Writing & Speaking Templates

Between OPTION 1 and OPTION 2, I much prefer YOUR CHOICE. While OTHER OPTION has its merits, I find YOUR CHOICE to be better because REASON FOR PREFERENCE. To illustrate, PERSONAL EXPERIENCE/EXAMPLE.

I would definitely choose YOUR CHOICE. The biggest benefit of this choice is MAIN BENEFIT. For instance, EXAMPLE OF BENEFIT. Additionally, it allows for SECONDARY ADVANTAGE because EXPLANATION OF SECONDARY ADVANTAGE.

Given the options, I strongly believe that YOUR CHOICE is the better path. This is primarily due to its significant impact on AREA OF IMPACT. Let me explain: EXPLANATION/EXAMPLE 1. Also, it contributes to ADDITIONAL POSITIVE OUTCOME.

TOPIC SENTENCE — State your choice or opinion clearly in the first sentence

"I prefer / think / believe / would choose OPTION / POSITION because BRIEF REASON."

0–5 s — POSITION. Start within one second of the beep.

"I'd definitely choose OPTION, mainly because ONE-CLAUSE REASON."

0–6 s — TAKE A SIDE ON THE STATEMENT

"I agree / disagree with that. RESTATE THE POSITION IN YOUR OWN WORDS — do not repeat the prompt verbatim."

I AGREE/DISAGREE with the statement that STATEMENT. I feel this way for two main reasons. First, REASON 1. For example, DETAIL 1. Second, REASON 2. This is because DETAIL 2. Therefore, I believe REITERATE POSITION.

Personally, I AGREE/DISAGREE that STATEMENT. My primary reason is that REASON RELATED TO PERSONAL IMPACT. I've found this to be true because PERSONAL EXAMPLE/EXPERIENCE. Also, ADDITIONAL PERSONAL IMPACT/BENEFIT. For instance, SECOND PERSONAL EXAMPLE. So, for these reasons, I support POSITION.

I definitely AGREE/DISAGREE with the idea that STATEMENT. I think this is because GENERAL REASON 1. Specifically, EXPLANATION/IMPLICATION 1. Furthermore, GENERAL REASON 2. This often leads to EXPLANATION/IMPLICATION 2. Therefore, my position is that CONCLUSION.

While some might argue that OPPOSING VIEW, I strongly AGREE/DISAGREE that STATEMENT. My main reason is REASON FOR SUPPORT. For example, SPECIFIC DETAIL 1. Also, it's clear that ANOTHER REASON FOR SUPPORT. This means SPECIFIC DETAIL 2. So, despite the alternative viewpoint, I firmly believe REITERATE POSITION.

I would definitely choose YOUR PREFERENCE. My first reason is REASON 1. For example, EXAMPLE FOR REASON 1. Additionally, REASON 2. This means that EXPLANATION FOR REASON 2. Therefore, REITERATE PREFERENCE BRIEFLY.

I definitely prefer YOUR PREFERENCE. While CONCESSION ABOUT ALTERNATIVE might seem appealing, I believe REASON FOR YOUR PREFERENCE 1. For instance, EXAMPLE 1. Furthermore, REASON FOR YOUR PREFERENCE 2. This often leads to RESULT/IMPACT. So, YOUR PREFERENCE is clearly better for me.

I would choose YOUR PREFERENCE. The primary reason is that it significantly improves my ASPECT OF LIFE. For example, SPECIFIC PERSONAL BENEFIT 1. This helps me to POSITIVE OUTCOME. Also, PERSONAL BENEFIT 2. Because of this, I feel EMOTIONAL/PRACTICAL RESULT. Therefore, YOUR PREFERENCE is the best choice for me.

I firmly believe in YOUR PREFERENCE. My main reason is its positive impact on BROADER CONTEXT. For instance, SPECIFIC IMPACT 1. This contributes to BENEFICIAL OUTCOME. Moreover, it aligns with VALUE/PRINCIPLE. By doing so, IMPLICATION/CONCLUSION. That's why I strongly support YOUR PREFERENCE.

