got married.
• for + khoảng thời gian [for a day / two months / six years / three hours / several days / a
long time]: We have been ill for weeks. They have gone missing for a long time.
• during + noun (trong khi / trong giai đoạn nào đó): During my vacation, I witnessed a lot
of amazing events. | We can discuss this topic during the dinner. What happened during the
blizzard? | Your grandfather came during your absence.
• before / after + noun / clause: After getting married, I have stopped going to work. Before
maturity, young people should live with their parents.
• once (một khi / chỉ một lần): Once you get there, you’ll love it. / I have been to Vietnam
once. I’d seen the show once before, but I enjoyed seeing it again.
• formerly (trước đây) Mr Owen was formerly a partner in a London firm. | Ho Chi Minh City
was formerly called Saigon.
• in time (vừa kịp lúc): We got to the airport just in time.
• on time (đúng giờ): The train is usuallt on time.
• prior to (= before) + noun: The questions had been asked prior to my arrival.
• as (trong khi / càng .. càng...): As you eat more, you will gain more weight. As you study
more, you will get better grades.
• when / while (trong khi / trong lúc): While you were studying, your friend called you. Don’t
forget to take a map with you when going camping. Tell me when ready. While a student, I
used to live with me family. [rút ngắn cụm thời gian]

SENTENCE FORMATION 12: SIMPLE SENTENCE STRUCTURES

Mẫu 01: Subject + Verb/(to be) + too + adjective/adverb + (for someone) + to do something
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E.g. The IELTS Writing Task 2 topic is too easy for me to get band 7 score.
E.g. The box is too heavy to carry.
E.g. My brother is too young to drive.

Mẫu 02: Subject 1 + Verb/ (to be) + SO + adjective/adverb + THAT + Subject 2 + Verb
E.g. The Math test is so difficult that I cannot do anything.
E.g. It was so windy that we couldn't go sailing.
E.g. My sister is so shy that she hides behind my mother when there are strangers around.

Mẫu 03: It + (to be) + SUCH + (a/an) +Noun(s) + THAT + Subject + Verb
E.g. It is such an interesting show that I cannot shut it down.
E.g. It's such a great movie that I've watched it several times.
E.g. She is such a charming woman that everybody stares at her.
E.g. I have so many friends that I never get bored.
E.g. He has so much money that he can buy whatever he wants.

Mẫu 04: Subject + Verb + adjective/adverb + ENOUGH + (for someone) + to do something

E.g. He is tall enough to apply for this job. (Anh ấy đủ cao để ứng tuyển vào vị trí này.)
E.g. My bed is comfortable enough to sleep.
E.g. My wife is beautiful enough to make me proud of her.
E.g. You are not smart enough to beat us in the game.

Mẫu 05: Have/get + something + Verb past participle

E.g. She had her hair cut yesterday. (Cô ấy đã cắt tóc ngày hôm qua.)

Mẫu 06: It + be + time + Subject + Verb past tense (It’s + time + for someone + to do
something)
E.g. It is time you went to bed. (Đã đến lúc bạn cần đi ngủ.)

Mẫu 07: It + takes/took+ someone + amount of time + to do something

E.g. It takes me two hours to finish my report. (Tôi đã tốn 2 giờ đồng hồ để hoàn thành bản báo
cáo.)

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Mẫu 08: Subject + find+ it+ adj to do something

E.g. She finds it very healthy to do exercise every early morning. (Cô ấy thấy việc tập thể dục
vào sáng sớm mỗi ngày là vô cùng tốt cho sức khỏe.)

Mẫu 09: To prefer + Noun/ Verb-ing + to + Noun/ Verb-ing.

E.g. I prefer watching movies at cinema to watching at home. (Tôi thích xem phim ở rạp chiếu
phim hơn là ở nhà.)

Mẫu 10: It is + [ADJECTIVE] to do sth… = It is + [ADJECTIVE] that + Clause.

E.g. It is important to consider the practical effects of these measures.
E.g. It is clear that space exploration is expensive.

SENTENCE FORMATION 13: ADVANCED SENTENCE STRUCTURES

Mẫu 01: Dùng V-ing participles, Relative Clause để thêm ideas cho câu
E.g. They are being replaced by supermarkets or modern cinema complexes that cater for the
demands of the twenty-first century.
E.g. This has been effective in Canada, where marketers are only allowed to present their
promotional Facebook imagery to people old enough to know they are being advertised to.

Mẫu 02: dùng các cụm connections hữu ích – “not only - but also,” “either – or,” “neither –
nor” [cần dùng đúng PARALLEL]
E.g. This would not only help preserve national culture but would also create more choice for the
public as global films offer little variety.
E.g. There are probably an equal number of pros and cons to making either choice.
E.g. Interactions by email, phone or video are almost as good as face-to-face meetings, and many
of us benefit from these interactions, either in work or social contexts.
E.g. Higher education should be either free or affordable for all those who chose to pursue a
university degree.
E.g. This policy is important because it not only ensures the natural beauty and wildlife of Canada
are maintained for future generations, but it also preserves Canadian identity, which is tied closely
to the vastness and untainted nature of the land.

