COMPLETE NEW L3 WRITING COURSE 2015-16 Sourcebook Plus Exercises and Answers

.
introduction to
academic writing
in english
.example essays
.exercises
.answers
paul rollinson
.
.contents
.section 1: argument essays
Sources Rating Page
.essay 1* No ½ 4
.essay 2* No  6
.essay 3* No  9
.essay 4* No ½ 11
.essay 5 Yes 13
.essay 6 Yes 15
.essay 7 Yes 17
.essay 8 Yes 19
.essay 9 Yes 21
.essay 10 Yes 23
.essay 11 Yes 25
.section 2: discussion essays

Sources
.essay 1* No  28
.essay 2* No ½ 31
.essay 3* No  34
.essay 4* No  ½ 37
.essay 5 Yes 40
.essay 6 Yes 42
.essay 7 Yes 44
.essay 8 Yes 46
.essay 9 Yes 49
.section 3: some essay questions for practice 52
.section 4: exercises 54
.section 5: answers 83
* NOTE: These essays have no references or bibliographies. They are here so that you can focus on their
structure. To help you to do this, each essay has some questions or tasks related to it. However,
remember that these are not complete essays: the essays you write in this course will always use
external sources.
.example
essays
.
This material contains short and medium-length essays originally written mainly by Spanish, but also
by German and French non-native speakers of English during high-intermediate/advanced writing
courses. It also contains Exercises and Answers to help you practise some of the structures
presented in the course.
The purpose of this material is to help you to develop an understanding of the characteristics of
successful academic essays, by showing you a variety of essays of different standards, and helping
you to become aware of their strengths and weaknesses. By working with the example essays, you
will get used to analysing, critiquing and evaluating the essays that you read – including your own. By
working with the exercises, you will practise how to move from the ideas presented in the course to
the more difficult task of actually producing writing.
Many of the essays included here are good, but all of them have both strengths and weaknesses.
The focus questions included for some of the essays will help you to look at these essays critically,
and by doing this you will be able to learn to be more critical and objective about your own writing.
.language
In this book the example essays are mostly analysed and discussed in terms of the way their ideas
are structured and developed - not on the basis of the language used. All of them have had serious
language errors corrected. This has been done for two reasons: first, so that you are not faced with
mistakes that could disturb your focus on the structure and development of the argument; second,
so that you can trust that the English you are reading is correct, and you don’t end up learning
expressions or grammatical structures that are not acceptable. However, I have tried as far as
possible to keep these corrections to a minimum, so that what you are reading is as close as
possible to the style of the original English of the student writers.
.essay activities
Argument essays 1-4 and Discussion essays 1-4 have a number of activities and useful information
related to them.
.profile. This tells you the length of the essay and also gives it a “score”
.preview. This focuses your attention on one or two important points to bear in mind as
you read the essay.
.reading. The essay itself.
.focus. In this part you will find questions that will focus your attention on some of the
main characteristics - both good and bad - of the model essay and make you
think about them. Work through them, and then read the analysis section.
.analysis. Here you will find an analysis of some of the main features of the essay, in
response to the focus questions – answers, if you like.
.final evaluation. In this section there is an overall evaluation of the essay.
.SECTION 1. Argument essays .4
. argument essay 1
.rating:  ½
.length: 467 words
.preview
Before you read the following essay, look carefully at the question that the writer is trying to
answer. Notice that this is a question that requires the writer to give a personal opinion: “What
do you believe…?” “What do you think …?”.
Notice also that the question has two parts. It asks specifically for opinions about causes and
also about solutions. As you read the essay, check to see that the writer deals with both
causes and solutions.
.reading
What do you believe are the main causes of the recent increase in child criminals?
What do you think are some practical solutions?
1. In our present society, crime and violence are things that do not surprise me at all. Every day we
read about, watch or listen to news that talks about murders, rapes, robberies, blood and violent
death, so we are beginning to be immune to the bad things of violence. But we are accustomed to
seeing adults committing crime but not children. Nowadays there has been a huge increase in the
numbers of crimes that are committed by children, which makes us stop and think that something
is really going wrong. In this essay I will explain what are the causes of this increase of criminal
children, and what solutions can be given to this problem.
2. First of all I have to say that these crimes committed by children are not only robberies or
"innocent stealing": there are a large number of cases of rapes by children under nine years old
and even murders as horrible as the murder of James Bulger, a two-year old baby who was
kidnapped and battered to death by two boys of twelve, a few years ago in Liverpool. But the
question is, what makes a child like this? What are the causes of that behaviour?
3. The opinion of psychologists specialised in problematic children is that this kind of behaviour is
caused by the atmosphere created by the family; if the child grows up in a violent atmosphere, he
will get used to it and act in the same way, so he will bully at school, threaten the smaller ones .…
In a word, he will become a violent person. The same thing happens with physical or sexual abuse.
It has been demonstrated that children who have suffered sexual abuse become potential abusers
themselves.
4. Another point that psychologists find important as a cause of this kind of behaviour is the
extremely crude and violent TV programmes that many children watch. And not only films or
serials, but also programmes for children, like cartoons, or even computer games. Nowadays
children spend the whole day watching television. So they are watching lots of violence and crime,
which is what they like. They find Disney's films boring because there is no violence in them. They
prefer "Dragon Ball" or "Zodiac Knights" or any Japanese cartoon to "Bugs Bunny", and think that
Roadrunner is too light. Their heroes are not footballers or tennis players, or even Superman or
Spiderman: they love "Freddy" from "Nightmare on Elm Street”.
5. At the end, I would like to give some optimistic thoughts. Maybe if we teach children to behave
without using violence by telling them that the use of fists is not always a good idea and that
talking is better than fighting at the hour of solving problems, we will teach them to live as
persons and not animals.
.focus
1. What’s wrong with the introduction? Is the thesis statement appropriate for an argument essay?
Why not?
2. This is an opinion essay, but how often has the writer used the language of personal opinion,
stating directly what she believes? Whose opinions does the writer mention?
3. Look at the question. It is divided into two parts - about causes and about solutions. Logically,
you would expect the writer to put a more or less equal amount of emphasis on each part - that is,
write an equal amount about causes and solutions. Does she do this? Or is there more on one
side than the other?
4. Look at paragraph 2. Do you think the writer is really dealing with causes here? What she is
saying here seems more like a definition of crimes. Where could she have put this information?
5. The last sentence of paragraph 2 looks like a topic sentence. Where should the writer have put it?
6. Can you find places where the writer overgeneralizes and says things that are probably not true?
(Look at the statements she makes in paragraph 4)
7. Can you find any clear counter arguments or refutation? OSCAR or CAR structures?
8. What is missing in the conclusion?
.analysis
 The introduction is poor. There is no data at all, and it is subjective! The opening statement and
background information must be objective, even in an argument essay.
 The thesis statement, in an argument essay, should directly state the writer's opinion (e.g. "In this
essay I will attempt to argue that in my view the main causes of child violence are....") so that the
reader knows exactly what you believe, right from the introduction.
 There is no opinion language. This is a bad mistake. There is also a great deal of
overgeneralization. Together this has the result that the writer’s opinions sound like “facts” -
which they clearly are not. For example, do all children really spend the whole day watching TV?
The writer may think this is true (or it may be just inaccurate writing), but it is not a provable fact.
 The conclusion has no summary of the main points.
 The writer discusses solutions only in the conclusion, but if the question specifically asks you
about solutions, then you should write about them fully in the body of the essay. Don't get
confused with the solutions you can put at the end of any conclusion (or recommendations /
predictions). Similarly, for example, if the question specifically asked you about your
recommendations about a theme, you would write about them in the body paragraphs, not in the
conclusion.
 The paragraph 2 “definition” could have gone in the background information of the introduction,
since it deals with one of the basic ideas of the essay, i.e. the kind of crimes committed.
 The last sentence of paragraph 2 could probably have been used as the topic sentence of the
next paragraph, which does not seem to have its own topic sentence.
 There is no refutation, which weakens the argument seriously.
 The content/ideas are acceptable.
.final evaluation
This essay has some serious weaknesses, although the ideas are acceptable. It is
clear that the writer has not yet learned how to apply the characteristics of a good
argument essay. The result is that the essay is not very persuasive.
. argument essay 2
. 
.length: 619 words
.preview
As you read this problem-solution argument essay, notice how the writer deals with the two
sides of the question: (1) the issue of who is responsible; (2) solutions to solve the problem.
Does she keep a balance between the two sides of the question?
.reading
Who or what do you think is responsible for the problems of growing violence among
young children? Suggest several positive and practical measures that might realistically
be taken to reduce this problem.
1. Over the course of this decade, the number of schoolchildren expelled has increased startlingly,
so that it’s now four times higher. The reasons for these expulsions are connected with violent
behaviour at school. Since most of these children come from deprived families where lack of
parental control seems to be common, I tend to believe that children have got accustomed to
being too free. Another relevant factor contributing to the increase of violence relates, it seems to
me, to the permissive reactions of some teachers. In this essay I intend to argue how and why
unconcerned parents and permissive teachers are largely responsible for the increase in violence
among young children. I will also suggest some possible solutions regarding discipline to be
practised by both parents and teachers, and the creation of special centres to reform extremely
violent children.
2. First of all, I believe that parents play an important educational role, since at an early age children
need their care and advice in order to feel protected and guided. However, poor parents who are
worried by surviving tend to neglect these duties and tend to react violently in some situations.
Consequently, when children demand attention and caring, the overwhelmed parents spank
them. So the child learns to use physical force against others in order to get what he wants.
However, it could be suggested that the child does not learn to behave violently so quickly, but I
strongly feel that by suffering a punishment which the child neither finds reasonable nor
deserved, he/she accumulates a resentment which may explode in a display of anger and
violence. This reaction may become normal behaviour if he is not appropriately advised. So I feel
that not only the parents’ spanking, but also their lack of concerned guidance may foster the
child’s bad behaviour.
3. A possible solution to this faulty parental treatment would be to let social professionals intervene.
An expert psychologist who gained the child’s confidence and love would take up part of the
parents’ negligence. However, another figure that has a major influence upon children seems to
be the teacher.
4. Personally speaking, I believe that teachers who are too indulgent towards children may increase
pupils’ disrespect and thus aggressive behaviour. If the teacher does not take firm action as soon
as he/she senses disobedience, pupils may tend to worsen their behaviour and start sniggering
and even provoking arguments in class. On the other hand, it might be argued that most teachers
would keep an eye on children to stop extremely disruptive behaviours taking place. However, if
the teacher is permissive it seems that he/she cannot keep order. This may be explained by the
fact that teachers who instead of taking a definite action start threatening, without pupils’
response, may become frustrated and consequently furious. It may be then that pupils start to
cooperate, but the problem has already taken place.
5. To solve this I would suggest that violent children be set apart and taken to special units where
pedagogues trained in coping with dangerous pupils could gradually instil in them a sense of
discipline. This solution has already been successfully practised in Derby, in England. I believe that
in order to reform disruptive children in class, not only patience but also psychological training is
required.
6. To conclude, we have seen that young children require guidance from parents, but if this is
lacking, they need counsellors. In addition, teachers who are permissive and let violent children
grow wild could be substituted by specially trained teachers at a separate centre. The importance
of this is that violent and disruptive pupils might become delinquents and criminals in the long run
if they are not dealt with early enough.
.focus
1. Remember that an introduction to an argument essay should be objective (until the thesis
statement). Does this writer maintain her objectivity in the introduction?
2. Notice the comprehensive and very informative thesis statement, which tells the reader very
clearly what the writer is going to do in this essay.
3. Analyse the way the writer structures the paragraphs of the essay in terms of (1) who is
responsible, and (2) the solution. Do you find this method effective? Can you think of another way
of organising this information?
4. Can you find counter arguments and refutations? Underline them.
5. Do you think the writer has done any reading on this subject before writing the essay? What
evidence can you find?
6. How do you feel about the content? The writer has dealt with two influences (parents and
teachers); could she have dealt with any others?
7. The writer effectively presents solutions, but are these perfect solutions? Are there any
weaknesses with the solutions? Should the writer have mentioned these weaknesses?
8. What about the conclusion? Does she restate her main points using opinion language?
.analysis
 The writer presents her opinion too early, in the third and fourth sentence of the introduction - in
other words, in the background information. (e.g. “…I tend to believe that children have got
accustomed to being too free.”). It would be better if she remained objective in the background
information, before presenting her opinion only in the thesis statement.
 The writer has organised her paragraphs in a logical and easy to follow way. First she discusses
parents and then in the following paragraph suggests how this problem can be solved. Then she
deals with teachers and in the next paragraph suggests some solutions.
 In paragraph 5, she refers to special units set up in Derby. Presumably she has read this
information in preparation for writing the essay. But where is the source? The inclusion of this
kind of information from external sources makes the essay more detailed and convincing.
 Perhaps the writer should have mentioned some of the other possible influences responsible for
violence among children (e.g. society in general, friends), although in a short essay she would not
have enough space to deal with them in detail. Nevertheless, it is a good idea to mention other
possible factors, probably in the introduction, to show the reader that you realise the topic is not a
simple one.
 In a problem-solution essay like this (or in a solution essay), because solutions are rarely
complete or perfect, it is usually a good idea to indicate to the reader that you realise this. In
other words, you should mention the weaknesses of your solutions (this is a kind of counter
argument. For example, after presenting the solution you could point out that it might be rather
difficult to put it into practice, or that it would be expensive, or that it would take a long time. This
shows the reader that you are aware of possible criticisms of your solution (a counter argument).
You would then, of course, defend your solution by attacking the criticism (a refutation).
 She fails to use opinion language in the conclusion: e.g. She should write: “To conclude, I have
argued that young children require guidance....”
.final evaluation
This is a rather effectively organised essay that is easy and satisfying to read
because of its logical structure. The content and ideas are good, and the
writer explains her points rather well. She uses expressions of personal
opinion effectively (except in the conclusion), so that we are always aware that
she is presenting her viewpoint and not stating her viewpoint as if it were a
“fact”. The essay is balanced in terms of amount of time spent on problems
and solutions. However, the writer could improve the essay by showing an
awareness of other possible influences, and by mentioning the possible
weaknesses of her solutions.
. argument essay 3
. 
.length: 657 words
.preview
As you read, notice how the writer is careful to use opinion language to indicate when she is
giving her viewpoint. Notice also how she presents opposite viewpoints.
.reading
Do you personally feel that there should be a total ban on the private ownership of
guns?
1. In the past twenty years society has witnessed a huge increase of violence in the streets. Society
has got used to the idea of people being murdered everyday in big cities, because of a burglary, or
in small towns because of family conflicts. However, people are still shocked when hearing about
massacres such as the one in Dunblane or Tasmania. These two cases have brought up the issue
of whether private ownership of firearms should be permitted or not. In this essay I intend to
argue that there should in my view be a complete ban on the private ownership of guns.
2. Firstly, I personally believe that the only members of society who should be allowed to carry guns
are members of the national police corps. As policemen, they are the ones whose job is to
guarantee a safe environment for the rest of society. In the achievement of their task they get
involved in dangerous situations, and therefore need a gun to protect themselves. However, there
are those who think that nowadays police departments' actions to ensure security in the streets
are not effective, and they feel safer if they own a gun. Personally speaking, I feel that if access to
guns is permitted to just any member of society, in the long run, everyone will feel the need to
have one, since they will not feel safe if there are others who carry a gun around.
3. It has been argued that a free market is part of a democratic society, and therefore there should
be no restrictions on what is to be sold or bought. However, I am of the opinion that if this free
market includes the selling of firearms and shotguns, these arms may end up in the hands of
mentally ill people. This has been the case in both the Dunblane and Tasmania massacres. In both
cases it has been proved that those responsible for so many deaths suffered from serious
psychological problems. If private ownership of guns had been forbidden, these two mass
murders could have been avoided. Moreover, I strongly feel that, in a democratic system, every
single member of a society has the same rights and obligations, and when there are mentally ill
people who are allowed to carry a gun and to freely walk around, the rights of the rest of society
are not being respected, since their lives are continuously in danger.
4. Finally, I believe that keeping arms at home to protect the family from those who may carry arms,
or burglars, is very dangerous. To begin with, it is not a very good example for children to keep a
gun at home. These children may grow up with the idea that a gun is a normal object to have at
home, and assume that the world is dangerous and violent, a danger from which they need to be
protected. This, in my opinion, is not the best basis on which to bring a child up. Secondly,
children may get hold of the gun and play around with it, and by doing so get injured or worse. Of
course, it could be argued that if the ammunition is kept away from the gun there is no real
danger. But I think this is not a safe enough measure since children are very curious and may end
up finding the ammunition.
5. To conclude, a total ban on private ownership of guns is in my view the best way to guarantee a
society in which all members enjoy their rights, benefit from a safe environment and reduce the
exposure of children to firearms. I personally believe that if guns are not completely banned from
the market, and everyone is permitted to carry one, the world will be a place in which people will
be able to take justice into their own hands, and we may end up with a rather chaotic and
undemocratic world.
.focus
1. Do you think the opening statement and the background information are objective enough, or do
you think that the writer is guilty of overgeneralizing?
2. In the body paragraphs, what structure does the writer use? Do the three body paragraphs each
have the same structure?
3. Notice how the writer supports her opinions by logical and quite convincing arguments. Paragraph
4 is a good example of this.
4. What language does the writer use to introduce the counter arguments? Underline these phrases.
What language does the writer use to introduce her refutations? Underline these phrases.
5. Why is it important to use such phrases? In what way do they help the reader?
6. Notice how the summary part of the conclusion reminds us in a concise way of the main points of
the argument.
7. In the last sentence of the essay, what does the writer do?
.analysis
 The opening statement is rather weak and subjective because it is an assertion without any
support. Are there any data or facts to support the idea of a “huge increase of violence”? We may
feel that society has become much more violent, but is this in fact true? The writer should quote
some facts or expert opinion.
 And is it a fact that “society (has) got used to the idea of people being murdered everyday in big
cities”? This seems to be the opinion or perception of the writer herself - it is not a provable fact.
The writer could be more objective by using qualifying generalisations: “Society seems to have got
used to …”; “Many people feel that in the past twenty years …”.
 The writer effectively uses the basic Opinion - Support - Counter argument (OSCAR) argument
structure in paragraphs 2 and 4. However, in paragraph 3 she uses a different structure,
beginning with the opposite viewpoint (“it has been argued …”) and then disagreeing with it,
presenting her own view and support (“However, I am of the opinion …”). The use of a different
structure like this (a CAR structure) adds variety to the development of the essay and prevents it
from becoming very repetitive.
 Phrases like this are used to introduce counter arguments and refutations to help the writer see
that there is going to be a change in the direction of the argument.
 At the end of the conclusion the writer makes a prediction.
.final evaluation
This is a very well-structured essay in which the writer helps the reader by
clearly indicating the changes in the direction of the argument. The ideas are
good, and the support detailed and convincing. Overall this is an effective and
persuasive essay, although the lack of objectivity in the introduction is a
problem that needs to be fixed.
. argument essay 4
. ½
.length: 980
.preview
Read this very good essay, and see if you can find its only significant weakness.
.reading
Do you feel that magazines for teenagers provide a valuable form of education and
entertainment for young people - or are they potentially harmful?
1. In contrast to a generation or two ago when children’s major influences were those of parents,
teachers and the neighbourhood minister or priest, today’s parents are finding that their children
are being influenced by many more people and things than they were as children. Television,
computers and teen magazines are just a few of these new and powerful influences in children’s
lives. In a close-up look at the latter of these elements, namely teen magazines, one can see both
positive and negative contributions to a child’s education and formation. Yet I personally believe
that such magazines are not a valuable form of education and entertainment for young people
and in this essay I will even go so far as to show that they are potentially harmful.
2. Today’s teen magazines publish many photos and articles about popular singers and film stars.
Since most children and teenagers spend many hours watching television and listening to the
radio they are attracted by magazines which will tell them more about their heartthrobs. Yet I
greatly worry about the type of people these magazines choose to write about, because I do not
believe they are adequate role models for young people who attach great importance to
“heroes”. For example, Michael Jackson is a great favourite among today’s youth, yet not only has
he renounced his Afro-American heritage by undergoing operations to change his pigmentation,
he has also been accused on more than one occasion of being a paedophile. The promiscuous
Spice Girls are the rage among young girls, yet their behaviour is provocative, as are the words to
their songs. It could be argued that their stage shows and music are lively and entertaining for
young people, but their public behaviour, in my opinion, has a negative effect on easily influenced
teens.
3. Such entertainers do not serve as appropriate role models, as I see it, and they can also, from my
point of view, have very harmful effects on children. In teen magazines young people can read
about the death from an overdose of alcohol and drugs of River Phoenix, a popular actor and
teenage idol. This, I feel, leads young people to glorify his death and to pity him instead of being
critical of his behaviour. Tragedy can also result from negative role models. Recently, in France,
two teenage girls committed suicide in an attempt to imitate their hero Kurt Cobain, lead singer of
Nirvana. It must be said that it is impossible to determine if the influence teen magazines had on
them was responsible for their death, but it does show that young people tend to glorify their
idols and it is these so-called heroes - in my opinion “anti-heroes” - that teen magazines insist on
writing about.
4. Editors of teen magazines claim that they fulfil a social service through their magazines by
informing young people about sex and warning against improper or unhealthy sexual behaviour. It
is true that young teenagers are very curious about sex and need serious, responsible information
about it, and it is true as well that teen magazines do inform about sex and give advice about sex
and sexual relationships. However, in my opinion such a great amount of emphasis on sex in these
magazines is quite negative. It may lead young people to believe that they should be having sex
because it seems to them that everybody else is. Instead of managing to avoid unwanted
pregnancies, I believe these magazines may actually be leading young people into sexual
relationships before they are emotionally prepared.
5. In my opinion there is also another harmful aspect to these teen magazines and that is that they
sometimes unavoidably fall into the wrong hands. If a product is recommended for a certain age
group, there is no guarantee that it will not be used by a lower age group. Thus it is not unusual
for these magazines to be read by pre-teens. For example, Peter Luff, a British politician, found his
9-year old daughter reading one recommended for 13-year olds, which consequently led him to
support stricter measures on their content and distribution. While I don’t believe nine-year olds
should necessarily be reading fairy-tales and nursery rhymes, I do consider their innocence is
being corrupted reading about subject matter they are not physically or emotionally ready for.
This can cause anxiety in young children as well as unnecessary worry.
6. In conclusion, it is clear from my point of view that teen magazines are not an adequate source of
entertainment or education for teenagers. Young people are not presented with desirable role-
models to imitate and the excess of sexual information in them can only cause frustration and
anxiety in teenagers and even more in young children who inadvertently or out of curiosity read
them. I believe such magazines can even be harmful as they may lead young people to imitate
their heartthrobs’ drug or alcohol consumption or even their suicide. They can also cause
unwanted pregnancies by initiating young people into sexual relationships. While government
control on such publications is necessary, in my opinion, I believe there are other ways to counter
their negative aspects. More meaningful and serious sexual education in schools would curb
young people’s desire to read about it elsewhere. I strongly recommend the publication of higher
quality magazines for young people, in which role models may include young athletes, physically
challenged youngsters or teenagers involved in community work. Parental control of children’s
reading material is also strongly advisable, from my point of view. If measures are taken to offer
young people alternatives to these teen magazines, I believe half the battle against their
inadequate content will be won.
.focus
1. The only obvious weakness in this essay is in the conclusion. How do you think it could be
improved?
2. Read through the essay again, analysing the argument structure of each of the body paragraphs
(in terms of opinion, support, counter argument, refutation).
.analysis
 The conclusion is rather too long. The summary could be more concise, but the real problem is
that the writer has chosen to give several recommendations (solutions) in the conclusion, and as
a result it becomes overburdened. The writer could improve the balance of the essay by putting
these recommendations into a separate body paragraph and perhaps giving a little more detail
about them.
.final evaluation
This is a very good essay, both in terms of its structure, which is logical and
clear, and its content. The arguments are persuasive because they are well
supported, and the writer introduces reasonable counter arguments which
she then refutes.
. argument essay 5
.length: 925 words
In view of the problem of alcohol abuse in Spain, it has been proposed that the drinking
age should be raised. Do you agree with this proposal? Are there any alternatives?
The consumption of alcohol by young people has become a serious problem for society worldwide, and
especially y in Spain. Recent research has shown that if young people drink before turning 15 “they are
four times more likely to develop alcohol dependency than those who wait until they are 21, seven
times more likely to be in a car crash because of drinking, and 11 times more likely to suffer
unintentional injuries after drinking” (Health Service Executive, 2009). Furthermore, “more than 67% of
young people who start drinking before the age of 15 will try an illicit drug” (Alcohol Policies Project,
2001). In countries such as the United States of Amercia, somce measures have been taken in order to
thwart the consequences of this issue. In that nation, although “the age of majority is 19” (McCardell,
2012), people who are 18 are not allowed to buy or consume alcohol (McCardell 2012). However, in this
essay, I intend to argue that, in my opinion, raising the drinking age in Spain to 21 years would not be a
valid solution for the problem of alcohol abuse and binge drinking in young people.
First of all I I would argue that the problem of young people and alcohol has not been solved, as I see it,
in countries where the drinking age is 21. For instance, recent studies carried out by the Pacific Institute
for Research and Education indicate that in 2007 “the total cost of underage drinking in the United
States was 68 billion dollars” (Alcohol Policies Project, 2001). I believe that this fact demonstrates the
likely failure of such a measure. However, some people believe that setting the drinking age at 21 is a
very good measure, as they do not consider people under this age mature enough to “purchase, possess
or consume alcohol” (McCardell, 2012). Nonetheless, i personally believe it is rather illogical that in
some countries people are allowed to drive cars at the age of 16 and yet they are not considered
responsible enough to buy alcohol until 5 years later. I feel this restriction actually encourages young
people under 21 to practise binge drinking: I believe they drink in such an aggressive and irresponsible
fashion exactly because the law forbids then to do it. As the vice-chancellor of the University of
Tennessee claims: “if you infantilize someone, do not be surprised when infantile behaviour – like binge
drinking – results” (McCardell, 2012).
It could of course be argued that the only way to prevent young people from harming themselves is to
raise the drinking age, even above the 21 years limit found in some countries, since alcohol causes
around 115,00 deaths per year among youngsters, and is the biggest single cause of death among males
aged 16-24 (Youth (Eurocare) , 2013). In fact, some scientists such as Dr Sigman recommend avoiding
alcohol until people reach at least 24 years old since the body is more vulnerable to long-term damage
until adulthood has been reached. (Paton, 2011). However, this seems to me to be totally unrealistic
from a practical point of view, since feel people of that age should be allowed to make decisions for
themselves, in my view. If they are old enough to get married, sign a legal contract, and in general make
life decisions about themselves and those near to them, then in my opinion they should able to decide
sensibly about when and where and how much alcohol they can drink. This is especially true because
alcohol plays a very important role in adult life in many cultures, being “used to celebrate, commiserate
and socialise (Health Service Executive, 2009).
I feel that a much better method than prohibition (which is what the raising the drinking age would
mean) would be education. Young people need to be taught how to deal with alcohol. Since it is a part
of our culture, they need to know its effects, its potential dangers, and how to drink responsibly. They
should be taught in schools and homes about such things as units of alcohol, how the body responds to
alcohol consumption, and the short and long terms effects that it can have on the body and mind. Of
course, it is true that all this would cost money, but awareness programs could be sponsored by the
drinks companies, all with the idea of educating young people about how to enjoy drinking without
causing problems, to themselves or to society and in my view it would be money well spent.
So then, in this essay I have argued that raising the drinking age would not be the right measure to take
to reduce the problem of alcohol abuse among young people in Spain. In my view, it is not clear that this
would reduce the problem, and might even make it worse. I also feel that other methods, such as
education, would be much more effective. Of course, this might be more expensive, but I feel society
has a responsibility to educate its young people about how to live and behave well, not by imposing
prohibitions, but by showing what is the best way to act.
BIBLIOGRAPHY
Alcohol Policies Project, 2001. “Young People and Alcohol” May 2001. http://
www.cspinet.org/booze/alcyouth.html. Dtae accessed 11/01/2013
Health Service Executive. 2009. “What are the effects?” http://www.yourdrinking.ie/alcohol-and-young-
people/what-are-the-effects Date accessed 11/01/2013
McCardell, J.M. 2012 “Let them drink at 18, with a learner’s permit”. The New York Times Online, 28
May. http://www.nytimes.com/roomfordebate/2012/05/28do-we-need-to-redefine-adulthood/let-
them-drink-at-18-with-a-learners-permit Date accessed: 13/01/2013
Paton, G. 2011. “Young people should avoid alcohol until 24”. The Telegraph Online, 6 June.
http://www.telegraph.co.uk/health/healthnews/8557955 Date accessed 13/01/2013.
Youth (Eurocare). 2013. Eurocare.European Alcohol Policy Alliance. http://
www.eurocare.org/resources/policy_issues/youth. Date accessed 14/01/2013
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Abortion
According to a global study made by the WHO in 2010 [World Health Organisation: 2010], the number of
yearly recorded induced abortions is 46 million; while 1.2 % were made beyond the 5 months of
gestation, 10% were made between the 3-5 months of pregnancy and 88.8% were practiced before the
3 months. It is clear that so far, the subject of abortion has been a matter of controversy in our current
society, since some laws, perspectives and facts have come to a point where this topic has gone beyond
common sense. Because of this, some people believe that abortion is the right and the general thing to
do when you experience an unplanned pregnancy. Nevertheless, there are people who still think there
are other alternative choices to avoid this thoughtless action. In this essay, I intend to argue that
women who are determined to have an abortion should rethink what they are going to do and evade
the choice of murdering their baby depending on the cause of their unwanted pregnancy.
To begin with, I believe that abortion should be only legal if there was a case of rape or violent assault
before it, or if there was a death risk for the mother or the kid. I think these two viewpoints could be
considered reasonable as, in the first case, women’s psychical health would be an imperative, and surely
and understandably, she would not like carrying the baby of a person who harmed her in such atrocious
way. In the second case, as in the first one, the mother would be the one who had to make the decision,
she would have to choose between letting herself survive or letting her kid live, whatever the choice
may be, it would be conceivable that she preferred being alive.
However there are people who think that in the first case, the one of rape, the abortion would not be
an option, as the baby is not guilty of the sexual assault. Speaking personally I do not support this point
of view because I strongly believe that no woman deserves to be raped, and therefore, they would not
have to keep the baby if they, both mother and baby, were going to suffer the consequences of that
fact.
Secondly, I believe that these two cases are abnormally the reasons why a woman aborts. I strongly
feel that the greatest part of the unwanted pregnancies, and therefore the abortions, come from the
poor knowledge of birth control means as well as the lack of compromise with those. Some people do
not bear in mind the consequences of their careless unsafe sex; they do not use any contraceptive
method and they continuously do it, when they unfortunately get pregnant, the very first solution they
choose is abortion, because they cannot face it and they do not want to deal with their mistake.
Although this could be argued, because all people are not the same, I am of the opinion of Mother
Teresa and I totally agree with her; “It is a poverty to decide that a child must die so that you may live as
you wish” [Mother Teresa of Calcutta: 1997]
Another reason why I do not believe abortion is the right alternative, is because the mental and
physical side effects of this process. Generally, women do not think that they are going to endure any
consequences, but sadly they are wrong: there is a wide range of after-effects which go from the most
insignificant to the most adverse and serious. First of all they would experience at the beginning
abdominal pains, nausea possibly followed by vomiting and diarrhoea. If the abortion was not practised
perfectly, they would have the possibility of suffering other grave complications, such as infections,
deep bleeding, perforation of organs, irreversible ovarian, cervix cancer or even death. This could be
argued, as some part of the involved population would think these things might be worth the risk
compared to having to take care of a child.
However, it seems to me, that most of people do not think about the mental side effects of abortion.
As stated in a study [Family Research Council: 2012], abortion increases the danger of depression,
substance dependence, anxiety and others disorders. My opinion about this is that I believe that people
often forget the emotional effects that abortion has. It is not like they have an abortion done and live
happily ever after, they have an abortion done and it is likely possible that they end up scarred and
therefore regretting that choice, because at the end, they are ending the life possibility of a human
being, and most important, the life of their sons.
Thirdly, I feel that the reasons why women abort are many, the most common, and selfish ones are
because they cannot afford having a baby, they do not want to be seen as ‘loose’ women, and because it
simply does not suit them. This could be supported by saying that as it is the women’s body, hence it’s
their choice to do with their bodies whatever they want. Of course it is their choice; nonetheless, having
sexual intercourse is also a choice, and as an action, it has a consequence. The consequences, whether
they are bad or good, have to be dealt with responsibility, so they have to be mature enough to face
them. Once again, my own perspective of this is that if after labour they still do not want it, they could
give the baby up in adoption; as I think, that gradually feeling the life growing in their insides and the
narrow bonds created psychically and physically within both mother and child, would tip the balance in
favour of their kid life.
To conclude, I have given several arguments and reasons to why I think women should not have
abortions done. I would only support abortion if it was consequence of rape or one of the involved lives,
the mother’s of the child’s would be put in risk. However abortions done because of irresponsibility do
not have at all my approval. As a result of this, a good solution to the abortion problem would be that
governments should have a kind of monetary help to give mothers who cannot afford having a child,
single mothers, teenage mothers, etc., so that they would not have to go through abortion, they would
have a back up source of income and be able to combine their lives and duties, and most important of
all, they could enjoy the life and the beauty of having a child.
BIBLIOGRAPHY
Family Research Council. 2012. How abortion harms women health. http://www.frc.org/content/how-
abortion-harms-womens-health. Date accessed: 15/10/2012
Mother Teresa of Calcutta. 1997. National Prayer Breakfast. Washington.
World Health Organisation. 2010. Global health statistics.
http://www.who.int/whosis/whostat/ES_WHS10_Full.pdf . Date accessed: 14/10/2012
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Erasmus: is it money wasted?

