http://gmatclub.com/forum/how-to-get-6-0-awa-my-guide-64327.

html
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041507/

http://www.toeflresources.com/index.php?id=toefl-writing-templates

https://sites.google.com/site/honesty/toefl/toefl-og-writing
http://i-courses.org/writing-tips
https://www.ets.org/toefl/pbt/scores/writing_score_guide/
http://www.toeflresources.com/index.php?id=sample-toefl-essays-vii&lang=en
The important thing is that you can identify the parts of the sentence. Simplify
a sentence that has many terms you don't understand by using simple words of th
e same form. Your job is to make a sentence correct. Always make sure that every
sentence has a subject and a verb. Look at the punctuation in the sentence. You
should be able to recognize the structure (for example, prepositional phrase or
noun clause) even if you don't understand what the sentence means. Don't choose
the first letter that looks wrong until you try every choice. You might find tw
o that look wrong. Then you have to make an educated guess.
Secrets for the Reading section
Just like in the structure section, it is not important that you know every word
in the reading section. Concentrate on the areas that the questions pertain to.
Skim through the passage, read the questions, then read for more detail. The qu
estions usually come in the order they appear in the passage. Anticipate the typ
e of questions you will be asked in this section. At least 60 percent of the rea
dings will have a main idea question. You will be asked at least two vocabulary
questions from each reading. You will also be asked some detailed questions and
some inference questions. You will not have time to reread a whole passage.
Secrets for the Writing section
You will have 30 minutes to write the essay on the CBT. The paper based tests is
sometimes accompanied by the TWE (Test of Written English). You will not have a
ccess to a spell check function on the CBT. The most important thing is to keep
your writing simple and clear. Don't use vocabulary and punctuation that you are
unsure of. You will not impress the reader. When you practice for this section,
find a format that you are comfortable with. Use this format every time. For ex
ample, your thesis might always be in the third sentence of your introduction. Y
ou might always end your conclusion with a question. Make sure to use lots of ex
amples to support your essay. Transitional words and phrases will make your essa
y read smoothly. Memorize a list of these and practice using them. Always leave
time to review what you have written. Read your essay silently in your head.

Para conseguir uma boa pontuao no Toefl writing test:

utilizar um modelo universal que a gente decora e na hora muda s o assunto respon
dendo a pergunta ou tema proposto para redao
o modelo deve ter no mnimo 4 partes:
primeiro pargrafo: introduo com ideia principal, objetivo do texto, com 2 ou 3 fras
es.
segundo pargrafo : colocar um exemplo, usar expresses que ligam :
It is time to introduce your first example. Avoid being abrupt. Start with a tra
nsitional phrase that will smoothly transition from your introduction to your bo
dy paragraph 1.
Here are some recommended transitional phrases:
As demonstrated by ...
As shown by ...
e parece que pontua quando coloca 3 exemplos.
usar also ...., ( tambm Fulano, e ainda Sicrano observaram o mesmo efeito...
Terceiro pargrafo:
Vai explicar o que o exemplo do pargrafo 2 quer dizer, ampliar a anlise, demonstra
r raciocnio.
quarto pargrafo:
Em concluso...
Your conclusion is extremely important as it is the final piece of information g
raders will read before grading your essay. Think of it as the last impression y
ou leave on your graders the stronger it is, the higher the score. Your conclusi
on must be succinct, to the point, and, most importantly, well crafted.

Atentar para coisas que tiram pontos:

no esquecer ponto final das frases, colocar vrgulas.
exemplo: no portugus no permitido separar o sujeito do verbo com vrgulas.

http://englishtestprepreview.com/toefl-guide/learn-toefl-core-strategies-in-onehour/738-tips-and-strategies/english-tips-strategies/english-essay-strategies/10
87-essay-writing-strategy-using-universal-template
Essay Writing Strategy: Using Universal Template
Exemplo conjunto de incio de pargrafos:
The issue stated by the topic is...... This is a very important subject because.
..
However, ....

Furthermore, .... For this reason ...

Finally, .... this conclusions points that ...

http://www.toeflresources.com/index.php?id=beginners-toefl-independent-guide
muitos exemplos de redao:
http://www.toeflresources.com/index.php?id=sample-toefl-essays-vii&lang=en
http://www.toeflresources.com/index.php?id=sample-toefl-type-one-essay-iron-fert
ilization
Essay Writing Strategy: Using Universal Template
Posted in English Essay Strategies
How to get a perfect score on your test Essay? Even if you suck at writing essay
. Follow this advice and you'll get a better chance to have a perfect score on y
our personal opinion essay section.
This strategy is being used successfully by thousands of students to raise their
essay score in the shortest possible time. A high score, even for the weakest o
f writers, is absolutely in reach!
5 Key Points:
Create your own template your "Universal Essay Template"
Research your 25 default examples.
Learn to write a strong thesis sentence:
Work on transitions.
Create an interesting introduction and a strong conclusion.
Students frequently ask the following question about Essay:
1. How many words should I memorize?

ANS: 1,000-5,000, depending on your previous exposure to the test

2. Which books should I read to prepare for the critical reading section?
ANS: Combination of novels, magazines, journals, and textbooks
3. How about dictions and idioms? How many are there?
ANS: Less than 100 idioms and dictions
4. Can I predict possible essay prompts?
ANS: Absolutely!
5. Can I guarantee at least a double-digit score on my essay?
ANS: Absolutely!
Many academies and private tutors claim that you cannot prepare a specific essay
on a particular topic in advance, but I disagree. I am not talking about cheati
ng on the test, but being prepared for all possible scenarios, to the point that
nothing can surprise you.. The essay section of the test can indeed be predicte
d, prepared, and mastered before you even step into the test site.
The Essay: The 80:20 Rule
Let's take a scientific approach to the essay. Unlike the other sections of the
test, the verbal section is feared by many students because of the abundance of
advanced vocabulary, grammar rules, unpredictable reading genres, and essay prom
pts.
The best approach:
Instead of trying to figure out what prompts and/or passages to expect, why not
concentrate on the design of the Test itself in this case the essay so no matter
what is thrown at you, you are not easily surprised and you can calm yourself b
y having a step-by-step plan already in place.
So, I came up with the "80:20 Rule." This rule applies not only to your test, bu
t also to almost all other standardized tests. The concept is simple: Find ways
to predict and prepare for 80% of the test, and only worry about 20% (which can
also be mastered) during the test. How? Simple. Again, learn the design, put you
rself in the Test Taker's shoes, and learn the tricks so you don't fall into the
traps. I will give you plenty of examples and guidelines, so don't panic!
Basics of the Essay
1. You are only given 25 to 30 minutes to complete the essay. But trust me ... w
hen you take the real test, it's not going to feel like a whole 25 minutes. Make
sure you give yourself less time when practicing (16-18 minutes), so you can bu
ild up mental and physical stamina.
2. Be aware of the psychological effect of the essay section. In most cases, the
essay will always be the first section of the test. If you mess it up for whate
ver reason, it's going to haunt you for the rest of the test. But if you nail it
, you will gain the confidence to continue to the rest of the sections.
3. More and more test taker companies are using computers to score your essay. S
o do not veer off topic! Answer the question. If you don't, you will receive a g
rade of zero. Believe me ... I have seen it happen.

