Lessondownloads>IELTSAcademicModulepreparation>Writing>Lesson2

Introduction
InthelastemaillessonwelookedathowtodescribetablesforIELTSwritingtask1.Wealso
lookedathowtodealwithproblemandsolutiontypediscursiveessaysfortask2.Inthislesson
wellcontinuelookingathowtodescribetablesfortask1.Wellalsobelookingatanotherkindof
compositionfortask2theadvantagesanddisadvantagesessay.
Inthislessonyouwill

practiseidentifyingtheimportantinformationinatable.

learnhowtosummarisefiguresfromatable.

lookatwhatmakesagoodopeningparagraphfortask2discursiveessays.

reviewlanguageformakingcomparisons.

practiseplanningacomposition

reviewusefullanguageforstructuringanargument.

IELTSWRITINGTASK1:TABLES
Activity1>Identifyingimportantinformation(1)>5minutes
Thetableyouaregiventodescribeintask1willprobablycontainfarmoreinformationthanyoucan
describeinthetimeandwordlimit.(Remember,youonlyhaveabout20minutesand150words.)
Youwillhavetopickoutthemostimportantinformationfromthetable,andtosummarisethe
figures.Infact,examinersarelookingforyourabilitytodothis.
Lookatthetablebelow.Whichfiguresdoyouthinkarethemostimportanttomention?Circlethe
figuresyouthinkshouldbementioned.

Internet
connection

Computer

CDplayer

Satellite
receiver

Video
recorder

mobile
phone

Phone

Microwave
oven

Dishwasher

Tumble
dryer

Washing
machine

Central
Heating

Car

Percentageofhouseholdswithdurablegoods19702005

1970
1975

52
57

30
47

65
72

35
52

1980
1985

60
63

59
69

79
83

72
81

30

13

1990
199495

67
69

79
84

86
89

50

18

67

87
91

61
76

46

17

199596
199697
199798
199899
199899*
19992000*
200001*
3
200102 *
200203*
200304*
200405*

70
69
70
72
72

85
87
89
89
89

91
91
91
92
92

50
51
51
51
51

20
20
22
24
23

70
75
77
80
79

92
93
94
95
95

16
20
26
27

79
82
84
86
85

19
26
27
28

51
59
63
68
68

27
29
32
33

71
72
74
74
75
75

90
91
92
93
94
95

91
92
93
94
94
95

52
53
54
56
57
58

23
25
27
29
31
33

80
84
86
87
89
90

95
93
94
94
92
93

44
47
64
70
76
78

86
87
90
90
90
88

32
40
43
45
49
58

72
77
80
83
86
87

38
44
49
55
58
62

9
10
19
32
39
45
49
53

=nodataavailable
Source:NationalStatistics(seehttp://www.statistics.gov.uk/copyright.aspforcopyrightdetails)

Activity2>Identifyingimportantinformation(2)>7minutes
NowreadthedescriptionforthetableinActivity1.Asyouread,findandcircletheinformationin
thetable.
Thistableshowshowthepercentageofhouseholdswithcertaindurablegoodschangedovera
35yearperiod.Itisinterestingtoseethatgoodsthatwereprobablyluxuryitemsatthebeginning
oftheperiodhavenowbecomealmostuniversal.Forexample,onlyaroundathirdofhouseholds
hadcentralheatingandtelephonesin1970,butthefigurehadrisento95%and93%respectively
by2004.
Ownershipofsomegoodssawasteadyincreaseoverthe35years.Householdswithcars,for
example,rosefrom52%to75%.Percentagesforsomegoods,however,rosemuchmoreslowly.
Householdswithwashingmachines,forinstance,rosebyonly8%from1994onwards.
Insharpcontrast,ownershipofothergoodsrosedramaticallyoveraveryshortperiod.
HouseholdswithmobilephonesandInternetconnections,forexample,rosebyaround50%in
only6years.Finally,itisworthnotingthatownershipofvideorecordersactuallyfellby2%
between2003and2004,nodoubtduetotheappearanceofDVDplayersonthemarket.

Activity3>Identifyingimportantinformation(3)>7minutes
Heresanothertablewithlotsofinformation farmorethanyoucouldincludeinashortdescription.
Lookatthetableandthenreadthesentenceswhichfollow.Decidewhichsentencesshouldbe
includedinyourdescriptionandwhicharenotimportant.