The university is planning to UNIVERSITY PLAN/PROPOSAL. The SPEAKER GENDER student fully supports this idea, and she/he explains two main reasons why. First, she/he mentions that REASON 1 EXPLANATION. Also, she/he states that REASON 2 EXPLANATION.

The university announced a plan to UNIVERSITY ANNOUNCEMENT/PLAN. The SPEAKER GENDER student agrees with this proposal. She/He supports it because REASON 1 BASED ON EXPERIENCE/OBSERVATION. Furthermore, she/he personally feels that REASON 2 WITH PERSONAL CONNECTION.

The university is considering UNIVERSITY PROPOSAL. The SPEAKER GENDER student thinks this is a good idea and supports it. She/He explains that a major benefit would be BENEFIT 1 EXPLANATION. Moreover, she/he points out that this plan would significantly improve BENEFIT 2 EXPLANATION.

The university is going to UNIVERSITY ACTION/PROPOSAL. The SPEAKER GENDER student expresses strong support for this change, primarily because it addresses an existing problem. She/He believes this will solve the issue of PROBLEM 1 DESCRIPTION by SOLUTION 1 DETAIL. In addition, she/he thinks it will fix PROBLEM 2 DESCRIPTION through SOLUTION 2 DETAIL.

The lecture discusses the concept of CONCEPT NAME. It's defined as GENERAL DEFINITION OF CONCEPT. The professor provides two main examples to illustrate this. First, we have FIRST EXAMPLE. This shows DETAIL OF FIRST EXAMPLE. The second example given is SECOND EXAMPLE. Here, we learn that DETAIL OF SECOND EXAMPLE.

The lecture focuses on CONCEPT NAME, which the professor defines as GENERAL DEFINITION OF CONCEPT. The professor goes on to discuss two main types of this. The first type is FIRST TYPE, characterized by CHARACTERISTICS OF FIRST TYPE. In contrast, the second type is SECOND TYPE, distinguished by CHARACTERISTICS OF SECOND TYPE.

The professor in the lecture introduces CONCEPT NAME, explaining that it is GENERAL DEFINITION OF CONCEPT. The lecture then details two important functions of this. Firstly, FIRST FUNCTION. This is achieved by EXPLANATION OF HOW FIRST FUNCTION WORKS. Secondly, it also serves the purpose of SECOND FUNCTION. This is accomplished through EXPLANATION OF HOW SECOND FUNCTION WORKS.

The lecture is about CONCEPT/PHENOMENON, which can be described as DEFINITION. The professor then discusses two main CAUSES/EFFECTS related to this. First, FIRST CAUSE/EFFECT. This happens because EXPLANATION OF FIRST CAUSE/EFFECT. Second, we learn about SECOND CAUSE/EFFECT. This occurs when EXPLANATION OF SECOND CAUSE/EFFECT.

The professor explains a natural process called PROCESS NAME. It starts when FIRST STEP OCCURS. Next, SECOND STEP OCCURS. After that, THIRD STEP OCCURS. Finally, FINAL STEP OCCURS. This entire process is important because SIGNIFICANCE OF PROCESS.

The lecture describes a process known as PROCESS NAME, which involves several key stages. The first stage is FIRST STAGE NAME, where PURPOSE/ACTION OF FIRST STAGE. Following this, the SECOND STAGE NAME occurs. During this stage, PURPOSE/ACTION OF SECOND STAGE. Finally, the process reaches its THIRD STAGE NAME stage. Here, PURPOSE/ACTION OF THIRD STAGE. Overall, this process is essential for OVERALL IMPORTANCE/GOAL.

The professor describes a process used to address PROBLEM TYPE. This process begins with INITIAL PROBLEM RECOGNITION/STEP 1. The next step involves ACTION TO ANALYZE/STEP 2. After this, ACTION TO DEVELOP SOLUTION/STEP 3 takes place. Finally, ACTION TO IMPLEMENT/EVALUATE SOLUTION/STEP 4. The ultimate goal of this process is to OVERALL OUTCOME/SOLUTION.