If not scored by a computer, then most essays are scored by two human graders. R
emember, though, that each grader has only a minute or so to read and grade your
essay. That is why highlighting certain sections of your essay might do the tri
ck to help you succeed.
How to Prepare for the 80:20 Rule
There are 10 steps you must learn and master. Once you have your own custom-made
template, 25 quality examples, 3 to 5 transitions, and detail plug-ins, you are
ready to tackle all possible prompts.
Key Terms:
1. Universal Template: A pre-built template/structure that you can use to write
your essay.
2. 25 Quality Examples: Edison, JFK, and Hitler are elementary examples. Also us
e high-quality examples, such as Jack Welch, Howard Schultz, Steven Jobs, the En
ron scandal, the Patriot Act, etc. Remember! Most essays are graded by computer
(E-rater) which also uses templates as scoring benchmark, so personal quality e
xamples can also be used. In case it is graded by a human grader, he or she will
get only a minute or so to read and grade your essay. You must backup your opin
ion with examples to impress them.
3. Transitions: There are pre-built transitions that you can easily pick and cho
ose to smooth out the flow of your essay. I will give you some examples as we go
.
4. Plug-ins: Plug-ins are all details that were pre-researched, pre-written, and
memorized ready to be used at a moment's notice.
So, Here Are the 10 Steps:
Step 1 (20 seconds): Brainstorm and come up with three to five quality examples.
Do not choose a side before you come up with examples. This is extremely importa
nt because without examples you will not be able to complete your essay. In othe
r words, your opinion does not matter unless you can support it. Let your exampl
es dictate which side you choose not the other way around.
Step 2 (10 seconds): Agree or disagree with the prompt.
Now that you have three to five examples, it is time for you to take a stance. A
gree or disagree with the prompt. If it is an open-ended question, by now you sh
ould have come up with a response.
Step 3 (1 minute): Write your thesis:
Follow this simple formula to write you thesis. Later, you will be allowed to ma
ke it more personal by adding adjectives, examples, etc., but for now, I want yo
u to stick with this. Why? To create a backbone to your thesis writing so you kn
ow exactly what to do and what not to miss.
First, start with the keyword. If the prompt is: "Honesty is always the best pol
icy," then start with "honesty" so your reader/grader knows that you are on poin
t. After your keyword, immediately agree or disagree with the prompt.
For example: Honesty is crucial ... (Agree) OR Honesty can be detrimental ... (D
isagree). Once you've done this, then you have to explain the Why and the How. W

ithout this step, all you are doing is repeating the prompt. You must explain wh
y you agree or disagree with the prompt.
For example: Honesty is crucial to build and maintain trust.
Bad Intros:
1.
2.
3.
4.

Ladies and gentlemen ...

What would Jesus do? ...
Once upon a time ...
"Failure is the mother of success!!!" ...

Step 4 (1 minute): Complete your introduction.

Now spend a minute or so completing your introductory paragraph. Make sure you w
rite at least two sentences but no more than three, as you'll run out of time.
My version: <thesis. several="" examples="" from="" history="" current="" events
="" literary="" works="" classic="" films="" science="" clearly="" demonstrate="
" that="" keyword="" is="" paraphrased="" thesis.="">
For example: Honesty is crucial to build and maintain trust. Several examples fr
om literary works and current events clearly demonstrate that honesty always pre
vails.
That's it. Two sentences are good enough for your essay. I am not saying don't w
rite more, but there is no need to write five to six sentences. It's important t
hat you move on since you only have 25 minutes to complete a full-length essay.
Remember! This is not your typical school essay, in which you have to develop yo
ur thesis and write your thesis at the end of your introductory paragraph. Most
standardized test essays do not work that way. You must get straight to the poin
t, answer the prompt/question, and move on to your examples. That's the only way
you'll finish on time.
Step 5 (1 minute): Write your transitional thesis:
It is time to introduce your first example. Avoid being abrupt. Start with a tra
nsitional phrase that will smoothly transition from your introduction to your bo
dy paragraph 1.
Here are some recommended transitional phrases:
1.
2.
3.
4.
5.
6.

As demonstrated by ...
As shown by ...
In the novel 1984 by George Orwell, ...
In the film Metropolis by Fritz Lang, ...
Through the actions of ...
, Description, ...

Then you have to add a modified version of your thesis. You need to add your exa
mple and blend it with your thesis to make it more relevant.
For example: In the novel 1984 by George Orwell, Winston's rebellious thoughts/a
ctions are direct results of the party's deceptive/dishonest political tactics.
Step 6 (2 minutes): Use accelerated plug-in 1.
This is where the 80:20 Rule really shines. Now that you have pre-researched and
memorized all details related to your example(s), it's time to make full use of
them and plug them in to build volume and persuasive content. Give yourself two