During the past 25 years many European students – close to 3 million, 231 410 only in year 2010-2011,
according to European Commission statistics (European Commission. 2012) – have taken part in the
ERASMUS Programme. ERASMUS (EuRopean Community Action Scheme for the Mobility of University
Students) is a project which allows students to spend a period of time abroad, studying at a foreign
European university which has an agreement with their home academic institution. It is financed by the
European Union, which provides students with a grant. Recently, because of the economical crisis, the
Erasmus programme has become a major issue, and its survival is at risk: from next year it may be
suspended because of the lack of funds. In this essay I intend to argue that, in my opinion, the ERASMUS
Programme is not a waste of money, because it contributes to build the European Union, it helps
students to find a job and it is an extremely relevant life experience, which can make people “world
citizens”, open-minded and tolerant.
First of all, I think that the ERASMUS Programme is fundamental to make the European Union
something concrete, and not only an abstract institution. As a matter of fact, thanks to this project
young people go beyond their own national environments and discover other realities, getting aware of
the different cultures that constitute the European Union. They meet students from all over Europe and,
working with them as a team, learn to consider differences as an enrichment and not as an obstacle;
often they keep in contact with each other even when the ERASMUS period is over, and these
relationships contribute to create a real European conscience and an atmosphere of cooperation and
respect. Moreover, it seems to me that also the home countries take advantage from the exchange of
knowledge between these “cultural ambassadors”, for instance in terms of internationalisation of the
academic system. These young people, who begin to concretize the cosmopolitan spirit which, in my
view, should characterize the European Union, are called by Stefan Wolff, a professor of political science
at the University of Bath, “the Erasmus Generation”; he said, regarding to them: “For the first time in
history, we're seeing the seeds of a truly European identity”(Wolff. 2005).
In addition, I believe that spending a period of time studying abroad could really help young
people to find a good job. Firstly, because to live and attend university in another country it is necessary
to learn the local language, and the knowledge of more than a language is always an useful skill while
applying for a job. I strongly feel that, in such a globalised world, people who are bilingual have nearly
always more possibilities of getting an employment than people that can only speak their mother
tongue. According to a statistic published on the webpage of Languages work (a British information
service about careers with languages, run by CILT, the British National Centre for Languages), “74% of
employers are looking to employ people with conversational language skills” (Languages work. 2012).
Secondly, during their stay ERASMUS students get in contact with different academic and working
environments, and they often establish long-lasting relationships which allow them to come back to
work in the hosting countries once they have graduated. Thirdly, as we are living in difficult times when
young people have to struggle to find a job and are forced to adapt to everything to get into the working
world, I would argue that ERASMUS could be a useful experience to become more flexible and able to
face difficult or unexpected situations. As a matter of fact, as reported in an article on British Council
webpage, Michelle MacFadyen, of KPMG (one of the largest professional services companies in the
world), said that “We’re looking for colleagues who can be innovative in difficult situations; who can
work under pressure; can build relationships and who are not afraid to challenge and be challenged.
Doing an Erasmus exchange is the perfect way to develop these skills” (MacFadyen. 2012)
What is more, I personally believe that ERASMUS could not be considered money wasted
because it is an extremely significant life experience. It changes students’ attitude towards life, making
them more open-minded and tolerant: they become aware that their customs and beliefs are relative,
and learn to accept other people’s. It may seem irrelevant, but I strongly feel that it is fundamental step
against racism and prejudice. Personally speaking, I would say that projects such as ERASMUS help, even
indirectly, to build peace concretely, changing people’s mind and making them go beyond differences to
reach common purposes.
Some people think that ERASMUS Programme is not a really useful project, because for them
students consider it simply as a long-lasting holiday financed by public money, and spend their time
partying without thinking seriously about the main aim of their stay abroad – studying. The ERASMUS
detractors argue that European Union’s money should be invested in more profitable matters, especially
in time of crisis. However, in my opinion, this view is wrong and biased, because it considers only a
minority of students, disregarding all those who study hard to pass the exams in a different language
and get good notes despite language obstacles and different teaching methods. Furthermore, I strongly
believe that in civilized countries education should be one of the main investment sectors, even in
difficult times, because it lays the foundations of future society and forms competent political and
economical leaders.
In conclusion, in this essay I have considered the ERASMUS Programme, that in my opinion is
absolutely not a waste of money, and I have explained the reasons for which I consider it so important,
as a way of creating conscious European citizens, a useful tool to face the working world and a life-
marking experience. I hope that, despite the economical crisis, this project could last for long, and it
seems to me that a good solution to budget problems could be limiting the number of grants and
making the selection harder, in order to give this possibility only to students who really deserve it.
BIBLIOGRAPHY
European Commission. 2012. The ERASMUS Programme – studying in Europe and more.
http://ec.europa.eu/education/lifelong-learning-programme/erasmus_en.htm Date accessed:
15/10/2012
Language Work. 2012. Key language facts. http://www.languageswork.org.uk/home/why_languages
/key_language_facts.aspx. Date accessed: 15/10/2012
MacFayden, M. 2012. Erasmus - Why take part. British Council.
http://www.britishcouncil.org/erasmus_why_take_part.pdf. Date accessed: 15/10/2012
Wolff, S. 2005, in Bennhold, K. Quietly sprouting: A European identity.
http://www.stefanwolff.com/media/quietly-sprouting-a-european-identity. Date accessed: 15/10/2012
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Immigration
Currently, one of the most controversial issues in Spain is the management of public health
services for illegal immigrants. These are usually foreign workers who have not been hired in a legal way
but actually live in our country. Over the past four years Spain has undergone a deep recession which is
forcing the government to cut expenses in order to cope with the tremendous crisis which the whole
citizenship is enduring. Some months ago, the Spanish administration changed the legislation regarding
health coverage and left illegal immigrants out of the public system. As a result, a heated debate has
emerged in society in which the very concept of solidarity is being questioned. In this essay, I will argue
that everybody living in Spain, including undocumented immigrants, should be entitled to a public
health care service since they are a fundamental community in our state.
First of all, I personally believe that basic rights should not be modified without popular consent.
In fact, the Spanish Constitution of 1978 establishes “the right of all citizens to protection of their health
[and] recognizes a right to health services for all citizens and for foreigners resident in Spain.” (Spanish
National Health System: 2012). In addition, it seems to me that this new measure taken by the
government fosters social marginalization leading to health apartheid (Immigrants protest loss of free
health care in Spain: 2012). However, some people feel that governments should privilege Spanish
people in the first place in case there is not enough money to cover the whole service. Indeed, they
often argue that only tax-payers should enjoy these rights as the National Health Service is paid
exclusively by those who are legally working. Despite this opinion, in my view all the citizens must be
treated the same way regardless of their social status, incomes, race or origin. Moreover, illegal
immigrants usually have little resources to pay for private health service, so it seems to me that it is
essential to maintain the previous policies to guarantee health care for everybody.
Second, I believe that we should consider the opposite situation and try to sympathize with
immigrants’ situation. Indeed, it would not be such a distant scenario: “by 2011 the OECD confirmed
that the total number of people leaving the country (Spaniards and non-Spaniards) had over taken the
number of arrivals” (2008–2012 Spanish financial crisis: 2012). Therefore, it could be argued that most
of the people who resolve to live abroad would not like to have their rights reduced. Nonetheless, it
could be pointed out that not all foreign countries have a similar public system and, as a consequence,
some basic rights for Spanish people may not be safeguarded. Yet, I think that the key factor in this issue
is to preserve the equality among all the citizens of a given society. That is to say, if we enjoy a free
public health service in our country, I strongly believe that nobody should be deprived of it.
Notwithstanding, some politicians argue that many immigrants come to Spain to take advantage
of our free health coverage to save money. According to the Guardian “Spanish media have been filling
up with reports of so-called health scroungers” (Tremlett: 2009). As a result, some Spanish parties, such
as the People’s Party, state that Spain cannot any longer afford this health paradise in detriment of their
native inhabitants. However, I feel that there is an attempt at manipulating the figures in order to justify
such a harsh stance. Some experts state that “there is no evidence of excessive and inappropriate use of
other health-care resources [by immigrants]” (Carrasco-Garrido: 2007). Furthermore, I think that even in
times of terrible crisis we should not step back in the achievements which our society as a whole have
boldly goaled with so much effort. It seems to be very easy to decline people’s standards when they’re
enduring a pretty hard situation, but in my view it is an act of immorality to introduce changes when
people’s worries are fixed in their pockets.
Last but not least, I personally believe that Spain should take care of illegal immigrants’ health
since they highly contribute to the general welfare, as much as any native citizen. In fact, The Guardian
remarks that immigrant workers “helped power its [Spanish] economy and brought this once insular
land the strengths and strains of diversity” (DeParle: 2008). On the contrary, it could be argued that they
are not legally hired and, as a consequence, cannot contribute with their taxes to the maintenance of
public services. In addition, they are usually accused of committing criminal actions and are loosely
linked to mafias. Anyway, I believe this is an overgeneralization and an unfair view of the actual
situation. It is well known that some Spanish people also cheat, steal money and have reprehensible
attitudes; even some politicians, who in theory should have exemplary behaviour.
To sum up, in this essay I have presented several reasons why I think illegal immigrants should
continue enjoying our public health service. It is a right for everybody living in Spain to receive an equal
treatment regardless of where they may come from. Moreover, I think that we should avoid
manipulations and attempts at demeaning foreigners with very weak argumentations and try to
sympathize with problems that we could possibly experience ourselves. Finally, I have argued that it is
highly important for a productive society to take care of all their workers. In conclusion, we would be
mistaken if we underestimated the great value of those who come from foreign countries to build up a
more powerful society, and health seems to me a pillar which should be granted to everybody to sustain
this welfare society.
BIBLIOGRAPHY
Carrasco-Garrido P. et al. 2007. “Health profiles, lifestyles and use of health resources by the immigrant
population resident in Spain”. European Journal of Public Health. Volume 17, Issue 5: 503-507.
http://eurpub.oxfordjournals.org/content/17/5/503.short. Date accessed 15/10/2012.
DeParle, J. 2008. “Spain, like U.S., grapples with immigration”. The New York Times.
http://www.nytimes.com/2008/06/10/world/europe/10migrate.html?_r=2&pagewanted=all. Date
accessed 15/10/2012.
“Immigrants protest loss of free health care in Spain”. 2012. EFE. http://latino.foxnews.com/latino
/health /2012/09/01/immigrants-protest-loss-free-health-care-in-spain/. Date accessed 16/10/2012.
“Spanish National Health System”. 2012. Wikipedia. http://en.wikipedia.org/wiki/Spanish_National_
Health_System Date accessed 14/10/2012.
Tremlett, G. 2009. “Scrounging foreigners? British expats accused of health tourism in Spain”. The
Guardian Online. http://www.guardian.co.uk/society/2009/oct/05/british-expats-health-tourism-spain.
Date accessed 17/10/2012.
“2008–2012 Spanish financial crisis”. 2012. Wikipedia.
http://en.wikipedia.org/wiki/2008%E2%80%932012_Spanish_financial_crisis#From_immigration_to_em
migration. Date accessed 16/10/2012.
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Restrictions on people’s right to protest publicly in Madrid?

Recent demonstrations and protests in Madrid are encouraging politicians to limit or even to ban such
activities. The main reasons inciting people to get on the streets are the measures imposed by Mariano
Rajoyʼs government to collect taxes in order to reduce the Spanish deficit. It is a right established by the
Constitution that anyone can peacefully protest so, limiting or banning this right may be considered
controversial and may aim people to believe that their government is abolishing one of the most
important civil rights to express themselves. In this essay I will argue why, in my opinion, it is important
to let people show their thinking towards those who govern the country, focusing on the case of
Madrid.
To begin with, I consider, as many people do, that the government is the representation of the people,
due to the fact that they are elected by citizensʼ votes. It seems to me that avoiding to listen what
people believe means that the government is avoiding the fact that, as I said before, they represent
people in a country. One may think that demonstrations taking place in Madrid are the believe of just a
small part of the population, but when “tens of thousands of people” are seen on the streets, according
to recent surveys (Tens of thousands march in 56 Spanish cities to protest austerity cuts, 2012), one may
also get into thinking that this small part is not as small as some tend to believe. I also think that the
increasing number of demonstrations is due to the same problem, that is, that the government is not
considering what people are asking and, until they do, people are simply going to keep on expressing
their opinion; but if now the government is planning to abolish this, it may be reasonable to understand
why people are angry at them. So in my opinion, if people had the feeling of being listened, it would not
be necessary to protest and, therefore, no reason to ban demonstrations.
Another fact encouraging politicians to limit or to ban the protests is that they slow down the normal
functioning of the city and that the protests are violent. However, it is a civil right stated on the
Constitution that: “The right of peaceful assembly, without arms. The exercise of this right shall not
require prior authorisation.” (Spanish Delegate wants to ban public protests, 2012). Every protest
occurring in Madrid and in Spain has been peaceful, even in one occasion it was a silent protest to show
that they are no being violent and that their only purpose is to be listened. In my opinion, in that sense,
both the Constitution and the way people are acting prove that the protests are legal and what actually
is illegal is to keep people away from doing it, at least now that is is established by the Constitution and
as long as it is in force. However, it is also stated on the Constitution that: “the authority, which can only
forbid it if there are substantial grounds of disorderly conduct, endangering persons or property”
(Spanish Delegate wants to ban public protests, 2012). This statement is being used by politicians to
prove that their decisions are also within the Constitution. In my view, all demonstrations are held in a
organised way until the National Police burst in the area where protests are taking place and from this
moment you can call it disorderly conduct, but my point is, who caused this disorderly conduct? As I see
it, not the people.
A greater problem that may be the result of all this, is that people could start using violence in the
demonstrations. Currently protests are being peaceful and, even though, the Police are acting in an
excessive way, as I see it. It is likely that some day, people get tired of this situation and start being
violent, too. By this I mean that creating restrictions may encourage people to use
violence sometime in the near future. In addition, the financial situation in Spain is a huge problem and
there are every time more desperate people that cannot even pay their food. What can be expected
from a country where “the highest unemployment rate was recorded”?; to be more precise a “25.1%”
(Eurozone unemployment at fresh high, 2012) If the government incentive them by restricting their basic
civil rights, desperate people are capable to act in an unpredictable manner towards authorities and so
on. It can be argued that the National Police are being blunt in order to reduce peopleʼs spirit of
revolution but, in my opinion, the situation in Spain is so bad that the effect is being, in fact, the
opposite. In conclusion, I think that the decisions made by the government are inciting people to behave
in a way that is not productive, either for the people or for politicians.
To summarise, in this essay I have argued the main reasons why it is necessary not to limit or to ban the
peopleʼs right to protests publicly. People expect their government to attend their requests as
politicians are their representation. We have also seen that it is a right established on the Constitution
to protest peacefully and therefore it is legal, so no further reprimand should be seen. Finally we have
considered that the financial situation in Spain is so difficult now that taking away peopleʼs rights such
as this, may lead to violent protests which are not the main reason of the demonstrations. Considering
all this points, it seems to me that the government should listen more to what citizens are asking
because in the end, people are the ones experiencing this situation.
BIBLIOGRAPHY
Eurozone unemployment at fresh high, 2012. BBC. http://www.bbc.co.uk/news/ business-19784062.
Date accessed: 20/10/2012
Spanish Delegate wants to ban public protests, 2012. The Real Agenda. http://real-agenda.com/
2012/10/03/spanish-delegate-wants-to-ban-public-protests/ . Date accessed: 12/10/2012
Tens of thousands march in 56 Spanish cities to protest austerity cuts, 2012. The Washington Post
Online. http://l.washingtonpost.com/business/thousands-gather-in-56-spanish-cities-to-protest-against-
punishing-austerity-measures/ Date accessed: 12/10/2012
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Is “junk food” really such a bad thing?

One of the most important problems that First World countries have been facing in the last few decades
regarding health is junk food. According to Segen’s Medical Dictionary, “junk food generally refers to
any food which is low in essential nutrients and high in everything else – in particular calories and
sodium. Junk foods are often very salted (potato chips, crisps, pretzels), high in refined carbohydrates
(empty calories) like candy, soft drinks and high in saturated fats (cake or chocolate)” (Segen’s Medical
Dictionary, 2012). It is important to note that in America there are 160,000 fast food restaurants which
serve mostly this type of food to 50 million Americans daily, and countless more throughout the world.
It does not seem to be a coincidence that the increase in junk food in our diet has happened at a time
when worldwide obesity levels are growing constantly (World Health Organization, 2014). In this essay I
am going to argue why, in my point of view, junk food is not recommended for anyone.
First of all, I think that junk food is bad because it has many bad consequences for health. According to a
study done by the WHO in 2008, more than1.4 billion adults, 20 and older, were overweight, possibly as
the direct result of eating too much poor quality food. 65% of the world’s population lives in countries
where overweight and obesity kill more people than underweight. But obesity is not the only negative
consequence for health: regular consumption of junk food can lead to other diseases such as type 2
diabetes, liver damage, heart diseases, and strokes (WHO, 2014). It is true that no one forces anyone to
go to fast food restaurants or eat junk food, but the fact that these types of places are easy to find,
cheap and accessible to people with a low income makes them, in my view, rather dangerous, as most
people aren’t really aware of the possible health consequences of overconsumption.
Secondly, another reason why I feel that junk food is bad is because it is addictive. A study at the Scripps
research Institute in 2008 suggested that junk food consumption alters brain activity in a manner
“similar to addictive drugs like cocaine and heroin” (Goodwin, 2010). Moreover, a study on rats by
Johnson and Kenny found that “after many weeks with unlimited access to junk food, the pleasure
centers of rat brains became desensitized, requiring more food for pleasure. After the junk food was
taken away and replaced with a healthy diet, the rats starved for two weeks instead of eating nutritious
fare” (Johnson and Kenny, 2010). Certainly, some fast food restaurants such as McDonalds have
healthier options in their menus such as salads or fishburgers (which may be healthier than those made
of pork or beef). But unfortunately, when children go to fast food restaurants I would say that they
rarely order vegetables or fish since they are tempted to have the typical hamburger menu by the offer
of a free toy.
Finally, in my view junk food is not good because it can lead to changes in a person’s behavior. A study
done at Oxford University found that increases in “aggression, irritability, and even violent tendencies”
can be the result of too much junk food consumption. This was said to be the consequence of a lack of
healthy nutrients in the diet, which may affect the body’s ability to produce certain important hormones
(Huff, 2013). It seems to me that this is a very important issue, especially as regards teenagers, who
generally are great consumers of junk food. I would argue that they are probably even more vulnerable
to this kind of behavioural change than adults, since their bodies are still developing. However, it could
be argued that eating junk food from time to time is not so bad, and I would agree with this, but since
junk food is cheap, available and addictive, then it might be difficult for many people to control their
consumption, especially young people.
To conclude, in this essay I have argued why from my point of view consuming junk food is generally
speaking a bad decision: it can have very negative consequences not only for the body but also for the
mind and behaviour. It might be a good idea to try to teach children healthy values at school and at
home, but it is difficult to see any other way in which society could protect itself from this danger, since
any kind of health campaign would probably be opposed by the very powerful corporations who make
billions in profits out of people’s addiction to their junk food.
BIBLIOGRAPHY
Huff, E.A. 2013 “People who eat processed junk food are angry, irritable, say scientists.”
http://naturalnews.com/039655-processed-food-irritability-research.html Date accessed 27/05/2014
Goodwin, J. 2010. “Junk food addiction may be real.” Business Week. March 29, 2010.
Johnson, P & Kenny, P. 2010. “Addiction-like reward dysfunction and compulsive eating in obese rats:
Role for Dopamine D2 receptors.” Nature Neuroscience.
Segen’s Medical Dictionary. 2012. http://medical-dictionary.thefreedictionary.com/junk+food Date
accessed 26/05/2104
World Health Organisation. 2014. “Obesity and Overweight.”
http://www.who.int/mediacentre/factsheets/fs311/en Date accessed 27/05/2014
. argument essay 11
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Abortion
Abortion is nowadays a complex issue that has provoked different reactions. It is estimated that about
one in five pregnancies worldwide end in induced abortion (Population Reference Bureau, 2011: 5). The
complexity about this matter is that abortion deals with moral and legal aspects (Boonin, 2003:3, 4).
These dimensions lie in the fact that the right of decision of the woman (whether they want to have a
baby) conflicts with the right of the foetus to come into the world. Some positions argue that the right
of decision of the women must always prevail. Others try to defend the right to live above all. There are
those who adopt an intermediate position, in which abortion in only justified in borderline cases. The
opposing views concerning abortion have as result that the laws which regulate it vary widely among
countries. At the same time, the laws regulating abortion are constantly being changed in the same
country. In Spain, for example, there have been some reforms to the abortion law in the last years. In
1985 induced abortion was legalized in three cases: serious risk to physical or mental health of the
pregnant woman, rape and malformations or defects in the fetus (Abortion in Spain, 2012). In 2010,
woman could take the free decision to terminate a pregnancy before the first 14 weeks (Abortion in
Spain, 2012). However, the new Government has decided to change this law into a law of conditions,
but “it will eliminate foetal deformity as a basis for killing the unborn” (Ertelt, 2012). In this essay, I
intend to explain why the “law of circumstances” approved in Spain in 1985 is, from my point of view,
the fairest one.
The first good point of this “law of circumstances” is that it criminalizes abortion (although not in some
extreme circumstances). I think abortion must be criminalized, since it involves the death of a human
life. “In biology and in medicine it is an accepted fact that the life of an individual organism reproducing
by sexual reproduction begins at conception (fertilization)” (Roth, 2003: 21). Furthermore, we can point
out that life is a universal right: “everyone has the right to live” (United Nations, 2012). If everyone has
the right to live, no human can be deprived of life. Then (as we argued above) if a foetus is a human
being, abortion means taking away somebody’s life. Some people could argue that the foetus “is not yet
an individual living organism, or not yet a member of the human species because it is only a potential
human being” (Bonin, 2003: 20). However, I feel that even if the zygote is weak and it is not yet formed,
he deserves to live. The cells that form the zygote are unique since it has a unique genetic material
(Zygote, 2012). If the pregnancy is not interrupted, that bunch of cells will originate an individual.
Abortion is permitted in nearly every country, at least to save the life of the pregnant woman; and a
majority of countries also allow abortion to preserve the physical health of the pregnant woman
(Population Reference Bureau, 2011: 26). I strongly believe that another good aspect of the law of 1985
is that it has allowed the mother to choose if she wanted to continue with the pregnancy in those
situations in which serious risk for the mothers’ mental, physical health or even life was involved. On
one hand, pregnancy can risk the mothers’ physical health. We can point out the sad example of a
woman who died after a refusal of an abortion request in Ireland, because in this country abortion is
forbidden unless there is a real risk for the mother. As the republic of Ireland is a Catholic country, the
law says that women cannot abort when the fetus is still alive (BBC News Europe, 2012). On the other
hand, there are also some mental problems that pregnant women can face. “Many pregnancies are
unplanned and may occur unexpectedly while women are receiving treatment with medications for
psychiatric disorders. Many women may consider stopping medication abruptly after learning they are
pregnant, but this may carry substantial risks” (Harvard medical school, 2012). However, some people
feel that the fetuses’ life must be preserved, in any case. Even if the mother suffers from a disease,
doctors must try to treat her from the disease, but always trying to preserve the fetus’ life.
Nevertheless, my own view is that in case it is not possible to preserve both health conditions, the
mothers’ life or health must be guaranteed. The law must recognize the right to choose if they want to
put an end to their pregnancy in the case that their health or life is in danger, even if the consequence is
the death of the fetus. “It is generally accepted that a person has the right to defend themselves when
they are in danger, and that they may use violence, or even kill in extreme circumstances, in order to
protect themselves from physical attack” (BBC Ethics guide, 2012).
Nearly half of all countries permit abortion in cases of rape (Population Reference Bureau, 2011: 26). In
spite of the fact that rape has become one of the most typical assumptions under which abortion is
allowed, some people argue that abortion cannot be justifiable even in case of rape. “Many women who
become pregnant through sexual assault do not believe in abortion, believing it would be a further act
of violence perpetrated against their bodies and their children” (Reardon, 2004. However, personally
speaking, it seems reasonable and fair to me that the law of 1985 let women decide whether they want
to put an end to their pregnancy after a sexual assault. In this situation, I think that in order to avoid the
mother’s trauma, she must have the right to abort. “If some women want abortions in these cases is
because it will help them to put the assault behind them, recover more quickly, and avoid the additional
trauma of giving birth to a “rapist’s child”(Reardon, 2004).
Many people consider that supporting abortion when there is malformation of the fetus devalues
disabled people. The Society for the Protection of Unborn Children makes the point that abortion of the
handicapped is a reminder of the inhumanity of abortion. It attacks the most vulnerable, those who are
most in need of help. It sends the disabled a message which assumes that they are inferior and less
valuable than the able-bodied (Abortion and disability, 2012). However, like in the law of 1985, I feel it
must be contemplated that families could (if they wanted to) put an end to a pregnancy in the event of a
disabled fetus. To begin with, it appears to me that since each disability is different (as well as the family
conditions), abortion in these cases must be under the law because only the parents can weight up and
decide whether they want to have a disabled baby. Moreover, there are some severe malformations
that can bring a lot of suffering to the child and to the parents. In some cases, families can decide that
they do not want to condemn their baby to spend his or her life going to hospitals or to die some years
later because of their illnesses. Furthermore, having a child with severe health problems sometimes
involves spending a big amount of money (such as expensive medical treatments, special schools or
other needs) and not all the families can afford it.
In this essay, I have explained why I think that the law of 1985 in Spain is, in my opinion, the most
reasonable way to deal with abortion. This is because it penalizes abortion (since it involves not letting a
new human being born), but at the same time, it considers that there are some extreme circumstances
in which women must be allowed to decide. These circumstances are in case of risk to the mother’s
mental or physical health, if a pregnancy is a result of sexual assault and if there are malformations of
the fetus. This law tries to preserve both the woman’s and the fetuses’ rights. In conclusion, I feel that
society must be educated to see abortion as an immoral action, although sometimes it can be
considered a “lesser evil” to avoid a bigger suffering. By saying that, women must be able to choose
whether they want to abort (under some circumstances), but we are not saying they have to. We would
just understand that they want to put end to their pregnancy, so it must be covered by the law. We
must always keep in mind that abortion represents a very hard decision for every woman.
BIBLIOGRAPHY
Abortion and disability. 2012. Pro choice forum. http://www.prochoiceforum.org.uk/aad4.php. Date
accessed: 30/11/2012
Abortion in Spain. 2012. Wikipedia. http://en.wikipedia.org/wiki/Abortion_in_Spain. Date accessed:

28/11/2012.
BBC Ethics guide. 2012. Abortion in self-defense.
http://www.bbc.co.uk/ethics/abortion/philosophical/selfdefence.shtml. Date accessed: 30/11/2012
BBC News Europe. 2012. Woman dies after abortion request 'refused' at Galway hospital.
http://www.bbc.co.uk/news/uk-northern-ireland-20321741. Date accessed: 29/11/2012.
Boonin, D. 2003. A defense of abortion. Cambridge: Cambridge University Press: 3, 4, 20, 21.
Ertelt, S. 2012. Spain will end abortion targeting disabled babies. http://www.lifenews.com
/2012/07/26/spain-will-end-abortions-targeting-disabled-babies/. Date accessed: 28/11/2012
Harvard Medical School. 2012. Psychiatric disorders during pregnancy.
http://www.womensmentalhealth.org/specialty-clinics/psychiatric-disorders-during-pregnancy/. Date
Population Reference Bureau. 2011. Abortion facts and figures. http://www.prb.org/pdf11/abortion-
facts-and-figures-2011.pdf. Date accessed: 29/11/2012
Reardon, D C. 2004. Rape, Incest and Abortion: Searching Beyond the Myth.
http://afterabortion.org/2004/rape-incest-and-abortion-searching-beyond-the-myths-3/. Date
Roth, M. 2003. Congress in 1981: when does human life begins? quoted in in Boonin D (Cambridge
University Press) A defense of abortion. Cambridge, Cambridge University Press : 21.
United Nations. 2012. The Universal Declaration of the Human Rights.
http://www.un.org/en/documents/udhr/index.shtml. Date accessed: 28/11/2012
Zygote. 2012. Wikipedia. http://en.wikipedia.org/wiki/Zygote. Date accessed: 28/11/2012
.SECTION 2. Discussion essays .28
. discussion essay 1
. 
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As you read, take note of the analysis of the viewpoints presented.
.reading
Should soft drugs such as cannabis be legal within Europe? Consider and analyse a
variety of perspectives concerning their use.
1. Nowadays the consumption of soft drugs, especially cannabis, is very common in our society,
although it isn’t legal. The only European country where this is completely legal is Holland, where
people can get drugs in cafes; nevertheless, drugs can be found in every European country, and
they are the basis of an evil business: the traffic of drugs. Many people think that the legalisation
of drugs can be profitable to society in some aspects, or, at least, not as bad as some people
think; but other people are completely against this resolution for many reasons. In this essay I am
going to show the different arguments that people use concerning the legalisation of soft drugs in
Europe.
2. Some people argue that soft drugs, such as cannabis, are not alarming products. First, because
they are as normal as tobacco, from their point of view. Second, because these drugs don't have
bad effects on people, or these effects are the same ones that tobacco can produce. These
arguments seem quite convincing; nevertheless, it depends on the amount of soft drugs that a
person consumes, because smoking a large quantity of cannabis produces mental confusion,
which smoking a large quantity of tobacco does not.
3. It could be said that the legalisation of soft drugs implies that the number of crimes would go
down. Many crimes in cities are produced by people in a state of anxiety to buy and consume
drugs. In this way, if these people could get drugs without problems they wouldn’t suffer this
anxiety and commit crimes. Also, if the consumption is legal, addicts will feel safer and not as part
of a social taboo - logically this would affect their behaviour and they will steal, or whatever, less.
These arguments are strong, but the latter is perhaps less convincing because people steal for
many reasons, so perhaps the city crime problem wouldn’t be affected much.
4. One of the main and perhaps strongest arguments in favour of the legalisation of soft drugs is that
in this way the traffic of all types of drugs would be reduced. The traffic of drugs involves a lot of
money and costs a lot of lives, and it is usually associated with other darker business, like
weapons selling, and prostitution, and so on. In this way, if the Government attacked a part of its
business - soft drugs - then drugs traffic overall would suffer a lot of damage, to the benefit of
society.
5. On the other hand, some people point out that the legalisation of drugs would be harmful in
many ways. First, young people who have never before tried these drugs may want to try them
because it is a new thing for them and it is suddenly legal. Another point is that because soft drugs
have been forbidden, it would be a kind of challenge for them. Second, it can be argued that
habitual consumers would take more drugs because they could get them more easily and the
price may be lower. Finally, many people feel that soft drugs have very bad effects on the body -
just like tobacco. These arguments are rather persuasive, except perhaps the first, because many
young people have clear ideas about drugs and wouldn’t want to try them, legal or not.
6. Another point would be that legalisation of soft drugs might produce bad effects on children.
These children would grow up considering drugs as normal as we now consider alcohol or
tobacco, and that they are just another part of the daily life. Also it is possible that people would
become drug users at an earlier age if they considered drugs as acceptable. However, parents or
society could apply controls - as it does with alcohol and tobacco - to prevent this happening.
7. Finally, it could be claimed that the legalisation of soft drugs could produce disorders in people's
behaviour. First, there could be accidents, not only car crashes, which we can already see in
countries where soft drugs are legal, but also work accidents. These often happen when
medications have been taken, but if the worker takes legal soft drugs, such accidents might be
more likely. Second, there could be more violence between young people, above all, who can't
control themselves when they've drunk large quantities of alcohol and probably even less when
they are under the influence of drugs.
8. Of course, some people argue that legalisation is a good idea if there is some kind of control.
These people defend the legalisation of certain soft drugs, above all cannabis because it is very
common, but they only support this if Governments control the selling and the amount. The
problem with this is that if this happened, then a parallel illegal market would quickly appear to
satisfy the needs of the consumer, and control could be lost.
9. So then, there are many arguments concerning the legalisation of soft drugs within Europe. The
main arguments in favour are the fact that soft drug use is common, that soft drugs only have the
same effects on human bodies as (legal) tobacco, the reduction in the amount of crimes, and the
damage caused in the traffic of drugs. On the other hand, legalisation might create new and
younger consumers, produce traffic and work accidents and violence. On balance, the legalisation
of soft drugs in Europe might be seen as a bad idea because it could be the beginning of a vicious
circle where more people would feel the temptation to try drugs, and eventually users might want
harder and more dangerous drugs.
.focus
1. Analyse the opening statement and the background information to see how the writer introduces
the essay.
2. What do you feel about the overall balance of the sides presented (remember that the various
sides presented should be given more or less equal emphasis).
3. Does the writer do enough analysis?
4. Go through the essay, underlining the language she uses for her analysis.
5. Look at the analysis in the second paragraph. She says that the arguments seem quite
convincing, and then offers a criticism (“nevertheless it depends on the amount of tobacco…”).
This is an effective method of analysis.
6. Notice the writer’s detailed but concise summary in the conclusion.
7. Her final comment in the conclusion - is it objective?
.analysis
 First she deals with the fact that soft drugs are common but illegal in most countries in Europe.
The she introduces the two extreme viewpoints - those who are in favour of the legalisation, and
those who are opposed. This method, of mentioning the extreme viewpoints in the background
information of the introduction, is an acceptable approach. However, as this writer does (in the
second sentence: “The only European country…”), you must say something more to provide
adequate background. In other words, it is not acceptable to mention only the extreme viewpoints
and nothing else.
 She balances arguments for and arguments against, but only mentions mid-points in one
paragraph (8). The mid-points are important, but this writer doesn’t really give them enough
attention.
 The writer spends a lot of time providing quite effective analysis in almost all of the body
paragraphs.
 Notice how she does her analysis in paragraphs 6 and 8. Instead of saying directly something like
“This is a reasonable point”, she simply gives a criticism of the argument (Paragraph 8: “The
problem with this is …”) or offers a contrasting point (Paragraph 6: “However …”). This is an
effective way of presenting analysis.
 The writer’s final comment in the conclusion is perfectly objective, even though it probably
represents her own personal viewpoint. It is objective because of the cautious language she has
used: “might be seen” “could be the beginning” “users might want”.
.final evaluation
This good essay has only one significant weakness: the lack of emphasis on
the mid-points. Apart from this, the essay is well-structured, and presents
clear arguments with generally logical and effective analysis.
. ½
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As you go through this essay, take note of the analysis given at different points.
.reading
Present and analyse a number of viewpoints regarding the way in which Spanish
universities should develop in the next century.
1. Nowadays it seems that everyone feels that university education is an issue that matters.
Universities, as part of the educational system of a country, appear essential, not only in order to
obtain a much more enlightened society, but if they are well-organised and are given the
importance they deserve, they are also essential to the social, economic and scientific life of a
country. In Spain during the past few years the standard of universities has increased and the
number of students has multiplied by three. But still Spanish universities have serious problems to
solve in order to develop in the future. In this essay I will try to point out the different arguments
concerning in what ways Spanish universities should develop in the next century.
2. It could be argued that universities in Spain should develop by concentrating on receiving a higher
social value. This means that the importance Spanish citizens give to their higher education might
improve its conditions. This social value seems important in order to create a society with an
equality of opportunities among its members. This social value seems to be abandoned in Spanish
society which appears not to be conscious of the social function of the university. Proof of this
may be the little interest companies take in aiding universities. From this perspective, Spanish
universities in the future should probably take this social value more seriously by making public
universities cheaper and by developing a better system which guarantees that all members of
society are able to receive higher education. These arguments appear quite convincing, as
recently there appears to have been a social degradation of public universities with the new
conservative government which is making a policy of budget cutting to universities.
3. Some people might point out that universities should develop in the next century by changing
some aspects of the way they are financed. First it seems to these people that the state should
not be the only institution which has to provide money to universities. People who think this way
might claim that companies and enterprises should collaborate economically in order to endow
higher education with better equipped areas and to finish with some problems such as
overcrowding, which can only be solved if there is higher investment. Second, it could be argued
that by providing more money, technology could be brought up to date, which is another
problem. The state could give some privileges to those private enterprises which help universities.
It seems that these arguments are reasonable as most universities in Spain claim that they need
more money to develop new courses, reorganise their structures and especially to establish new
technology.
4. There are those who point out that the university has to focus more intensively on its system. It
seems that although universities have made a great effort in the creation of new degrees and
courses which correspond to new fields in our modern society, to some people they are not
enough, as nowadays science moves and changes quickly. Another problem is the new study
plans, which some argue should be improved, as the large number of subjects and the timetable
divided into mornings and afternoons give no time to study. This might be true, but even though
the new study plans seem to have problems, they appear to give a much more flexible and
interdisciplinary education which corresponds to today’s society, with its enormous capacity of
change due to the globalisation of our economy.
5. It could also be claimed that universities should develop in the scientific field. For the last few
years many universities in Spain have been facing the problem that although they have done
important research and made important discoveries, they don’t have enough money to develop
them, due to the lack of interest shown by business. Because of this, the scientific research of the
universities, which seems to be essential for the well-being of the scientific field of a country,
might become less practical and more theoretical. It seems reasonable to think that business and
the universities need to work together, since research leading to scientific innovation is probably
one of the university’s main functions.
6. To conclude, there are many arguments concerning the ways Spanish universities should develop
in the future. Some of them point out that this development should be focused in a social way,
others in a financial way, while there are those who believe it’s the university system or the
scientific field that should develop. One reasonable prediction is that, due to the relationship
between the economy and education, universities are probably going to be given much more
importance in the next century.
.focus
1. Notice the effective opening statement.
2. What is the purpose of the background information here?
3. Do you find paragraph 2 rather unclear? What causes the problem?
4. Look through the essay and find the points where the writer analyses the arguments she is
presenting. Underline the analyses. Do the analyses always agree with the arguments, or are any
of them critical?
5. What do you like about the conclusion?
.analysis
 The writer uses the background information very successfully to present a view of the generally
accepted role of the university, but also how this role depends on the university functioning
correctly. She then mentions that there have been problems within Spanish universities. This
provides the context for the essay, in which she has to discuss the future of universities in Spain.
 In paragraph 2, what does the writer mean by “a higher social value”? And why is this social value
important to “create an equality of opportunity between its members”? She doesn’t really explain
this fully, so it’s rather confusing. We have to guess more or less what she means. At the end of
the paragraph she talks more concretely about financing and access to universities, and this is
more effective.
 The analysis in paragraph 4 (“This might be true, but…”) is positive, but then points out a
weakness in the viewpoint; that is, criticises it. This is an effective technique, showing that the
writer has considered the issue carefully. In other words, don’t always give a positive analysis of
the viewpoints presented - sometimes you should give a negative or critical analysis!
 In the conclusion the writer summarises the main points of the discussion effectively, and then
provides a realistic and logical (and objectively expressed) recommendation.
.final evaluation
This is an effective discussion essay that presents and develops some
interesting and relevant arguments in an objective way. The writer analyses
the arguments quite effectively, and overall structures her essay logically. The
introduction in particular is clear and effective.

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.preview
In this essay, as well as successfully presenting a number of viewpoints, the writer is also
skilful at linking the paragraphs together. See how she does this.
.reading
Discuss and evaluate objectively the arguments concerning the cloning of humans.
1. The possibility of cloning human beings has generated controversy as one of the most significant
scientific advances of recent times. Everything began with the case of Dolly, a sheep cloned at the
Roslyn Institute of Edinburgh. The success of this experiment has led scientists to consider the
possibility of cloning humans. The religious and moral implications of this have caused the
immediate reaction of many people against it. However, there are also those who consider the
opportunities offered by this new advance in science as something worth discussing. In this paper
I will try to discuss some of the main viewpoints dealing with the possibility of human cloning.
2. One of the strongest arguments suggested by some religious people is that we must not play God.
Those who support this opinion speak from Christian principles such as the uniqueness of the
soul. According to Christianity we have been created by God with a different body and soul which
distinguishes us from the rest. The problem for religious people is whether a clone would or
would not have a soul. However, in nature there are cases of twins who are identical even in
terms of character. The process of fertilisation of twins could well be regarded as a “simultaneous
cloning process” - but nobody would say that the existence of a twin threatens the other’s
identity. It has never been said, even by religious people, that twins do not have separate souls. If
that is so, then it seems logical to think that the clone would have his/her own soul and identity,
even more if brought up in a different environment.
3. Since most educated theologians probably would agree that a clone would have a single soul, the
real point to oppose human cloning would be that we cannot replace God in the mastery of
human life. An illustration of the hardest line against cloning would be the opinion of Father
McCormick, a Jesuit ethicist at the University of Notre Dame who regards any kind of human
cloning as morally repugnant (Newsweek, 1997: 28). He also considers anyone wishing to clone
himself to be an extremely self-centred person. However, against this it can be pointed out that
there may be reasons for cloning oneself which are not selfish, such as for infertile couples who
would be able to have a baby.
4. Because of these positive aspects, not all moralists totally condemn human cloning. Despite the
fact that the majority of them think of this practice as something non-desirable, there are also
some who see opportunities such as the recovering of the family line. This would be an acceptable
use of cloning, according to rabbi Moses Tendler, professor of medical ethics at the Yeshua
University , New York (Newsweek, 1997: 28). He says that in the case of a Holocaust survivor who
could not have children, he would advise cloning rather than sperm donation. There are also
some moralists who do not consider the act of human cloning as evil in itself, or even non-
desirable; their objection is that the manipulation of human genetics is the thing to worry about.
5. On the other hand, there is always the opinion of scientists, who may be less sensitive to religious
concerns. Most scientists, and this case is not an exception, think that scientific development
cannot - and should not - be stopped. Some have considered human cloning as another possibility
of reproduction, such as artificial insemination and fertilisation “in vitro”. The most serious danger
scientists consider is the irresponsible use of this potential, which could be the illegal creation of
clones for organ banks and other uses against human rights. This last concern has been raised not
only by scientists but by moral leaders, and seems to be a powerful argument against the
uncontrolled use of cloning.
6. However, it could be said that cloning is not totally good or bad in itself: what makes it acceptable
or not is how it is used. It might be argued that, applied to medicine it could be positive for
humans, but it could also result in another Hitler or Stalin. One way to avoid bad uses of cloning
might be to establish an ethical code that all countries would accept, putting a limit on what can
be done and what can’t. A consequence of this may be that those who clone illegally or just for
profit would be prosecuted, but medical uses for improving people’s quality of life would be legal.
7. To sum up, we can see that this is another issue in which friction and controversy between
scientific advances and religious beliefs arise at many points. Since there are serious problems
which could be caused by this new challenge of man to nature, it would seem necessary to be
very cautious with the direction that human cloning could take. Anyway, it has often been proved
that, in the end, scientific progress will continue.
.focus
1. Go through paragraphs 2, 3, 4 and 5, and identify the different arguments presented (i.e. those
for, against, mid-points, and also analysis).
2. What does paragraph 6 do?
3. Do you find it confusing the way the writer has organised her viewpoints, or do you think it is
effective?
4. Notice how the writer links the paragraphs together, so that it is easy to move on from one
paragraph to the next.
5. Could there be more analysis?
6. Does the summary have enough detail?
.analysis
 Paragraph 2: Against viewpoints + analysis beginning “However…”. Paragraph 3: Against
viewpoints + analysis beginning “However…”. Paragraph 4: Mid-points. Paragraph 5: For
viewpoints + contrasting Against viewpoints beginning “The most serious danger…”.
 Paragraph 6: This presents more mid-points: referring to acceptable and non-acceptable uses of
cloning.
 Although it might seem wrong for the writer to separate the two paragraphs giving mid-points, in
this case the result is quite effective, because paragraph 6 emphasises the issue of the use of
cloning, rather than its moral implications.
 The writer links her paragraphs together very effectively, using a variety of techniques. Paragraph
three takes up and develops the idea presented in paragraph 2. Paragraph 4 refers back to
paragraph three (“Because of these positive aspects…”). Paragraph 5 clearly signals a change in
the direction of the argument (“On the other hand…”). Paragraph 6 also shows that an opposing
position is to be presented (“However…”).
 A little more analysis would be interesting.

 It would be possible for the writer to give more detail in the summary. However, the summary is
nevertheless quite effective because it reminds the reader of the main thread of the discussion
(the possible disagreement between scientific and religious perspectives).
.final evaluation
This is a very good essay which has a clear structure, interesting arguments,
and well developed ideas. The writer also presents a variety of viewpoints. The
essay has no serious weaknesses.
. ½
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.preview
Notice how the writer properly presents more than just the pro and con positions.
.reading
Euthanasia
1. Euthanasia has been one of the most controversial problems in recent decades. The progress of
medicine gives the possibility of keeping alive people who have suffered serious accidents or have
incurable illnesses, by sophisticated techniques using breathing equipment and artificial feeding.
However, this chance is not always desired by the patients or their families, who sometimes
cannot bear this painful situation, and prefer interrupting this medical attention in order to stop
the suffering and secure a peaceful death. In spite of this, the “right to die” is illegal in most
countries and therefore prosecuted and condemned. In this essay I will discuss different
viewpoints about the ethics of euthanasia.
2. To begin with, there are several arguments in favour of euthanasia. Many people believe that
each person should have the right to decide about his or her life. The Spanish writer and doctor of
philosophy Salvador Paniker maintains that living is not an absolute value; he argues that when
the quality of life goes down, a person has the right to die. As Paniker argues, some people might
also claim that medicine must be in the service of humanity but within the limits that each person
decides; if the patient voluntarily says that he or she wants to interrupt the misery of living
connected to a machine, the doctors should that wish. The difficulty is for the doctor to know
when a patient is able to make the right decision, and the doctor has to accept that responsibility.
In addition, one of the main arguments is that a lay state should guarantee the neutrality of its
laws, in the face of different religious beliefs, since the main detractors of euthanasia tend to be
religious people. This argument seems difficult to deny.
3. Some arguments against euthanasia are maintained, mostly by religious people. Elias Yanes, the
Spanish president of the Episcopal Conference, claims that legalising euthanasia is like authorising
the violation of the right to live, a value that the state must protect. However, it may appear
equally valid that the state should protect people’s right to die if they wish. In addition, Yanes also
argues that killing a person, despite the reason or the method of doing it, is immoral and attacks
the person’s dignity and the respect of his or her creator. Another possible viewpoint against
euthanasia is that medicine nowadays could relieve the pain of a sick person with narcotics and
due to this treatment the person could bear his/her suffering better, so euthanasia is not a good
reason to avoid suffering since it can be reduced by these drugs. The problem with this argument
is that although drugs can reduce pain, they cannot end it completely, and a life based on strong
narcotics is perhaps not a proper life. However, in addition, it might be persuasively pointed out
that some people with serious illnesses, or having suffered long states of coma have recovered,
and nowadays they have a normal life because hope was not lost.
4. There are other arguments regarding euthanasia, which depend on the degree of suffering. It
could be argued that people with degenerative diseases and very painful chronic illnesses must
have the possibility of finishing with that horror, since every single day is an agony. Others might
feel that psychological suffering is not a reason for euthanasia to be accepted, though it could also
be argued that this suffering could be very severe, as in the case of someone who has had a
serious accident resulting in multiple paralysis, and cannot face living like that. Another possible
viewpoint is that voluntary euthanasia is acceptable since it is the very person who judges, but
when the sick person cannot decide about his or her death - perhaps because the illness has
destroyed the sick person’s mental faculties - then nobody has the right to judge whether that
person will die or not. Others might point out that a close family member could make this
decision - but perhaps only if the sick person had authorised this before getting too ill to make a
decision. This seems a reasonable way of avoiding people being accused of murder.
5. In conclusion, we can see that there are many arguments both defending and condemning
euthanasia. Some of them deal with the freedom of the individual to choose his or her end, and
others deal with the condition of people as the children of God and therefore not the owners of
their lives. Other arguments accept euthanasia only in specific circumstances and reject it in
others. The arguments in favour appear more reasonable in terms of pluralism, since not
everyone is religious: it seems unfair that an agnostic person who wants euthanasia is not allowed
to because of a religion-based law. It could also be argued very convincingly that as individuals we
should be free to decide whether or not to live when the situation is degrading or painful, and a
society that denies this right to die may be interfering with people’s liberty.
.focus
1. The background information is quite effective in this essay in setting the context for the
discussion. It describes the situation by which euthanasia might become considered, based on
medical advances, and then points out the current illegality of euthanasia. The thesis statement
is simple but adequate.
2. Analyse the three body paragraphs (2, 3, and 4). What does each of the paragraphs do?
3. There is not a lot of analysis in this essay, but there is enough. Underline the sentences where the
writer provides analysis.
4. Does each paragraph only present one viewpoint or are other perspectives sometimes included?
(Look closely at paragraph 2 and 3).
5. How effective do you think the paragraph about mid-points (paragraph 4) is?
.analysis
 Paragraph 2 presents perspectives and arguments in favour. Paragraph 3 presents those against.
Paragraph 4 presents the mid-points - that is, those viewpoints that depend on circumstances.
 Analysis is presented in: Paragraph 2 “This argument seems difficult to deny”. Paragraph 3: The
problem with this argument …”. Paragraph 4: “This seems a reasonable way…”.
 In addition, if you look closely at paragraphs 2 and 3 you should notice how the writer throws in a
contrasting argument: Paragraph 2: “The difficulty is for the doctor…”. Paragraph 3: However, it
may appear equally valid…” and “However, in addition, it might be persuasively pointed out…”.
The effect of this is to prevent each paragraph from being a rather simple and possibly repetitive
report of a single viewpoint. It adds interest and variety to the development of the essay. But be
careful: it is not easy to do this without confusing the reader. If you are not sure you can do it
properly, it is better to keep things simple; in other words, just present one viewpoint per
paragraph.
 Did you notice that the writer includes a certain amount of analysis in the conclusion, after the
detailed summary? It is okay to do this, as long as you have also done analysis in the body of the
essay - but don’t just put all your analysis into the conclusion. The effect in this essay is quite
good, because the writer is giving an overall concluding analysis: that is, she indicates objectively
which of the viewpoints presented seems the most persuasive or reasonable (note that she also
gives a justification or reason).
 The mid-points paragraph (4) is quite effective. Here the writer is quite thorough and detailed in
her treatment of the intermediate perspectives. The essay has a good balance among the
different viewpoints.
.final evaluation
This is a very good discussion essay for several reasons: it considers a variety
of viewpoints, it presents the arguments clearly and objectively, and it
includes objective analysis. The overall structure is logical, making the essay
easy and interesting to read. The content is good, and the use of outside
sources adds more interest. The whole essay gives the impression of careful,
balanced thinking.
.length: 922 words
Should young people under 18 have access to Facebook or other social networking sites?
Nowadays, due to their huge diffusion on the Internet, social networking sites have become one
of the most important types of communication, especially among young people, for whom they are the
main way to interact with friends and classmates. A social network is “a dedicated website or other
application which enables users to communicate with each other by posting information, comments,
messages, images, etc..” (Definition of Social Network.2012). The most common of them it is called
“Facebook” and was founded by Mark Zuckerberg, a young Harvard University student, in 2004.
Currently, access to Facebook and similar social networking sites is allowed only to people older than 13
years old. In the last few years, however, there has been a lot of discussion about these websites and
they have often been accused of being potentially dangerous for young people: this is the reason why it
has been suggested to raise the age requested to join the social networks, and to forbid use of them to
anyone younger than 18. In this essay I will present a variety of points of view about this subject, which
is closely connected to the discussion on whether the social networking sites are something positive or
negative for young people.
One of the strongest arguments in favour of the presence of adolescents in social networks is
that this kind of website seems to be fundamental for teenagers, for whom they constitute the main
form of interaction with their peers: they allow them to chat with their friends, comment on pictures
and share music videos. Recent research (Taylor, 2012) suggests that “73% of teens are on a social
network, and 37% send messages to friends every day”: this seems to demonstrate that forbidding the
access to underage people may drastically reduce their possibilities of establishing and maintaining
social relationships. However, even if this argument appears to be quite interesting, it could be claimed
that online friendship could hardly be compared with “real” one, which is based on conversation and
common experiences and is characterized by a complete trust which is almost impossible to reach on a
website, where it is easy to lie or to give a distorted image of oneself.
On the other hand, it may be suggested that social networks should be off-limits to minors
because of their lack of capability to recognize and avoid the threats of the world of Internet, such as
cyber bulling: “deliberately using digital media to communicate false, embarrassing, or hostile
information about another person” (Schurgin O'Keeffe, and Clarke-Pearson. 2011), and it seems to be a
common problem among teenagers. It could provoke serious psychological problems to adolescents,
who are often particularly sensitive to their peers’ judgment and acceptation, and, according to Dr.
Robyn Musselwhite, a psychologist who treats young victims of bullying , “when it becomes out of their
control (...) that feeling of helplessness leads to depression” (Musselwhite, 2011). This argument could
be considered rather convincing, especially because problems such as cyber bullying appear to be
dramatically common: according to surveys, “around half of teens have been the victims of cyber
bullying, and only 1 in 10 teens tells a parent if they have been a cyber-bully victim”. (Webster, 2012)
However, it seems reasonable to argue that social networking sites could have both positive and
negatives effects on teenagers younger than 18, and that they should be allowed to use them, even if
only under particular conditions: for example, under parental supervision. Parents should play a relevant
role in the relationship between their children and social networks, controlling their activities online and
helping them detecting potential threats. Nevertheless, this should not mean spying adolescents behind
their back. According to Larry D. Rosen, professor of psychology at California State University, there is no
point in trying to monitor “secretly” their activities on social networks with special computer
programmes; the most efficient thing to do for parents is discussing the issue with their children, so that
they will consider them as a reference when they discover a potential danger. (Rosen, 2011).
What is more, it could be suggested that social networks should be permitted to teenagers,
when it is for school matters. Firstly, high school students may use it for group projects, to exchange
information and files or for gathering online. Secondly, teachers could use them as educational tools.
Thirdly, creating pages or groups on Facebook, accessible only for students and teachers and controlled
by schools, could be useful to make the academic communication more rapid and immediate. This
viewpoint could be seen as quite logical, because the use of social networks (which are undeniably a
relevant part of students’ life) for learning and studying may lead to significant improvements in
communication between teachers and pupils, and make lessons more interesting and interactive.
In conclusion, in this essay some points of view about the use of social networks by teenagers
and, consequently, the possibility of forbidding their access to them, have been presented. The main
argument in favour of the prohibition to join social networks until legal maturity is that younger people
are not able to protect themselves from the dangers of the virtual world. On the other hand, excluding
teenagers from Facebook and similar websites seems to reduce their possibilities of establishing social
relationships. It could be reasonable to conclude that social networks sites may continue to be
accessible to people younger than 18, but only with the help and control of adults, in order to make
their experience online safe and positive.
BIBLIOGRAPHY
Definition of Social Network. 2012. Oxford University Press. http://oxforddictionaries.com/definition
/english/social%2Bnetwork?q=social+network. Date accessed: 28/10/2012
Musselwhite, R. 2011, quoted in Miller, S. Cyberbullying: A darker side of social networks.
http://inews6.americanobserver.net/articles/cyberbullying-darker-side-social-networks. Date accessed:
29/10/2012
Rosen, L.D. 2011, quoted in Social Networking's Good and Bad Impacts On Kids.2011.Science Daily.
http://www.sciencedaily.com/releases/2011/08/110806203538.htm. Date accessed: 29/10/2012
Schurgin O'Keeffe, G. and K. Clarke-Pearson. 2011. The Impact of Social Media on Children, Adolescents,
and Families. http://pediatrics.aappublications.org/content/127/4/800.full. Date accessed: 29/10/2012
Taylor, T. 2012. 30 Statistics about Teens and Social Networking. http://facebook-parental-controls-
review.toptenreviews.com/30-statistics-about-teens-and-social-networking.html Date accessed:
28/10/2012
Webster, R. 2012. From cyber bullying to sexting: What on your kids' cell? Harford County Examiner.
quoted in Cyber Bullying Statistics http://www.bullyingstatistics.org/content/cyber-bullying-
statistics.html Date accessed: 28/10/2012.
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More and more people are becoming homeless every day in Spain. Review and analyse a
number of possible solutions that might help alleviate or reduce this problem
Although the problem of homelessness is nothing new in Spain, it seems that more and more people are
becoming aware of the dramatic consequences it may lead to. The reason for this is that the number of
homeless people has risen dramatically in Spain since 2008 and the beginning of the economic crisis.
There are many reasons why someone could become homeless, but it seems clear that the economic
and political situation of this country is responsible for this, as many people argue (Dayle, 2012).
Therefore, in this essay I am going to review a number of possible solutions that have been suggested to
try to reduce this apparently growing problem.
To start with, one measure that has been proposed is that ongoing mortgage-related foreclosures
should be immediately stopped. The argument is that if we wish to reduce the problem, logically we
should prevent more and more people from being forced onto the streets. As some media have pointed
out, “200 families each day are thrown out of their homes” (Govan, 2012). In fact, according to Spain’s
General Council of the Judiciary, since 2008 over 200,000 evictions have been approved by the course
(Brat and Bjork, 2012). This would seem to be a good start, although there are a number of problems:
this measure does nothing to help those who have lost their homes already and are living on the streets.
It is a measure that has also been criticized since it could be argued that those who get themselves into
financial difficulties should accept the consequences. However, since even the banks themselves have
been bailed out by Spanish society when they found themselves in financial problems, this measure to
help families in trouble would seem to be only fair.
Since this measure does not deal with those already on the streets, there have been a number of
suggestions of how to provide immediate help. One way might be to provide a housing program to help
evicted people, who in many cases do not even have jobs (Brat and Bjork, 2012). This could be done by
forcing the banks (who have a large stock of empty flats and houses as a result of year of evictions) to
give shelter to homeless people by allowing them to live in this accommodation at low rents. While this
would seem to be a reasonable solution, in the end it is probably rather idealistic: it is difficult to
imagine banks doing this freely, and the government would probably never take such a politically
destructive measure as to force them to do it (Roberts, 2012). Ultimately, the banks have a lot of power
and influence over the government, and homeless people have very little.
A final possible solution could be for local, regional and state authorities to work together to come up
with some new affordable rent regulations and also to build and preserve affordable rental housing. The
idea here would be to change the way Spanish society perceives rented accommodation. However,
although this sounds reasonable in theory, there is a long Spanish tradition of home ownership (in
contrast with many other European countries), possible fueled by governments and banks to provide
them with more profits. Consequently, it might take a long time to change the tendency for Spanish
people to want to own a home rather than live in rented accommodation.
To sum up, in this essay several possible solutions to reduce the homelessness caused by the recent
economic crisis have been presented and analysed. Although each of these solutions could be effective
in alleviating the difficulty faced by an increasing number of families, it seems clear that without a
strong political will to change and to help, none of them will actually be applied because of their
financial and political cost.
BIBLIOGRAPHY
Brat, I & Bjork, C. 2012. Spain aims to ease forclosure laws. The Wall Street Journal, 12/11/102, page
A13.
Dayle, S. 2012. Wave of evictions lead to ¡homelessnees in Spain. The New York Times online,
11/11/2012. http:// www.nytimes.com/2012/11/12/world/europe/spain-evictions.... Date of access:
05/01/2013
Govan, F. 2012. Spanish homeowners rally together to fight evictions by banks. The Telegraph,
02/05/2012. http://www.telegraph.co.uk/finance(...) by-banks.html. Date of access: 07/01/2013
Roberts, M. 2012. Spanish banks to restrict evections after suicides. The Guardian, 12/11/2012. http://
www.guardian.co.uk/world (...)/evictions_suicides Date of Access: 07/01/2013
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Las Vegas Arrives in Madrid

Casinos and theme parks are often regarded as the culmination of the capitalist system in
developed countries. Sheldon Adelson, a business magnate and owner of the world-famous corporation
Las Vegas Sands, showed interest in building a new mega casino in Spain called Eurovegas. Both Madrid
and Barcelona competed to be the chosen location for this enormous complex so as to benefit from the
expensive investment which the project will require. In the end, the capital city was selected after being
exhaustively tested by expert analysts (Minder: 2012). Although there are plenty of similar theme parks
across Spain, this new project has divided the public opinion about the advantages and disadvantages of
such a magnanimous venture. To some extent, theme parks have not been as successful in Europe as in
America, where this trend originated, so some people are uncertain about the convenience of the
project (Eurovegas won’t hit the jackpot: 2012). Therefore, in this essay it will be discussed a set of
different views on the construction of Eurovegas in Madrid from ethical, economic and social
perspectives.
To begin with, some experts defend the building of Eurovegas since it will bring about an
improvement to the employment in the area. Las Vegas Sands states that “ the project could create
260,000 indirect and direct jobs, enough for nearly half the unemployed in Madrid” (Gambling in Spain:
2012). As a consequence, Ignacio Fernández, Madrid’s tourism boss, “admits that the casino project's
job-creation potential is its biggest attraction and makes it something politicians have to get for their
country.” (Burridge: 2012). Although it seems that there is some disagreement on actual figures, this
argument seems to be very convincing and is usually taken into account as one of the most positive
consequences which the enterprise will probably produce. It appears logical to argue that this sort of
investments is welcomed in such a degrading situation which the financial crisis has provoked.
Also, economic experts point out that tourism will be greatly enhanced by the building of the
complex. As a matter of fact, Spanish economy has usually been indebted to tourism. According to
Wikipedia “During the last four decades Spain's foreign tourist industry has grown into the second
biggest in the world and was worth approximately 40 billion Euros, about 5% of GDP, in 2006.”
(Economy of Spain: 2012). Therefore, by means of this new investment, Spain could fight easily against
the financial crisis and could reactivate a crucial sector of its diminished economy. However, it should
also be taken into account those local hotels and shops which were already operating in the area since
they might be directly damaged and devoured by the new facilities to be built. In this sense, Gregorio
Gordo from United Left Party suggests that “local hotels would lose business to the 12 hotels which are
planned as part of the complex” (Burridge: 2012). It might be reasonable to pay attention to the latter
argument in order to reconcile both perspectives. It also seems logical to assert that some sort of
economic compensation should be granted to these businessmen in case their work should be affected
by Eurovegas.
Nevertheless, those who oppose the construction of the Eurovegas complex worry that some
rules which regulate companies should be changed exceptionally for this project. According to The
Economist, some leaders point out “that the casino will become a ‘fiscal and legal paradise’ of tax breaks
and exemptions from labour laws.” (Gambling in Spain: 2012) Opposition is also found in left-wing
political parties, such as PSOE’s leader in Madrid, Tomas Gómez, who suspects that there have been
“secret agreements” which won’t be made public, accepting some of the requests to modify existing
laws. In addition, Madrid’s authorities don’t seem to mitigate these fears: “Esperanza Aguirre, president
of Madrid’s regional government, recently urged the national government to make concessions
requested by Mr. Adelson” (Minder: 2012). This may be considered as a convincing argument since it
could be argued that laws should be equal for everybody and try not to overlook larger firms’
misbehaviour.
On the other hand, from an ethical point of view, it could be argued that casinos epitomize in a
way the vanities and corruption of capitalist systems. Groups as different as the Catholic church and the
‘indignado’ protest movement are concerned about the possible negative influence that Eurovegas may
have on the area. First, many representatives of the religious community believe that the complex could
bring “gambling addiction, bankruptcies and suicides”. The “indignados” allude to “reports of
investigations by US authorities into allegations of corruption, dealings with Chinese mafia members and
failure to report potential money-launderers” (Tremlett: 2012). It is difficult to predict the final effect
that Eurovegas will have, but it appears to be reasonable to bear in mind the impact which excessive
gambling and betting could have on our society, especially among younger people.
To sum up, this essay has presented a number of different viewpoints dealing with the setting up
of Eurovegas in Madrid from moral, economic and social positions. On the one hand, the beneficial
impact that this agreement could bring to the area has been discussed. Tourism and employment may
be significantly improved by the investment that the plan requires and the subsequent modernization of
suburban Madrid seems to be the most remarkable aspect of the scheme. On the other hand, the
request for change in Spanish law should be taken carefully in order not to disturb local own interests.
Moreover, it has been reported that some ethical barrier should not be surpassed to prevent society
from becoming even more money-based. It appears to be a difficult task to attain a balance between
economic improvements and respect for traditions and local lifestyles, but it could be asserted that the
world is ever changing and people are used to adapting to new circumstances.
BIBLIOGRAPHY
Burridge, T. 2012. “Spain's dilemmas over 'Eurovegas' mega casino plans.” BBC News.
http://www.bbc.co.uk/news/world-europe-17436502 Date accessed 27/10/2012.
“Economy of Spain”. 2012. Wikipedia. http://en.wikipedia.org/wiki/Economy_of_Spain Date accessed
26/10/2012. Date accessed 26/10/2012.
“Eurovegas won’t hit the jackpot”. 2012. presseurop.
http://www.presseurop.eu/en/content/article/2735051-eurovegas-won-t-hit-jackpot?xtor=RSS-9 Date
“Gambling in Spain”. 2012. The Economist. http://www.economist.com/node/21550284 Date accessed
27/10/2012.
Minder, R. 2012. “Adelson Chooses Madrid Over Barcelona for New Casino” The New York Times.
http://www.nytimes.com/2012/09/09/business/global/madrid-wins-bid-for-las-vegas-sands-casino-and-
resort.html Date accessed 28/10/2012.
Tremlett, G. 2012. “'EuroVegas' to rise in Madrid as Sheldon Adelson signs casino deal”. The Guardian.
http://www.guardian.co.uk/world/2012/sep/10/eurovegas-madrid-sheldon-adelson-las-vegas Date
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Discuss the issue of gun control in the USA from several different perspectives
The recent school shooting in Sandy Hook elementary school has brought back the importance of a
worldwide debate about private ownership of handguns. A recent survey estimated the number of
civilian firearms at “approximately 650 million weapons out of some 875 in existence (Small arms
survey, 2011). Out of those, there are 270 million civilian firearms in the United States alone, a country
that holds the first position in the world ran of private ownership of guns. The most recent data show a
gun homicide rate in the U.S. of 2.97 per 100,00 people, which is around fifteen times the rate of 23
other “populous, high income” countries (Rep Jim Moran says U.S. gun homicide rate 20 times higher
than other western nations, 2012). Furthermore, Berman points out that “Americans are seven times
more likely to be murdered by than people in other countries and twenty times more likely to be killed
by a gun! (Berman, 2012). For all these reasons, it seems that there is an urgent need for a serious
discussion about civilian private ownership of handguns. In this essay I will show several different points
of view on the subject.
To begin with, most gun owners and especially those affiliated to the NRA (National Rifle Association)
feel they have the right and the freedom to choose how to protect themselves, and this includes,
obviously , the use of handguns (Luntz, 2009). Moreover, the NRA maintains that “the 30,000 gun-
related deaths with firearms in the U.S. every year are a small price to pay to guarantee freedom”
(Guns, democracy and freedom, 2013). Most NRA members (about 76%) want to be allowed to carry
guns in national parks, something that is currently prohibited, and 61% feel they should have the right to
carry guns in bags on Amtrak trains (Luntz, 2009). In other words, they feel their rights are being
restricted in some situations. They support their arguments with the Second Amendment, that in the
past assured that the government didn’t have “a monopoly on force” (Fisher 2013). These may seem
reasonable arguments to some, but recent research at Harvard shows that most guns are used in
escalating arguments than in self-defence, and that few criminal are actually shot by law-abiding citizens
protecting themselves or their property. However, it can also be argued that the NRA is an organisation
that represents an industry worth 13.9 billion dollars annually (Cohan, 2012), so it seems evident that it
has other motives than just assuring people’s “freedom”.
In strong contrast to the views of the NRA supporters, there are some powerful viewpoints against
private ownership of firearms. The fact that “3,184 children and teens died from gunfire in 2006 and
more preschoolers (63) were killed by firearms that law-enforcement officers (48) in the line of
duty”(Protect children not guns, 2009) seems to suggest that allowing people to have guns to protect
their safety may lead to many innocent deaths. Such opposers of the NAR position would point out that
the Assault Weapons Ban, which became law in 1994, reduced by 66% the use of this kind of extreme
weapon. This could be seen as a powerful argument to support the ban of all kinds of private ownership.
Moreover, the viewpoint raised in “Guns, democracy and freedom” (2013) suggests that the argument
of NRA CEO Wayne Le Pierre that “the people have a right to take whatever measures necessary,
including force, to abolish oppressive government” is known as “insurrectionism”, and this degrades the
democratic values and institutions that protect the freedom they enjoy as Americans. Another point to
take into account against this NSA argument is that of Tunisia, which has the lowest rate of firearm
ownership in the world, but which managed to bring down a harsh 24-year dictatorship (Fisher, 2012). It
seems difficult to deny these arguments, given the data that supports them is rather convincing.
However, there are those who feel that a total ban on the private ownership of guns is not necessarily
the best way forward. There are many associations such as the Virginia Center for Public Safety (VCPS)
that are dedicated to reducing gun violence “through awareness, education and advocacy” (2013). This
means that they want people to know the risks of firearms, restrictions on where guns may be carried,
and severe penalties for those who do not abide by the law (The Virginia Center for Public Safety, 2013).
Another survey shows that there are many mayors who support proposals that would help decrease gun
violence, such as: banning people on a terrorist watchlist from owning guns, improving government
databases to prevent the mentally ill and drug users from having guns, and track lost or stolen guns
(Mayors against illegal guns, 2011). At the same time, they believe that there is a need to protect
“Americans’ constitutional right the own a gun” as well as develop effective laws “preventing criminals,
terrorists, drug abusers and the mentally ill from having guns”. The VCPS does not advocate the
“restriction of responsible use of hunting and sporting weapons, not does it support the abolition of
handguns (The Virginia Center for Public Safety, 2013). It might be felt that these are reasonable
viewpoints, since it seems that these associations wish to preserve the rights of Americans but at the
same time reduce the danger of firearms by controlling their sale and distribution. However, it can also
be argued that it may be difficult to take the measures they propose, and their proposals will do little to
deal with the problem of deaths caused by accident or by ordinary law-abiding citizens who lose control
and kill someone in an argument.
In conclusion, most owners seem to feel that they have the right to protect themselves and strongly
believe in the Second Amendment and don’t want their lives to be fully controlled by the government;
others argue that guns are basically dangerous and only lead to killing, while some argue that guns are
safe if controlled and believe there could be a balance between freedom and safety. However, due to
the high number of deaths related to firearms in the U.S., but also in countries like Honduras – which
has a low level of gun ownership but a very high rate of gun-related homicides - it is likely that there are
many other circumstances that have to be taken into account than simply those related to the number
of guns to prevent this kind of violence.
BIBLIOGRAPHY
Berman, T. 2013. America is number one (at obesity, STD and dying young). Gawker, Jan 9th
http://gawker.com/5974693 Date accessed: 01/12/2013
Cohan, P. 2012. The NRA Industrial Complex. Forbes, July 23rd http://www.forbes.com
/sites/petercohan/2012/07/23 Date accessed: 01/12/2103
Fisher, M. 2013. A land without guns. How japan has virtually eliminated shooting deaths. The Atlantic,
July 23rd http:// www.theatlantic.com/international/archive/2012/07/.../260189 Date accessed:
01/12/2013
Guns, democracy and freedom, 2013. Coalition to stop gun violence. http://www.csgv.org/... Date
accessed 02/12/2013
Luntz, F. 2009. Amercan gun owners support common gun laws. World Doctors, Dec.
http://gunvictimsaction.org/wp-content/uploads/2011/01 Date accessed: 01/12/2013
Mayors against illegal guns, 2011. Momentum Analysis, Jan.
http://gunvictimsaction.org/content/uploads/2011/01/MAIG Date accessed: 02/12/2013
Rep Jim Moran says U.S. gun homicide rate 20 times higher than other western nations, 2012. PolitiFact
Virginia, Richmond Times-Despatch, Jan 27th http:// www.politifact.com/virginia/statements
/2012/jan/27/... Date accessed: 01/12/2013
Rogers, S. 2012. Gun homicides and gun ownership listed by country, The Guardian, July 22nd
http://www.guardian.co.uk/news/datablog/2012/jul/22/... Date accessed: 02/12/2013
Small arms survey, 2011. Research notes: Armed actors. http:// smallarmssurvey.org/fileadmin/docs/H-
research_Notes/SAS-Research-Note_9.pdf Date accessed: 02/12/2013
The Virginia Center for Public Safety, 2013. http://vacps.org/about-us Date accessed: 01/12/2013
.length: 1145
Sex and Marriage

Is it morally acceptable for young adults to engage in the sex act prior to marriage? This is a question
that has been debated for a long time. Approval of premarital sex increased between 1943 and 1999,
from 12 percent to 73 percent among young women, and from 40 percent to 79 percent among young
men, according to a report published in the September issue of the Review of General Psychology
(Trends in young people’s sexual behaviour examined, 2005). Traditional Christian morality maintains
that sexual intercourse is to be reserved for marriage and procreation, while more liberal people think
that it should not be only part of marriage. In this essay, I will present some different opinions held in
relation to this topic.
The main position against sexual intercourse before marriage is that of the Christian Catholic Church.
For them, sex before marriage is sex without commitment; sex that is not aimed towards procreation is
in their view equal to sin. They define these premarital relations as situations that “offend against the
dignity of marriage; they destroy the very idea of the family; they weaken the sense of fidelity. They are
contrary to the moral law. The sexual act must take place exclusively within marriage. Outside of
marriage it always constitutes a grave sin and excludes one from sacramental communion” (Teachings
on chastity and premarital sex in all faiths, 2005). The Biblical condemnation of sexual relations before
or outside marriage is abundantly clear. Adultery, or sexual intercourse between married women or
married men and someone other than their marital partners, is condemned as a serious sin. Such
relationships are to be characterized by "holiness and honour" (Sex outside marriage: A biblical view,
2005). Besides, other churches and religions (such as Judaism, Islamism, American Baptists, for example)
have a similar attitude to premarital sex, considering it sinful and irresponsible. The fact that you can
accidentally get pregnant or catch a sexually transmitted disease is something that should also be taken
into account and something that people against premarital sex use to support their viewpoint. This idea
of premarital sex being not good for the relationship is also illustrated by research, which shows that
couples who engage in pre-marital sex are more likely in the long-term to divorce, although there is not
necessarily a direct causal link (The issue of premarital sex, 2005).
This seems to be a rather understandable position, assuming Christian beliefs and the ideas proposed by
other religions, so the main problem here is faith. If someone is a believer then the arguments will be
clear, but people not agreeing with that religion might find it difficult to justify his or her behaviour
according to these rules. The idea of “sin” seems very subjective, then, but on the other hand, if it can
be seen as something irresponsible or leading to divorce – something with no good consequences - then
the arguments against premarital sex are more persuasive.
There are also people who think that having sex prior to marriage is not morally wrong or condemnable,
but a matter of free choice, depending on the kind of relationship the couple have. If two people love
each other, and they have a commitment, and want to get married or be together in a stable
relationship, it could be argued that it is acceptable that they make love even before the actual marriage
takes place, as a way to express their love for each other. In the latter case this might be said to be a
matter of non-marital sex, instead of pre-marital, and it is one of the main things that church is having to
deal with now, and some people want the Church “to accept non-marital sexual relationships as a
normal and acceptable part of modern life, especially in the context of cohabitation (as opposed to
marriage)” (The issue of premarital sex, 2005). In this context cohabitation is seen like a try-out period,
to see if the partners are sexually compatible or not. "If you love someone and get physically involved
with them, it's fine. It's different if you do it just because of the physical factor, however." (The Price of
Passion, 2005).
This might be seen as something not very mature, because supposedly, if someone is in love he or she
knows that that is true. Anyway, most people might be said to be afraid of showing their feelings, so it
may be a way to express themselves, and also to see if they can live together. This should be considered
as a valid reason for premarital sex, and even more so for people not believing in marriage, for whom
this is not a matter of discussion at all.
For others, pre-marital sex is acceptable, but only within well-defined limits or conditions: Consent by
both partners, (rape is seen as totally unacceptable); age (paedophilia is despised in society generally;
very large age gaps between partners are considered odd); availability (a sexual partner ought ideally to
be single or "separated”); free (there is still a stigma attached to prostitution); stability (high levels of
promiscuity and "bed-hopping" are frowned upon); safety (sex ought to be "safe" (barrier methods of
contraception should be used) given the risk of disease and pregnancy); Meaning (it is best if sex is
"meaningful" in the context of a relationship, unless it is a one-night-stand or infidelity, in which case it
ought to be meaningless!) (The issue of premarital sex, 2005). Another point in favour of premarital sex
is the fact that some people see sex as "experience", and from this perspective it seems that it would be
better to have as many different experiences in life as possible. Pre-marital sex with several different
partners is said to be one of these experiences. Sex is "exciting" and is seen by some as an essential
component of "a good weekend." (The issue of premarital sex, 2005). The fact is that premarital sex is
on the increase. (The Price of Passion, 2005)
The ideas regarding “limitations” on premarital sex seem to be just common sense, and the fact that
they are applied to premarital sex instead to non-marital sex or extra-marital sex might not be so
important. They should perhaps be considered as the ideas that anybody should have in mind when
having a healthy sexual relationship. On the other hand, finding sex exciting or just an experience is
something that is not so evident. Sex might be all those things, but also many more. It just depends on
the person’s viewpoint
To sum up, there is a lot of controversy in the matter of pre-marital sex, but mainly it seems to be a
matter of free choice. If someone freely chooses to be Catholic then maybe he or she will stick to those
principles, but someone agnostic or atheist may just want to explore to see what is the best way to
experience this aspect of life and relationships.
BIBLIOGRAPHY
Sex outside marriage: A biblical view. 2005. Biblical evidence for Catholicism
http://ic.net/~erasmus/RAZ203.HTM . Date accessed: 26/11/2005.
Teachings on chastity and premarital sex in all faiths. 2005. Beliefnet.com.

http://www.beliefnet.com/features/chastity_chart.html. Date accessed: 27/11/2005.
The price of passion. 2005. The Daily Star.

http://www.thedailystar.net/magazine/2005/09/02/cover.htm. Date accessed: 24/11/2005.
The issue of premarital sex. 2005. The Theologian.

http://www.geocities.com/the_theologian/content/pastoralia/premaritalsex.html. Date accessed:
25/11/2005.
Trends in young people’s sexual behaviour examined. 2005. Education week.

http://ewdev.edweek.org/ew/articles/2005/10/14/08report_web5.h25.html. Date accessed:
27/11/2005
.SECTION 3: essay questions .52
.essay questions for practice

