p.

LISTENING

SECTION 1 Questions 1-10

Questions 1-4

Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

1. ….... years experience preparing students for

RYAN HIGGINS IELTS.

2. ….............times out of ten students say that

they have problems with the writing portion.

3. The lower bands of IELTS are around

…...or......

4. We break down the essay into …......

paragraphs.
 p.2

Questions 5-10
Listening

This part of the exam could be a 'complete the table' task, possibly to test your
comprehension of numbers. However this recording does not lend itself to this type
of exercise, so I went straight to the next stage.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Actionable Essay Advice

5.I like to instruct students on a proper format for their essays so basically every sentence
in an essay has a particular ____________ so there ... there is no such thing as a
____________ in an essay.
6.What does the introduction do? The introduction has a very particular job, first it
delivers what the _________________ and if the question asks us for an opinion, we
state out opinion very clearly in this introduction paragraph.
7.At the end of our essay we have a conclusion paragraph which sort of wraps up and
summarises what we have argued throughout the essay. So in a way you can see the
introduction and the summary paragraph as ________________.
8._________________________ paragraph is delivering a plan for what you are going to
be talking about in the essay.
9._________________________ paragraph provides a summary and a restatement of
what’s been said.
10.Between the introduction and conclusion there are
______________________________.

Questions 11 – 15
Listening

This section is an example of a multiple choice exercise. Choose the correct letter A,
B or C.

11.The supporting paragraphs:

A are found at the beginning of the essay
B do the grunt of the work
C wrap up what you’ve argued throughout the course of the essay

12.You would bring up supporting points and examples in:

A the supporting paragraphs
B the introduction
C the conclusion

13.Your background sentence will be in:

A the supporting paragraphs
 p.3

B the introduction
C the conclusion

14.A thesis sentence can be best described as a sentence that:

A explains who you are
B concludes the essay
C directly answers the IELTS essay question you have been given

15.A topic sentence should be the same point that you brought up in your:
A concluding sentence
B thesis sentence
C outline sentence

Questions 16 – 19
Listening

This section is an example of the matching section of the exam. Write the correct letter
A, B or C next to questions 16-19. You may write each letter more than once.

Where does Ryan say that you should include each type of sentence in your essay?

A Introduction
B Supporting paragraphs
C Conclusion

16.Example sentence

17.Outline sentence

18.Thesis sentence

19.Discussion sentence or sentences

Questions 20 – 25
Listening

This section is an example of the short answer section of the exam. Write no more than
THREE WORDS AND/OR A NUMBER for each answer.

Ryan says that every single sentence in an essay has a job to do. Give TWO things that
he says no sentence in an essay should be:
 20. ____________________________________
 21. ____________________________________

Give TWO qualities that a good example in your IELTS essay requires:
 p.4

 22. _____________________________________
 23. _____________________________________

Name TWO things that Ryan suggests you could share the name of when giving
examples in your essay:
 24. _____________________________________
 25. _____________________________________

Questions 26 – 29
Listening

This section is an example of the sentence completion section of the exam. Write no
more than TWO WORDS for each answer.

The mistake that a lot of students make when sharing examples is that they turn the whole
essay into something that sounds like 26.___________________________________

The time not to use personal pronouns is in those sentences that are outside of
27.______________________________

Ryan reminds us that in the IELTS writing exam you have 40 minutes and 250 words to
state 28._____________________________

Students can respond to an agree or disagree question by discussing everything first and
sharing their opinion at 29.__________________________
 p.5

009 Ryan

Announcer: You are now listening to the IELTS podcast. Learn from tutors and
ex-examiners who are masters of IELTS preparation. Your host, Ben Worthington.

Ben Worthington: Today I have got Ryan Higgins. You've probably seen his website on
the Internet. For lots of writing resources, it's got lots of useful videos on YouTube,
amazing videos, lots of advice, good professional advice for the academic and for the
general task. Yeah, pleased to meet you Ryan. Thanks for coming on the show.

Ryan Higgins: Well thanks Ben, it's a pleasure to be here with you.

Ben: All right, great. So, Ryan you've been teaching now for a long time. How long
exactly have you been teaching?

Ryan: Well, I've been teaching ESL English for about eight years and I have focused for
about seven years on the IELTS examination and particularly teaching the written portion
of that examination.

Ben: Mm-hmm. Right. Is that what the students tend to ask for, more than anything, the
written part?