The professor discusses a process called PROCESS NAME, which functions through a series of interconnected steps. Initially, FIRST STEP happens, which then leads to RESULT OF FIRST STEP/SECOND STEP INITIATION. Consequently, SECOND STEP occurs, triggering RESULT OF SECOND STEP/THIRD STEP INITIATION. This continues until FINAL STEP is reached, resulting in OVERALL OUTCOME. The interaction between these steps is crucial because REASON FOR INTERCONNECTION.

The professor discusses two types of GENERAL TOPIC, namely SUBJECT 1 and SUBJECT 2, highlighting their differences. First, regarding ASPECT 1, SUBJECT 1 is characterized by DETAIL 1 FOR SUBJECT 1. In contrast, SUBJECT 2 exhibits DETAIL 1 FOR SUBJECT 2. Furthermore, concerning ASPECT 2, SUBJECT 1 typically DETAIL 2 FOR SUBJECT 1. However, SUBJECT 2 clearly shows DETAIL 2 FOR SUBJECT 2.

The professor explains two different approaches for GENERAL PURPOSE, which are APPROACH 1 and APPROACH 2. Let's look at how they differ. For APPROACH 1, the process involves DETAIL 1 FOR APPROACH 1. The main advantage here is BENEFIT OF APPROACH 1. On the other hand, APPROACH 2 uses a different strategy, which is DETAIL 1 FOR APPROACH 2. A key difference is CONTRASTING FEATURE OF APPROACH 2, and its benefit is BENEFIT OF APPROACH 2.

The professor discusses the significant contrast in GENERAL TOPIC between the past and the present. Historically, PAST PRACTICE/BELIEF was common, with DETAIL 1 FOR PAST. People believed DETAIL 2 FOR PAST. However, in modern times, things are quite different. Today, PRESENT PRACTICE/BELIEF is adopted, largely due to REASON FOR CHANGE. This has led to IMPLICATION/RESULT OF PRESENT PRACTICE.

The professor addresses a common misconception about GENERAL TOPIC, contrasting it with the scientific reality. Many people believe that COMMON MISCONCEPTION, often thinking REASON FOR MISCONCEPTION. However, the professor explains that this is incorrect. In reality, SCIENTIFIC REALITY/CORRECTION is the case. For example, EVIDENCE/EXPLANATION 1 shows DETAIL OF REALITY 1, and EVIDENCE/EXPLANATION 2 further demonstrates DETAIL OF REALITY 2.

I would definitely choose YOUR CHOICE because it offers a better solution to THE PROBLEM. First, EXPLAIN HOW IT SOLVES PROBLEM 1. This means IMPACT OF SOLUTION 1. Second, EXPLAIN HOW IT SOLVES PROBLEM 2 OR A RELATED BENEFIT. As a result, IMPACT OF SOLUTION 2.

I believe YOUR CHOICE is preferable because it significantly increases efficiency and convenience. To begin, EXPLAIN HOW IT'S EFFICIENT/CONVENIENT 1. For example, GIVE A BRIEF EXAMPLE/DETAIL. Furthermore, EXPLAIN HOW IT'S EFFICIENT/CONVENIENT 2. This allows for BENEFIT/OUTCOME OF CONVENIENCE.

I would definitely prefer YOUR CHOICE because of its significant long-term advantages. Firstly, EXPLAIN LONG-TERM BENEFIT 1. This will ultimately lead to FUTURE OUTCOME 1. Secondly, EXPLAIN LONG-TERM BENEFIT 2. Therefore, FUTURE OUTCOME 2.

I'd have to say I prefer YOUR CHOICE because it offers more opportunities for skill development and learning. For one thing, EXPLAIN HOW IT DEVELOPS A SKILL/PROVIDES LEARNING OPPORTUNITY 1. This helps me to BENEFIT OF SKILL 1. What's more, EXPLAIN HOW IT DEVELOPS A SKILL/PROVIDES LEARNING OPPORTUNITY 2. Consequently, BENEFIT OF SKILL 2.

I YOUR POSITION with the statement that STATEMENT SUMMARY. I believe this is because it will lead to FUTURE BENEFIT/DRAWBACK 1. For example, SPECIFIC EXAMPLE/ELABORATION 1. Furthermore, another important outcome is FUTURE BENEFIT/DRAWBACK 2, which means SPECIFIC EXAMPLE/ELABORATION 2. For these reasons, I think REITERATE POSITION.