.argument essays
 Who or what do you think is responsible for the problem of growing violence among young
children? Suggest several positive and practical measures that might realistically be taken to
reduce this problem.
 What is your personal view concerning the use of animals to make human lives more
comfortable? Consider, among other things, the use of animals and animal products for food,
clothing, and the use of animals in the testing of pharmaceutical products.
 Why do you think that boys tend to perform more poorly than girls in national school exams? What
practical measures do you think could be employed to improve this situation? (You can refer to
the situation in Britain and/or Spain).
 Why do you think childhood mental illness is becoming more common? What do you think could
be done about it, by both parents and schools?
 Do you think that “lessons in citizenship, moral values and preparation for adult life” should
become an important part of the school curriculum in Spain? (In your essay, make sure that you
give a definition of what you think a course in “citizenship, moral values and preparation for adult
life” would deal with).
 Do you personally feel that there should be a total ban on the private ownership of guns?
 Do you believe that young Spanish people should be encouraged - or compelled - to take part in
community service? Why/Why not?
 Suggest a number of solutions that you feel might reduce the problem of violence related to
football. Your solutions should be as realistic as possible.
 Do you think sportsmen and sportswomen should act as role models for young people? Why/Why
not?
 Most of the time spent at school and/or university is completely wasted, according to some
people. Do you personally think this is true?
 "The destruction of our planet and the stripping of its natural resources is the greatest tragedy of
our century". Do you agree with this view?
 Does education broaden the mind or does it narrow it? Consider what the objectives of education
should be, in your opinion (You can speak generally, or you can focus on the primary system, the
secondary system, or the university system).
 Do you think that there are any practical alternatives to the examination system used in
universities? Suggest any alternative methods of student assessment that you think could be
introduced.
 Do you feel that teenage magazines provide a valuable form of education and entertainment for
young people - or are they potentially harmful?
 In some American universities, computer literacy (the ability to use computers and typical
programs, and use the Internet,) is part of the entrance conditions. Do you think that this would
be a good idea for Spanish universities to follow?
 Why do you think bulimia and anorexia mostly affect people in developed countries?
.SECTION 3: essay questions .53
 How do you think young people could be discouraged from drinking alcohol? Suggest a number of
realistic and practical solutions to this problem.
 Should soft drugs be legalised? What do you think?
. discussion essays
 Attitudes towards abortion vary a great deal. Discuss the issue of abortion objectively, analysing a
variety of viewpoints.
 Should gay people be allowed to get married? And adopt children? Discuss this issue from a
number of perspectives.
 Discuss the issue of the censorship of the Internet, considering several possible opinions.
 Is human intelligence dependent on “nature”, or “nurture” or a combination of both? Discuss the
“nature vs. nurture” issue, presenting and objectively analysing the different perspectives.
 Review and analyse objectively the problem of drug taking in sports.
 Discuss and analyse some of the measures (at least three) that could be used to “stop today’s
youngsters filling tomorrow’s cancer wards as a direct result of smoking.”
 Would a curfew for young people (under 18) in Madrid be a good idea? Discuss this, considering
several points of view in an objective way.
 Discuss the possible solutions to the problem of what to do with children who break the law.
 Should soft drugs such as cannabis be legal within Europe? Consider and analyse a variety of
perspectives concerning their use.
 Review and evaluate objectively the arguments concerning the cloning of humans.
 Using examples from your reading, discuss the issue of making euthanasia legal in Spain,
considering at least three perspectives.
 Present and analyse a number of viewpoints regarding the way in which Spanish universities
should develop in the next century.
 "People who are infected with the AIDS virus should be kept in hospitals, no matter whether they
have developed the illness or not". Discuss possible responses to this idea.
 "In a compassionate, caring society, health and medicine would be entirely free". Consider the
arguments concerning this proposition.
 "Peace on Earth simply isn't a possibility, despite what all the Christmas cards say. The events of
the last year prove it." Discuss this opinion objectively.
.SECTION 4: exercises 54
.exercises and
answers
These exercises complement the slides that you will see during the course. All
of the exercises (with the exception of the paragraph assignments) have
suggested answers.
Do the exercises in Section 4 by yourself and then check the answers in
Section 5.
In many cases the answers offer additional explanations or alternative answers
that you may find useful.
Module 1 The Introductory Paragraph
EXERCISE 1.
a. Study the following list of possible opening statements. Critique them (point out any weaknesses
they may have) If you think that the statement would be an effective opening statement, put a tick.
1. Nowadays many people in Spain seem to be affected by a rather sceptical attitude towards
the Catholic religion.
2. Since the beginning of time violence has existed.
3. Every time we read a newspaper we find news about rapes, murders, and thefts.
4. Rape is the most hated crime in modern society.
5. Violence of many kinds seems to be increasing within this society.
6. From two years ago until now many things have changed.
7. When Spain began to get involved in the EEC, this was seen as a positive change that would
let Spain avoid the isolationism of the past.
8. We have been created free to live in the world around us.
9. Centuries ago, civilisation was beginning to take place.
b. Now try to rewrite those that you feel need to be improved before looking at the answers.
EXERCISE 2.
You have to write a general opening statement and give some background information for an
introduction to an essay on a topic related to one of these themes below. You don’t have to write the
full introduction.
The value of educating children in moral and social values
The value of higher education
Think about the following things:
Will you have to define any of the words? What is meant by “moral values” or “social values”? What
exactly is “higher education”. You should try very briefly to define these concepts as you understand
them. Don’t just imagine that the reader knows what they mean. You should explain them in your
own words.
If you limit the scope of the essay, you might feel that you need to explain to the reader why you are
choosing to deal with only some aspects of the topic.
EXERCISE 3.
a. Critique the following thesis statements:
1. This essay is going to discuss the subject of violence, focusing on two specific aspects: crime and
racism.
2. This essay will suggest possible solutions that I personally feel may help us to solve the problem
of violence within society.
3. To me, violence is a really bad aspect of humanity.
4. Clearly, there are several different types of violence, and several different types of
consequences for society.
5. Violence seems to form part of human nature, to different extents; but why exactly are men
violent? There could be several answers to this question, depending on one’s viewpoint, as will
be discussed below.
6. Violence is very harmful to people.
7. In this essay I intend to argue that, in my view, the recent increase in violent crimes in our cities
is the consequence of a decline in social values, a lack of solidarity, and problems related to the
worsening situation of many young people.
8. The increasing violence in our cities, it seems to me, is clearly related to drugs more than any
other factor.
b. Which of the list of thesis statements are statements of opinion? Which of them are statements of
intent? Which are statements of opinion + intent?
EXERCISE 4.
Rewrite thesis statement 1 from the list in exercise 3, explaining why you chose those specific two
factors of crime and racism, rather than any others.
EXERCISE 5.
How do you know which thesis statements given above are thesis statements for an argument
essay? What words/phrases tell you? Underline them.
EXERCISE 6.
How do you know which thesis statements given above are thesis statements for a discussion
essay? What words/phrases tell you? Underline them.
EXERCISE 7.
Here is an introductory paragraph written by a student for a 900-word essay. Why is it unacceptable?
What is missing?
There are some factors that motivate a crime. In this essay I will try to show my view that the
main feeling that makes a human being commit a crime is selfishness.
EXERCISE 8.
Rearrange the following sentences to form an effective simple introduction.
1. This particular problem is more severe in countries where basic medical
education is not provided: the third world countries.
2. The solution to the problem may be one that involves a significant amount of
expense, time and effort for the help agencies.
3. It is probably true that most people are aware that vitamin D is essential for good
health.
4. However, even today, although knowledge about vitamin D has been available for
more than fifty years, many people still suffer from vitamin D deficiencies.
EXERCISE 9.
Rearrange the following sentences to form an effective introduction.
1. We also refer to those behaviours more peculiar to the discipline of language teaching, such
as persistent inaudible response and unwillingness to speak in the target language.
2. Foreign language instructors in particular, faced with the daily challenge of teaching a
subject which may well be more difficult to master than any other in the curriculum, have
always had to bear more than their share of classroom misconduct.
3. However, language teachers also have a number of humane and effective options open to
them to deal with misbehaviour, although their effectiveness depends upon such variables
as the age and number of students in the class, as we shall see.
4. By misconduct we mean the universal varieties such as disruptive talking and sleeping in
class.
5. Ever since the days of the first academy started by Plato in Athens, student misbehaviour has
plagued the classroom instructor.
6. The language instructor’s problems have been accentuated in recent years by the diversity of
settings in which modern EFL and ESL teaching takes place.
7. These instructors have typically responded to classroom misbehaviour in a variety of ways,
from corporal punishment to somewhat drastic approaches.
Module 1 Paragraph practice

For this assignment you have to write an introductory paragraph for a short essay about one of the
following themes:
The problems of the Spanish university system

Plastic Surgery
Poverty in the First World
The Internet and censorship
It is quite difficult to write an introduction in isolation, because to do it properly you need to have a
clear idea of the content and purpose of the complete essay.
So although you don’t have to do too much writing in this exercise, you are going to have to do a lot
of thinking and planning - almost as much as you would for a full essay.
Here are some of the main things you will have to think about:
> Once you have chosen one of the topics, you have to decide on your thesis - precisely what
aspect of the theme are you going to deal with in the essay, and how? What is your thesis
statement going to be? It should give your reader a very clear idea of how the whole essay
would be organised.
> How much background information do you need to give the reader?
> What is your opening statement going to be?
After you have written your first draft:
Read your introduction again. Look at the three questions above. Are you very sure that:
> you have a clear and precise thesis statement?
> you have some background information?
> you have a general opening statement?
Module 2 The Body Paragraph
EXERCISE 1.
For each of the following body paragraphs find the topic sentence and underline it.
1. I would argue that many men are now involved in what were traditionally women’s
exercises in the home. For example, according to a recent government survey, men
spend twice as much time on household chores such as cleaning and ironing compared
to 20 years ago. Men are more often found in the kitchen, too, cooking and doing the
washing up. I also believe that men are much more likely today to take care of the
children than in the past.
2. Traditionally, most people have always thought of meat as providing the necessary
proteins and vitamins needed for a good diet. These days, however, many people believe
that vegetarianism gives significant health benefits. First of all, vegetarians point out that
a non-meat diet offers a very high intake of fibre, which is very good for the heart.
Vegetarian food is also said to be very low in dangerous fats which can lead to heart
problems. Finally, a vegetarian diet that is rich in leafy vegetables and pulses is believed
to offer some protection against certain types of cancer.
3. Physical gestures are a kind of non-verbal communication. These physical gestures can
be categorised into facial gestures which are capable of conveying a wide range of
emotions, and gestures of the body, by which the positioning of the arms and legs and
the movements of the hands can convey significant meanings.
4. It seems to me that casual crime is increasing these days. For example, it is more or less
impossible to pick up a newspaper without reading stories of muggings. If you go for a
walk you can see graffiti and evidence of vandalism in many places. In addition, if you
leave your car in a side street with the radio visible, there’s a good chance that it will
have been stolen by the time you return.
EXERCISE 2.
Look at the following body paragraphs. The topic sentences have been put in the wrong place. Find
them and underline them.
1. Finally, it helps the body become more mechanically efficient. First of all it helps to
increase the efficiency of the heart and lungs. Swimming also helps the body develop
greater physical endurance. Swimming has many positive effects on the body, according
to sports experts.
2. Many of these extra layers are absolutely useless. Most items have several extra layers
of packaging. It seems to me that the packaging of many products these days is very
wasteful. Often the packaging is twice as big as the product.
3. During the middle ages some people used it to treat wounds. It was also felt to have
magical properties. In the 17th century honey was believed to offer protection from the
plague. Throughout history honey has had many uses. Even today some people believe
that eating honey can prevent colds and prolong life.
EXERCISE 3.
From the three choices provided, choose the best topic sentence for each of the following body
paragraphs.
1. __________________________________________ . Most of the computer network is out of
date. However, the authorities say the current budget will not cover new equipment, so they are
trying to get a special grant from the government.
1. The computer network is no good.
2. The Ministry does not have any spare money.
3. The Ministry needs money to upgrade its computer network.
2. __________________________________________ . Many people enjoy it although it is

expensive and the risk of injury can be quite high. A lot of people spend every winter weekend skiing,
and many families go on winter ski vacations. Neither the high cost of equipment nor the severe cold
keeps thousands of skiers away from the slopes.
1. Skiing is expensive.
2. Skiing is a popular sport.
3. Skiing has many disadvantages.
3. _________________________________________________ . For example, a person can have
breakfast in Rome, board an airplane, and have lunch in Boston. A businessman in Madrid can
instantly place an order with a company in Taiwan by reaching for his mobile phone. And a schoolboy
in Singapore can switch on his satellite TV and watch a baseball game being played in San
Francisco.
1. Advances in technology have made the world seem smaller.
2. Airplanes have changed our lives.
3. Society is now controlled by technology.
4. _________________________________________________ . First of all, you must think about

the quality of the university’s academic program. The university’s size and location should also be
given careful thought. Finally, it is also a good idea to take into account the reputation of the
university, the cost of tuition, and its teaching methods before deciding whether it is adequate for
your needs.
1. It is difficult to choose a university.
2. A university education is very important for many reasons.
3. There are many factors to be considered when choosing a university.
EXERCISE 4.
Why do you think each body paragraph needs a topic sentence? And why should the topic sentence
usually be the first sentence? The answers to these questions are connected with each other. Think
about what you know about topic sentences.
EXERCISE 5.
Read the following descriptive body paragraph. Does it use a topic introducer or not? Which is the
topic sentence?
Vitamins can be classified into two main groups: those that are fat soluble and those that are
water soluble. Fat-soluble vitamins are absorbed with dietary fats; they can be stored in the
body. In contrast, water-soluble vitamins are not normally stored within the body, and any
excess intake is excreted in the urine.
Change this paragraph to give it a proper topic introducer. You can change part of the topic sentence
if you think it is necessary.
EXERCISE 6.
Look at the topic sentences below. Write a topic introducer which could go before the topic
sentences shown. You may need to change the first few words of the topic sentence to make a
smooth connection between the two sentences.
1. … Of these, anorexia nervosa is one of the most serious.
2. … Recently, they have become extremely popular as a means of communicating by voice or
written messages, as well as a way to access the internet on the move.
3. … However, grammar seems to be the subject that causes most problems for students
learning English.
4. … In Spain, however, the problem of AIDS is reaching epidemic levels.
EXERCISE 7.
Look at the example below, which shows a generalisation and supporting details. Then write
supporting details for the next three generalisations.
Many people have negative reactions before the driving exam. Some lose sleep or can’t eat or
just feel depressed.
1. Mobile phones are used by pretty much everyone these days.
2. I think the ability to speak English is really important these days.

3. Many people say that there is too much violence on TV.
EXERCISE 8.
Now write a generalization, and then one or two more specific details to support the generalization.
Remember your generalization should be true:
EXERCISE 9.
For each of the following topic sentences, think of a supporting example. (Look at the answers to this
exercise if you can’t think of any expressions for introducing examples).
1. Madrid is often said to be a city of contrasts
2. I think technology plays an increasing part in our lives
3. It could be argued that many women in this country work harder than men
4. We are all responsible for damaging the environment, according to scientists.
5. Urban violence appears to be increasing
EXERCISE 10. Sequencing or listing points

Look at the following description of the qualities needed to succeed in business.
Success in business is something that appears to require many different qualities. Some
of the most essential of these qualities seem to be: flexibility, initiative, creativity, and
determination. First, the demands of different working environments require flexibility -
the ability to adapt oneself effectively to new ideas and experiences. Next, initiative, the
capacity to work independently and to take responsibility for one’s progress, is probably
very important in many areas. In addition, creativity is invaluable for finding solutions
for the problems that always seem to be appearing. Finally, without determination - the
ability to keep working even when one appears to be making little progress - it would
probably be impossible to achieve any real success.
1. Which is the topic sentence in this paragraph?

2. How many different points are there in this paragraph?
3. What do you notice about the way that each new point begins? What words appear at the
beginning of each new point?
EXERCISE 11.
There are two things to do in this exercise. In the following paragraphs, the topic sentence is missing.
All you can see are the supporting sentences. Read each paragraph, decide what it is about (i.e.
what the main idea is), and do the following things:
a. Write a topic sentence in the space provided. Remember that your topic sentence should relate
closely to all the information in the paragraph. You may want to make some small changes to the
first supporting sentence in each paragraph so that there is a smooth connection between the
topic sentence and the supporting sentences.
b. Add another supporting sentence at the end of each paragraph..
1. …. Some people steal things for financial reasons, because they want to be richer or to
have new things that they can’t afford. Others do it because they find it exciting…..
2. ….. First of all, a computer can be used by the children for doing homework assignments -
writing essays and so on. There are now many entertaining educational games and
programs, so that children can have fun learning interactively. Parents can also use a
computer for keeping track of home finances, booking flights or holidays, or for storing
information about birthdays, recipes, and so on…..
3. …. . The most obvious and perhaps widely used forms of human communication are
spoken and written language. There are also several non-verbal systems which depend on
movements of the hands; the sign-language systems used by the deaf are an example. In
addition to these there are also various kinds of bodily movements, which are often used
unconsciously by speakers to communicate a message: for example, facial expressions or
body positions may communicate basic feelings or responses…..
EXERCISE 12.
Look at the topic sentences given below. Write two or three supporting sentences for each of them.
Don’t worry about linking or joining the sentences together yet. Remember to use a variety of
different types of supporting sentences.
The supporting sentences should be directly related to the topic sentence.
1. I would argue that drug addiction in Spain is still a serious problem.
2. It is often said that people in the Western countries are almost totally dependent on
computer technology.
3. According to Jimson (2011), life is measurably easier for us than it was for our parents.
4. ____________ is something most people do often.
5. I believe that in Spain women have not yet achieved equality with men, and in fact will
never achieve it.
EXERCISE 13.
In this exercise you have to find sentences that are irrelevant to the topic sentence and delete them.
1. I would argue that more people should take up hill walking. It has so many benefits, and
not just physical. First of all, it increases the efficiency of the heart and lungs, particularly
if you climb steep hills. It also helps the body develop greater physical endurance,
particularly in the legs. It is a popular pastime in Great Britain. Research has shown that
it can reduce stress. In addition, it strengthens the joints rather than weakens them, as
some sports such as football tend to do.
2. The automobile industry uses robots in many stages of its production process. Another
kind of robot is being used to discover certain types of cancer. In fact, one large car
factory uses robots at every point in the manufacturing and assembly process. In
addition, several car manufacturing companies are even using robots to polish the cars
as they come off the production line.
3. Pollution is killing many animals these days, according to recent environmental studies.
As rivers become polluted, fish are poisoned, and many die. Birds that eat fish to survive
can’t get enough food and so are not able to lay strong, healthy eggs. As a result, fewer
new birds are born. Humans are also affected by pollution. So far no animals have
become extinct because of pollution. However, such birds as the bald eagle and the
brown pelican have become rare and their numbers are decreasing all the time.
EXERCISE 14.
Which of the following topic sentences are rather general, and which are relatively more specific or
detailed? (Think about how much information they have).
1. There are many interesting places to visit around Los Angeles.
2. New language teaching technologies are being used in the department: of these, those
using computers and Internet-based methods are the most advanced.
3. Some languages have very complex phonetic systems.
4. A recent analysis of new slang or “street” vocabulary (Baker, 2012) suggests influences
from both American and British English.
EXERCISE 15.
Imagine you have to write an essay on the issue of racism. You have decided that your thesis
statement will focus on the causes of racism:
It seems to me that there are three main causes of racism, as I will argue below: fear, lack of
knowledge of a different culture, and physical differences.
Now, how would you begin each paragraph? You have to think up a topic sentence to begin each of
the three body paragraphs, and put in an appropriate Method 1 link.
EXERCISE 16.
Now, using the same thesis statement as in Exercise 15, try to make Method 2 links to connect the
three body paragraphs.
Module 2 Paragraph Practice

In this assignment you are going to write a well-structured body paragraph.
The assignment
The exercise in this assignment is to write a body paragraph which has a good topic introducer, a
clear topic sentence, and two or three supporting sentences.
If you aren’t sure what these are, or you can’t remember, go back and check!
What to do
a. Choose one of the subjects given in the list below.
b. Do a brainstorm on that subject to get some ideas
c. Look at your brainstorm list. Do any of the ideas seem interesting? Put them together in a group
(You only need to create one group, because in this exercise you are only going to write one
paragraph, not a complete essay)
d. When you have done this, write a possible topic sentence which will relate to all the points that
you have put together.
Now decide which order the points should come in - usually the most important is first - and then
write a sentence about each of them.
Suggestions
To begin a new point (a new supporting sentence), use sequencing words like “first”, “second”,
“also”, “in addition”, “another point”, and so on. These will help the reader see the relationships
between the points.
You will probably need to revise and rework your paragraph several times before it is finished.
Don’t try to write an essay! What you write will not be a complete treatment of the subject. Only write
about one aspect of it.
For this exercise, do not write opinions or arguments - just give factual, descriptive information.
Choose one of these subjects (or any other that you find interesting).
Fast food Social networking

Genetic engineering The mid-life crisis

Read your paragraph again. Are you completely sure that:
> you have only written one paragraph? (There should be no spaces within the text). Remember
that for this exercise you are not trying to write an essay!
> you have a topic sentence?
> your supporting sentences all relate to the topic sentence, and are more specific than the
topic sentence?
> you have used connecting words?
Module 3 The Concluding Paragraph
EXERCISE 1.
Here is the conclusion of a short argument essay.
a. Try to decide if it has the characteristics of an effective conclusion.
b. Then, identify the part of the paragraph that is the summary, the prediction or solution or
recommendation, or personal comment.
To sum up, from my point of view violence clearly seems to be the result of both society
and mankind itself. The Ethologists argue that society is responsible for violence while
the Nativists argue that it is mankind in itself. Nevertheless, one idea appears to imply
the other and vice versa. I would say, then, that if we want to explain violence in a
satisfactory way, we ought to take both viewpoints into account.
EXERCISE 2.
Look at this concluding paragraph from a discussion essay about terrorism. It only contains the
summary part. Write the close - a prediction or a solution or a recommendation or further comment -
to complete it.
In conclusion, this paper has focused on some possible solutions to the problem of
state-sponsored terrorism. A variety of opinions about a number of ways of solving or at
least reducing this problem have been presented.
EXERCISE 3.
Reorganise the sentences below to create a simple but clear conclusion, which includes a summary
and a prediction.
1. Women were not educated, so they did not have jobs.
2. Fortunately, these are being solved, so in the future I believe that there will be little or no
difference between men’s and women’s jobs.
3. However, after the education system was improved, Japanese women became part of the
labour force.
4. So then, the role of women in Japan used to be simply to take care of their families.
5. Nowadays, many women have jobs, but there are still problems with low salaries and
limited career opportunities.
EXERCISE 4.
a. Analyze and critique this conclusion from an essay about the causes of violence. Identify the
different parts of the conclusion.
b. The conclusion below is slightly different than the ones you have seen before. In what way is it
different?
To conclude, violence seems to be seriously affecting Spanish society in many ways. It
seems to depend on us to prevent it. Possible solutions may be: educating people to
have higher moral principles, more contact with nature and sports to reduce stress and
anxiety which can cause violence, control by the police, fewer violent films and toys,
and more advertising in the media about the problem. However, I think that if we don’t
control our human instincts, the proposed solutions may not be sufficient.
EXERCISE 5.
Reorganise the sentences below to create an effective conclusion, which includes a summary (of
several sentences) and a solution to a problem.
1. Because of the lack of money, our scientists cannot do proper research, so they cannot
explore all the new areas of study.
2. The best answer might be to choose a particular area of interest to industry and work on the
problems that exist there, gathering data and finding solutions.
3. To conclude, we can see that none of the problems is easy to solve and that each is related
to the others.
4. Then the data could be presented to the government to make them see the importance of
this research project.
5. Recent budget reductions means that we cannot get enough money from the government.
EXERCISE 6.
What is wrong with this (horrible) conclusion from an argument essay? There are two serious
problems.
So that is what I believe. A point which I have not mentioned is the moral aspect of AIDS: if you
get AIDS, then you have probably been involved in either drugs or homosexual behaviours.
EXERCISE 7.
Look at the list of problems below. Try to think of a couple of practical, realistic solutions for some of
them. Remember that a partial or incomplete solution is better than a utopian one, and that it is a
good idea to mention that your solution may not be complete or “perfect” (this is the counter
argument)
1. Increasing numbers of people suffering from HIV and AIDS.