Ryan: I think that it's probably one of the parts of the exam where there are not so many
resources available, particularly online, and often I find that the resources that are
available for the written portion of the exam, they tend to be a little bit vague. They don't
really give actionable advice to students and I found often when I talk to students online
or in classrooms and I just ask them directly, which part of the exam do you feel the least
confident in? Nine times, maybe not nine times, eight times out of ten, they would tell me
that it's the speaking, sorry written, portion of the examination.

Ben: I see, right then. You said that some of the resources were a bit vague. Yeah?

Ryan: Yeah.

Ben: You often give more specific advice. Could you give an example?

Ryan: What I mean is that a lot of the textbooks that you see, they will often say things,
just sort of general advice. Things like don't write your sentences too long. This sort of
advice is not very easy to put into action. What I was hoping to do is to create a resource
that students could find example sentences, could see example phrases, how to link their
sentences cohesively and to explain, really from the ground up, how is this done.

The problem is a lot of students around the world have difficulty, particularly the ones at
the lower bands, at five or four, to start with a basic sentence, let alone connecting a
sentence to other sentences in a paragraph, let alone connecting that paragraph to a
 p.6

central theme.

Ben: Are there certain sentences you teach like a topic sentence?

Ryan: I like to instruct students on a proper format for their essays. Basically, the idea
that every sentence in an essay has a particular job to do. There is no such thing as a stray
sentence in an essay. Sometimes when you read essays that are poorly structured, there
are certain sentences there that you could take them out and it would not make any
difference at all to the mark that essay would receive. Basically, every sentence in an
essay has a job to do. We break our essay down into several different paragraphs.

The first is an introduction of some kind. What does the introduction do? The
introduction has a very particular job. It first delivers what is the topic that we are going
to speak about and, if the essay question asks us for an opinion, we state our opinion very
clearly in this introduction paragraph. That's stated in the sentence that is called the
thesis. At the end of our essay we have a conclusion paragraph which wraps up and
summarizes what we've argued throughout the essay. You can see your introduction
paragraph and your conclusion paragraph as the inverse of each other.

One is delivering a plan for what you are going to be talking about in the essay. The
conclusion paragraph is delivering a bit of a summary and a restatement of what you have
said, to reinforce what it is that you have been arguing. Between these two paragraphs we
have supporting paragraphs which actually do the grunt work of supporting what it is you
are saying. This would be where you would bring up supporting points and examples.
You would discuss these examples and then link them back to your thesis.

Going back to my original point, every sentence in your essay has a job to do. Within
your introduction paragraph, you are going to have a background sentence which gives
some sort of general information about the topic of your essay question. You are going to
have, in the case of an argument essay, a thesis, which directly answers the question that
is presented to you in your IELTS essay question. And you're going to have some kind of
outline sentence which will explain what points you are going to use to prove your thesis.

Then when you get to your supporting paragraphs, you have some sort of topic sentence
which is the same point that you brought up in your outline sentence. Right now you can
see these sentences are working together as a team. We have the topic sentence and the
supporting paragraph. This is not a new idea, this is an idea that we told our reader that
we are going to talk about in our introduction paragraph. Following this, we have an
example. Perhaps later in the interview, I can talk a little bit in detail about how to write a
good example.

You have an example that supports your topic and shows your topic in action. Following
this, you have a discussion sentence, or sentences, that show how does the example link
to the topic of this paragraph. What is the relationship between the example and the claim
that you're making? Then finally you have a conclusion sentence which ties this entire
paragraph back to your thesis and brings some cohesion to the entire piece, at an essay
level.
 p.7

So basically, as you can see, every single sentence in the essay has a job to do. There's no
sentence that is stray or without some sort of purpose to it. So those are the kind of
sentences that I teach in the lessons that I give online and in classrooms.

Ben: And you talked about an example sentence?

Ryan: Firstly, let's define what makes a good example on your IELTS essay. Basically
good examples are tangible examples. They're examples that are real, they're not vague,
non-specific ideas. They are very to the point and specific and show your claim in action.
So what does that mean? That means that if I was to share an example, just the other day
I saw an essay question. This essay question said, "Parents should be strict with their
children. Do you agree or disagree?". So that was the essay question.

Then a student responded to this question. They shared an example that was like this,
they wrote, "For example, children with strict parents tend to do better at school." That
was the example. Of course they were in support of stricter parenting styles. They were
trying to prove that stricter parenting styles are better than lenient parenting styles. Now,
the problem with that example is that that example is not very specific. That's sort of like
saying all parents in the world who are strict with their children will have children that do
better at school. It's very easy to debunk this point because that example was not very
specific.

Ben: Yes.

Ryan: So a better example would have been to share either a personal experience this
student had that proves that that point is true, or to share maybe something like a general
truth that is true for a country that they're from. Or maybe a school that they know of. So
let me give you a concrete example. If the student was to write something like, "For
example, in China parents are well known for pushing their children to excel at school."

Ben: Yes.

Ryan: OK. That's a much, much more specific example. Then they could go on and say,
"As Shanghai high school students ranked number one in the world...", then you might
have heard of that, this just happened last year, "As Shanghai students ranked number one
in the world for their high school marks, the link between stricter parenting styles and
academic results can be seen."

Ben: Right.

Ryan: So now we've gone from having a very vague example that didn't really say
anything at all to an example that is very hard for the reader to debunk. Now when you
write this on your IELTS exam, your examiner is going to see this. And they will be
convinced of your point. I mean it's hard to argue otherwise. You've just shown an
example that is true to life.

Ben: Oh.

Ryan: To go back to answer your question, I would say that being specific is a very
 p.8

important thing in writing a proper example on your IELTS essay.

Ben: Right.

Ryan: Sometimes students, they ask me, they see me writing examples on my blog,
something about China or something. They say, "Well I don't know about China. I don't
know about Canada. I don't know about Dubai or all these different places." What I want
to point out is that you create examples that are relevant to you. The only reason I share
the example of China is that this is a fact that I know. This is something that I have
experienced in my life.

Ben: Yes.

Ryan: So I mean if you are a student in a little town in Russia, share an example from
your little town in Russia. But be specific.

Ben: Yes.

Ryan: I mean share the name of a school. Share the name of a place, maybe a celebrity
of some kind. I mean just being specific, that's the important point. As long as you can be
specific and use that in your example, you will strengthen your overall argument. That
makes it so much harder to counter-argue what you're saying, if you can show your point
in action.

Ben: How would you construct a paragraph relating to a personal experience? How
would you go about that?

Ryan: That's another thing, is that often I encourage students to write with a passive
voice because this will help them sound a bit more academic in their writing. To do that,
often we want to avoid words like I and me, my, these sorts of words. If I wrote
something like, "I think that" or "I see", these sorts of words. It makes your essay sound
like it was written by a middle school student.

It doesn't sound like it was written by a university level student. As much as you can, you
want to avoid this language. The problem comes up when you have to share a personal
example, but how can I share a personal example without using I or using my or we. At
this point in your example, you can use these phrases just to share this personal example.
Then you can switch back to speaking more academically and discussing what it is you
have shown in your example. For example, if you were writing a paragraph about
parenting styles.

Then you share the example, "I am from a Chinese family" or whatever, "I am from a
Canadian family", "an English family" and parenting styles are like this. Then you share a
very personal and very specific example and then in the next sentence you analyze what
you say and you show how this example proves the claim that you've made. That's how
you go about sharing those kinds of examples. The mistake that a lot of students make is
that they turn the entire essay into something that sounds like a diary.

They start saying, "I think this" and "Last week I did this with my friend". This is not
 p.9

what you want to do. I think that there's a time when you can use personal pronouns to
talk about yourself and your personal experiences and there's a time not to. The time not
to is at those sentences that are outside of the example and perhaps the discussion section
of your supporting paragraphs.

Ben: Right then. It's keeping it to a limit, isn't it? It's keep it to only when it's absolutely
necessary, otherwise stick to the passive voice and keep it more academic.

Ryan: Right.

Ben: OK. The question that was asked about Chinese students and discipline. What was
that again? Can you just tell us?

Ryan: Sure. That was just an example that I pulled from my head. The essay question
itself was something along the lines of, "Parents should be strict with their students. Do
you agree or disagree?", something like that, or, "Strict parents benefit their children
more than lenient parents. Do you agree or disagree?" It was something along those lines.

Ben: When you get those agree, disagree questions those ones you have to put your
opinion strait away. Do you still state your opinion at the beginning or do you do an essay
that looks at both sides? How do you go about that?