minutes to write at least six sentences of pure supportive details/content. Of

course, all details/content must be relevant to the prompt! If not, you are padd
ing; that will get you not a zero, but a very low score.
Important: Make sure you pepper your plug-in with some statistics, full names, a
nd dates a sure tactic to impress your graders.
AWFUL: "Students should not play PS3 because my mom told me so!"
BAD: "Students should avoid playing PS3 because I play it three to four hours a
day and my GPA is 2.5"
OKAY: "Students should avoid playing PS3 as it may lead to a lower GPA, dependen
cy/addiction to gaming, and distraction from other important activities/duties."
GOOD: "According to the National Behavioral Research Center (NBRC), students who
play PS3 for more than an hour a day will likely develop a Game Dependency Synd
rome, which will negatively affect students' GPA their chances of getting into c
ollege."
Step 7 (1 minute): Provide personal Input (PI).
Now that you've plugged in everything you know about your first example, it's ti
me to make some sense out of it and tie your plug-ins back to the prompt. Withou
t a clear explanation and/or justification of why you plugged in those details,
your paragraph will just be a copy-pasted version of Wikipedia.
Write one to two sentences in your own words about how your plug-ins help suppor
t your thesis.
Suggested transitions:
1. Therefore,
2. Hence,
3. Thus,
For example: Therefore, Winston's actions prove that (government/leaders/country
/party's) dishonesty/deception can lead to societal/widespread chaos and rebelli
on.
Step 8 (8 minutes): Repeat the above process two times.
Remember! You need three examples/three body paragraphs not two. Providing three
examples/body paragraphs is another way to guarantee a double-digit score.
Step 9 (2 minutes): Write a strong conclusion: The power of "indeed."
Your conclusion is extremely important as it is the final piece of information g
raders will read before grading your essay. Think of it as the last impression y
ou leave on your graders the stronger it is, the higher the score. Your conclusi
on must be succinct, to the point, and, most importantly, well crafted. By this,
I mean that you should not leave such an important part of your essay up to imp
rovisation. You must pre-plan for this and create multiple plug-ins.
For example: After a careful analysis of X, Y, Z (Plug-ins), Keyword is "indeed"
Modified Thesis. . .
For example: After a careful analysis of 1984, Of Mice and Men, and Fahrenheit 4
51, one can see that honesty is, indeed, the best policy in building and maintai
ning long-lasting trust. Without honesty, societies can fall into chaos. Staying

true to one another is the only way to prevent such destructive happenings/occu
rrences.
Step 10 (1-2 minutes): Whew! You're almost done.
All you need to do now is go back and make sure you did not make any silly mista
kes. Spend a minute or so revising and proofreading your essay. I've seen so man
y silly mistakes from my students that I must ask you to not make these same mis
takes.
Sample Template
Q: Is honesty always the best policy?
Honesty is crucial to build and maintain trust. Several examples from history/cu
rrent events/science/literary works clearly demonstrate that KEYWORD...
As demonstrated by EXAMPLE 10, . ....................................(six senten
ces)..................................... Therefore/Hence/Thus ...
After a careful analysis of X, Y, and Z, KEYWORD is INDEED crucial to... Had X,
Y, Z been KEYWORD, they would have/not have ...
Universal Template
Make sure the template you build can be applied to all possible personal opinion
prompts. The key is to make it generic/broad enough. For example, Intro Plug-In
: "Several examples from..." is generic enough that you can use it no matter wha
t the prompt.
Time Management
Give yourself less time during practice; 16-18 minutes should do to simulate the
real test. Trust me ... when you take the real test, it is not going to feel li
ke a whole 25 or 30 minutes. Because of all the pressure and anxiety, you will f
eel rushed thus, 16-18 minutes are perfect to prep for this section.
Subjective Nature
Graders are humans after all, and there is no way of predicting how they will re
act to your essay. Even E-raters benchmark their scores on human graded essays.
That is why relying on a proven template is a safer way to go than improvising d
uring the test. Avoid using controversial examples such as those relating to rel
igion, politics, race, and gender. You never know who will be reading and gradin
g your essay.
Length
Some students believe that longer essays get higher scores. This is not true. A
300-word essay that is well-organized and has few grammatical mistakes will alwa
ys be better than a 400-word essay that lacks these qualities. Moreover, longer
essays usually have more grammatical mistakes and less-developed supporting idea
s. The lesson here is this: don't focus so much on length and word count. Instea
d, focus on organization, development of ideas, and use of language.
Legibility
If you are not writing directly on computer, make sure your handwriting is reada
ble. Write legibly and make sure that your writing is not too big or too small.

Vocabulary
Too many students make the mistake of using excessive words in hopes of impressi
ng the graders. Don't be a pretender! only use those words that you are comforta
ble using. Sometimes, it is better to just use simple words as long as you can g
et your point across.
Grammar
You won't be penalized severely as long as you don't make obvious mistakes. Grad
ers understand that you are writing under pressure and that you are only given l
imited minutes to write a full-length essay. Therefore, spend the last few minut
es or so proofreading for obvious/silly mistakes.
Few More Points to Remember
Make Up Any Proof You Want: When you're looking for examples to supporet you
r argument, almost all standardized tests allow you to draw examples from anythi
ng at all. Some of the high-scoring essay writers choose to draw examples from h
istory and litrature, but some of them draw examples from their own lives.
Some Imperfect Grammar and Spelling Are OKay
Details, Details: All high scoring essays sue detail examples to support thi
er claims or arguments.
http://englishtestprepreview.com/toefl-english/toefl-writing-essay-improvement-p
ractice
http://englishtestprepreview.com/toefl-skills/toefl-writing-skills

https://magoosh.com/toefl/2015/magoosh-comics-how-not-to-make-a-sentence/

http://porvir.org/jogo-on-line-ajuda-aprender-ingles-musicas/
The rhetorical mode for an answer may be determined by your instructor. For examp
le, you may be asked to analyze, define, compare/contrast, evaluate, illustrate,
or synthesize the subject of the question, and you need to focus on answering t
he question with an analysis, a definition and so on in order to respond to the
question appropriately.
https://www.youtube.com/watch?v=OAuWkFKbkHo
TOEFL Writing Templates (Independent Essay)
http://www.toeflresources.com/index.php?id=writing-section
http://www.toeflresources.com/index.php?id=beginners-toefl-independent-guide
http://www.poynter.org/how-tos/writing/76067/fifty-writing-tools-quick-list/
http://www.estudarfora.org.br/toefl-a-secao-de-writing-parte-3/

http://www.estudarfora.org.br/toefl-a-secao-de-writing-parte-2/
http://www.estudarfora.org.br/toefl-take-it-easy-a-secao-de-writing/
http://grammar.ccc.commnet.edu/grammar/paragraphs.htm
http://www.englishaula.com/en/ket-supp-exer-30.html
http://www.studygs.net/
http://www.studygs.net/metacognition.htm
Learning to learn:

Your path for most effective learning is through knowing

http://www.englishaula.com/en/ket-supp-exer-30.html
http://www.englishaula.com/en/cae-writing-part-1-article-cambridge-advanced-cert
ificate-in-english.html
http://www.englishaula.com/en/toefl-writing-exam-test-of-english-as-a-foreign-la
nguage-free-video-lessons-and-exercises.php
Writing and testing series
Directives for essays, reports, tests..
"Directives" ask you to answer, or present information, in a particular way.
Review these, and most of all note that there are different ways
of answering a question or writing a paper!
Compare:
Examine qualities, or characteristics, to discover resemblances. "Compare" is us
ually stated as "compare with": you are to emphasize similarities, although diff
erences may be mentioned.
Contrast:
Stress dissimilarities, differences, or unlikeness of things, qualities, events,
or problems.
Criticize:
Express your judgment or correctness or merit. Discuss the limitations and good
points or contributions of the plan or work in question.
Define:
Definitions call for concise, clear, authoritative meanings. Details are not req
uired but limitations of the definition should be briefly cited. You must keep i
n mind the class to which a thing belongs and whatever differentiates the partic
ular object from all others in the class.
Describe:
In a descriptive answer you should recount, characterize, sketch or relate in na
rrative form.
Diagram:

For a question which specifies a diagram you should present a drawing, chart, pl
an, or graphic representation in your answer. Generally you are expected to labe
l the diagram and in some cases add a brief explanation or description.
Discuss:
The term discuss, which appears often in essay questions, directs you to examine
, analyze carefully, and present considerations pro and con regarding the proble
ms or items involved. This type of question calls for a complete and entailed an
swer.
Enumerate:
The word enumerate specifies a list or outline form of reply. In such questions
you should recount, one by one, in concise form, the points required.
Evaluate:
In an evaluation question you are expected to present a careful appraisal of the
problem stressing both advantages and limitations. Evaluation implies authorita
tive and, to a lesser degree, personal appraisal of both contributions and limit
ations.
Explain:
In explanatory answers it is imperative that you clarify and interpret the mater
ial you present. In such an answer it is best to state the "how or why," reconci
le any differences in opinion or experimental results, and, where possible, stat
e causes. The aim is to make plain the conditions which give rise to whatever yo
u are examining.
Illustrate:
A question which asks you to illustrate usually requires you to explain or clari
fy your answer to the problem by presenting a figure, picture, diagram, or concr
ete example.
Interpret:
An interpretation question is similar to one requiring explanation. You are expe
cted to translate, exemplify, solve, or comment upon the subject and usually to
give your judgment or reaction to the problem.
Justify:
When you are instructed to justify your answer you must prove or show grounds fo
r decisions. In such an answer, evidence should be presented in convincing form.
List:
Listing is similar to enumeration. You are expected in such questions to present
an itemized series or tabulation. Such answers should always be given in concis
e form.
Outline:
An outline answer is organized description. You should give main points and esse
ntial supplementary materials, omitting minor details, and present the informati
on in a systematic arrangement or classification.
Prove:
A question which requires proof is one which demands confirmation or verificatio
n. In such discussions you should establish something with certainty by evaluati
ng and citing experimental evidence or by logical reasoning.
Relate:
In a question which asks you to show the relationship or to relate, your answer
should emphasize connections and associations in descriptive form.

Review:
A review specifies a critical examination. You should analyze and comment briefl
y in organized sequence upon the major points of the problem.
State:
In questions which direct you to specify, give, state, or present, you are calle
d upon to express the high points in brief, clear narrative form. Details, and u
sually illustrations or examples, may be omitted.
Summarize:
When you are asked to summarize or present a summarization, you should give in c
ondensed form the main points or facts. All details, illustrations and elaborati
on are to be omitted.
Trace:
When a question asks you to trace a course of events, you are to give a descript
ion of progress, historical sequence, or development from the point of origin. S
uch narratives may call for probing or for deduction.
http://www.studygs.net/essayterms.htm
Vocabulary and spelling series
Transitional Words & Phrases
Using transitional words and phrases
helps papers read more smoothly, and at the same time allows the reader to flow
more smoothly from one point to the next.
Transitions enhance logical organization and understandability
and improve the connections between thoughts. They indicate relations,
whether within a sentence, paragraph, or paper.
This list illustrates categories of "relationships" between ideas,
followed by words and phrases that can make the connections:
Addition:
also, again, as well as, besides, coupled with, furthermore, in addition, likewi
se, moreover, similarly
When there is a trusting relationship coupled with positive reinforcement, the p
artners will be able to overcome difficult situations.
Consequence:
accordingly, as a result, consequently, for this reason, for this purpose,
hence, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore
Highway traffic came to a stop as a result of an accident that morning.
Contrast and Comparison:
contrast, by the same token, conversely, instead, likewise,
on one hand, on the other hand, on the contrary, rather,
similarly, yet, but, however, still, nevertheless, in contrast
The children were very happy. On the other hand, and perhaps more importantly, t
heir parents were very proactive in providing good care.
Direction:
here, there, over there, beyond, nearly, opposite, under, above,

to the left, to the right, in the distance

She scanned the horizon for any sign though in the distance she could not see th
e surprise coming her way.
Diversion:
by the way, incidentally
He stumbled upon the nesting pair incidentally found only on this hill.
Emphasis
above all, chiefly, with attention to, especially, particularly, singularly
The Quakers gathered each month with attention to deciding the business of their
Meeting.
Exception:
aside from, barring, beside, except, excepting, excluding, exclusive of, other t
han, outside of, save
Consensus was arrived at by all of the members exclusive of those who could not
vote.
Exemplifying:
chiefly, especially, for instance, in particular, markedly, namely,
particularly, including, specifically, such as
Some friends and I drove up the beautiful coast chiefly to avoid the heat island
of the city.
Generalizing:
as a rule, as usual, for the most part, generally, generally speaking, ordinaril
y, usually
There were a few very talented artists in the class, but for the most part the s
tudents only wanted to avoid the alternative course.
Illustration:
for example, for instance, for one thing, as an illustration,
illustrated with, as an example, in this case
The chapter provided complex sequences and examples illustrated with a very simp
le schematic diagram.
Similarity:
comparatively, coupled with, correspondingly, identically, likewise, similar, mo
reover, together with
The research was presented in a very dry style though was coupled with examples
that made the audience tear up.
Restatement:
in essence, in other words, namely, that is, that is to say, in short, in brief,
to put it differently
In their advertising business, saying things directly was not the rule. That is
to say, they tried to convey the message subtly though with creativity.
Sequence:
at first, first of all, to begin with, in the first place, at the same time,

for now, for the time being, the next step, in time, in turn, later on,
meanwhile, next, then, soon, the meantime, later, while, earlier,
simultaneously, afterward, in conclusion, with this in mind,
The music had a very retro sound but at the same time incorporated a complex mod
ern rhythm.
Summarizing:
after all, all in all, all things considered, briefly, by and large, in any case
, in any event,
in brief, in conclusion, on the whole, in short, in summary, in the final analys
is,
in the long run, on balance, to sum up, to summarize, finally
She didn't seem willing to sellhttp://www.usingenglish.com/testing/ the car this
week, but in any case I don't get paid until the end of the month.
http://www.usingenglish.com/resources/exam-tips.php
http://www.studygs.net/trans/index.htm
http://www.studygs.net/trans/wrtstr6a.htm
http://www.wiu.edu/users/mfamf/languageinuse/main.html
http://www.wiu.edu/users/mfamf/languageinuse/ewriting.html
http://www.usingenglish.com/testing/
http://studygs.net/motivation/
http://studygs.net/problem/problemsolvingv2.htm
Intelligent Machines
Many of the goods and services we depend on daily are now supplied by intelligen
t, automated
machines rather than human beings. Robots build cars and other goods on assembly
lines, where once
there were human workers. Many of our phone conversations are now conducted not
with people but
with sophisticated technologies. We can now buy goods at a variety of stores wit
hout the help of a
human cashier. Automation is generally seen as a sign of progress, but what is l
ost when we replace
humans with machines? Given the accelerating variety and prevalence of intellige
nt machines, it is
worth examining the implications and meaning of their presence in our lives.
Read and carefully consider these perspectives. Each suggests a particular way o
f thinking about the
increasing presence of intelligent machines.
Perspective One
What we lose with the replacement of people by machines is some part of our own
humanity. Even our mundane daily encounters no longer require from us basic cour
tesy, respect, and tolerance for other people.

Perspective Two
Machines are good at
low-skill, repetitive
jobs, and at high-speed,
extremely precise jobs.
In both cases they work
better than humans.
This ef ciency leads to
a more prosperous and
progressive world for
everyone.
Perspective Three
Intelligent machines
challenge our
long-standing ideas
about what humans are
or can be. This is good
because it pushes both
humans and machines
toward new, unimagined
possibilities.
Essay Task
Write a uni ed, coherent essay in which you evaluate multiple perspectives on the
increasing presence of intelligent machines. In your essay, be sure to:
analyze and evaluate the perspectives given
state and develop your own perspective on the issue
explain the relationship between your perspective and those given
Your perspective may be in full agreement with any of the others, in partial
agreement, or wholly different. Whatever the case, support your ideas with logic
al
reasoning and detailed, persuasive examples.
Planning Your Essay
Your work on these prewriting pages will not be scored.
Use the space below and on the back cover to generate ideas and plan your essay.
You may wish to
consider the following as you think critically about the task:
Strengths and weaknesses of the three given perspectives
What insights do they offer, and what do they fail to consider?
Why might they be persuasive to others, or why might they fail to persuade?
Your own knowledge, experience, and values
What is your perspective on this issue, and what are its strengths and weaknesse
s?
How will you support your perspective in your essay?
Sample Essay 6
Ideas and Analysis: Score = 6
Development and Support: Score = 6
Organization: Score = 6
Language Use and Conventions: Score = 6
Begin WRITING TEST Here.
Advances in technology have become so widely accepted in todays culture that ver
y few people are willing to pause to consider the consequences. People get so ex
cited about what new technologies can offer that they forget to question whether
there might be any negative effects. Without caution and deliberation, replacin

g the natural with the mechanical would undoubtedly be disasterous.

The economic implications of the potential mechanical takeover alone should be
enough to dissuade anyone from moving too fast. In the event the robots are more
widely used in the workplace, humans would surely be replaced. At first, busine
sses would benefit from the efficiency of robots, but eventually a depressed job
market would lead to a population that struggles just to feed themselves and th
eir families, let alone purchase the products these robots make. In the long run
, society will suffer if it does not take care to prevent the economic consequen
ces of giving everything over to machines.
Our careless use of automation has already taken a toll on our culture. People
have been interacting with automation in nearly every aspect of their lives, whe
ther it be shopping, banking, or the use of a telephone. The effect of this is o
bvious: basic respect for our fellow man is all but absent today because of incr
eased interaction with automation. Why treat a machine with kindness? It suffers
no emotional or psychological damage. In a culture saturated with automation, w
e get used to treating machines rudely, and we begin to treat each other rudely.
This of course leads to all sorts of issues, like intolerence and incivility, a
nd in the long run, results in the complete degradation of culture.
Even in the face of these obstacles, some people argue that the increasing inte
lligence of todays machines is a good thing. After all, machine power can decreas
e the human work load. Computer processers double in power and ability every yea
r. Computers are projected to reach human intelligence by as soon as 2025. The i
mplications of this shift are unknown, but one thing is for certain. We are movi
ng into this change too fast to anticipate and prevent damage to the human speci
es. We are approaching this change too quickly for any sort of safety net to be
built. Because of this, it is important that we as a species slow down our techn
ological development so that we might consider all the implications of a change
this big. We must figure out how to handle negative societal and cultural conseq
uences before we embrace total integration of automated, intelligent machines.
Decreasing the speed with which we incorporate mechanical influence is importan
t because of the potential dangers that lurk in blind acceptance. Not only does
the preference of the mechanical over the natural interfere with the job market
and the economy, but its use also has the potential to seriously degrade our cul
ture as a whole. In combination with the uncertainty surrounding the increasing
intelligence of machines, it is most assuredly better for the human species that
technological progress be slowed so that we can, if necessary, prevent addition
al damage.
Scoring Explanation
Ideas and Analysis = 6
By framing the issue as a matter of reckless technological abandon, the writer e
stablishes an insightful context for analysis of the issue and its perspectives.
This context informs a nuanced, precise thesis: Though we are inclined to welco
me technological advancement with open arms, the potential dangers that lurk in b
lind acceptance necessitate caution and deliberation as we determine how to make us
e of intelligent machines. In advancing this thesis, the writer examines the eco
nomic and cultural implications of moving too quickly into the age of automation
. In doing so, the writer has generated an argument that critically engages with
multiple perspectives on this issue.
Development and Support = 6
An integrated line of reasoning and illustration effectively conveys the argumen
ts significance by exploring the economic and cultural implications of the mindle
ss incorporation of intelligent machines. Hypothetical examples (In the event th
e robots are more widely used in the workplace) and skillful reasoning (The impl

ications of this shift are unknown, but one thing is for certain. We are moving
into this change too fast to anticipate and prevent damage to the human species)
develop and support the thesis by drawing out and making persuasive its meaning
and importance. The final body paragraph complicates the argument by conceding
both the benefits of machine power and the unprecedented sophistication of moder
n technologies, using these concessions to reinforce the call for moderation and
deliberationas we reach new technological heights, it is even more important tha
t we figure out how to handle potential unintended consequences.
Organization = 6
As with its development and support, a persistent focus on exploring the thesis
benefits the organization of this response. This skillful strategy is driven by
its controlling idea, which shapes the argument as it progresses logically from
a discussion of future economic implications to a treatment of present-day cultu
ral conditions to an examination of opposing viewpoints. Effective transitions b
etween paragraphs reflect this organizing principle (The economic implications o
f the potential mechanical takeover; Our careless use of automation has already
taken a toll on our culture; Even in the face of these obstacles, some people ar
gue that the increasing intelligence of todays machines is a good thing), while t
ransitions within paragraphs serve to clarify and strengthen the writers reasonin
g (At first, but eventually, This of course, After all). All told, this strategy
increases the effectiveness of the argument.
Language Use = 6
Precise vocabulary (societal and cultural consequences, intolerence and incivili
ty, emotional or psychological damage) and a variety of clear sentence structure
s reflect advanced skill in the use of language. So too does the prose itself, w
hich is largely free of errors. Of particular note are the writers strategic styl
istic choices. Words like degrade, depressed, and damage work to establish
Sample Essay 5
Ideas and Analysis: Score = 5
Development and Support: Score = 5
Organization: Score = 5
Language Use and Conventions: Score = 5
Begin WRITING TEST Here.
It is no secret that todays workforce no longer consists entirely of people. Rath
er, machines are being developed to complete many of the tasks which humans have
traditionally done. This can greatly increase productivity and efficiency of si
mple, repetitive tasks. Many people view this as a great positive and point out
that it leads to a more uniform and less expensive product which is better for e
veryone. However, some people are more wary of this popular trend of automating
the workforce and question whether this progress is truely positive. Their conce
rns, though, are outweighed by the benefits these machines offer.
It is the popular view among companies which are moving toward automation that r
obots can do many tasks better than humans. For example, in the automotive indus
try, most of a cars individual components are manufactured by pre-programmed robo
ts which have much greater and more precise output than would be possible for a
human. In addition, robots cut down the cost of production by a considerable amo
unt. If a company hires an employee to complete a simple task for $50,000 per ye
ar but could instead buy a machine for a one time purchase of $30,000, it is far
more cost effective to buy the machine. Lower cost of production means that the
goods produced can now be sold at a lower pricepoint which passes the savings o
n to the consumer. Companies producing goods rightly contend that the use of mac
hines to complete low-skill jobs has only positive impact for everyone.

Beyond these benefits for industry, some believe that machines will shape the fu
ture for the human race. Innovation and invention of new more intelligent machin
es can push us as humans toward new, unimagined possibilities. For example, befo
re the first airplane was invented, people could only dream of human flight, but
at the moment of takeoff, a whole new world of unimaginable possibilities was s
uddenly within our grasp. Through even just that one invention, an entire multibillion dollar a year industry was born, and our lives improved and advanced in
a multitude of ways. Who can know what great advancements may be brought about b
y a more intelligent machine than what we possess today? The possibilities are e
ndless.
There are those who are less enthusiastic about all this progress and advancemen
t. They argue that by not having to interact with fellow humans, we no longer ar
e required to be courteous and have tolerance for others. While this may be true
, this is a minor cost for a major increase in efficiency. Take the example of s
elf checkout systems in grocery stores. Self checkout permits consumers to procu
re their goods and get out of the store quickly. This might seem like a small ti
me-saver, but considering how often this experience is repeated reveals a cumula
tive effect. Across time, consumers end up saving hours, which improves the effi
ciency of their daily lives, allowing them to spend time on things that are of g
reater interest and meaning to them.
Whether humans like it or not, machines are becoming more and popular in the wor
kplace and are decreasing the need for humans to work those jobs. This can lead
to advancement of society, a greater end product or service, and even a lower co
nsumer cost of goods. Many people are frightened of change, but unfortunately fo
r them, the past is gone and now we must look to the future.
Scoring Explanation
Ideas and Analysis = 5
This argument engages productively with multiple perspectives. By viewing each p
erspective through the lens of a particular ideology, the writer establishes and
employs a thoughtful context for analysis. Within this context, the writer arti
culates and addresses implications that range from benefits for industry to effi
ciencies for consumers. Competing views are also evaluated within this framework
of capitalist ideals. The writer grants that intelligent machines reduce human
interactions in places like the grocery store but argues that this is a good thi
ng, as it allows for a more efficient experience for the consumer. In this way,
the writer has addressed two values in tension, and an evaluation of the conflic
t serves to advance the argument.
Development and Support = 5
The essay is focused on its purpose throughout; the entire response works in ser
vice of the larger argument. The reasoning and illustration in each body paragra
ph function to deepen understanding of why the writer believes that the benefits
of intelligent machines outweigh potential drawbacks. In using hypotheticals to
explain her thinking, the writer responds to anticipated questions. For example
, when she claims that robots cut down the cost of production by a considerable
amount, she answers the question of how with an example that illustrates the dif
ference between the ongoing salary of a regular employee and the one-time cost o
f a machine. She extends the idea further by noting that decreased cost of produ
ction means that the goods produced can now be sold at a lower pricepoint which
passes the savings on the consumer, making clear the larger significance of this
point. This careful thought process makes for a compelling, well-developed argu
ment.
Organization = 5
The writer employs a productive organizational strategy. The introduction presen
ts a roadmap for discussion, and this outline serves as a unifying force for the
argument. The argument progresses logically: the writer first establishes benef

its of the increasing presence of intelligent machines and then attempts to stre
ngthen her case by acknowledging and rebutting a counterargument. Transitions ar
e used when necessary and appropriate, making the connections among ideas readil
y apparent and contributing to a smooth, pleasurable read.
Language Use = 5
This response exhibits several markers of advanced language use. Word choice and
sentence structures are precise and diverse, and are used to communicate comple
x ideas with relative concision. A formal, academic tone demonstrates strong com
prehension of the rhetorical situation and works in service of the writers measur
ed argument.
a sense of alarm or dread, which underscores the writers call for consideration o
f the potential consequences she perceives. In the final body paragraph, the wri
ter uses repetitive sentence constructions (We are, We are, We must) as the argu
ment moves into its call for action. These rhetorical flourishes work to clarify
the thesis and make persuasive its implications, thus enhancing the argument.