2. Overcrowding in Spanish universities
3. Limited access to university education
4. Low teaching standards
5. Children learning bad attitudes from TV and computer games
6. Excessive noise in city streets
Module 3 Paragraph Practice

In this assignment you have to write a full concluding paragraph for a discussion essay or argument
essay about one of the themes below.
 bullying
 child exploitation in third world countries
 recycling
You have to write a concluding paragraph to a short essay about one of the above themes. You don’t
have to write the whole essay - only the conclusion to it.
You will have to do a brainstorm to get some ideas together, perhaps focusing on three or four of the
most serious problems.
Be sure that you:
> summarise your (imaginary) essay, very briefly.
> end with a close - a recommendation, a prediction, solution or comment - regarding the
problems you have mentioned. If you writing a conclusion for a discussion essay, then express
your close objectively. If it is a conclusion for an argument essay, then use the right language (I
think, I feel, etc) in your close. Your conclusion should be about as long as the examples you
have seen in this unit.
> Think about “Typical faults in conclusions” before you begin writing

Read your conclusion again. Look at the three points above. Are you completely sure that:
> your summary is clear and not too long or repetitive
> you have included a close
> there are no really new ideas.
Module 4 Argument essays
EXERCISE 1.
Imagine that your girlfriend / boyfriend / partner is trying to persuade you to do a degree in
aeronautics. He / She uses the following arguments to try to convince you that it would be a good
idea.
a. Which of these arguments are opinions and which are facts? Put an “O” next to opinions, and an
“F” next to factual arguments.
1. Your father - an aeronautical engineer - has said that he knows you will be able to get a
good job in the future.
2. Your cousin - a pilot with Iberia - thinks that with a degree in aeronautic science you
would probably be able to get a job anywhere in the European Community, or even the
world.
3. The aviation industry is expanding, even in the recession (result of a recent analysis
conducted by the Aviation Industry Training Board).
4. More and more people are flying every year, and prices of air fares are decreasing in real
terms, according to a report in the newspapers.
5. According to your partner’s mother, who is a university economics teacher, aeronautical
engineers are very well paid.
6. Your partner’s nephew is a keen builder of model airplanes and has said that being an
aeronautical engineer is a great idea because you could design and create model planes.
7. A recent study by a university says that the demand for graduate aeronautical engineers
is almost double the supply.
8. The brother of a friend of your partner did a degree in aeronautics and is now earning
more than $95,000 a year in her third year as an employee of Japan Airlines.
b. Look at this supporting information again. Which opinions you think are more persuasive?
EXERCISE 2.
a. Which of the following people do you think would be good to use as sources of expert opinion, to
support the following statement about sports performance?
“A diet high in carbohydrates is necessary for health and sports performance.”
1. Paul Nbuki, winner of the 2010 Boston Marathon
2. John Trotter, PhD., a researcher into nutrition and sports performance
3. Your mum
4. A sports teacher at school
5. Michael Cruncher, president of Suncrunch Breakfast Foods, International
6. Alexeyev Kherov, Coach of the Russian national waterpolo team
7. Your language teacher
EXERCISE 3.
Here is a list of possible supporting arguments that could be used to elaborate on and therefore
strengthen the following arguments in the paragraph about prisons (see Slides).
Which of them support argument A: “Imprisonment may in fact not be a strong enough form of
punishment”?
Which of them support argument B: “I doubt if it stops criminals from committing crimes again, after
leaving prison”?
1. Approximately 85% of prisoners are found guilty of breaking the law again after being
released.
2. Prisoners are allowed visitors several times a week in many prisons.
3. Prisoners may share their particular criminal skills with other inmates.
4. Prisoners are usually treated well by the prison authorities.
5. Many prisons have high quality sports and leisure facilities, such as swimming pools and
computer rooms.
6. Prisoners learn the lesson that authority is held by those people with most strength and
aggression.
7. People with a prison record find it almost impossible to get an honest job after they leave
prison.
8. Some prisoners are able to learn new interesting and useful skills or get academic
qualifications while they are in prison - for free.
EXERCISE 4.
a. Look at the following statements. Identify the sentence where the writer presents her main opinion
(which you would use as the topic sentence), and then identify the arguments she uses (2) in her
paragraph, and the supporting arguments. Fill in the table below showing the organization of the
paragraph.
1. Also it seems to me that success in examinations mostly depends on the student
performing well on one day only.
2. Exams cause destructive anxiety in some students.
3. The student’s work throughout the year is not judged.
4. I would argue that the examination system is unfair and should be changed, for two main
reasons.
5. Some students do not perform well because they are so anxious that they cannot
concentrate.
6. A student can do nothing all year and then revise for a month before the exam, possibly
with copied notes.
7. I think examinations favour those who have naturally relaxed personalities and who are
not affected by this kind of stress.
8. So a student may do good work throughout the course, but this is not taken into account
at all.
OPINION: ____
Argument 1: ____
Supporting Argument 1: ____
Argument 2: ____
b. Now write the paragraph out, using connectors / linking words to make the whole paragraph hang
together coherently.
EXERCISE 5.
What do you believe in? In the space below, write down two or three statements about things that
you believe in strongly, using language from the list of personal opinion expressions. (If you don’t
know what to write about, think about the controversial issues that are in the news at the moment).
Personally speaking, I strongly believe that the sale of guns should be stopped.
EXERCISE 6.
Now write two supporting arguments or elaborations for each of the opinions you have expressed in
Exercise 5. Remember your objective is to make your opinion more persuasive, by explaining to the
reader why you feel as you do.
For example:
Personally speaking, I strongly believe that the sale of guns should be stopped.
As I see it, guns encourage violence and death, and they also make it easy to
kill someone by accident.
EXERCISE 7.
Write a sentence about the following themes, giving a personal opinion, (using a personal opinion
expression), and providing a persuasive supporting argument.
For example: In my view the penalties for speeding should be harder, because this might make drivers
take more care and the number of road deaths could be reduced.
1. Abortion
2. Religious education
3. Racism
4. Homosexual marriage
EXERCISE 8.
Here are some opinions and support. Write a counter argument for each one.
1. I think that teachers should be friendlier and more informal with their students. This would
create a better class atmosphere. On the other hand …(Suggestion: think of some of the
problems that a friendlier relationship might cause)
2. It seems to me that keeping animals in zoos is morally wrong, because the animals are
like prisoners, and have no freedom to live their lives naturally. However, it could be argued
that… (Suggestion: What are the benefits to animals of keeping them in zoos?)
3. The examination system, I believe, is a very good way of testing students. It encourages
them to learn, it makes them remember things, and it stops students from cheating.
Nevertheless, some people feel that… (Suggestion: What are the main disadvantages of the
examination system?)
4. It seems to me that the whole idea of space exploration is outdated: we have reached the
moon, so why should we go any further? Of course, it is possible to argue that …(Suggestion:
Are there any benefits resulting from space exploration?)
5. According to an article in EL PAIS yesterday, the recent demands for censorship of the
Internet are rather hysterical. I would agree, since only the smallest proportion of the
information carried on the Internet could possibly be considered remotely harmful. However
… (Suggestion: Is it acceptable that even a few children are allowed free access to Internet
pornography, for example?)
EXERCISE 9.
In Question 4 of Exercise 8 above, do you notice that the counter argument appears after the
phrase: Of course, it is possible to argue that...? This is one of the expressions commonly used to
introduce counter arguments. They are very important, because they act like a signal to tell the
reader that the argument is changing direction, and that a contrast is coming.
What other expressions or markers of this type are used in Exercise 8 to introduce counter
arguments?
EXERCISE 10.
Write an argument using the proper expressions for expressing personal opinions. Write about some
social issue that is being mentioned in the news these days, for example. If you are working with a
partner, exchange your work with him or her. Read your partner’s opinions and supporting
arguments.
Then try to think of a counter argument against for each of your partners’ arguments. Write the
counter argument after the argument, using the proper expressions for expressing personal
opinions. If you are working alone, you will have to think up your own counter argument!
EXERCISE 11.
Look back to Exercise 10. You should have an opinion and a counter argument (either written by a
classmate or thought up by you).
Now try to write a refutation against the counter argument. Try to look for weaknesses in the counter
argument.
EXERCISE 12.
Write some supporting arguments for the following opinion:
Topic sentence: In my view, too much time spent watching television could be harmful to
children, particularly young ones.
EXERCISE 13.
Based on the following topic sentence (expressing a personal opinion) write a full with an OSCAR
structure. Use the appropriate language expressions / markers (to indicate your personal opinion,
counter arguments, and so on).
Topic sentence: It seems to me that the United States is dangerous because it interferes too
much in the politics of other countries.
EXERCISE 14.
a. In this exercise you are going to practice arguing and refuting your own arguments. Choose a
current issue that you have strong feelings about. Write down your opinion and notes for some
supporting arguments. Now try to think up some counter arguments against your own position,
followed by refutations. Here are a few controversial issues that you could write about:
Cloning Sex education Home Schooling Advertising
Gender violence Materialism Greenpeace
b. Now, using the same information, write a full paragraph with a CAR structure, beginning your
paragraph with an opposite viewpoint, following it with your own opinion and support.
EXERCISE 15.
a. In an argument essay about why soft drugs should not be legalised, using the following opinions,
give support, counter argument, and refutation for each topic sentence shown below.
Topic sentence 1. I think they are very harmful.
Topic sentence 2. I believe that doing this would lead to many people using harder drugs.
Topic sentence 3. Another problem with legalizing soft drugs is that it would give the wrong
message to young people.
b. Using the same information, put together one or two CAR paragraphs (beginning your paragraph
with an opposite viewpoint, following it with your own opinion and support).
EXERCISE 16.
Identify each of the following question prompts as requiring either: problem, problem-solution, or
solution argument essays.
1. What possible responses do you personally think school authorities could make to reduce
the recent increase in bullying and bad behaviour in schools?
2. Recently, the use of mood-improving drugs like Prozac has increased. Some people
believe these drugs to be the answer to the stresses of modern life, while others believe that
they should be placed in the same category as illegal drugs like cannabis. What do you think
are the problems of using such drugs, and how can their use be controlled?
3. What are the dangers of gun ownership, in your view?
4. What measures can society take to reduce the number of violent incidents involving young
people that have recently been in the news?
5. Do you feel that illegal drugs represent a serious threat to society? Can anything be done
about it?
EXERCISE 17.
This exercise will give you some practice in thinking about problems.
a. Write a list of the problems that many large cities face:
b. Choose one of the problems from this list. Write a couple of sentences describing this problem
and one of its causes.
In my opinion, one of the most serious problems faced by large cities is …
It seems to me that this could be caused by …
EXERCISE 18.
This exercise will give you practice in thinking about problems and consequences.
a. Choose any one of the problems in the list below. Either by yourself or with other students, see if
you can think of some of the possible consequences or results of the problem.
Overcrowding in universities The stress of modern life

High unemployment levels Violent video games
Third world poverty Inequality
b. When you have done this, try to think of a possible solution to each of these problems (or you can
think of more than one solution for some of the problems). Don’t evaluate the solutions at first.
Initially, just try to write down as many solutions as you can, even if they seem silly or unrealistic.
Later, you can look at them to evaluate whether they are practical.
EXERCISE 19.
Look at the list of solutions you came up with in (b) of the last exercise. Now choose three of those
solutions that you think are reasonable (it can be one solution for each of three problems, or three
solutions for one problem). Write them down. Also write down the reasons why you think they are
good solutions - in other words, provide support for the solution.
b. Now, write one or two weaknesses in the solutions you have chosen.
EXERCISE 20.
Study this problem and the possible solutions
Problem: There is a shortage of donor organs in hospitals in Spain.
Background Situation/Cause: Some people don’t realize there is a shortage. Many people find the
idea of donating vital organs to other people after their death rather depressing.
Solution 1: Give people money for their organs “in advance”.
Solution 2: Change the law so that everyone has to donate his/her organs after death.
Solution 3: Refuse to admit people into hospitals unless someone in their family is willing to
donate.
Solution 4: Create a campaign to educate people about the fact that donating organs is
necessary to save lives.
Solution 5: Make people carry a card saying they refuse to donate. If they don’t carry the
card, and they die in an accident, their organs can be used.
Now write down what you feel are the strengths and weaknesses of each solution.
EXERCISE 21.
Now write an argument paragraph based on the information from the previous exercise (20). Present
your solution to the problem, admit some weaknesses of your solution, (the counter argument) and
then restate or re-emphasise your viewpoint by refuting or rejecting these weaknesses (the
refutation).
EXERCISE 22.
More practice for counter arguments and refutation.
In the following text, the writer provides a series of personal solutions and justification about the
problems of the Spanish university system. However, she doesn’t offer any counter arguments or
refutations. Add a counter argument and refutation to each point.
There are a number of problems that the Spanish university system needs to deal
with, in my view.
First, I think that the number of students entering the system should be restricted.
This would reduce the number of students in the classrooms and would allow a better
standard of teaching.
Second, teachers’ conditions, in my view, should be improved. They should get twice
as much money, which would have the effect of improving their motivation and
making them teach more effectively and help the students more.
Teachers should also teach a maximum of three hours a week, so that they would
have more energy in the classroom. This would benefit the students.
Also, from my point of view examinations should be banned, because they are very
difficult and stressful.
Finally, I believe it would be a good idea for students to each have a private place to
study at the university - a small office - with a computer linked to the Internet, and a
coffee machine. This would help students study better.
1. First, I think that the number of students entering the system should be restricted. This
would reduce the number of students in the classrooms and would allow a better standard of
teaching. Of course....
2. Second, teachers’ conditions should, in my view, be improved. They should get twice as
much money, which would have the effect of improving their motivation and making them
teach more effectively and help the students more. However...
3. Teachers should also teach a maximum of three hours a week, so that they would have
more energy in the classroom. This would benefit the students. It is true that...
4. Third, from my point of view examinations should be banned, because they are very
difficult and stressful. Nevertheless...
5. Finally, I believe it would be a good idea for students to each have a private place to study
at the university - a small office - with a computer linked to the Internet, and a coffee
machine. This would help them study better. But...
Module 4 Paragraph practice (I)

Argument
In this exercise you are going to practise writing two different kinds of body paragraph of an
argument essay.
1. Choose one of the personal opinions that you have written down for Exercise 7 in this unit.
Or, if you prefer, think up a new personal opinion on a topic you find interesting.
Now, express your opinion as a topic sentence, and follow it with a persuasive supporting
argument.
Then write a counter argument, giving any detail/facts/arguments you think are necessary.
Finally, give a refutation that attacks the counter argument and by doing so supports your
topic sentence.
2. Using the same opinion and information that you have used for the exercise above, this time
begin your paragraph by expressing the opinion or viewpoint that is opposite to what you
believe in (You would use the counter argument that you used for the previous paragraph).
Then, introduce your own arguments to attack it, and provide information or further
arguments for support.
Module 4 Paragraph practice (II)

Problems and solutions
In this exercise you are going to write a problem paragraph and a solution paragraph for an
argument essay.
For this exercise you may find it helpful to refer to a newspaper of magazine (preferably an English
one!). Find a report or article that deals with a current problem and which contains some proposed
solutions.
First write a body paragraph in which you give your opinion of a particular problem, or in which you
explain why you think a particular problem is serious or significant. Remember to also give a counter
argument and a refutation.
Then write a body paragraph in which you provide a realistic solution or solutions to the problem
presented in your first paragraph. The solutions that you present can be those actually held by
certain people or groups of people (i.e. “Greenpeace has suggested that ...” ) which you then say you
agree with – and say why you agree. Again, you should give a counter argument, and then refute it.
Module 5 Discussion Essays
EXERCISE 1.
Read the following paragraphs, and underline the expressions that are used to report other
viewpoints and perspectives..
More than half the adult population thinks that certain vehicles should be banned in
city centres, according to a BFTI survey for the Ministry of Transport (2012). In the
survey, carried out last year, over 58% of drivers interviewed agreed that a complete
ban on all heavy vehicles in city centres was necessary to reduce pollution and reduce
accidents. Another 35% believed that some form of restriction on use of cars in urban
centres would be a good idea. However, only 9% felt that all vehicles should be banned
completely. Statistically, this means that a large majority of drivers feel that some kind
of regulation is necessary. Most people seem to think that “no-go” areas should be
established at certain times of the day, provided that cheap and accessible forms of
public transport are available.
Janet Jackson of the anti-pollution group Clean Air For All (CAFA) argued yesterday that
the government would eventually have to legislate to control city centre traffic (2013).
She pointed out that some countries such as Singapore had already done this very
effectively using systems that were both imaginative (with access based on license-plate
numbers) and fair. The general feeling among experts on traffic control is that this is
likely to happen in the next five to ten years, since recent studies all indicate that air
pollution levels in city centres are not being reduced by the increasing use of lead-free
fuels, and that average traffic speeds in congested urban areas are getting slower every
year. The latest figures (Ministry of Transport, 2013) show that in the heart of London,
for example, the average speed is little more than 10km/hour - jogging pace!
EXERCISE 2.
Now, using the opinions expressed below, write four sentences which report other people’s
viewpoints. Use language expressions from the previous exercise and the list of expressions given
above.
1. Dr A. King: “Most adolescents suffer from stress as much as adults”
2. Peter Forrest: “Ted Hughes was one of the finest British post-war poets”
3. Climate change is a myth. Some people believe this.
4. Foreign travel is exciting and stimulating. Lots of people think this.
5. Vegetarians live longer than meat-eaters (A research study):
EXERCISE 3.
The lecturing method of teaching - where the teacher talks and the students take notes - is very
common in Spain (and many other countries!). Below are a few possible arguments in favour of the
lecturing method.
Using language from the lists provided, change each personal opinion into an abstract argument.
1. I would say that lectures are an economical way of giving information to a large number
of students.
2. It is more interesting to listen to a person speak than to read a book, in my view.
3. It seems to me that a good lecture can stimulate thought and discussion.
4. I think lectures are effective because many people can hear them at the same time.
EXERCISE 4.
Now think of some abstract arguments against lecturing as a method of teaching. Write them down,
using the language from the list above.
EXERCISE 5.
Look back at what you have written in Exercise 4. Have you written any support for your abstract
arguments? If you haven’t, then write some support for each of your arguments (every argument or
opinion needs support).
EXERCISE 6.
Now read the following paragraph about the death penalty.
There are several arguments which may support the idea of the death penalty. It could
be felt that the safest thing to do with certain kinds of criminal is to make sure that they
never get the chance to kill or hurt anyone again - which they could once they were
released from prison (Burke and Hare, 2011) . It is also possible to argue that the death
penalty represents a kind of natural justice that many people support - this is the “eye
for an eye” ethic, which suggests that it is unfair for the criminal to be able to kill and
never be afraid of death himself. In addition, Fulbright (2010) suggests that the death
penalty logically tends to have a “considerable deterrent effect” and thus makes society
a safer place.
In this exercise you are going to write two (separate) paragraphs, following one of the topic
sentences below, practising writing abstract arguments. Use the example paragraph above to help
you with the structure.
1. Write a paragraph in which you put forward some abstract arguments, and support, in
favour of one of the statements below. Remember to rewrite the topic sentence to make
it appropriate for a discussion essay (use abstract or impersonal expressions)
2. Then write another paragraph in which you put forward some abstract arguments and
support, against the same statement. Remember to rewrite the topic sentence to make it
appropriate for a discussion essay (use abstract or impersonal expressions)
Choose one of these topic sentences:
Suicide is morally wrong: people who try to kill themselves and fail should be punished.
Religion has no useful role in modern society.
Drinking and driving is a very serious crime.
A university student’s life is easy compared to that of a factory worker.
Remember that you are NOT arguing your own personal point of view. Use impersonal abstract
opinion and argument expressions. Make sure that each of your paragraphs should have a topic
sentence based on the opinion statements above.
3. You can then link the two paragraphs together, and signal a change in the direction of
the argument, by using the expression “On the other hand ...” to begin the second
paragraph)
EXERCISE 7.
Point out some of the weaknesses in these opinions and arguments.
1. Everyone should get a higher salary, because we would all be richer and happier.
2. Goodlad thinks that we should be able to retire at 40, instead of 65, and then we’d have
more time to enjoy ourselves and take long holidays.
3. In their view, everyone in Europe should learn to speak English, and then we’d have no
problems in communicating between countries. After all, we are supposed to be part of
the same community.
4. There’s no point in space exploration or sending machines to Mars, some people say; it
just wastes a lot of money that could be used to help poor people.
EXERCISE 8.
Read the text below. You can see that there are three points about abortion. After the objective
analysis expressions (given), write a one-sentence analysis of each of these points, pointing out their
weaknesses - or strengths.
The issue of freedom may be used to support the right of abortion. One argument is
that because the mother and father have effectively created the child, they should have
the freedom and the right to make the decision about whether the child should live or
die.
Another possible point is that if the parents were denied abortion, and therefore
compelled, against their wishes, to have a child they did not want, then this would be
very bad for the child, who would probably not be loved.
It could also be argued that the child is not really a person at all until it is born (he or she
has no name, no legal status, and no identity) and therefore should not be allowed to
restrict the freedom of its parents.
1. One argument is that because the mother and father have effectively created the child, they
should have the freedom and the right to make the decision about whether the child should
live or die.
The problem with this argument is that …
2. Another possible point is that if the parents were denied abortion, and therefore compelled,
against their wishes, to have a child they did not want, then this would be very bad for the
child, who would probably not be loved.
This may be true, but …
3. It could also be argued that the child is not really a person at all until it is born (he or she has
no name, no legal status, and no identity) and therefore should not be allowed to restrict
the freedom of its parents.
On the other hand, it could be argued that …
EXERCISE 9.
a. Notice the expressions provided to introduce the analysis, in sentences (1) and (3) of Exercise 8:
e.g. This may be true, but …; On the other hand …. These expressions signal that a contrast (an
opposing or critical argument) is about to be presented. What other expressions indicating contrast
could you use?
b. The expression used in (2) is rather special. It acknowledges the validity of the argument (“This
may be true,...”), but then suggests an opposing argument is to be introduced, or a weakness
pointed out (“... but ...”). Can you think of other expressions for doing this?
c. You can also partly accept the validity of the argument e.g. “Although this may be true to some
extent…”. Can you think of any more expressions like this?
EXERCISE 10.
If you have more than one point of view in a paragraph, instead of writing an analysis after each of
the arguments, you could simply analyse them all together - doing a kind of summary analysis at the
end of the paragraph. Try to write a one-sentence summary analysis that deals with ALL the
arguments at the end, in the space provided. This is difficult, but you can do it by thinking about
what all of the arguments have in common.
The issue of freedom may be used to support the right of abortion. One argument is
that because the mother and father have effectively created the child, they should have
the freedom and the right to make the decision about whether the child should live or
die. Another possible point is that if the parents were denied abortion, and therefore
compelled, against their wishes, to have a child they did not want, then this would be
very bad for the child, who would probably not be loved. It could also be argued that
the child is not really a person at all until it is born (he or she has no name, no legal
status, and no identity) and therefore should not be allowed to restrict the freedom of
its parents. However, ….
EXERCISE 11.
Now look back to Exercise 6, in which you wrote two paragraphs, one putting forward arguments for
a proposal, and one in which you put forward arguments against a proposal.
At the end of each of those paragraphs, write a sentence in which you analyse the arguments. You
won’t be able to analyse, individually, all of the three or four points in the paragraph, so just
generalise about all of them and then focus on one or two of them, or: for example: “These
arguments seem .... , although the argument that ..... is less persuasive, because ....”.
EXERCISE 12.
For this exercise you will have to think about the previous module about argument essays (Module
4). Look through your material for Module 4. Many of the exercises either provided opinions and
arguments, or asked you to provide arguments.
Choose any of these, or any of the example paragraphs provided throughout the unit, and practise
writing short analyses of these arguments - in other words, critiquing them objectively in terms of
their logic, persuasiveness, sense, reasonableness, and so on.
You can write a sentence of analysis for each argument, or more if you are critiquing an entire
paragraph.
Practise doing this until you are familiar with the language of objective analysis.
Module 5 Paragraph practice