Ryan: One thing to remember is that on the IELTS examination, you have 40 minutes
and you have 250 words minimum to state your point. You are very limited in what you
can say. I think there are a variety of ways to write essays and I'm not going to say that
any way is wrong. But in my personal opinion, and having worked in essay writing for a
while, I find that in essay questions, when they ask you for your personal opinion,
students that start talking about, for example, if we agree with this.

But, if they start writing about the disagree side of it, that is not going to help them very
much because what you want to do is you want to state clearly what your position is on
this essay question and then you want to prove why your position is strong. So you have
to show points that clearly outline why the position you've taken is the stronger position.

When it comes to discussing the other side of it, I would say that you can do this, but
your fundamental objective is to prove your point of view and the easiest way to do that
is choose points that show the benefits of the side that you have chosen and to argue those
benefits. Now I'll answer the other part of your question. So you asked, when do we state
our point of view in an essay, so do you agree or disagree. This is a very clear question.
This is asking us to chose a side: agree or disagree. And...

Ben: Yes.

Ryan: ...students can respond by discussing everything first and sharing their opinion at
the end. That's fine. But the much more straightforward route, and the easier essay to
write, is to state your position at the beginning and then run through all the reasons
people should support your position. Then, at the end, you reiterate, you state your
position again. The whole thing is like a team, like a sandwich, you start at the top where
 p.10

you are stating your position and then you're stating it again at the end and, in the middle,
you're sharing all of the details and the arguments that you are making for why this
position should be supported.

Ben: Do you have any techniques for writing a conclusion?

Ryan: You mean the conclusion paragraph?

Ben: Yes, exactly. Exactly.

Ryan: Of course, you should go into the examination with a structure in mind. Students
that go into the examination not knowing what their essay is going to look like, more or
less, are at a real disadvantage because that's just going to cause problems for them.
When you go into your examination, you should know that your conclusion paragraph is
going to have roughly two or three sentences. The first of those sentences is going to
summarize very briefly what it is that you talked about in your supporting paragraphs.

Often, that sentence can be connected to the second sentence which is a restatement of
your thesis or your argument. For example, if you were to write something like, "After
analyzing this and this, it is clear that...", and then whatever your thesis was, "...is the
point that should be supported or is the stronger position on this topic." Something like
that is very strong to start to a conclusion sentence. Basically, what you are doing is that
you are telling your reader, again exactly what your position is. You're ensuring that they
are clear, from start to finish in your essay, what it is you are trying to say in your essay.

And then to finish your essay, often students ask me, "What is a good way to sign off?"
Students often want to be poetic at the end of their essays and to use some sort of
exclamation mark. I don't think that sort of thing is necessary, but if you were to finish
with either a prediction for what you think the future of this topic will hold...

Ben: [laughs]

Ryan: ...or a recommendation for people who are interested in this and the action they
can take on this topic. That is a nice way to summarize what it is you have talked about in
your essay and to finalize everything as one.

Ben: Right, that's good. To bring it to a close, give the recommendation. Have you
noticed very common errors that students tend to make when they're preparing for the
IELTS?

Ryan: A few things that come to mind. I would say, for the written portion of the
examination, the number one error in terms of how severely it can impact your IELTS
mark would be improperly composing the thesis. Basically, in cases like this, the student
has had a problem interpreting what the essay question is saying.

Then they write a thesis that is not directly in line with that essay question. Then the
whole thing is like a house of cards. Once the thesis is off, of course, then the supporting
points will tend to be off a little bit to. Then ultimately the entire essay will fail because
it's not in keeping with what the essay question is asking. I'd say that is the biggest
 p.11

problem, or the most common problem, that I see in the essays that I mark. If I could just
take a minute, I'll talk about when interpreting an essay question, what are the steps in
doing this?

If we look at an essay question, basically most essay questions have two separate parts to
them. There is a sentence of some kind which is sort of a background on the information
that you're going to be asked to talk about. This sentence is followed by another sentence
which is directly instructing you to do something. For example, let's go back to, we had
the example of strict parents. Let's say the essay question read, "Parents should be strict
with their children. Do you agree or disagree?" The first sentence there, "Parents should
be strict with their children", that's giving us some background information on the topic
we're going to be speaking about. The direct instruction is, "do you agree or disagree?"
When we go into our essay we want to write a thesis that says, it is agreed that, strict
parents or blah, blah, blah. Or it is disagreed that and then on with that. The problem is
that often students will either misinterpret the sentence, the initial background sentence in
their question, or they will misinterpret the instruction word.

If they misinterpret the background sentence in their essay question, then what happens
is, they might write a very beautiful thesis but the thesis will not be directly in line with
what the essay question is saying. Now, if they misinterpret the instruction words of their
essay question, so the "Do you agree or disagree?", if that part is misinterpreted, it's
possible that the entire essay is on the right topic, but the format of the essay is incorrect.
For example, if we have a, "do you agree or disagree?" and we respond to this using a
discussion style of essay, we might not be able to state or position as strongly as if we
were to just write a straight argument essay.

Ben: Right.

Ryan: So I think that that would be the number one problem, is students writing
improper theses in their essay. We talked about examples. I think examples are also
something that often students make mistakes on. Actually, maybe we will talk a little bit
later about bands and what differentiates different writing bands, but examples is a very
key indicator between a band seven level student and a band eight level student, so that's
something to keep in mind as well. So irrelevant examples or vague examples, I'd say
that's another key area that students should watch for.

Another key area is drawing improper conclusions from examples. All too often students
will share an example in their essay and then they will assume that the reader will make
the mental link between that example and their thesis or whatever point of view they're
talking about and that is not the case. These students should be telling the reader what the
link is between the example and the thesis or the point of view that they are looking at.
They should not assume that just by saying, "For example, parenting styles in Canada"
and then just stop.

That is not enough. You have to tell us what is the link between this example and what
you are talking about. So that is another thing. Drawing improper conclusions from
examples I'd say is another common mistake. Finally I'd say cohesion would also be an
area that students should watch out for. Like we talked about before, cohesion just
 p.12

involves the ability of a student to link their sentences and their various ideas together. If
your paragraphs are not reading fluently, the reader of your essay will be able to tell this.

If they don't see how these sentences link together, what is the relationship between these
different sentences, this is going to affect your mark severely and it will also cause other
problems. For example, it will cause problems with coherence, it will make you lose
marks in the area of coherence, because your reader will not fully understand certain
areas or certain things that you are talking about. So I'd say that those are probably the
most common mistakes that I see in students' writings.

Ben: How would you improve a student's cohesion when they're writing essays? Do you
have any advice for that?

Ryan: Well, cohesion is kind of interesting because it's one part of the essay and the
essay preparation process that you can commit to memory. So if you were to get long
lists, you can find these on the Internet, and I provide them on my blog as well, of
different cohesive devices, these words that sort of link sentences together.

For example - as this shows, because of this, firstly, secondly, on the other hand, in
conclusion, thus, therefore, this counters the argument that. These kinds of phrases, if you
can commit these to your memory, and then use them, really use them, in your
preparation for the examination. I think that is probably the best way to go about
preparing yourself cohesively for the essay-writing portion of the exam.

Ben: You said that you were going to talk about what separates the different bands.
Could you go into that a bit now?

Ryan: Sure. I think that the key is that I think most students are looking for a seven. On
occasion, students are looking for an eight. I think that if we were to talk about the
differences between those two bands, there are a number of key differences. There's a lot
of things that are similar between the two bands. I mean for one thing, at band seven, the
reader completely understands what it is that the writing is saying. This is something that
differentiates seven from six. Because at six, there might be small portions where the
reader is not 100 percent sure what the writer is saying.

At seven, so seventh, eighth, ninth that's when OK, that is a problem that is no longer
apparent. That's the first thing that differentiates band seven and higher. If you are a
student listening to this, and you are at a band six, and you're wondering what do I have
to do to get to a band seven, or band eight, or whatever. Remember that point, that that's
one key indicator that differentiates you from the higher-level students.

Now what differentiates seven from eight? An eight level student will have a flawless use
of cohesive devices. And flawless might be a new word for your listeners, so flawless is
just without error, or without any problem at all. This means that all of those cohesive
devices we talked about before, those linking words - as this shows, thus, therefore. An
eight level student will use these very fluently and a reader of their work would not be
able to distinguish them and their way that they use that from a native English speaker.
That's how well they should be able to use those phrases.
 p.13

Now at the seven level, seven level students will make mistakes in their use of cohesive
devices. It's possible that they improperly link certain ideas at certain times. Of course,
this is not something that happens often, but it happens enough that it distinguishes them
from eight level students. That's one thing that distinguishes eight and seven. Another
area is with lexical resources. So, if we talk about an eight level student, eight level
students will make almost no errors in their word choices.

Basically every word that they choose to use in their essay, the very vast majority of
those words will be contextually accurate. There will be no error in the manner in which
they are using words. Now at the seven level, there can be occasion errors in word
choice. As we said before, these occasional errors would not impede the readers
understanding at all. To give you a really simple example, if I was to say, "the sun is not
cold." We know what I'm trying to say, I'm trying to say that the sun is hot but I did not
use what most people would say, which is to say, "the sun is hot."

Basically a seven level student will use wording that is understandable but it is perhaps
not in keeping with what a native English speaker would use. That's something that
would differentiate them and an eight level student. Another thing, if we talk about
grammar. At an eight level, students write sentences that are, the majority of those
sentences are grammatically free of errors.

That's a very big indicator of an eight level student versus a seven level student which
would write sentences that are frequently error free, but there are still a handful of
sentences that would have small grammatical errors in them. If anybody is interested,
they should download, I'm looking at it right now, there's a writing band descriptors chart.
It's a publicly available file, it's a PDF file. It's available from IELTS.org, i-e-l-t-s.org and
I find it's great.

I've talked to examiners before and they tell me that this public version of the chart is
very, very similar to what they use when they actually mark your writing. If you are
interested, I really suggest downloading this band descriptors chart and making yourself a
little bit more familiar with what it means to achieve these different bands.

Getting back to grammar. So a seven level student, they have occasional grammatical
errors, and eight level students the vast majority of their sentences are free of
grammatical errors. That differentiates the two. One last point. We were talking about
examples and I mentioned I wanted to talk about how examples differentiate band eight
from band seven. A band eight, like we were talking about before, examples are very
specific, they're very relevant and they'll link between them and the point has been made
very clear by the student.

This is different when we talk about a band seven, where the examples may be a little bit
vague or maybe the link between them and the point, maybe it's clear, but it's not a
hundred percent clear or it feels like it's a little bit weak. What we want to do is we want
to make an argument that is rock solid so that when the reader reads our argument, there
is no counterargument. When they read it, they have to agree with us because the
examples are just that strong. That's something that differentiates some eight writing and
seven writing, I would say.
 p.14

Ben: That's fantastic. What was the name of the PDF you mentioned? I'll put a link.

Ryan: Oh, sure. Actually, I'll just clarify that. When I say that the examples would affect
the mark, they affect one of the four portions of the mark. As you're aware, the overall
band that a student will receive for their IELTS writing is based on four different
criterion. The first being task achievement, the second being coherence and cohesion, the
third would be the lexical [inaudible 32:36], and the fourth being the grammatical range
and accuracy that the student uses.

Basically, poor examples would affect one of those four different categories. Of course,
it's very key, because if you do bad in that one portion, it could bring down the mark in
the other ones as well. The PDF was the IELTS Task Two. There's also a Task One. Task
One or Task Two, Writing Band Descriptors, in my chart. You'll have to search for it. It is
a public version. Of course, the private version's not made available to the public. It's at
IELTS.org.

Ben: Great. I'll put up a link. Thanks again, Ryan. It's been absolutely smashing.
Fantastic.

Ryan: Awesome. Very nice to meet you, Ben. Good luck with the project and with
everything else. Let me know if I can help with anything. Don't be shy.

Ben: OK. OK.

Ryan: Just send me an email.

Announcer: Thanks for listening to IELTSpodcast.com. Remember to leave your email

for updates and early access to new podcasts.
 p.15

Answers

1. 7 years.
2. 8 times out of 10.
3. The lower bands are around 4 or 5.
4. several.
5. job to do ...so there are no... stray sentences.
6. topic is that we are going to speak about
7. an inverse of each other.
8. the introduction
9. the conclusion
10. supporting paragraphs
11. B
12. A
13. B
14. C
15. C
16. B
17. A
18. A
19. B
20. stray OR without purpose
21. stray OR without purpose
22. examples that are real OR tangible examples OR not vague ideas OR not non-
specific ideas
23. examples that are real OR tangible examples OR not vague ideas OR not non-
specific ideas
24. a place OR a celebrity OR a school
25. a place OR a celebrity OR a school
26. a diary
27. the example
28. your point
29. the end