(0:07) You will hear a student, Eric, talking to his lecturer, Miss Harris, about essay writing. (0:16) First, you have some time to look at questions 21 to 25. (0:47) Now listen carefully and answer questions 21 to 25.
(1:03) Well, your advice last week about writing summaries was very useful, (1:08) and I'm using these summaries a lot in order to prepare my final master's thesis. (1:13) But you're having problems, right? (1:16) Yes, I have a few issues to discuss. (1:19) Obviously, I want a good essay and I want to achieve high marks, (1:23) but I'm not sure on the best way to start.
(1:26) That's an easy question. (1:27) Start with a topic, but not one that I necessarily suggest. (1:33) One that you want to explore.
(1:35) You will always write better when doing so on a topic you are interested in, (1:39) not one imposed upon you by others. (1:41) Well, I'm interested in management theory. (1:45) Then pursue that.
(1:47) However, that alone is far too broad. (1:50) Break it into various current areas of discussion and relevance. (1:54) Then look more carefully at one of them.
(1:56) Say, management and cultural differences. (2:00) Or management and motivation. (2:02) Or other aspects, such as the role of salary, group cohesion or leadership.
(2:08) I would say I'm interested in group cohesion, (2:11) that is, how people interact in the workplace. (2:15) Well, that's a start. (2:17) But you can't then just write planlessly (2:19) without defining exactly what you intend to do within the area you've chosen.
(2:24) You'll have to think of a thesis, and this statement could be of several types. (2:28) Such as what? (2:30) Oh, you could argue a point, something that you believe in, (2:33) or discuss an issue, looking at its various perspectives, (2:38) or critique the opinions of others, pointing out the pitfalls and flaws. (2:42) The thesis statement will make that very clear (2:45) because it will say, in simple terms, what you intend to achieve in your essay.
(2:50) I see. And then I can just begin writing, right? (2:54) Wrong. (2:55) If your essay is going to be clear, it needs to be logical and organised, (3:00) and this means you'll need an outline.
(3:02) This could be written as a flowchart or spider graph, (3:06) that is, a series of connected lines. (3:08) But whatever shape the outline takes, (3:10) there must be a sense of progress in, more or less, a straight line towards a goal. (3:16) And then my essay will be good? (3:17) With such progression, definitely, (3:21) as long as you do achieve everything that you set out to do, (3:24) as specified in the beginning, OK? (3:28) Before you hear the rest of the conversation, (3:31) you have some time to look at questions 26 to 30.
(4:00) Now listen, and answer questions 26 to 30. (4:06) Well, Ms Harris, your advice about essay writing all sounds very useful, (4:10) solid and step-by-step, so I'll certainly follow that. (4:15) But can you tell me, in more general terms, what constitutes the best essay? (4:20) Oh, there are many aspects to consider, (4:23) but one of the most important is certainly original thinking.
(4:27) The best essays are written by people who think for themselves, (4:31) and not just copy or imitate established views. (4:34) I think I can do that. (4:36) But remember, you can't just give a list of unsupported assertions.
(4:40) There needs to be support as well, (4:42) a chain of logic linking each step in your argument. (4:45) Right. (4:46) Yet that alone is not enough.
(4:48) Your argument may be logically sound, but is it practically so? (4:53) For that, you need examples from real life (4:56) to illustrate your points or sub-points. (4:59) I've got lots of examples from my course readings. (5:01) I suppose I could use them.
(5:03) But remember, whenever you use an example or facts or figures (5:08) that are not commonly known, you must give a reference. (5:12) That's an academic necessity, (5:14) without which your writing will automatically fail. (5:17) So it's necessary to give these, right? (5:20) Absolutely, and with that your essay will be fine.
(5:24) But always ensure that you format it clearly. (5:26) What do you mean? (5:28) I mean the practical considerations, (5:30) as written in the University Style Guide, (5:33) such as leaving appropriate margins, (5:35) using double spacing, aerial font, and so on. (5:40) You see, your writing must look good as well as be good.
(5:44) I can certainly do that. (5:46) And finally, related to the previous point, (5:50) you need to respect the number of words required. (5:53) Your individual lecturers will give you a word count figure, (5:56) so follow what they say, (5:58) making your essay neither too long nor too short.
(6:01) Perhaps 10% either way should be acceptable. (6:04) 15% was common when I was younger, (6:07) but it's a lot stricter now, (6:09) and 20% would be pushing the boundaries just a little too far. (6:13) I guess I can do all that.
(6:15) Thanks for your advice. (6:18) That is the end of Section 3. (6:27) Hi, Miss Harris. Here we are talking once again.
(6:31) Well, I'm always willing to help out wherever possible. (6:35) Is anything troubling you? (6:37) Well, your advice last week about writing summaries was very useful, (6:42) and I'm using these summaries a lot (6:44) in order to prepare my final Master's thesis. (6:47) But you're having problems, right? (6:50) Yes, I have a few issues to discuss.
(6:53) Obviously, I want a good essay, and I want to achieve high marks, (6:57) but I'm not sure on the best way to start. (7:00) That's an easy question. (7:03) Start with a topic, but not one that I necessarily suggest.
(7:07) One that you want to explore. (7:09) You will always write better when doing so on a topic you are interested in, (7:13) not one imposed upon you by others. (7:16) Well, I'm interested in management theory.
(7:19) Then pursue that. (7:21) However, that alone is far too broad. (7:24) Break it into various current areas of discussion and relevance.
(7:28) Then look more carefully at one of them. (7:30) Say, management and cultural differences, (7:34) or management and motivation, (7:37) or other aspects, such as the role of salary, (7:40) group cohesion, or leadership. (7:42) I would say I'm interested in group cohesion, (7:45) that is, how people interact in the workplace.
(7:49) Well, that's a start. (7:51) But you can't then just write planlessly (7:53) without defining exactly what you intend to do within the area you've chosen. (7:58) You'll have to think of a thesis, (8:00) and this statement could be of several types.
(8:03) Such as what? (8:04) Oh, you could argue a point, (8:06) something that you believe in, (8:08) or discuss an issue, (8:10) looking at its various perspectives, (8:12) or critique the opinions of others, (8:14) pointing out the pitfalls and flaws. (8:17) The thesis statement will make that very clear (8:19) because it will say, in simple terms, (8:22) what you intend to achieve in your essay. (8:24) I see.
And then I can just begin writing, right? (8:28) Wrong! (8:29) If your essay is going to be clear, (8:32) it needs to be logical and organised, (8:34) and this means you'll need an outline. (8:37) This could be written as a flowchart or spider graph, (8:40) that is, a series of connected lines. (8:42) But whatever shape the outline takes, (8:45) there must be a sense of progress (8:46) in, more or less, a straight line towards a goal.
(8:50) And then my essay will be good? (8:52) With such progression, definitely, (8:55) as long as you do achieve everything that you set out to do, (8:58) as specified in the beginning, OK? (9:01) Well, Ms Harris, (9:03) your advice about essay writing all sounds very useful, (9:06) solid and step-by-step, (9:08) so I'll certainly follow that. (9:10) But can you tell me in more general terms, (9:13) what constitutes the best essay? (9:16) Oh, there are many aspects to consider, (9:19) but one of the most important (9:20) is certainly original thinking. (9:23) The best essays are written by people (9:25) who think for themselves, (9:26) and not just copy or imitate established views.
(9:29) I think I can do that. (9:31) But remember, (9:32) you can't just give a list of unsupported assertions. (9:35) There needs to be support as well, (9:38) a chain of logic linking each step in your argument.
(9:41) Right. (9:42) Yet that alone is not enough. (9:44) Your argument may be logically sound, (9:46) but is it practically so? (9:48) For that, you need examples from real life (9:51) to illustrate your points or sub-points.
(9:54) I've got lots of examples from my course readings. (9:57) I suppose I could use them. (9:59) But remember, (10:00) whenever you use an example or facts or figures (10:03) that are not commonly known, (10:05) you must give a reference.
(10:07) That's an academic necessity, (10:09) without which your writing will automatically fail. (10:12) So it's necessary to give these, right? (10:15) Absolutely. (10:16) And with that, your essay will be fine.
(10:19) But always ensure that you format it clearly. (10:22) What do you mean? (10:23) I mean the practical considerations, (10:25) as written in the University Style Guide, (10:29) such as leaving appropriate margins, (10:31) using double spacing, (10:33) aerial font, and so on. (10:35) You see, your writing must look good as well as be good.
(10:39) I can certainly do that. (10:41) And finally, related to the previous point, (10:44) you need to respect the number of words required. (10:48) Your individual lecturers will give you a word count figure, (10:51) so follow what they say, (10:53) making your essay neither too long nor too short.
(10:56) Perhaps 10% either way should be acceptable. (11:00) 15% was common when I was younger, (11:02) but it's a lot stricter now, (11:04) and 20% would be pushing the boundaries just a little too far. (11:08) I guess I can do all that.
(11:10) Thanks for your advice.

Postgraduate students data — REAL IELTS EXAM TEST 32 — IELTS Test

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