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E.g. Government funding may be better channeled to the preservation of not only the land but
also its indigenous people.

Mẫu 04: [HIGH LEVEL] dùng một cụm danh từ bổ nghĩa cho câu
E.g. These students would take valuable international understanding with them, an important
benefit that promotes peace and international friendship.
E.g. Vietnam was approved to join WTO in 2016, a milestone in the international relation
history of the country.

Mẫu 05: Dùng chủ ngữ giả “it” “there is / are” để bắt đầu câu mỗi khi bí ideas
E.g. It should be remembered that attracting the world’s most talented students increases
opportunities for important phenomena like scientific discoveries.
E.g. There is a tendency for children to leave home earlier than before.
E.g. There are good grounds for arguing that the state should decide on the form of medical
provision for children.
E.g. It is possible to find homeless people, for example, in even the wealthiest of cities, and for
those who are concerned about this problem, there are usually opportunities to volunteer time or
give money to support these people.

Mẫu 06: nối danh từ với câu trước, dùng “this” => tăng Coherence & Cohesion!
E.g. For example, in my country, the Canadian government has spent a tremendous amount of
money to ensure large swathes of land. This policy is important because it not only ensures the
natural beauty and wildlife of Canada are maintained for future generations, but it also preserves
Canadian identity.
E.g. For example, fast food, such as that served by McDonald’s and KFC, is often presented as the
diet of athletic people. To the public, these images normalise and validate what many scientific
studies have confirmed is a very unhealthy dietary choice.

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N. OBJECTIVE LANGUAGE & AVOID GENERALIZATION
Khi viết Task 02 và đưa ra quan điểm, việc viết ngôn ngữ khác quan rất quan trọng để tránh
“overgeneralization” và quá chủ quan, nếu không bạn sẽ bị trừ điểm Task Achievement và kéo điểm
Coherence & Cohesion xuống.
Ví dụ:
Không viết: Students with positive learning attitudes will have excellent academic performance.
Cách viết này “quơ đũa cả nắm” = “overgeneralization” vì chắc gì ai cũng vậy?
Viết khách quan:
Students with positive learning attitudes might / tend to have excellent academic performance.
Students with positive learning attitudes are more likely to have excellent academic performance.
It appears that students with positive learning attitudes generally have excellent academic performance.

Cách 01: Khi viết câu thêm vào modal verbs giảm nhẹ - can / could / might / may / would / will / tend to
/ be more likely to / have a tendency to
E.g. I argue that … => I would argue that … [giảm nhẹ mức độ nghiêm trọng hơn]

Ngoài ra, các bạn có thể tham khảo các từ/cụm từ bên dưới có nghĩa tương đương với
‘TEND TO DO SOMETHING’ – CÓ XU HƯỚNG / XU THẾ LÀM GÌ ĐÓ
- a propensity for sth: He showed a propensity for violence. / There is an increased
propensity for people to live alone.
- be (more/less) inclinced to do sth: The young are inclined to live in cities rather than rural areas. They
will be more inclined to listen if you do not shout. / Younger people seem more inclined to save money
than their parents.
- show / have an inclination to do sth: The military government has shown little inclination
to restore democracy. / I have an inclination to visit him.
- There is a tendency (=proclivity) for a new manager to make changes.

Cách 02: Dùng chủ ngữ giả với “it” …

Các verbs có thể dùng: show / indicate / demonstrate / imply / suggest [nghĩa “cho thấy”] argue /
consider / conclude [nghĩa “cho rằng / kết luận rằng”]
E.g. It appears that … / It seems that… / It is fair to say that e-learning courses make educational
opportunities equal for people from all walks of life.

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E.g. It can be seen that …. / It should be noted that … / It should be emphasized that… / It is suggested
that… /
Cách 03: Dùng adverbs và phrase để giảm mức độ chắc chắn khi đưa ra quan điểm
Các adverbs: clearly, indeed, in fact, generally, usually, mainly, widely, perhaps, probably, certainly,
possibly, sometimes…
E.g. Investments in education could probably result in an improvement in the quality of the workforce.

Cách 04: Dùng verbs ở mức giảm nhẹ / không nhấn mạnh như: contribute to + Noun / Ving, dùng diễn
đạt “CÓ LIÊN KẾT / CÓ QUAN HỆ CHẶT CHẼ” – be likely to be linked with / be predominantly
associated with
E.g. Such a plus point together with growing international exposure and a diversity of students have
contributed to their top ranks in the world league.
E.g. Society tends to hold certain expectations for each gender. Science-related jobs such as mathematicians,
scientists, or engineers are historically less likely to be linked with women, who have predominantly been
associated with professions related to matters of the home, such as nursing or administration.

*NOTE: Bạn không được viết: “Women are believed to be emotional and irrational, making them
unsuitable for science-related jobs like engineers or mathematicians.” bởi vì viết vậy là đánh giá phiến diện.

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