Housing
Fueland
power
Foodand
nonalcoholic
drinks
Alcoholic
drink
Tobacco
Clothingand
footwear
Household
goods
Household
services
Personal
goodsand
services
Motoring
Faresand
othertravel
costs
Leisuregoods
Leisure
services
Miscellaneous
All
expenditure

20045

20034

20023

20012

20001

19992000

19989

19978

19967

19956

19945

Averageweeklyhouseholdexpenditure()

60.10

60.50

61.00

59.90

61.00

65.60

64.50

70.20

71.30

70.70

72.10

16.80

16.20

16.10

16.20

14.90

13.40

12.80

13.00

12.70

12.40

12.40

65.20

66.30

67.70

68.70

67.60

67.60

67.40

68.00

67.00

68.20

67.00

15.90

14.30

15.30

16.00

16.80

16.10

17.30

16.50

15.50

15.70

15.20

7.30

7.30

7.40

7.60

7.50

6.70

6.80

6.70

5.90

5.70

5.60

22.20

21.50

22.30

22.90

24.10

24.90

23.70

24.10

24.20

23.30

23.10

29.30

29.40

29.90

32.60

31.90

34.00

34.80

35.80

35.80

35.90

36.20

19.50

19.00

19.00

19.80

21.00

21.70

21.40

24.10

25.50

24.80

25.70

13.90

14.50

14.70

14.50

15.00

15.30

15.70

16.10

16.20

16.20

16.70

46.80

46.40

47.90

51.60

56.00

59.40

59.50

60.50

62.70

65.40

64.40

8.60

7.70

8.30

9.40

10.20

9.50

10.40

10.40

10.10

8.50

10.00

18.00

17.20

18.10

19.30

20.60

20.50

21.00

21.70

21.30

21.70

22.10

40.40

40.20

41.00

42.80

46.80

48.20

49.70

55.60

56.20

56.80

56.80

3.00

3.00

1.50

1.20

1.30

1.40

1.60

0.80

2.00

2.00

2.00

366.90

363.30

370.30

382.60

394.50

404.40

406.60

423.40

426.30

427.30

429.10

Source:NationalStatistics(seehttp://www.statistics.gov.uk/copyright.aspforcopyrightdetails)

1 Overallhouseholdexpenditurerosebymorethan60perweekoverthetenyearperiod.
2 Between2001and2005,weeklyexpenditureremainedsteadyataround427.
3 Thebiggestsingleriseintotalexpenditurewasbetween2001and2002.
4 Householdsspent56perweekonmotoringin1998.
5 Theamountspentonhousingroseby12overthetenyearperiod.
6 Householdsspent12.80onfuelandpowerin2000.
7 Generallytheamountspentonfuelandpowerhasfallensteadilysince1994.
8 Expenditureontobaccorosebytenpencebetween1995and1996.
9 Clothingwastheseventhlargesthouseholdexpensein2004.
10 Thebiggestrisesinweeklyexpenditureoverthetenyearswereformotoringandleisure
services.
Activity4>Summarisingandgroupingfigurestogether(1)>7minutes
Onewaytosummarisetheinformationinabigtableistogroupnumberstogether.Forexample,
withtheprevioustableabouthouseholdexpenditure,youcouldgroupyearstogetheranddescribe
thechangeoverathreeorfiveyearperiod.
Alternatively,youcouldgroupdifferentexpenditurestogetherintooneexpendituretype.For
example,leisuregoodsandleisureservicescouldbegroupedtogetherasoneexpenditurecalled
leisure.
Ofcourse,thismeansyouhavetodoalittlemaths!LookagainatthetablefromActivity3andthen
choosethebestanswerforthequestionsthatfollow.
1Whatwasthetotalweeklyexpenditureonleisurein20045?
A78.90
B100
C75.20
2Whatwastheriseinallexpenditurefrom20002001to20012?
Aabout35
Babout17
Cabout27
3Whatwasthetotalweeklyexpenditureontravel,includingmotoring,in19945?
A55.40
B45.40
C35.40
4Whatwasthefallinweeklyexpenditureonalcoholandtobaccooverthetenyears?
A1.40
B3.40
C2.40
5Whatwastheoverallriseinexpenditureonhouseholdgoodsandservicesoverthetenyears?
Aabout20
Babout13
Cabout10
Activity5>Makingcomparisons(1) >5minutes
Whenyoudescribetablesorchartsintask1,youwillalmostcertainlyneedtomakecomparisons
betweenvalues.Herearesomeusefulphrasesforcomparingvalues.Puteachphraseintothe
correctgroup.
asmanyasfarfewer
farlessfewerfewerandfewerlesslessandless
manymoremoremostasmuchasmuchmoresmallerandsmalleramountsof
thegreatestnumberofthegreatestpercentageofthehighestpercentageofthe
largestquantitythemajorityoffarmore

