Official] AVTC6 - Unit 8 - Discussion Essays - Tài liệu tham khảo | Đại học Hoa Sen

AVTC6_Unit 8_Discussion/ Opinion Essays TABLE OF CONTENTS I. P
RE-WRITING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A. D
efinition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 B. Patterns of organization (General outline) ........ ........... ........... .......... ........... ........... .......... .... 3 C. Analyze a sample essay ........ ........... ........... .......... ........... ........... .......... ........... .... ..... ... ..... .. 4 D. U
seful language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 E. W
riting t opic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 II. W
hile-writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 III. P
OST-WRITING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 4 A nswer K
eys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 1
[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]
Unit 8: DISCUSSION / OPINION ESSAYS I. PRE-WRITING A. Definition
For an IELTS discussion essay, you are usually given two different views on a social issue.
Then, you have to discuss it and finally, offer your viewpoint.
Key instruction: “Discuss both views and give your own opinion.”
Example: Some people believe that studying at university or college is the best route to a
successful career, while others believe that it is better to get a job straight after high school.
Discuss both views and give your own opinion.
B. Essay Structure (General outline) Type 1 - 50/50 Type 2 - 40/60 (You agree with both views) (You agree with only 1 view)
1. Background statement: Paraphrase
1. Background statement: Paraphrase Introduction the question the question
2. Thesis statement: State your
2. Thesis statement: State your general general opinion opinion View 1: View 1 (weaker view/ side):
1. Topic sentence: introduce the first
1. Topic sentence: introduce the first view view
2. Supporting idea 1: A reason why
2. Supporting idea 1: A reason why view
view 1 is good. Provide supporting
1 is good. Provide supporting details Body 1
details (examples and/ or explanation) (examples and/ or explanation)
3. Supporting idea 2: Another reason
3. Supporting idea 2: Counter-argue why view 1 is good. Provide
why view 1 is not good. Provide
supporting details (examples and/ or
supporting details (examples and/ or explanation) explanation) Body 2 View 2: View 2 (stronger view/ side):
1. Topic sentence: introduce the
1. Topic sentence: introduce the second second view view
2. Supporting idea 1: A reason why
2. Supporting idea 1: A reason why view
view 2 is good. Provide supporting
2 is good. Provide supporting details
details (examples and/ or explanation) (examples and/ or explanation)
3. Supporting idea 2: Another reason
3. Supporting idea 2: Another reason why view 2 is good. Provide
why view 2 is good. Provide supporting
supporting details (examples and/ or
details (examples and/ or explanation) explanation) 1. Summarize the main points 1. Summarize the main points
2. (Re)state your opinion, and provide
2. (Re)state your opinion, and provide Conclusion
further suggestions, warning, or
further suggestions, warning, or predictions predictions
Example of counter-arguments: [Benefits of studying at universities.] However, what this
argument fails to consider is that not everyone can afford the tuition fees at this level. For
example, my friend came from a very poor family in the highland. Although he passed the
university’s entrance exam, he could not continue his education because the fees are too expensive. (Source: ieltsvietop.vn) C. Analyze a sample essay
Task 1. Read the writing task below. Underline the keywords and answer the following questions.
"Some people believe that studying at university or college is the best route to a
successful career, while others believe that it is better to get a job straight after high school."
Discuss both views and give your opinion.
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
1. What is the main topic of the task? (i.e., environment, education, career, etc.)
2. How many views are presented in the question prompt? What are they?
3. What tasks are you asked to do?
Task 2. Read the sample essay and answer the following questions.
Opinions are divided on whether advancing for higher education or applying for a job after high
school would be more beneficial. This essay will discuss both sides of this argument, and then I will give my own perspective.
On the one hand, it is undeniable that both the learners and society are likely to benefit from
tertiary education. Firstly, universities offer major-oriented curriculums for students, giving them
opportunities to expand their specialized academic knowledge for future use. Therefore, they
may increase the probability to access well-paid jobs such as doctor, lawyer, or lecturer.
Secondly, an elite workforce is essential in adapting to the latest development of technology.
Therefore, not only will graduates be able to raise their living standards, but they can also
contribute to the development of their own country.
On the other hand, there are several reasons why acquiring a job immediately after high school
is beneficial. To begin with, an enormous number of Bachelor's degree holders are losing their
jobs to artisans or other blue-collar workers due to the lack of practical skills or experience.
Thus, by joining the workforce early, people can enhane their expertise, and fairly compete
against graduates with more academic knowledge. Secondly, getting a job early allows people
to become financially independent and take control of their life. Moreover, if they work hard
enough, they will be able to afford a house and start their own family.
