For and Against Essays - Essential writing model for FCE /CAE English exam

Learn English  - For and Against Essays

A “for and against” essay is a formal piece of writing in which a topic is considered from opposing points of view. You should present both sides in a fair way by discussing them objectively and in equal detail. A good essay of this type should consist of:

a) an introductory paragraph in which you clearly state the topic to be discussed, without giving your opinion;
b) a main body in which the points for and against along with your justifications, examples or reasons are presented in separate paragraphs; and
c) a closing paragraph in which you state your opinion or give a balanced consid¬eration of the topic.

Note: Opinion words (I think, I believe, In my opinion, etc.) can only be used in the closing paragraph where you give your opinion on the topic.

Points to consider

• Before you start writing your essay you should make a list of the points for and against.
• Each paragraph should start with a topic sentence which summarises the topic of the paragraph.
e.g. In addition, many people feel reading is a relaxing and worthwhile activity.
• Do not use informal style (e.g. short forms, colloquial language etc.) or strong language to express your opinion (e.g. I know…, etc.). Express your opinion in a non-emotional way(e.g. It seems that, I therefore feel, etc.).

• Well-known quotations relevant to the topic you are writing about will make your composition more interesting. For example, if you are writing an essay on education, a quotation you may include is: “Education is a progressive discovery of our own ignorance.” (Will Durant)
Note: Although these are “balanced” arguments, if you feel that either the for or against side is stronger and should be supported, this side should be presented in paragraphs 4 & 5, thus leading the reader to your conclusion.

Introduction
Paragraph 1
state topic (summary of the topic without giving your opinion)
Main Body
Paragraphs 2 & 3
arguments for & justifi¬cations, examples, and/ or reasons
Paragraphs 4 & 5
arguments against & justification, examples, and/or reasons
Conclusion
Final Paragraph
balanced consideration/ your opinion directly or indirectly

Useful expressions and linking words/phrases

• To list points:
Firstly, First of all, In the first place, To begin/start with, Secondly, Thirdly, Finally
• To list advantages:
One/Another/A further/An additional (major) advantage of… is … The main/greatest/first advantage of… is …
• To list disadvantages:
One/Another/ A further/An additional (major) disadvantage/drawback of. The main/greatest/most serious/first disadvantage /drawback of… Another negative aspect of…
• To introduce points/arguments for or against:
One (very convincing) point/argument in favour of… / against, A further common criticism of… / It could be argued that…..
often claimed/suggested
It is widely argued maintained that…..
generally felt/believed/held

Some/many/most people/experts/scientist/skeptics/critics
claim/suggest/argue/feel that…
maintain/believe/point out/agree/hold that…
advocate (+ing/noun)/support the view that…
oppose the view that…
are in favour of/against…
are of the opinion that/convinced that…
are opposed to…

• To add more points to the same topic:
in addition (to this), furthermore, moreover, besides, apart from, what is more, as well as, not to mention (the fact) that, also, not only … but also/as well, both … and, There is another side to the issue/question/argument of…
• To make contrasting points:
on the other hand, however, still, yet, but, nonetheless, nevertheless, even so,
it may be said/argued/claimed that,…
others/many people oppose this viewpoint/strongly disagree…, claim/feel/believe this argument is incorrect/misguided
although, though, even though, while, whilst, whereas, despite/in spite of (the fact that), regardless of the fact that
Opponents of … argue/believe/claim that…
The fact that… contradicts the belief/idea that…
While it is true to say that…, in fact…
While/Although …, it cannot be denied that…

Useful expressions and linking words/phrases
• To introduce examples:
for example, for instance, such as, like, in particular, particularly, especially, This is (clearly) illustrated/shown by the fact that… One/A clear/striking/ typical example of (this)… The fact that…. shows/illustrates that…
• To emphasise a point:
clearly, obviously, it is obvious, naturally, of course, needless to say, indeed
• To express reality:
In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect
• To make general statements:
as a (general) rule, generally, in general, on the whole, by and large, in most cases
• To make partially correct statements:
to a certain extent/degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (this), in some cases, up to a point
• To explain/clarify a point:
in other words, that is to say, this/which means that
• To express cause: owing to, due to (the fact that), on account of, on the grounds that, given that, because, as, since
• To express effect: therefore, thus, as a result/consequence, consequently, so, for this reason, if… were to happen, … the effect/result would be…
• To express intention: to, so as to, in order to, so that, with the intention of (+ing)

Useful expressions and linking words/phrases: Conclusion expressing balanced considerations/opinion indirectly

In conclusion,
On balance,
All things considered,
Taking everything into account/consideration,
To conclude,
To sum up,
All in all,
Finally/Lastly,

……………………. it can be said/claimed that …
……………………. it seems/appears that…
……………………. it would seem that…
……………………. it is likely/unlikely/possible/foreseeable that …
……………………. it is clear/obvious that…
…………………….. there is no/little doubt that …
…………………….. it is true to say that …
…………………….. although it must be said that …
……………………. it may be concluded/said that …

Useful expressions and linking words/phrases: Conclusion expressing opinion directly
In conclusion,
On balance,
All things considered,
Taking everything into account/consideration,
To conclude,
To sum up,
All in all,

…………………………… it is my belief/opinion that …
………………………….. I (firmly) believe/feel/think that …
…………………………… I am convinced that …
…………………………… I am inclined to believe that …
…………………………… I (do not) agree that/with …

Useful expressions for the FCE/CAE speaking exam part 2

Useful expressions for the FCE/CAE speaking exam part 2

Tip 1


In the exam, the examiner will give one of the candidates two pictures. The first thing they will ask the candidate to do is to show the pictures to the other candidate(s). This means that everyone has seen the pictures and it is therefore perfectly acceptable to say ‘this picture’ and point. More complex language such as ‘the top picture’ or ‘the former/ the latter’ is, of course, even better.