I YOUR POSITION with the idea that STATEMENT SUMMARY. My main reason is that it's simply not PRACTICALITY ASPECT 1. For example, EXPLANATION OF IMPRACTICALITY 1. Also, consider that PRACTICALITY ASPECT 2, meaning it would be CHALLENGE/DIFFICULTY 2. This is why I REITERATE POSITION.

I YOUR POSITION with the statement that STATEMENT SUMMARY. While it might seem ACKNOWLEDGMENT OF MINOR INDIVIDUAL EFFECT, its real impact is on BROADER IMPACT AREA 1. For instance, EXAMPLE OF SOCIETAL BENEFIT/DRAWBACK 1. Furthermore, looking at the bigger picture, it significantly affects BROADER IMPACT AREA 2. This leads to EXAMPLE OF SOCIETAL BENEFIT/DRAWBACK 2. That's why I hold this view.

I YOUR POSITION with the proposal that STATEMENT SUMMARY. I believe this is a good/bad idea because it effectively ADDRESSES/CREATES PROBLEM 1. For example, EXPLANATION OF PROBLEM/SOLUTION 1. Additionally, it would also help to ADDRESSES/CREATES PROBLEM 2. This would mean EXPLANATION OF PROBLEM/SOLUTION 2. Therefore, I believe REITERATE POSITION.

I would definitely choose YOUR PREFERRED OPTION. My main reason is that it offers significant LONG-TERM BENEFIT 1. For example, SPECIFIC EXAMPLE FOR BENEFIT 1. Additionally, it contributes to LONG-TERM BENEFIT 2. This means EXPLANATION OR EXAMPLE FOR BENEFIT 2. Overall, I believe this choice will be more rewarding in the future.

I definitely prefer YOUR PREFERRED OPTION. The primary reason is its SIMPLICITY/EASE OF USE. For instance, EXAMPLE OF SIMPLICITY/EASE. Furthermore, it helps to AVOID COMPLEXITY/STRESS. This is important because EXPLANATION OF AVOIDED NEGATIVE. So, for me, the simpler option is always better.

I would definitely choose YOUR PREFERRED OPTION. My main reason is the immense SENSE OF ENJOYMENT/SATISFACTION it brings me. For example, SPECIFIC EXAMPLE OF ENJOYMENT. Also, it allows me to ACHIEVE PERSONAL FULFILLMENT. This is crucial for me because EXPLANATION OF FULFILLMENT'S IMPORTANCE. Ultimately, I prioritize activities that make me happy.

The university is planning to PROPOSAL SUMMARY. The student disagrees with this plan. First, they explain that REASON 1. They elaborate on this by saying DETAIL 1. Second, the student argues that REASON 2. They mention that DETAIL 2.

The university is proposing to PROPOSAL SUMMARY. The student expresses strong opposition to this idea. Their primary concern is that it would negatively impact students because IMPACT 1. They illustrate this by stating that EXAMPLE 1. Furthermore, they are worried about IMPACT 2. They emphasize that EXAMPLE 2.

The university plans to PROPOSAL SUMMARY. The student disagrees with this approach and suggests an alternative. First, they argue that the current plan is flawed because FLAW 1. They elaborate by saying EXPLANATION 1. Instead, they propose that the university should ALTERNATIVE SUGGESTION. This would be better because BENEFIT OF ALTERNATIVE.

The university is considering PROPOSAL SUMMARY. The student believes this plan is not practical. Their first point is that PRACTICALITY CONCERN 1. They support this by explaining DETAIL 1. Furthermore, they highlight that PRACTICALITY CONCERN 2. They point out that DETAIL 2.

INTRODUCE THE ANNOUNCEMENT — 1 sentence naming the change or policy

"The reading / notice / announcement describes POLICY OR CHANGE at UNIVERSITY / LOCATION."

0–10 s — THE PROPOSAL, ONE SENTENCE ONLY

"The university has announced that THE CHANGE, because ONE REASON GIVEN IN THE READING."