Use this Sample Basic Essay as a Model

The essay below demonstrates the principles of writing a basic essay. The differ
ent parts of the essay have been labeled. The thesis statement is in bold, the t
opic sentences are in italics, and each main point is underlined. When you write
your own essay, of course, you will not need to mark these parts of the essay u
nless your teacher has asked you to do so. They are marked here just so that you
can more easily identify them.
"A dog is man s best friend." That common saying may contain some truth, but dog
s are not the only animal friend whose companionship people enjoy. For many peop
le, a cat is their best friend. Despite what dog lovers may believe, cats make e
xcellent housepets as they are good companions, they are civilized members of th
e household, and they are easy to care for.
In the first place, people enjoy the companionship of cats. Many cats are affect
ionate. They will snuggle up and ask to be petted, or scratched under the chin.
Who can resist a purring cat? If they re not feeling affectionate, cats are gene
rally quite playful. They love to chase balls and feathers, or just about anythi
ng dangling from a string. They especially enjoy playing when their owners are p
articipating in the game. Contrary to popular opinion, cats can be trained. Usin
g rewards and punishments, just like with a dog, a cat can be trained to avoid u
nwanted behavior or perform tricks. Cats will even fetch!
In the second place, cats are civilized members of the household. Unlike dogs, c
ats do not bark or make other loud noises. Most cats don t even meow very often.
They generally lead a quiet existence. Cats also don t often have "accidents."
Mother cats train their kittens to use the litter box, and most cats will use it
without fail from that time on. Even stray cats usually understand the concept
when shown the box and will use it regularly. Cats do have claws, and owners mus
t make provision for this. A tall scratching post in a favorite cat area of the
house will often keep the cat content to leave the furniture alone. As a last re
sort, of course, cats can be declawed.
Lastly, one of the most attractive features of cats as housepets is their ease o
f care. Cats do not have to be walked. They get plenty of exercise in the house
as they play, and they do their business in the litter box. Cleaning a litter bo
x is a quick, painless procedure. Cats also take care of their own grooming. Bat
hing a cat is almost never necessary because under ordinary circumstances cats c

lean themselves. Cats are more particular about personal cleanliness than people
are. In addition, cats can be left home alone for a few hours without fear. Unl
ike some pets, most cats will not destroy the furnishings when left alone. They
are content to go about their usual activities until their owners return.
Cats are low maintenance, civilized companions. People who have small living qua
rters or less time for pet care should appreciate these characteristics of cats.
However, many people who have plenty of space and time still opt to have a cat
because they love the cat personality. In many ways, cats are the ideal housepet
.
Home
Return to the essay home page.
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Email Me
All Rights Reserved
Write the Introduction and Conclusion
Your essay lacks only two paragraphs now: the introduction and the conclusion. T
hese paragraphs will give the reader a point of entry to and a point of exit fro
m your essay.
Introduction
The introduction should be designed to attract the reader s attention and give h
er an idea of the essay s focus.
Begin with an attention grabber.
The attention grabber you use is up to you, but here are some ideas:
Startling information
This information must be true and verifiable, and it doesn t need to be totally
new to your readers. It could simply be a pertinent fact that explicitly illustr
ates the point you wish to make.
If you use a piece of startling information, follow it with a sentence or two of
elaboration.
Anecdote
An anecdote is a story that illustrates a point.
Be sure your anecdote is short, to the point, and relevant to your topic. This c
an be a very effective opener for your essay, but use it carefully.
Dialogue
An appropriate dialogue does not have to identify the speakers, but the reader m
ust understand the point you are trying to convey. Use only two or three exchang
es between speakers to make your point.
Follow dialogue with a sentence or two of elaboration.
Summary Information
A few sentences explaining your topic in general terms can lead the reader gentl
y to your thesis. Each sentence should become gradually more specific, until you
reach your thesis.
If the attention grabber was only a sentence or two, add one or two more sentenc
es that will lead the reader from your opening to your thesis statement.
Finish the paragraph with your thesis statement.
Conclusion
The conclusion brings closure to the reader, summing up your points or providing
a final perspective on your topic.
All the conclusion needs is three or four strong sentences which do not need to
follow any set formula. Simply review the main points (being careful not to rest
ate them exactly) or briefly describe your feelings about the topic. Even an ane

cdote can end your essay in a useful way.

The introduction and conclusion complete the paragraphs of your essay.
Don t stop just yet! One more step remains before your essay is truly finished.
Proceed Go on to the next step. Return Return to the previous step.
Return to the essay home page.
This site created by Kathy Livingston
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All Rights Reserved

Home

http://www.theeasyessay.com/
The Easy Essay
or
Where was this when I was in school?
Most Common TOEFL Essay Mistakes, Part 1
TestMagic has given score estimates to thousands of TOEFL essays since 1998, bot
h on-line and in our TOEFL classes. Over the years, we have seen a lot of the sa
me mistakes over and over again, and have put together some tips to help you.
Here s the first mistake, although it is not necessarily the most common mistake
or the most important one:
Failure to restate the topic
{Content2}
We see a lot of essays that start like this:
Yes, I agree wholeheartedly with this point. This issue is a very important one,
and I agree with it for several important reasons.
First,
Can you figure out why this essay introduction is not good? It sounds pretty goo
d. The grammar is good. So what s wrong with it?
This introduction is not good for the TOEFL because it does not introduce the re
ader to the topic. In other words, after we read this introduction, we are not s
ure what the essay is going to be about.
The person who writes an essay introductoin like this is probably thinking that
the reader already knows the essay prompt (the "question" or topic of the essay)
and doesn t think that she needs to restate the topic.
For the TOEFL essay, it is most certainly true that the reader of your essay doe
s know what the essay prompt is, but the TOEFL test taker must still introduce t
he topic of the essay in the introduction.
The rule of thumb in English (our English teachers tell us this over and over) i
s that we should write the essay as if the reader had no previous knowledge of t
he topic we are writing about. This means that you should be sure to restate the
essay prompt (it s best to paraphrase the prompt, not copy it word for word) an
d to explain the things in the essay that the average reader would not know abou
t.