Tip 2


The examiner will then give the candidate precise instructions about what they should say about the pictures. The instructions always have two parts, so students should listen very carefully.

Tip 3


If there is anything a student doesn’t understand about a question, they should ask the examiner to repeat. If they still don’t understand, they should ask again. They should remember that they are being tested on their speaking in this part of the exam, not their listening comprehension. However, one thing they are being scored on is their ability to actually answer the question they are asked.
Tip 4


Asking the examiner to repeat can actually be the perfect opportunity to show off some complex language – e.g. ‘I’m sorry, I didn’t quite catch the last part‘, ‘If I can just check what you are saying, you’d like me to…‘, ‘I’m not quite sure what (contrast) means’, etc.

Tip 5


The examiner almost always asks the students to ‘compare two pictures’. They will never be asked to simply describe them. Any activities giving oral practice of comparing language (more than, less than, (not) as __________ as, similar to, etc.) and contrasting language (although, whereas, however, etc.) are good practice for this. 

Tip 6


The second part of the question is usually about giving some kind of opinion e.g. ‘Compare and contrast the two holidays and say which you would prefer’. Language like ‘in my opinion’ and ‘personally’ can be very useful here.

Tip 7


Students should make sure they are talking to the examiner (and the other candidate) rather than to the picture! 

Tip 8


The examiner will interrupt the student speaking after one minute, even if they are halfway through a sentence. Being interrupted is actually good, as it means they haven’t run out of things to say.

Tip 9


As the examiner takes the photos away from the first candidate, they will ask the other candidate a question about those photos. Again, this is probably a question of opinion, e.g. ‘Which holiday would most people prefer?’ This only requires a short answer, but is a perfect chance to show they have been listening to what their partner said, with language such as ‘As (Juan) said……’, or ‘I agree entirely with (Ruth).’

Expressions

• What strikes me about the first picture is the fact that…
• This picture reminds me of…
• Judging from the photograph, the children…
• The man/woman appears/seems to be…
• From what we can see here, he must…
• There are many similarities…
• Both pictures depict…
• Both pictures are quite similar in that they show…
• When you give it a closer look it reveals…
• The first picture … whereas the other picture …
• Another important difference is…
• Picture … doesn’t show … as clearly as …
• Picture … attempts to … but I think picture … does this more effectively…
• All pictures are interesting, but … gives a stronger idea of…
• It’s difficult to tell from this photograph but this picture could have been taken in …
• I might be wrong, but I’d say that this picture …
• I would imagine/guess that this picture comes from …
• Picture … is by far the best to show because …
• To me, picture … is essential for this kind of publication.
• I’m surprised there is no picture showing…
• A picture of … would get the message across more effectively.
• The name for this escapes me at present, but it looks like …
• The name for it is on the tip of my tongue

Learn English - keyword transformation - Passive

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• The places of subject and object in sentence are inter-changed in passive voice.
• 3rd form of verb (past participle) will be used only (as main verb) in passive voice.

1.Last Thursday we appointed a new marketing manager.
WAS
A new............last Thursday.
2.Smith Ltd are supplying our company with furniture.
SUPPLIED
Our company................by Smith Ltd.
3.William the Conquerer built the castle in the 11th century.
BY
The castle ................. William the Conquerer in the 11th century.

4.People believe that someone murdered Jenkins.

WAS

It .........................murdered.

5.Your hair needs cutting.
GET
You ought ........................cut.
6.The police were following the suspects.
WERE
The suspects ........................ police
7. No-one has seen Peter since the day of the party.
BEEN
Peter..................the day of the party.
8.We put up a notice about the trip on the notice board yesterday.
WAS
A notice ................... notice board yesterday
9.People think that an apple a day is good for you.
TO
An apple a day ........... for you

Identify the key words 

1.Last Thursday we appointed a new marketing manager.

2.Smith Ltd are supplying our company with furniture.

3.William the Conquerer built the castle in the 11th century.

4.People believe that someone murdered Jenkins.

5.Your hair needs cutting.

6.The police were following the suspects.

7. No-one has seen Peter since the day of the party.

8.We put up a notice about the trip on the notice board yesterday.

9.People think that an apple a day is good for you.

Answers

1.marketing manager was appointed

2.is being supplied with furniture

3.was built by

4.is believed that Jenkins was

5.to get your hair

6.were being followed by the

7.has not been seen since

8.was put up on the

9..is thought to be good