With countable

With both

With uncountable

Activity6>Makingcomparisons(2) >5minutes
NowusephrasesfromActivity5tocompletethesentencesbelow.Thereisoftenmorethanone
correctanswer.
1Menspend[] moremoneyonsportsandhobbiesthanwomendo.
2Theamountofmoneypeoplespendontobaccoisgetting[]eachyear.
3The[]thepopulationstillhavesomeformofreligiousbeliefs.
4Thenumberofpeoplewhorenttheirhomehasbeengetting[]inrecentyears.
5Thetotalamountoffuelconsumedin1970wasnot[]thetotalamountconsumed
in1980.
6Far[]childrenwalktoschoolnowcomparedwithtwentyyearsago.
7Consumptionoforganicproducewasfar[]tenyearsagothanitisnow.
8Thesurveyshowsthatoverthetenyearperiod,[]peoplebecameselfemployed.
Activity7>Writingtask>20minutes
Nowletsputwhatwevediscussedsofarintopractice.Youregoingtowriteadescriptionofthe
mostimportantinformationinthetablebelow.Butbeforeyouwrite,trytoanswerthefollowing.
1Doesthetableshowdynamicorstaticdata?
2Whatthreefactorsaffectingearningsdoesthetableshow?
3Comparethefigureearningsforallmenwiththoseforallwomen.Whoearnsmore?
4Atwhatagedomenearnthemost?
5Atwhatagedowomenearnthemost?
6Howmuchmoredomenwithdegreesearnthanmenwithnoqualifications?
7Howmuchmoredowomenwithdegreesearnthanwomenwithnoqualifications?

Averageweeklyearnings():bysex,highestqualificationattainedandage,2005

1624

2534

3544

4554

5559/64

Allworking
age

Degreeorequivalent

356

619

810

862

732

726

Highereducationbelowdegreelevel

366

501

588

619

583

554

GCEAlevelorequivalent

290

446

545

536

436

470

GCSEgradesA*toCorequivalent

253

410

469

463

503

410

Other(includingGCSEbelowgradeC)

253

389

453

435

417

407

Noqualifications

250

325

359

366

335

342

283

483

574

575

487

506

Degreeorequivalent

319

528

627

679

651

561

Highereducationbelowdegreelevel

267

384

464

491

488

440

GCEAlevelorequivalent

250

353

421

364

390

347

GCSEgradesA*toCorequivalent

227

330

331

329

309

308

Other(includingGCSEbelowgradeC)

187

378

299

315

302

313

Noqualifications

182

300

235

262

259

251

253

425

433

424

381

397

Men

Allmen
Women

Allwomen

Nowwriteaparagraphdescribingthemostimportantinformationinthetable.Organiseyour
paragraphlikethis:
1Discusstheeffectofgenderonearnings.(Seetheyellowcells)
2Discusstheeffectofageonearnings.(Seethebluecells)
3Discusstheeffectofqualificationsonearnings.(Seetheredcells)

IELTSWRITINGTASK2:ADVANTAGESANDDISADVANTAGES
Activity8>Analysingthequestion>7minutes
Inpart2oftheIELTSwritingtestyoumaybeaskedtowriteadiscursivecompositiondiscussing
theadvantagesordisadvantagesofsomething.Heresanexample:
Presentawrittenargumentorcasetoaneducatedreaderwithnospecialknowledgeofthe
followingtopic.
Moreandmorecollegesanduniversitiesareofferingcoursesviadistancelearning.
Distancelearninghasmanybenefits,buttherearealsodrawbacks,andnoteverylearner
willbesuitedtothismodeofstudy.
Towhatextentdoyouagreeordisagree?
Youshoulduseyourownideas,knowledgeandexperienceandsupportyourargumentswith
examplesandrelevantevidence.

Beforeyoubeginwritingyoushouldtakeafewmomentstoconsiderwhatyouranswershould
includeandwhatitshouldnotinclude!Readtheexamplewritingtaskagain,andthenanswerthe
questionsbelow.

1
2
3
4
5
6
7
8
9
10

Whenansweringthequestion,youshould
discussreasonswhydistancelearningcanbegoodforlearners
discussreasonswhydistancelearningisgoodforcollegesanduniversities
discussthehistoryofdistancelearning
discusstheproblemsassociatedwithdistancelearning
discussreasonswhydistancelearningisnotsuitableforsomelearners
giveadetailedaccountofthetypesofcoursethatcanbefollowedby
distancelearning
discussreasonswhydistancelearningisbadforcollegesanduniversities
describethekindoflearnerthatwouldbesuitablefordistancelearning
cometoalogicalconclusionaboutthevalueofdistancelearninginyourview
saywhatyouwouldliketolearnbydistanceifyouhadtime

YES

NO

Activity9>Planningyourcomposition>5minutes
Onceyouresureyouunderstandwhatthequestionisaskingyoutodiscuss,itstimetoplan.Its
worthspending2or3minutesthinkingabouthowyouregoingtoorganiseyouranswer.Theres
neveranysinglecorrectwaytoorganiseanessay,butitshouldhavesomekindoflogic.
Herearetwowaysoforganisingananswertotheexamplequestioninactivity8.Usethephrases
intheboxtocompletethetwoplans.

Advantagesforsuitablelearners
Conclusion
Introduction
Suitableandunsuitablelearnersfordistancelearning

Plan1

Plan2

Introduction

Advantagesand
disadvantagesof
distancelearning

Disadvantagesfor
unsuitablelearners

Conclusion

Activity10>Introductoryparagraphs>10minutes
Itsimportantthatyoumakeagoodstarttoyourcompositionrememberthatfirstimpressionslast,
andyouropeningparagraphwillgivetheexaminerhisorherfirstimpressionofyourwork.
Youropeningparagraphshouldnotbetoolong.Thefunctionoftheparagraphistointroducethe
topic,butalsototellthereaderhowyouressayisgoingtobeorganised.Amistakethatmany
IELTScandidatesmakeistousetheopeningparagraphtomakegeneralstatementsaboutthe
topic.Instead,makesurethatyourfirstparagraphiscompletelyfocusedonthequestion.
Hereisanopeningparagraphfortheexamplequestionaboutdistancelearning.Readthe
questionsagain,andthenreadtheparagraph.Crossoutthesentenceswhichyouthinkshouldnot
beincluded.
Thenumberofcoursesofferedbydistancehasincreasedagreatdealoverthelastfewyears.In
thepast,thistypeoflearningwassometimescalledcorrespondencelearning.Theadventofthe
Internetasalearningmediumhashelpedtocreatedistancelearningopportunitiesworldwide.
LearnersneedtohaveacomputerandanInternetconnectioninordertofollowthesecourses.
However,isitreallypossibletolearnfromhome?Aresuchcoursessuitableforalllearners?I
knowseveralpeoplewhohavetriedthistypeofcourseandtheyallgaveupafterafewweeks.I
willexaminethesequestionsbelow,firstlybyconsideringtheadvantagesanddisadvantagesof
learninginthismode,andthenbylookingatthekindoflearnerthatsuitsdistancelearning.But
first,hereisabriefhistoryofdistancelearning.

Activity11>Brainstormingideas(1)>5minutes
Inthelastlessonwelookedatbrainstormingasawaytogenerateideasbeforeyoustartwriting.
Spendfiveminutesnowbrainstormingideasfortheexamplequestionwehavebeenworkingon.
Usethefollowingheadings:
Advantagesofdistancelearning

Disadvantagesofdistancelearning

Whatmakesalearnersuitablefordistancelearning
Activity12>Brainstormingideas(2)>5minutes
Herearesomeideasthatcouldpossiblybeincluded.Puteachideaunderthecorrectheading.
itcanbedifficulttofittimeforstudyintoabusyworkingorfamilylife
itsdifficulttogetquickfeedbackoncourseworkfromtutors
learnersareisolatedandgetlittleopportunitytomeetfellowstudents
learnershavetowaitsometimebeforetutorscananswertheirquestions
learnerslearnattheirownpace
needtobehighlymotivated
needtobeselfdisciplined
needtobewellorganised
shouldhaveagoodlearningenvironmentathome
shouldbegoodatusingtechnology,especiallycomputers
shouldhaveagoodideaaboutwhattheyneedtostudy
studentscanstudyinthecomfortofhome
technologybreakdownscanhinderlearning
thecontentofthecoursecanbeviewedorreadagainandagainbylearners
therearepossibilitiestostudyatuniversitiesfromallovertheworld
Activity13>Structuringandargument(1)>5minutes
Onceyouhavebrainstormedideas,youneedtopickoutthebestonesandbuildthemintoa
structuredargument.Therearetwowaysyoucandothis:
Thefirstwayistoputaseriesofsupportingpointsoneafteranother.Forexample,
Distancelearningallowsyoutostudyfromhome.Furthermore,itmeansyoucanstudyatyour
ownpace.
Thesecondwayistojointogethertwoopposingpointsofview.Forexample,
PresentationofdistancelearningmaterialthroughtheInternetortelevisionbroadcastscanoftenbe
moreinterestingthanclassroompresentations.However,notalllearnersarecomfortableusingthe
computertechnology.
Herearesomeusefulphrasesforjoiningideas.Whichphrasesareforjoiningsupportingideasand
whichonesareforjoiningopposingideas?Puteachphraseintothecorrectgroup.
Joiningsupportingideas

Joiningopposingideas
also
besidesthis
furthermore
however
inaddition
incontrast
moreover
nevertheless
ontheotherhand
whatismore

Activity14>Structuringandargument(2)>5minutes
NowusethephrasesfromActivity12tojointheseideas.
1Classroombasedcoursesprovideopportunitiesforlearnerstomeeteachotherandsocialise.
[..],distancelearnerscanoftenfeelisolated.
2Akeyadvantageofdistancelearningisthatlearnersworkattheirownpace.[..],they
canchoosethepartsofthecoursethatsuittheirlearningneeds.
3Distancelearningdemandsthatlearnersarehighlymotivatedandorganised.[..],
manylearnersfindtheyneedalotofguidanceandcannotstudyindependently.
4Itcanbedifficultfordistancelearnerstocontacttheirtutortoaskquestions.[..],they
mayneedtowaitweeksforfeedbackonassignments.
5Distancelearningthesedayscanbedifficultforpeoplewhofindcomputersdifficulttouse.
[..],ifthetechnologybreaksdown,learningisdisrupted.
Activity15>WritingTask>15minutes
Hereisanotherexampleofanadvantagesanddisadvantagesstylequestionfortask2of
theIELTStest.

Readthequestion
Brainstormideas
Makeaplan
Writeanopeningparagraph

Presentawrittenargumentorcasetoaneducatedreaderwithnospecialknowledgeofthe
followingtopic.
Manycitycentresthesedayshavetrafficflowproblems,causingcongestionand
pollution.Onesolutionistobuildfastringroadsontheoutskirtsofacity,takingtraffic
awayfromthecentre.Whilethisishelpfulinsomeways,italsocausesnewproblems.
Towhatextentdoyouagreeordisagree?
Youshoulduseyourownideas,knowledgeandexperienceandsupportyourargumentswith
examplesandrelevantevidence.

LessonReview
Inthisem@illessonyouhave:

practisedidentifyingtheimportantinformationinatable.
learnedhowtosummarisefiguresfromatable.
lookedatwhatmakesagoodopeningparagraphfortask2discursiveessays.
reviewedlanguageformakingcomparisons.
practisedplanningacomposition
reviewedusefullanguageforstructuringanargument.

Answerkey>IELTSAcademicModulepreparation>Writing>Lesson2
Activity3
1include
2include
3include
4notinclude
5include

6notinclude
7include
8notinclude
9notinclude
10include

Activity4
1AAddupleisuregoodsandleisureservicesfor20045:(22.10+56.80=78.90)
2BSeeallexpenditureSubtract 20001from20012:(432.40406.60=16.80=about
17.00)
3AAddupmotoringandfaresandothertravelcostsfor19945:(46.80+8.60=55.4)
4CAddtobaccoandalcoholfor19945(15.90+7.30=23.2)andfor20045(15.20+5.60=
20.8). 23.220.8=2.40
5BAddhouseholdgoodsandhouseholdservicesfor19945(48.70)and20045(61.9):
61.9048.70=13.20=about13
Activity5
Withcountablenouns
fewer
manymore
farfewer
thegreatestnumberof
fewerandfewer
asmanyas
themajorityof

Both
more
most
thelargestquantity
smallerandsmalleramountsof
thehighestpercentageof
thegreatestpercentageof

Withuncountablenouns
less
farless
lessandless
muchmore
farmore
asmuchas

Activity6
1much/far
2lessandless
3majorityof/highestpercentageof/
4fewerandfewer/smallerandsmaller
5asmuchas
6fewer
7less
8moreandmore
Activity7
1static
2gender(sex),age,andqualifications
3men
44554
53544
6almost400
7justover300
Exampledescription
Thetableshowstheeffectthatgender,ageandqualificationshaveonweeklyearnings.Itisclear
thatgenderhasastronginfluenceonanindividualsearningpotential.Thisistrueforallage
groupsandregardlessofeducationalachievement.Theaverageweeklypayforallmenisover
100morethanthatforwomen.

Generallyspeaking,peopleearnmoreastheygetolder.However,mensearningspeakata
slightlyhigheragethanwomens.Thehighestearningsformenare575perweek,attheageof
4554.Womenshighestsalaries,ontheotherhand,are434attheageof3544.
Thetableclearlyshowsthatqualifiedpeopleearnmoremoneythanthosewithoutqualifications.
Again,though,theeffectofqualificationsonearningsisfarstrongerformenthanforwomen.Men
withdegreesearnapproximately400perweekmorethanunqualifiedmen.Graduatewomen,on
theotherhand,earn300moreperweekthanunqualifiedwomen.
Activity8
1yes
2no
3no
4yes
5yes
6no
7no
8yes
9yes
10no
Activity9

Plan 1

Plan 2

Introductio
n

Introductio
n

Advantages for
suitable
learners
Disadvantages
for unsuitable
learners
Conclusion

Advantages and
disadvantages of
distance learning

Suitable and
unsuitable learners
for distance learning

Conclusion

Activity10
Sentenceswhichshouldbedeletedare:
Inthepast,thistypeoflearningwassometimescalledcorrespondencelearning.
LearnersneedtohaveacomputerandanInternetconnectioninordertofollowthesecourses.
Iknowseveralpeoplewhohavetriedthistypeofcourseandtheyallgaveupafterafewweeks.
Butfirst,hereisabriefhistoryofdistancelearning.
Theparagraphshouldread:
Thenumberofcoursesofferedbydistancehasincreasedagreatdealoverthelastfewyears.
TheadventoftheInternetasalearningmediumhashelpedtocreatedistancelearning
opportunitiesworldwide.However,isitreallypossibletolearnfromhome?Aresuchcourses
suitableforalllearners?Iwillexaminethesequestionsbelow,firstlybyconsideringthe
advantagesanddisadvantagesoflearninginthismode,andthenbylookingatthekindoflearner
thatsuitsdistancelearning.

Activity11
Advantagesofdistancelearning
learnerslearnattheirownpace
therearepossibilitiestostudyatuniversitiesfromallovertheworld
thecontentofthecoursecanbeviewedorreadagainandagainbylearners
studentscanstudyinthecomfortofhome
Disadvantagesofdistancelearning
learnersareisolatedandgetlittleopportunitytomeetfellowstudents
itsdifficulttogetquickfeedbackoncourseworkfromtutors
learnershavetowaitsometimebeforetutorscananswertheirquestions
technologybreakdownscanhinderlearning
itcanbedifficulttofittimeforstudyintoabusyworkingorfamilylife
Whatmakesalearnersuitablefordistancelearning
needtobeselfdisciplined
needtobewellorganised
shouldhaveagoodlearningenvironmentathome
needtobehighlymotivated
shouldbegoodatusingtechnology,especiallycomputers
shouldhaveagoodideaaboutwhattheyneedtostudy
Activity12
Joiningsupportingideas
inaddition
furthermore
whatismore
besidesthis
moreover
also
Joiningopposingideas
however
incontrast
ontheotherhand
nevertheless
Activity13
1Incontrast
2Furthermore/Inaddition/Moreover
3However/Incontrast
4Besidesthis/Moreover/Furthermore
5Inaddition/Whatismore/Moreover