If you really do not know how to restate the topic, and you only need a TOEFL sc
ore of 4.0 or maybe 5.0, you could simply copy part of the prompt in your introd
uction.
Let s look at the simplest way to do this.
Imagine that our TOEFL essay topic is something like "do you agree or disagree t
hat learning about the past is not important?"
In a perfect world, you would paraphrase (restate in your own words) the essay p
rompt when you wrote your introduction, something like this:
Although many believe that we should live in the present, I strongly believe tha
t the past holds valuable lessons for everybody to learn.
First, ...
However, for some people, doing this may be difficult, especially if they are st
ill learning English. (Actually, we re all still learning English, but you know
what I mean.)
So, if you need something simpler, the easiest way to restate the topic would be
to copy the words exactly as they appear in the essay prompt, but make them fit
in your introduction:
I strongly disagree that learning about the past is not important. This issue is
a very important one, and I disagree with it for several important reasons.
First,
This intro is not great writing, but it at least tells us what the essay is goin
g to be about.
That s it for this tip. I hope it helped!

Quiz: Answers
1. ______ not very healthy.
A Eaten cookies is
B Eating cookies are
C Eating cookies which are
D Eating cookies is
The grammar point in question is this: Is eating a present participle or a gerun
d? In this case eating is a gerund and is the subject of the verb is. This one c
an be tricky to explain and to understand, so if you have any questions, please
post them in our forum.
2. Your job is ______ your TOEFL score.
A working hard and raising
B which works hard and raising

C worked hard and raised

D to work hard and raise
The grammar rule you need to know is this:
job + BE-VERB + INFINITIVE
Remember that synonyms of job follow the same rule: task, function, duty, etc.
3. The population of the US is ______.
A greater than Canada
B more than the population Canada
C greater than that of Canada
D greater than Canada s one
This question tests you on comparisons. We sometimes
ion as an "apple and oranges" question. In this type
pare two populations. The that in C is a pronoun and
u chose A, you were comparing population and Canada,
al.

refer to this type of quest

of question, we need to com
refers to population. If yo
which ETS considers illogic

4. You make ______.

A me happily
B me happy
C happy me
D me to happy
For this one we need to remember this rule:
make + NOUN + COMPLEMENT (usually an adjective or noun)
The complement modifies the second noun (me), so we should use an adjective or a
nother noun, NOT an adverb.
5. Mother Theresa dedicated ______ the poor.
A her life and helped
B her life to helping
C her help and life
D to help
People miss this one because they think that after to we need the base form of t
he verb. However, to can also be a preposition, so we need to remember when to i
s a preposition and when it s part of the infinitive.
6. The guy ______ my brother.
A you saw was

B that saw
C who saw
D that saw you
Grammar point: that is sometimes optional in adjective clauses. When is it optio
nal, you ask? When the head noun is the object or complement of the subordinate
verb. Did you get that??? Better ask Erin Billy in the forum...
7. You are the first person ______ I am funny.
A to tell me
B telling me that
C who telling me
D that tells me to be
Important grammar pattern:
first + NOUN + infinitive
This is on the TOEFL a lot, and a lot of students ask TestMagic about this, so y
ou should be familiar with this pattern.
8. ______ pretty funny.
A You said
B You said that
C What you said was
D The thing
Grammar focus: NOUN CLAUSE as SUBJECT of the verb. People tend to miss questions
when the subject is a noun clause.
9. ______ a new student.
A The room came
B The room came into
C Into the room came
D Came into the room
Grammar point: Inversion. People mess up on inversion and ellipsis more than the
y do on any other grammar points on ETS s tests. If you re shooting for a high s
core, learn this!
10. Robin Hood stole from ______ poor.
A rich and gave
B the rich and gave to the
C the rich and giving

D rich and the

And last but not least, we need to remember that we can do this in English:
the + adjective = adjective people
So:
the rich = rich people
the poor = poor people
the gifted and talented = gifted and talented people

http://www.ets.org/toefl/ibt/prepare/quick_prep/
http://www.grammarbank.com/toefl-grammar-test.html
http://www.grammarbank.com/grammar-quizzes.html
http://www.studyenglishtoday.net/Tests/toefl-structure-test1.html
teste quiz com resposta na hora e score

http://www.studyenglishtoday.net/future-continuous-tense.html
https://www.4tests.com/exam/toefl/2/
with explanation
Section: Structure
3)
New York is a large city, _____?
aren t it
doesn t it
won t it
isn t it
Explanation
A tag question uses the same verb as the main part of the sentence. If the main
part is positive, the negative form is used; if it is negative, the positive for
m is used in the tag.
http://www.englishpage.com/conditional/conditionalintro.html
http://www.englishpage.com/conditional/mixedconditional.html
Verbs in green are in the Present Unreal Conditional.
Verbs in red are in the Past Unreal Conditional.
Verbs in purple are in the Future Unreal Conditional.
Mixed Conditional Patterns

PAST
PRESENT
Examples:
If I had won the lottery, I would be rich.
But I didn t win the lottery in the past and I am not rich now.
If I had taken French in high school, I would have more job opportunities.
But I didn t take French in high school and I don t have many job opportunities.
http://esl.about.com/od/englishgrammar/
http://esl.about.com/library/quiz/bl_advancedreview.htm?lastQuestion=1&answers=1
&submit=Next+Question+%3E%3E&ccount=1
https://www.ego4u.com/en/cram-up/grammar/conditional-sentences/exceptions/exerci
ses?05
https://www.ego4u.com/en/cram-up/grammar/conditional-sentences/exceptions/exerci
ses
http://www.learnenglishfeelgood.com/conditional-future-present1.html#
http://esl.about.com/od/teaching_tenses/a/How-To-Teach-Present-Continuous.htm
http://esl.about.com/od/grammarstructures/ig/Tenses-Chart/presperf3.htm#step-hea
ding

Zero Conditional
When we talk about things that are generally or always true, we can use:
If/When/Unless plus a present form PLUS present simple or imperative
If he gets there before me, ask him to wait.
When you fly budget airline, you have to pay for your drinks and snacks.
Unless you need more space, a small car is big enough for one person.
Note that we are not talking about a specific event but something which is gener
ally true.
In the condition clause, we can use a variety of present forms. In the result cl
ause, there can only be the present simple or imperative.
If you visit London, go on the London Eye.
If unemployment is rising, people tend to stay in their present jobs.
If you ve done that, go and have a coffee.
When you go on holiday, take plenty of sun cream. It ll be very hot.
When I m concentrating, please don t make so much noise.
When I ve finished an article, I always ask Kate to read it through.
Notice that unless means the same as if not .
Unless he asks you politely, refuse to do any more work on the project.
Unless prices are rising, it s not a good investment.
Unless you ve been there yourself, you don t really understand how fantastic it
is.

Return to List of Grammar Lessons

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http://www.bbc.co.uk/worldservice/learningenglish/grammar/grammar_challenge/
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