Section C: Argumentative Essay
Drafting
- Step by step ideas
- One key discussion - > one body
paragraph
Example:
Introduction Meeting ID: 245 216 5394
- Paraphrase Passcode:
the question + your team
opinion (agreement)
- this is to answer the question and state the purpose of the Essay
(in order to agree or disagree with the statement)
Example:
Modern life impacts Teenage Mental Health. To what extent do you agree with
this statement? [30]
It has always been the modern society that has been affecting
teenagers' mental health [paragraphising] and I agree with this
statement. [agreement or disagreement]
Hook
- it is an opening statement in essays to grab the reader's
attention.
- It can be added in the introduction paragraph of the
argumentative essays as background information.
- Adding a hook is optional, but be careful with them, as too much
can lose you marks.
- For example, a hook should not be off-topic and you should not tell
‘stories’ with a hook.
1
Example (with
hook):
Body paragraphs
You can structure the body paragraphs in different ways.
Here is an example:
1. a claim, the main idea of the paragraph
- This is your main idea for the whole paragraph.
- Follow the rule of ‘one idea, one paragraph’. Don’t add
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several ideas, ID:paragraph
in one 245 216 5394
- It is not that several main ideas are not okay, but it is harder
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to cover multiple points in team
a single paragraph and your
paragraph will not be centralized and organized
2. Reason that supports the first sentence
- Why your claim is valid.
3. Supporting sentences or examples
- Make your argument stronger, and more logical
4. Add a conclusion sentence at the end
- Example: Therefore, I strongly argue that teenagers' mental
health is being affected according to the perspective of
the education by their parents.
[or] You can also add a Rhetorical Question to make your
argument strong
- Example: Hence, won't you agree that modern schools
that focus mostly on academic grades would impact
teens' mental health negatively?
5. Counter argument
- A sentence that states the opposite opinion of your main
idea, to imply that there might be an other ‘opposite
viewpoint’, but your point is better than that.
2
- This usage makes your argument stronger; however, it is
recommended to use it only once, usually in the paragraph
before the conclusion
Example:
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Example (with counter ID: 245 216 5394
argument):
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Tips for body paragraphs
*The sentences of the body paragraph should be connected with
one another ( for example, A follows B, B follows C, and so on…)
*Clarity of your argument is the key
*Use several persuasive devices and strong words (such as ‘I am
convinced’) to strengthen your argument. Avoid uncertain tones such
as ‘can, could’.
3
Conclusion
- Conclusion(judgment) + writer's opinion (or a strong advice)
- Use Umbrella Term
- Add your final word (advice) to the reader to leave a strong
impression
Umbrella term
- A word or a phrase that would cover all the related things under
a specific field
- Example: The word ‘furniture’ would be the umbrella term of
the words ‘tables’, ‘chairs’, ‘beds’, ‘closets’, etc..
Example:
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4
[Link] Phrases for Essay
Writing
This file focuses on transitional phrases that help
structure essays logically and coherently. These
phrases are categorized based on their purpose:
• First Paragraph: "Firstly," "To begin with,"
"Initially," etc.
• Order: "Secondly,"
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conclusion," etc. Passcode: team
• Addition: "Additionally," "Furthermore,"
"Moreover," etc.
• Giving Examples: "For instance," "For example,"
"To illustrate," etc.
• Highlighting Importance: "Significantly,"
"Crucially," "Indeed," etc.
• Counter Argument: "However," "On the other
hand," "In contrast," etc.
• Expressing Consequences: "As a result,"
"Therefore," "Thus," etc.
These phrases help writers connect ideas smoothly
and maintain a logical flow in their essays.
2. Tone and Register of
Argumentative Writing
This file emphasizes the importance
of tone and register in argumentative essays:
• Tone:
• Be confident and avoid uncertainty.
• Use formal language and avoid slang or
conversational
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• Focus on logical reasoning
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rather than personal opinions.
• Register:
• Use formal vocabulary (e.g., "a significant
number of individuals" instead of "a lot of
people").
• Avoid contractions (e.g., "do not" instead of
"don’t").
• Write in the third person (e.g., "he," "she,"
"they") and avoid "I" or "you" unless necessary.
• Use complex sentences but ensure clarity.
3. Making a Strong Point in
Argumentative Writing
• Topic Sentence: Must be clear, formal, and directly
answer the essay question.
• Supporting Sentences:
Use statistics, examples, facts, quotations,
and appeals to emotion to strengthen your argument.
• Persuasive Concluding Sentence: End each
paragraph withMeeting ID: 245 216
a persuasive 5394
statement (e.g., "I am
convinced that..."). Passcode: team
• Rhetorical Devices: Use rhetorical questions, cause-
and-effect reasoning, and historical references to make
your argument more compelling.
The file also differentiates between facts and opinions,
emphasizing the importance of using verifiable evidence
in argumentative writing.
4. Structure of Argumentative Writing
This file outlines the structure of an argumentative
essay:
• Introduction:
• Paraphrase the question and state your opinion
(agreement or disagreement).
• Optionally, include a hook to grab the reader's
attention (but avoid being off-topic).
• Body Paragraphs:
• Follow the rule of "one idea, one paragraph."
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• Each paragraph 245 216
should 5394
include:
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• A claim (main team
idea).
• A reason supporting the claim.
• Examples or evidence.
• A concluding sentence or rhetorical question.
• Include a counter-argument in one paragraph to
strengthen your position.
• Conclusion:
• Summarize your argument and provide a final
judgment or advice.
• Use an umbrella term to cover all related points
discussed in the essay.
Key Takeaways for IGCSE English
Language B Essays:
[Link] Transitional Phrases: These help organize your
essay and make it flow smoothly.
[Link] a Formal Tone: Avoid slang, contractions,
and personal pronouns unless necessary.
[Link] Your Essay Clearly: Follow the
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introduction-body-conclusion 5394 with one main
format,
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idea per paragraph.
[Link] Your Arguments: Use facts, statistics,
examples, and quotations to make your points
stronger.
[Link] Counter-Arguments: Acknowledging
opposing views makes your argument more balanced
and persuasive.
[Link] with a Strong Conclusion: Summarize your
points and leave the reader with a final thought or
advice.
We Are Never Too Old to Try Something New
The statement, “We are never too old to try something new,”
is one that resonates deeply in a world where lifelong learning and
personal growth are increasingly valued. I strongly agree with this
statement, as age should never be a barrier to exploring new
opportunities, acquiring new skills, or embracing change. Whether it is
learning a new language, starting a new career, or pursuing a hobby,
the willingness to try something new can lead to personal fulfillment,
mental agility, and even improved health.
Firstly, trying something new at any age can have
significant mental and emotional benefits. As people grow older,
they often fall into routines that, while comfortable, can lead to
stagnation. Engaging Meeting ID: 245 216
in new activities 5394 the brain, keeping it
challenges
active and sharp. For instance,Passcode:
studiesteam
have shown that learning a new
skill in later life, such as playing a musical instrument or painting, can
improve cognitive function and delay the onset of age-related mental
decline. Moreover, the sense of accomplishment that comes from
mastering something new can boost self-esteem and provide a
renewed sense of purpose.
Secondly, age should not be seen as a limitation but rather
as an opportunity for growth. Many individuals have achieved
remarkable feats later in life, proving that it is never too late to pursue
dreams. For example, Colonel Sanders founded Kentucky Fried Chicken
(KFC) in his 60s after a lifetime of various jobs. Similarly, Vera Wang, a
renowned fashion designer, did not enter the fashion industry until she
was 40. These examples demonstrate that age is merely a number and
that determination and curiosity can lead to success at any stage of
life.
However, some may argue that older individuals
face physical or societal limitations that make it difficult to try new
things. While it is true that aging can bring certain challenges, such as
reduced mobility or health issues, these obstacles can often be
overcome with adaptation and support. For instance, technology has
made it easier than ever for older adults to learn new skills online,
connect with others, and explore new interests from the comfort of
their homes. Additionally, societal attitudes are gradually shifting, with
more emphasis being placed on the value of older individuals’
contributions to society.
In conclusion, I firmly believe that we are never too old to try
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1. Communication and Clarity (AO4)
• Level 5 (17–20 marks): The essay
communicates clearly and perceptively. It is sharply
focused on the purpose of the question and maintains a
formal, engaging tone throughout.
• The introduction clearly states the writer's
agreement with the statement and sets up the
argument.
• Each paragraph flows logically, with clear topic
sentences and supporting evidence.
• The conclusion reinforces the writer's viewpoint and
leaves a strong impression.
2. Purpose and Audience Awareness
• The essay demonstrates a secure realization of
purpose (to argue that age is not a barrier to trying new
things) and addresses the intended reader effectively.
• The writer uses persuasive language (e.g., "I
strongly agree," "I firmly believe") to engage the
reader and make the argument compelling.
• The essay balances personal
reflection with broader societal examples (e.g.,
Colonel Sanders, Vera Wang) to appeal to a wide
audience.
3. Form, Tone, and Register
• The essay uses formal tone and
register appropriately, as required for argumentative
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writing.
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• There are no contractions, slang, or informal
expressions.
• The vocabulary is advanced and precise (e.g.,
"cognitive function," "stagnation," "self-esteem").
• The essay maintains a confident and respectful
tone, especially when addressing counter-
arguments.
4. Structure and Organization
• The essay follows a clear structure:
• Introduction: Paraphrases the question and states
the writer's position.
• Body Paragraphs:
• Discusses the mental and emotional
benefits of trying new things at any age.
• Provides examples of individuals who
achieved success later in life.
• Addresses counter-arguments (e.g., physical
limitations) and refutes them.
• Conclusion: Summarizes the argument and ends
with a strong, memorable statement.
5. Use of Evidence and Examples
• The essay uses relevant and credible evidence to
support its points:
• Scientific evidence: References to studies about
cognitive benefits of learning new skills.
• Real-life examples: Colonel Sanders and Vera
Wang as proof that age is not a barrier to success.
• Counter-argument: Acknowledges potential
limitations but provides solutions (e.g., technology
enabling older adults to learn new skills).
6. Word Count and Focus
• The essay is approximately 400
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5394 as required, and
stays tightly focusedPasscode:
on the team
question without digressing.
Suggestions for Improvement
While the essay is strong, it could be improved slightly by:
[Link] more specific statistics or studies to
strengthen the evidence (e.g., citing a specific study
about cognitive benefits).
[Link] the counter-argument section to make
the refutation even more persuasive.
[Link] more transitional phrases (e.g., "Furthermore,"
"In addition") to enhance coherence.
Final Assessment
This essay would likely score in the Level 4 or Level 5
range (13–20 marks) for AO4, depending on the
examiner's strictness. It effectively communicates the
writer's viewpoint, uses appropriate tone and register, and
provides strong evidence to support the argument. With
minor improvements, it could achieve a perfect score
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Alignment with Indicative Content
[Link] to Keep Brains Active:
1. The essay discusses how trying new things
can improve cognitive function and delay
mental decline, which aligns with the idea of
keeping brains active.
[Link] of Older People Trying New
Things:
1. The essay provides real-life
examples (Colonel Sanders and Vera Wang)
to support the argument that age is not a
barrier to success.
[Link]-Arguments:
1. The essay acknowledges potential challenges
for older individuals, such as physical
limitations and societal attitudes, but
[Link] Interpretation:
1. The essay takes a balanced approach,
agreeing with the statement while addressing
potential counter-arguments, which fits the
open-ended nature of the question.
Areas for Improvement to Better Match
Indicative Content
While the essay covers many aspects of the
indicative content, it could be strengthened by
including more of the suggested points:
[Link] Examples of Older People:
1. Add additional examples of older individuals
who have tried something new, such
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as Grandma Moses (who started painting in
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her late 70s) or Fauja Singh (who took up
marathon running in his 80s).
[Link] Limitations:
1. Expand on the counter-argument
about physical limitations by mentioning
specific activities that might be challenging
for older individuals (e.g., extreme sports)
and how they can still explore less physically
demanding alternatives.
[Link] and Resources:
1. Discuss how older individuals often
have more time and financial resources to
pursue new interests, which can make it
easier for them to try something new.
[Link] Struggles:
1. Address the point about older people
struggling with new technology and suggest
ways to overcome this (e.g., community
classes, simplified devices).
Revised Essay Outline with Additional Indicative
Content
Here’s how the essay could be revised to include more of
the indicative content:
Introduction:
• Paraphrase the statement and clearly state your
agreement.
• Briefly mention the benefits of trying new things at any
age.
Body Paragraph 1: Mental and Emotional Benefits:
• Discuss how trying new things keeps the brain active and
improves cognitive function.
• Mention studies or statistics about the benefits of lifelong
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learning.
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Body Paragraph 2: Examples of Older Individuals:
• Provide examples of people who achieved success later
in life (e.g., Colonel Sanders, Vera Wang, Grandma
Moses, Fauja Singh).
• Highlight how their achievements prove that age is not a
barrier.
Body Paragraph 3: Time, Resources, and
Opportunities:
• Explain how older individuals often have more time,
better organization, and financial resources to pursue
new interests.
• Discuss how retirement can be an opportunity to explore
passions.
Body Paragraph 4: Counter-Arguments and
Refutation:
• Acknowledge potential challenges (e.g., physical
limitations, struggles with technology).
• Suggest solutions (e.g., adaptive activities, community
support, simplified technology).
Example of a Revised Paragraph (Body
Paragraph 4)
Original:
"However, some may argue that older individuals
face physical or societal limitations that make it
difficult to try new things. While it is true that aging
can bring certain challenges, such as reduced
mobility or health issues, these obstacles can often
be overcome with adaptation and support.”
Revised:
"However, some may argue that older individuals
face physical or societal limitations that make it
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difficult to try new things. For example, extreme
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sports or highly physical activities may be
challenging for older adults due to reduced mobility
or health concerns. Additionally, some older
individuals struggle with new technology, which can
limit their ability to explore modern opportunities.
Despite these challenges, solutions exist. Adaptive
activities, such as yoga or swimming, can provide
physical benefits without excessive strain.
Moreover, community classes and simplified devices
can help older adults overcome technological
barriers. These adaptations demonstrate that age-
related challenges can be managed, allowing
individuals to continue exploring new interests.”
Final Thoughts
By incorporating more of the indicative content,
the essay would become even more comprehensive
and aligned with the expectations for Question 9.
The revised version would likely achieve a Level 5
(17–20 marks) for AO4, as it would demonstrate
Common Fields for Argumentative Writing Questions
[Link] and Social Media:
1. Examples:
1. “Social media has more negative effects than positive
ones.” Do you agree?
2. “Technology has made our lives easier, but it has also
made us more dependent on it.” To what extent do you
agree?
2. Why it’s common: Technology and social media are highly
relevant to students' lives, making it easier for them to
relate and provide examples.
[Link] and Learning:
1. Examples:
1. “Schools should focus more on practical life skills than
academic subjects.” Do you agree?
2. “Homework is unnecessary and should be abolished.”
Discuss. Meeting ID: 245 216 5394
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2. Why it’s common: Education is a central part of students'
lives, and these topics allow them to reflect on their own
experiences.
[Link] and Sustainability:
1. Examples:
1. “Individuals should take more responsibility for
protecting the environment.” Do you agree?
2. “Governments should prioritize renewable energy over
fossil fuels.” To what extent do you agree?
2. Why it’s common: Environmental issues are globally
significant, and students are often exposed to these topics in
school and media.
[Link] and Lifestyle:
1. Examples:
1. “Fast food should be banned to improve public health.”
Do you agree?
2. “Exercise is more important than diet for maintaining
good health.” Discuss.
2. Why it’s common: Health and lifestyle topics are personal
and relatable, allowing students to draw from their own
experiences.
[Link] and Culture:
1. Examples:
How Students Can Focus Their Preparation
[Link] the Marking Criteria:
1. Focus on AO4 (Communication and Style): Use
formal tone, clear structure, and persuasive
language.
2. Ensure your essay has a clear stance, strong
arguments, and counter-arguments.
[Link] Common Topics:
1. Write essays on the common fields listed above
(technology, education, environment, health,
society).
2. Use past papers and sample questions to familiarize
yourself with the types of topics asked.
[Link] Strong Arguments:
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1. For each topic, brainstorm 2–3 main
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arguments and 1–2 counter-arguments.
2. Use real-life examples, statistics,
and hypothetical scenarios to support your points.
[Link] Vocabulary and Style:
1. Learn formal and advanced vocabulary (e.g.,
“significant,” “crucial,” “detrimental”).
2. Practice using transitional phrases (e.g.,
“Furthermore,” “In contrast,” “As a result”) to
improve coherence.
[Link] and Structure Essays:
1. Follow a clear structure:
[Link]: Paraphrase the question and state
your stance.
[Link] Paragraphs: Present arguments with
evidence and address counter-arguments.
[Link]: Summarize your points and end
with a strong statement.
2. Spend 5–10 minutes planning before writing.
[Link] and Analyze Model Essays:
1. Study high-scoring essays to understand what makes
them effective.
2. Pay attention to how arguments are presented, how
evidence is used, and how counter-arguments are
addressed.
[Link] Management:
3. Practice writing essays within the 45-minute time
limit to build speed and confidence.
4. Allocate time for planning, writing, and proofreading.
[Link] Updated on Current Issues:
5. Read news articles, opinion pieces, and essays on
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contemporary topics to gather ideas and examples.
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6. This will help you provide relevant and up-to-date
evidence in your essays.
Example of a Focused Preparation Plan
• Week 1: Practice essays on technology and social
media topics. Focus on structuring arguments and using
formal language.
• Week 2: Practice essays on education and
learning topics. Work on incorporating real-life examples
and counter-arguments.
• Week 3: Practice essays on environment and
sustainability topics. Focus on using statistics and
persuasive language.