In conclusion, I am convinced that pursuing a Bachelor's degree will pave an easier road to
success, although it is no longer the only route as working early is now considered another
reasonable option. To the best of my belief, people should be cautious about choosing their
future path based on their own desire and available resources. (291 words)
1. What is the author's general opinion on the two views? Is this a 50/50 or 40/60 essay?
2. List two reasons supporting the view of going to universities that are provided in the
sample essay. What phrases indicate that?
3. List two reasons supporting the view of getting a job straight after school that is provided in
the sample essay. What phrases indicate that?
4. List all transitions in the sample essay.
5. How did the author paraphrase these phrases in the essay?
studying at university or college =
get a job straight after school =
Task 3. Below is an outline for the sample essay. Reread the essay and complete the outline. I. Introduction 1. Background statement: 2. Thesis statement: II. Body paragraphs 1. Body 1: Discuss view 1 a. Topic sentence: b. Supporting idea 1:
Supporting details (examples and/or explanation): c. Supporting idea 2:
Supporting details (examples and/or explanation): 2. Body 2: Discuss view 2 a. Topic sentence: b. Supporting idea 1:
Supporting details (examples and/or explanation): c. Supporting idea 2:
Supporting details (examples and/or explanation): III. Conclusion 1. Summarize the main points:
2. Restate your opinion and provide further suggestions, warning, or predictions: D. Useful language I. Introduction
1. Background statement (Paraphrase the question):
- People have different views about whether (view 1) or (view 2) is the best option ...
- Opinions are divided on whether (view 1) or (view 2) is the best option ...
- Views often differ on whether (view 1) or (view 2) is the best option …
- There has been a heated debate on whether (view 1) or (view 2) is the best option … 2. Thesis statement:
- This essay will discuss both sides of this argument, and then I will give my own perspective.
- This essay will analyze both sides of the argument, and then I will give my own perspective.
- In my opinion, although there are certain benefits/ advantages related to (view 1), S + benefit more from (view 2).
Example: In my opinion, although there are advantages related to continuing to higher
education, employees in the sectors that require practical skills benefit more from having a job
early after graduating from high schools. II. Body paragraphs 1. Body 1: Discuss view 1 a. Topic sentence:
- (On the one hand,) there are several reasons why + view 1 + is beneficial.
- On the one hand, it is undeniable that + view 1 + provides numerous benefits to + someone. b. Supporting idea 1:
- The main/ obvious benefit/ advantage of + view 1 + is …
- The most important benefit/ advantage of + view 1 + is …
Supporting details (examples and/ or explanation): - This is because …
- This leads to/ results in …
- For example/ For instance, …
- A typical example of this is that …
- Take (someone/ something) as an example. - If … c. Supporting idea 2: OR
c. Supporting idea 2: Counter the
- A further/ An additional benefit/ arguments: advantage/ reason is …
- This view seems convincing at first, but … - Furthermore/ Moreover/ In
- While this viewpoint is popular, it is not addition to this, …
logical/ impractical/ not supported by facts, etc. - Firstly/ Secondly, …
- What this argument fails to consider/ does not Supporting details (examples take into account is … and/or explanation):
- However, such claim/ view is only valid to - This is because … some extent because …
- This leads to/ results in …
- However, one of the drawbacks of (this
- For example/ For instance, … view/ this claim) is …
- A typical example of this is that …
Supporting details (examples and/or
- Take (someone/ something) as an explanation): example. - This is because … - If …
- This leads to/ results in …
- For example/ For instance, …
- A typical example of this is that …
- Take (someone/ something) as an example. - If … 2. Body 2: Discuss view 2 a. Topic sentence:
- On the other hand, there are several reasons why + view 2 + is beneficial.
- On the other hand, it is undeniable that + view 2 + provides numerous benefits to + someone.
- On the other hand, there are various reasons supporting + view 2
- On the contrary, supporters of (view 2) suggest that … b. Supporting idea 1:
- The main/ obvious benefit/ advantage of + view 2 + is …
- The most important benefit/ advantage of + view 2 + is …
Supporting details (examples and/ or explanation): - This is because …
- This leads to/ results in …
- For example/ For instance, …
- A typical example of this is that …
- Take (someone/ something) as an example. - If … c. Supporting idea 2:
- A further/ An additional benefit/ advantage/ reason is …
- Furthermore/ Moreover/ In addition to this, … - Firstly/ Secondly, …
Supporting details (examples and/ or explanation): - This is because …
- This leads to/ results in …
- For example/ For instance, …
- A typical example of this is that …
- Take (someone/ something) as an example. - If … III. Conclusion 1. Summarize the main points: