I.

INTRODUCTION: One easy way to write the introduction for an argument or opinion essay is to write THREE or FOUR
sentences:
- one general idea about the topic
- two sides about the topic (Use Your New Words)
- one thesis sentence
E.g. Death penalty is a question of controversy (1). People have different notions about the matter: some uphold it as
necessary (side 1); others condemn it as ‘murder by the state’ (side 2). Therefore, I would like to have a look at the

question in this essay to decide how justifiable death penalty could be (thesis).
- With the development/ improvement/rise/growth of …. When asked about…, most people believe/claim/argue
that…, but others …
- There is a general/ public discussion/debate/controversy on …. Those who criticize argue that …, but people who
advocate/ favour …, on the other hand, argue that …
- Recently, the problem/ issue/question of … has been brought to public attention.

ADD A THESIS
A. a thesis-led approach:
You should state your opinion clearly in the introduction and use subsequent paragraphs to justify and support your
view. The same viewpoint should be stated in the conclusion.
- In my opinion/ in my view/ from my point of view/ from my perspective,
- I strongly believe/ think/ claim/ argue/ agree with/ support the idea that …
strongly=firmly=personally=honestly/ partly
- I (totally) disagree with

Should governments spend money on space exploration, or should they spend the money on problems here first?
Nowadays, more and more governments and scientists are more careful about the future of the Earth. Many
governments also spend a lot of money on space research and exploitation. Many people agree on the activities of the
governments. However, some people think it is a waste of money. In my opinion, ]\\the governments have the
responsibility not only to invest in space research but also in basic construction.

B. an argument-led approach:
If you feel there are two equal sides to the issue (for and against), you may decide to use an argument-led approach.
- In this essay, I will discuss/ analyze/ examine/ have a look at the issue in detail and state my opinion.
- This essay will discuss…

Many parts of the world are losing important natural resources, such as forests, animals, or clean water. Choose
one resource that is disappearing and explain why it needs to be saved. Use specific reasons and examples to
support your opinion.
As human’s population is dramatically rising every year, people’s requirements are increasing too. We need more
food, more fresh water, more places to live. As a result of this many parts of the world are losing essential and sometimes
irreplaceable resources, such as forest, animals, or fresh water. In this essay I will focus on the threat of disappearing
many wild animals.
II. BODY:

A. Thesis-led approach: (3 par.)

Par 1+2: support your opinion (1 side of the topic)
EXPRESSING VIEWS
I would argue that People argue that
I firmly believe that Some people think/say that
It seems to me that It is understood that
I tend to think that It is generally accepted that

Par 3: present the other side + refute

- As held by the opponent of the debate, ….
- On the other hand, some people hold the opinion that it is good to …
- By contrast, some people think differently on this question.
- To those who argue that …, I would like to point out that …
- One of the arguments in favor of / against ... is

REFUTING AN ARGUMENT
I am unconvinced that There is little evidence to support the … that
I don not believe that It is unjustifiable to say that
It is hard to accept that We must acknowledge… Nevertheless, …
No one can deny … However, …

B. Argument-led approach: (3 par.)

Par 1: present 1 side of the topic (advantage)

- on the one hand/ on the positive side/ to begin with/ in the first place, first of all, in terms of
Par 2: present the other side (disadvantage)
- on the other hand/ on the negative side

Par 3: write your own opinion

- Taking into account all these factors/ judging from the evidence offered/ considering all the
factors above/ because of all the above reasons/ from what has been discussed above, I come
to/ arrive at the conclusion that …
- Obviously/ undoubtedly/clearly, all the evidence/ analysis supports/ leads to a remarkable/
unshakable conclusion that …
- In my opinion, I am in favour of …
- As far as I am concerned, I agree with the opinion that …
 The advantages outweigh the disadvantages.
 The advantages of A are much greater that those of B
 Compared with B, A has many advantages.
 Although A enjoys considerable advantages over …, it cannot compete with B in …
 1. Some parents think that having children watch television programs is good for their mental development;
others believe that this is not true. What is your opinion?
 Parents – children : people – their kids – their children – a child – a kid – preschoolers – youngsters –
preschool children
 Have = let = allow = don’t mind = don’t pay attention to
 Watch = enjoy = spend time in front of the screen/ TVs = waste time watching/ keeping track of … glued to
the box
 Television programs = TVs channels = shows = cartoons = reality shows = movies
 Mental development = intellectual/cognitive development = mental health  broaden their mind – expand
their knowledge – develop intellectually – positive impact on their study at school – benefit brain cells
development
 Not true  negative effects – affect the kids negatively – make their kids passive – isolate/ separate
themselves from their friends/ friends at their age
BODY
YES
Para 1  Watching TVs is of importance in the intellectual development of children.
- broaden their mind especially for the young kids who start to learn about the world around. e.g. benefit from
appropriate and educational programs  apply what they have learn to reality or play games inspired by the show 
the right type of broadcasting has the power to enrich children's powers of logic, reasoning and observation
- easier to acquire new knowledge e.g.--> reason : lively , eye-catching illustration by visual and sound effects
Para 2  TV channels are one of the most effective tool for children to put their mind at ease after the hardworking time at
school.
- Ss are struggling with Heavy academic workload  need time to relax  TV is convenient for them to use
- a wide range of programs + full of colors/ colorful scenes – funny/entertainment content  enjoy to get rid of stress 
avoid depression – an urgent problem of modern society.
Para 3  There are those who are convinced that TV is the biggest health hazard threatening children in modern society.
 Children - spend so much time in front of the TV = less time for study/ other activities to enhance cognitive
development e.g. socialising and interacting with other children, creative play, and acquisition of reading and writing
skills.
 OR : Negative impact on health  do harm to the eyes (weaken the eyes/ contract short-sighted…) or lack sleeping +
being passive  poor/ bad study result/performance
 if the adult watch with them + control timetable + engage them in discussion about what they are watching. The carer
can also then teach them the very useful life skill of knowing when to turn off the TV.
NO
 Para 1  First of all, the simple fact that children nowadays spend so much time in front of the TV means that there
is less time for other activities which are known to enhance cognitive development  eliminate their socialising and
interacting with other children, creative play, and acquisition of reading and writing skills - glued to the box won't get
homework done.-
 TV can harm cognition comes about through late night viewing the child doesn't get enough sleep, + too

sleepy to concentrate in school the next day  isolated from classmates bad result + passive. No outdoor
activities  high risk of obesity.
 Para 2  Kids learn by imitation worries about the suggestive power of inappropriate programming.  For
example, increased rates of teenage suicide in the weeks after the broadcasting of fictional films portraying suicide.
- increase exposure to TV  violent or frightening shows  develop anti-social behaviours  e.g. ...
 Para 3  good  only works when there is appropriate orientation of parents.