The reading defines ACADEMIC CONCEPT as DEFINITION. The professor elaborates on this concept, providing two examples. First, he discusses FIRST EXAMPLE TOPIC. He explains that DETAILS OF FIRST EXAMPLE. This illustrates LINK TO CONCEPT. Second, the professor describes SECOND EXAMPLE TOPIC. He explains that DETAILS OF SECOND EXAMPLE. This also demonstrates LINK TO CONCEPT.

According to the reading, ACADEMIC CONCEPT is best understood as DEFINITION. The lecturer provides two examples that help clarify this idea. The first example involves FIRST EXAMPLE SCENARIO. He illustrates how DETAILS OF FIRST EXAMPLE SCENARIO clearly shows CONNECTION TO CONCEPT. Furthermore, the professor presents a second example about SECOND EXAMPLE SCENARIO. He explains that DETAILS OF SECOND EXAMPLE SCENARIO, which further demonstrates CONNECTION TO CONCEPT.

The reading passage introduces the concept of ACADEMIC CONCEPT, which refers to DEFINITION. The professor then illustrates this concept with two distinct examples. Firstly, he talks about FIRST EXAMPLE. He explains that HOW FIRST EXAMPLE WORKS. This perfectly shows CONCEPT IN ACTION. Secondly, the professor provides another example concerning SECOND EXAMPLE. He describes how HOW SECOND EXAMPLE WORKS. This further exemplifies CONCEPT IN PRACTICE.

The reading discusses ACADEMIC CONCEPT, defined as DEFINITION FROM READING. The professor expands on this by giving two examples. To illustrate, he first talks about PROFESSOR'S FIRST EXAMPLE. He explains that DETAILS OF FIRST EXAMPLE. This demonstrates how LINK TO CONCEPT. Additionally, the professor provides a second example regarding PROFESSOR'S SECOND EXAMPLE. He describes how DETAILS OF SECOND EXAMPLE. This clearly exemplifies LINK TO CONCEPT.

INTRODUCE THE CONCEPT FROM THE READING — 1 sentence defining the academic term

"According to the reading, ACADEMIC TERM / CONCEPT refers to DEFINITION FROM TEXT."

0–15 s — THE CONCEPT, BRIEFLY. Never longer than this.

"The reading defines TERM as DEFINITION IN ABOUT EIGHT WORDS."

The professor discusses MAIN CONCEPT. According to the lecture, the primary cause of this is PRIMARY CAUSE. This cause leads to EFFECT 1. Furthermore, EFFECT 1 DETAIL. Consequently, another significant effect is EFFECT 2. For example, EFFECT 2 DETAIL.

The professor introduces the problem of THE PROBLEM. He explains that this problem is primarily caused by THE CAUSE. To combat this, a solution involving THE SOLUTION is proposed. This solution aims to SOLUTION'S MECHANISM which directly addresses HOW IT SOLVES THE CAUSE. As a result, POSITIVE OUTCOME.

The professor explains THE EFFECT. He elaborates that this outcome is a result of several contributing factors. First, CAUSE 1 plays a role. This is because DETAIL CAUSE 1. Additionally, CAUSE 2 also contributes to THE EFFECT. For example, DETAIL CAUSE 2. Finally, CAUSE 3 is another significant factor. As a result of these combined elements, REITERATE THE EFFECT.

The professor discusses THE PRIMARY CAUSE. He explains that this single cause has multiple significant effects. First, it leads to EFFECT 1. This is evident in DETAIL EFFECT 1. Furthermore, another effect is EFFECT 2. For example, DETAIL EFFECT 2. Lastly, it also results in EFFECT 3. This can be seen when DETAIL EFFECT 3.

INTRODUCE THE LECTURE TOPIC — 1 sentence naming the main subject

"The lecture discusses / examines / focuses on MAIN TOPIC."

0–8 s — TOPIC AND THE TWO ASPECTS. No preamble about how interesting it is.

"The professor describes two types / ways / stages / effects of TOPIC: ASPECT 1 and ASPECT 2."