In this exercise you are going to write three discussion paragraphs reflecting three perspectives.
Each paragraph will include objective analysis.
Topic: Choose either plastic surgery or tattooing / body piercing
1. First write a paragraph presenting one or two arguments in favour, including at the end a
sentence or two of objective analysis.
2. Then write a paragraph presenting one or two arguments against, following this with an
objective analysis.
3. Finally, write a paragraph presenting some mid-point arguments, following this with an
objective analysis.
Remember:
> Use a topic sentence for each paragraph
> Use the language of impersonal abstract argument (and you can also use expressions like
“Some people feel ...” - but don’t use these expressions too often).
> Use the language for sequencing: first, another, in addition, etc.
> Try to link the paragraphs together.
> To begin the second and third paragraphs, you should use expressions like: “on the other
hand” or “in contrast”. This tells the reader that the argument is going to change direction
- from one point of view to a different point of view.
Also remember:
> You do not have to use all the points suggested - just some of them.
> You do not have to write a full essay, so you don’t need to worry about writing an
introduction and a conclusion.
Module 6 Sources and References
EXERCISE 1. In each of the following student texts there is some plagiarism. You will need to (1)
identify the part that is plagiarised, and then (2) show how to change the text to fix the problem (just
deleting it is not a solution!) So you might need to change the text, add in-text references, and so on.
But how can you identify which part has been plagiarised? You should look for the following possible
clues:
(1) A sudden improvement in the quality of the English (i.e. grammatically perfect)
(2) Data or numbers
(3) The use of difficult or technical terminology
(4) The use of colloquial or unfamiliar words or expressions. Any or all of these might suggest
that the writer is doing something she should not do.
When you think you have identified the part that is plagiarised, you will need to go on to Google to
check: just search for the text. Then you will have the original source of the material. You will need
this information to be able to fix the text and do a proper in-text reference.
In each text, underline the part that is plagiarised, and then rewrite or modify that part to make it
acceptable. Whatever you do, you will also need to add an in-text reference.
TEXT 1
First, I feel that social aids should be given to the poor that could cover their
basic needs. In my opinion one of the main causes of poverty in developed
countries is the economic crisis, because it creates social inequality and this
means a big difference between the rich and the poor people. Not only are
more people falling into poverty, but the poor are getting poorer, and the
sense is that the gaps between the wealthy and the poor are growing.
Developed countries pay more attention to the economic growth and so they
are interested in supporting banks or companies, instead of helping the
needy.
TEXT 2
I would argue that junk food is bad because it has many negative
consequences for health, and the most important of these in my opinion is
obesity. In 2008, more than 1.4 billion adults, 20 and older, were overweight.
Of these, over 200 million and nearly 300 million women were obese.
Although we do not know if junk food is responsible for this increase in
obesity, it seems probable, in my view, that the increase in fast food
consumption is part of the problem.
TEXT 3
Young people try alcohol and drugs for many different reasons. They might
be curious or might want to be part of the group. Boredom is a big factor in
drug abuse in teens and young adults. People in this age bracket generally
don’t have bills, jobs and all the stresses that go along with adulthood. So it’s
easier to become bored and want to try something new and exciting. Drug
use is often thought of as a way to escape the mundane world and enter an
altered reality. Some others drink it because it makes them to feel older, or
because it gives them a certain image among friends. Personally speaking, I
don’t think you need to show a cool image to your friends. You should just be
yourself, and they are supposed to like you as you are. Of course, it could be
argued that young people are very easy to influence and you can impress
them by doing silly things when you are drunk, but I think you should be
yourself, and not try to be fake using alcohol or drugs.
EXERCISE 2. Using information and opinions from the following 3 texts supporting the value of milk
for human consumption, write a body paragraph for either a discussion essay or an argument essay.
You must do some paraphrasing and some quoting (quotations must be very short), but you must not
plagiarise.
If the language of the original is colloquial or not academic, then paraphrase it (e.g. Text 1: “puts you
well on your way” is colloquial).
Don’t quote things you don’t understand (e.g. What is “Daily Value”?). If you don’t understand it, your
readers probably won’t.
Put proper in-text references and also write the bibliographical reference for each of the courses you
have used.
Milk contains nine essential nutrients, making it one of the most nutrient-rich beverages
you can enjoy. Just one 8-ounce serving of milk puts you well on your way to meeting the
Daily Value (…) for calcium, riboflavin and other key nutrients.
The protein in milk is high quality, which means it contains all of the essential amino acids
or 'building blocks' of protein. Protein builds and repairs muscle tissue, and serves as a
source of energy during high-powered endurance exercise. An 8-ounce glass of milk
provides about 16% of the Daily Value for protein.
Vitamin B12 helps build red blood cells that carry oxygen from the lungs to working
muscles. Just one 8-ounce glass of milk provides about 13% of the Daily Value for this
vitamin.
The National Dairy Council fact sheet "Milk's Unique Nutrient Package," available at
www.nationaldairycouncil.org (date accessed Jan. 16, 2009):
Milk and dairy products are recognized as an important source of nutrition in human diets,
providing energy, high quality protein, and essential minerals and vitamins.
Dale E. Bauman, Professor of the Department of Animal Science at Cornell University, Dec. 2004, "Modifying
Milk Fat Composition of Dairy Cows to Enhance Fatty Acids Beneficial to Human Health," published in Lipids.
It is long established and well understood that milk supports growth; thus, it is evident that
milk and milk products are good sources of the nutrients needed for bone development
and maintenance.... Milk products are richer sources of calcium, phosphorus, magnesium,
potassium, zinc and protein, per unit energy, than the average of other typical foods in an
adult diet. As a consequence, a diet devoid of dairy products will often be a poor diet, not
just in respect to calcium, but for many other nutrients as well.
Robert Heaney, Professor in the Department of Medicine at Creighton University, April 19 2000 article "Calcium,
Dairy Products, and Osteoporosis," published in the Journal of the American College of Nutrition:
.SECTION 5: answers 83
Module 1 The Introductory Paragraph
EXERCISE 1.
(1) is good.
(2) is just not true (or it’s debatable, at least, even if you think in metaphorical terms of the “violence” of
nature): at the “beginning of time” there were no people, so how could there be violence?
(3) is not too bad, but it would be better if it were more cautious: “Almost every time we read a newspaper ...”
(4) is debatable: it is an opinion, but the author states it as if it were a fact. It’s not. Most people would
probably think that murder is worse than rape. However, you could improve this opening statement by
qualifying it: “Rape is probably one of the most hated crimes ...”.
(5) is okay, although it is a little vague: what kinds of violence? The others have more significant weaknesses
(6) is much too vague. Of course many things have changed - but where? With reference to what? It doesn’t
give us enough information.
(7) is rather debatable. Maybe some people thought it was a “positive change”, but probably others did not
agree. The sentence could be made less debatable by qualifying it: “...this was seen by some/many people as
a positive change ....”
(8) is debatable and too general: it assumes we were “created” in a religious sense. And in what way are we
“free”? Most people are born into a society where there are rules, laws, restrictions about what you can and
cannot do. This is – arguably – not really freedom.
(9) is too general and too vague: where was this happening? How many centuries ago? Two? Twenty? What is
meant by “civilization”?
EXERCISE 2.
Below is an example to consider. Notice how it includes an opening statement, a kind of definition (“ - which
can include ...”), and more specific background information (“In fact, in many cases ....”). It also limits the
scope of the essay, by then focusing on universities.
Look at how the movement is from general ideas (higher education is valuable), to more specific ideas (it is
essential for certain professions), to a specific example of higher education (the university).
In the majority of developed countries, most people probably believe that higher education is very
valuable. Higher education - which can include universities, polytechnics, technical colleges and even
distance learning education for adults - is felt to be the route to a good professional job. In fact, in
many cases a degree or higher qualification is essential for such professions as the law, medicine,
and teaching, for example. However, perhaps the most prestigious of all these forms of higher
education is the education given by universities. In this essay .... (the thesis statement begins here).
EXERCISE 3.
(1) (2) (4) (5) (7) (8) are all acceptable thesis statements, though some are better than others.
(1) is detailed, but it could be improved. It doesn’t clearly tell you what the writer is going to do.
“Tackle the subject” is vague. “Discuss” or “Consider objectively” would be better.
(2) is fairly good - it tells us clearly what the writer is going to do, and tells us clearly that it will be a
personal viewpoint. However, it is not specific about the kinds of violence that will be dealt with. It
could also specify the solutions.
(4) is rather vague. The writer needs to be more specific: what are the types of violence, and what are
the consequences? And the writer could also specify what she is going to do in the essay - argue?
discuss?
(5) is not very direct. It implies that this is going to be a discussion essay (in which various viewpoints
will be considered). But it would be better if it were more direct, i.e. “This essay will consider this
question…”
(7) is good: specific and detailed.
(8) could be more effective if it told us which aspects of drugs were going to be dealt with.
(3) and (6) are poor thesis statements.

(3) is very vague. In what way is it “a bad aspect of humanity”? What is the writer going to do in this
essay - argue? discuss? The thesis statement should tell us this, but in this case it doesn’t.
(6) is a poor statement of opinion, because the writer has not used an expression like “I believe” to tell
the reader that he is giving an opinion and not a fact. Also, the writer does not tell the reader what
aspects of violence are going to be considered, or why it is harmful.
(3) (6) (8) directly state opinions, and are right for an Argument essay. (2) and (7) are statements that combine
opinion and intent, and are probably more effective thesis statements for an Argument essay because of this.
(1) and (5) are appropriate for a Discussion essay.
EXERCISE 4. For example:
This essay is going to tackle the subject of violence, focusing on two specific facts: crime and racism,
since these are probably the kinds of violence that most people who live in big cities are worried about
these days.
EXERCISE 5.
I oersonally feel…; I intend to argue…; In my view…; ….as I will try to show; … it seems to me…
EXERCISE 6
This essay is going to tackle…; …as will be discussed below.
EXERCISE 7.
1. It’s too short!
2. There is no opening statement…
3. … and no background information except for “there are some factors that motivate a crime”. What
factors? What kind of crime? Where? More information is needed.
4. The thesis statement itself is okay.
EXERCISE 8.
(3) (4) (1) (2)
It is probably true that most people are aware that vitamin D is essential for good health. However,
even today, although knowledge about vitamin D has been available for more than fifty years, many
people still suffer from vitamin D deficiencies. This particular problem is more severe in countries
where basic medical education is not provided: the third world countries. The solution to the problem
may be one that involves a significant amount of expense, time and effort for the help agencies.
EXERCISE 9.
(5) (2) (4) (1) (6) (7) (3)
Ever since the days of the first academy started by Plato in Athens, student misbehaviour has plagued
the classroom instructor. Foreign language instructors in particular, faced with the daily challenge of
teaching a subject which may well be more difficult to master than any other in the curriculum, have
always had to bear more than their share of classroom misconduct. By misconduct we mean the
universal varieties such as disruptive talking and sleeping in class. We also refer to those behaviours
more peculiar to the discipline of language teaching, such as persistent inaudible response and
unwillingness to speak in the target language. The language instructor’s problems have been
accentuated in recent years by the diversity of settings in which modern EFL and ESL teaching takes
place. These instructors have typically responded to classroom misbehaviour in a variety of ways, from
corporal punishment to somewhat drastic approaches. However, language teachers also have a
number of humane and effective options open to them to deal with misbehaviour, although their
effectiveness depends upon such variables as the age and number of students in the class, as we
shall see.
Module 2 The Body Paragraph
EXERCISE 1.
1. The topic sentence is sentence #1
EXERCISE 2.
The incorrectly placed topic sentences are:
1. Swimming has many positive effects ....
2. It seems to me that the packaging of many products ....
3. Throughout history honey has had many uses ....
EXERCISE 3.
1. 3
2. 2
3. 1
4. 3
EXERCISE 4.
The reader will expect you to organise your writing like this because it is an arrangement that is logical and
easy to understand, going from general to more specific information, and is typical of academic writing.
EXERCISE 5.
No, it doesn’t have a topic introducer, although the second part of the first sentence functions like a topic
introducer. Remember that not every body paragraph needs to have a topic introducer - but every body
paragraph needs to have a topic sentence. In this paragraph, the sentence: They can be classified into two
main groups: those that are fat soluble and those that are water soluble is the topic sentence, because all the
other sentences in the paragraph are about these two types of vitamin.
Here is a suggested topic introducer. Notice that it is more general than the topic sentence. (The topic
introducer is in bold, followed by the topic sentence in italics)
Vitamins are essential for bodily health. They can be classified into two main groups: those that are fat
soluble and those that are water soluble. Fat- soluble vitamins are absorbed with dietary fats; they can
be stored in the body. In contrast, water-soluble vitamins are not normally stored within the body, and
any excess intake is excreted in the urine.
EXERCISE 6. Suggestions:
1. Adolescents may suffer from a number of psychologically related problems.
2. The technological revolution has resulted in the wide acceptance of smartphones,
3. Almost all students find it hard to learn the different aspects of a foreign language.
4. Throughout Europe AIDS has caused many deaths.
EXERCISE 7. Examples:
1. The fact that they are relatively cheap and very versatile makes them popular with everyone.
2. Many jobs in European countries require an ability to speak and write English well.
3. Even programs for young children are full of scenes of fighting.
EXERCISE 8. Some examples of generalizations and more specific details:
1. Generally speaking, it is easier to write informal letters than to write essays. Letters are usually
shorter, and they don’t have such strict conventions as essays: you are more free to write what you
like, in the way that you like.
2. It is probably true that most students are nervous before exams. The majority find it difficult to sleep
well before the exam, and say that that they feel worried about failing or doing badly.
3. Violence seems to be a part of human nature. You can see violence of different kinds in almost every
human being at one time or another: anger, frustration, and disappointment can make most people
speak or act aggressively - even those people who are normally kind and gentle.
EXERCISE 9. Some suggested examples. Notice the expressions used for introducing examples.
1. Madrid is often said to be a city of contrasts. For example, although it is a very rich city, there are
many poor people who have neither job nor home.
2. I think technology plays an increasing part in our lives. For instance, almost all homes have a
computer, ADSL connection, wi-fi and many other linked computer-based devices.
3. It could be argued that many women work harder than men. This can be illustrated by the fact that
many women who have a full-time job also have to do most of the cooking and housework.
4. We are all responsible for damaging the environment, according to scientists. An illustration of this
might be the C02 our cars produce and the energy that we waste, both of which contribute to global
warming.
5. Urban violence - such as vandalism and muggings - appears to be increasing. (Notice that in this
sentence the example is contained inside the topic sentence: it explains the kinds of urban violence
that the write is talking about).
EXERCISE 10
1. The sentence beginning “Some of the most essential of these qualities seem to be ….” is the topic
sentence. This is the sentence that all the following sentences (the supporting sentences) relate to.
2. There are four points. Each of the four supporting sentence describes ONE of the four qualities mentioned
in the topic sentence: flexibility, honesty, creativity, and determination.
3. first; next; in addition; finally
EXERCISE 11.Examples:
1. TS: There are various reasons to explain why people steal things.
SS: Some people become thieves because of their social circumstances
2. TS: Computers now offer something to everyone in the family.
SS: Finally, both parents and children can enjoy playing a wide variety of entertaining games or using the
computer to find out information on the Internet.
3. TS: There are several methods of communication used by humans.
SS: Then there are other forms of communication such as music and art, which can convey imprecise but very
powerful messages and emotions.
EXERCISE 12.
For this exercise, check your partner’s answers. Did your classmate use similar supporting sentences? Are all
the supporting sentences directly related to the topic sentence? Make some positive suggestions to help your
classmate improve what s/he has written.
EXERCISE 13.
1. It is a popular pastime in ....
2. Another kind of robot ....
3. Humans are also affected ....
EXERCISE 14.
1) + General; 2) + Specific; 3) + General; 4) + Specific
Number 2 and number 4 are quite specific: they give details. Number 2, for example, tells you clearly that
computers and videodisks are the main idea of the paragraph. Number 1 and number 3 are more general: they
don’t give as much detail: number 1, for example, doesn’t tell you what or where the places are.
What this activity should make you realise is that any statement can act as a generalisation, in relation to the
information around it. In other words, the level of generalisation of a topic sentence (or thesis statement) can
only be described in terms of other information. A topic sentence is always less general (more detailed) than a
thesis statement, but more general (less detailed) than a supporting sentence.
EXERCISE 15.
Compare your topic sentences with those of a classmate. Are the links clear? Can you see any way of
improving what they have written?
EXERCISE 16.
Have a look at what your partner has done. Are the Method 2 links clear? Do they successfully point forwards
to the next paragraph, and/or backwards to the previous paragraphs? Can you make any suggestions to
improve what your partner has written?
Module 3 The Concluding Paragraph
EXERCISE 1.
1. It is an effective conclusion
2. The first three sentences of this effective conclusion present a detailed summary. The last sentence is
a (personal) recommendation.
Notice that this writer has given a very detailed summary. Your summary does not have to be as
detailed as this - you might want to spend more time presenting a recommendation or a solution, for
example.
Notice that the recommendation is expressed as a personal opinion, since this is the conclusion to a
personal opinion essay
In the end it may be that the only real way to deal with this problem is on a global scale, by means of
cooperation between governments – although this, at least in the medium term, seems perhaps a rather
optimistic and even unreachable goal. (Solution)
EXERCISE 3.
(4) (1) (3) (5) (2)
So then, the role of women in Japan used to be simply to take care of their families. Women were not
educated, so they did not have jobs. However, after the education system was improved, Japanese
women became part of the labour force. Nowadays, many women have jobs, but there are still
problems with low salaries and limited opportunities. Fortunately, these are being solved, so in the
future I believe that there will be little or no difference between men’s and women’s jobs.
EXERCISE 4.
Sentence 1: summary. Sentence 2 & 3: solutions. Sentence 4: prediction.
a. This conclusion is not terrible, but it’s got some serious issues. It has a rather too short and not very specific
summary of the essay itself. It then gives a number of solutions, followed by a prediction. The problem is that
there are way too many solutions to put in a conclusion (remember the essay is about causes of violence). Also
the solutions are not explained and are rather idealistic. Usually you would only give one very general solution
in the close of a conclusion - not five. If you want to give more solutions, you should explain them in more detail
in a separate body paragraph, but then you would have to change your thesis statement...
b. The writer also gives a prediction as well as solutions. This is not necessarily wrong, but with five solutions, it
is far too much content for the conclusion.
EXERCISE 5.
(3) (5) (1) (2) (4)
To conclude, we can see that none of the problems is easy to solve and that each is related to the
others. Recent budget reductions means that we cannot get enough money from the government.
Because of the lack of money, our scientists cannot do proper research, so they cannot explore all the
new areas of study. The best answer might be to choose a particular area of interest to industry and to
work on the problems that exist there, gathering data and finding solutions. Then the data could be
presented to the government to make them see the importance of this research project
EXERCISE 6.
It doesn’t summarise the main points of the essay at all. This means that the summary ends up being too
short.
It also introduces a completely new theme or perspective at the end (“the moral aspect of AIDS”), when there
is no time to develop it, support it, or prove it. If the writer wanted to discuss the moral aspect, then he/she
should have done this in the body of the essay. Remember that you must not introduce completely new ideas
at the end of your essay, unless they are brief predictions, recommendations or solutions.
EXERCISE 7.
1. One possible solution would be to make people more aware of the dangers of unprotected sex or
sharing needles. This could be done by increasing the amount of money spent on advertising
campaigns, or by creating more sex education programs for young people dealing with HIV and
AIDS.
2. An obvious solution would be to increase the education budget, and then building new campuses
and classrooms, and training more teachers. A more dramatic solution would be to limit the
number of students entering university, by having strict entrance examinations - although this
might be a rather unpopular move.
3. One possible answer to this problem would be increasing the number of grants to poor students,
to give them the chance to attend university. Or all entry standards could dropped. Another
solution might be for the government to build more universities.
4. The simplest way in which this problem could be dealt with would be by increasing the quality of
teacher training. Another possible means of solving this problem would be to reward teachers who
teach well with higher salaries. It might also be a good idea if class sizes were reduced, since it is
difficult to teach large numbers of students effectively.
5. One solution to this might be in the hands of the parents, who could restrict the type of programs
and games that their children are allowed to watch or play. Another solution could be in the hands
of the TV companies, who could limit violent or adult programs to certain hours of the day, or issue
warnings about the content of programs, while games makers could provide age-related
guidelines.
6. The city authorities could solve this problem, at least partly, by an advertising campaign to make
people more conscious of the stressful effects of noise, and the need to think about other people.
Of course, increasing fines for excessive noise might also have a positive effect on reducing noise
levels, although this could be difficult for the police to enforce.
Notice the language that is used to introduce possible solutions: Such expressions as “One possible solution
could be ....” and “An answer to this problem might be ....” and “A solution would be ....” and “A way of partly
solving the problem might be ….”
Module 4 Argument essays
EXERCISE 1.
1. Opinion
2. Opinion
3. Fact
4. Fact
5. Opinion
6. Opinion
7. Fact
8. Fact
b. Facts, if they are accurate and correct, are persuasive in an academic essay. However, some opinions -
those of experts - can be very persuasive and useful in academic writing.
EXERCISE 2.
a. The expert opinion is Paul Nbuki, John Trotter, Alexeyev Kherov. Less expert (probably), but still a little
persuasive, would be the opinion of a sports teacher at school. Perhaps even a breakfast food manufacturer
might know something about the issue of nutrition and sports – maybe.
In fact, it is difficult to decide who is the most expert! However, as a general rule, people professionally
involved in something, either because it is their job, or because they are doing research and publishing their
findings, are usually “expert”. The more successful they are, the more expert their opinion is (usually!).
EXERCISE 3.
Points that support argument A: 2, 4, 5, 8.
Points that support argument B: 1, 3, 6, 7.
EXERCISE 4.
Opinion statement (Topic sentence): 4
Argument 1: 2
Supporting arguments: 5,7
Argument 2: 1
Supporting arguments: 3, 6, 8.
EXERCISE 5. Show your sentences to your partner. Check to see if your partner has used the language of
personal opinion well.
EXERCISE 6. Has your partner supported her opinions with convincing supporting arguments?
1. In my opinion, abortion should not be allowed at all, because from my perspective only God has the
right to take life - not man.
2. I believe that religious education should not be obligatory in schools, since there are many people who
have no religious beliefs and do not want their children to have to study this subject.
3. Racism, it seems to me, is something that everybody ought to fight against, because I am convinced it
is inhuman and unfair.
4. In my view, homosexual marriage should be legal, as I believe that everyone in a democratic society
should have the right to love whomever they choose.
EXERCISE 8. Suggestions:
1. On the other hand, if teachers were more friendly there could be discipline problems in class, and
some students only work if they hard if they are pushed.
2. However, it could be argued that if we didn’t have zoos certain animals would become extinct because
in their natural habitat they would die out or be hunted.
3. Nevertheless, it might be said that it is very unfair to base a whole course on one or two days’ work,
since some students are very nervous and are not able to perform well in the stressful examination
environment.
4. Of course, it is possible to argue that going to the moon brought many technological benefits, such as
advances in the development of computers and special high-temperature materials, so we need to
continue our exploration.
5. However, there are those who say that even if only a small proportion of the vast amounts of
information available is dangerous, then this is too much, particularly as there are no restrictions on
children accessing the Internet.
EXERCISE 9.
On the other hand; However; Nevertheless; Of course; However.
EXERCISE 10. An example:
Opinion: I feel that this society does not pay enough attention to the problems of racism in Spain.
Counter argument: However, it could be argued that racism is an individual matter, and that any individual has
the right to his or her own views and prejudices.
Opinion: In my opinion modern rock music is a positive influence on young people.
Support: It deals with their interests and concerns, it speaks to them directly about their lives, and offers them
a shared experience that their parents cannot understand.
Counter argument: Some people, however, argue that such music is dangerous, since the lyrics sometimes
encourage anti-social or racist behaviour.
Refutation: However, I believe that only a small proportion of the music young people listen to has potentially
dangerous lyrics like this - and in any case, it seems to me that most young people should be able to make
their own decisions about how to behave.
In my view, too much time spent watching television could be psychologically and morally very harmful
to children, particularly young ones. There is a great deal of aggression and violent language on
television, and even programs made especially for children, such as cartoons, contain scenes of
fighting and killing. The message seems to be that violence is an acceptable way of dealing with
problems, which I do not feel is right.
EXERCISE 13. An example of an “OSCAR” paragraph for you to consider and analyse:
It seems to me that the United States interferes too much in the politics of other countries. It has often
become deeply involved in many wars and conflicts outside its own borders: for example, in Vietnam,
Panama, the Middle East, Somalia, and more recently, Afghanistan and Iraq . Of course, it might be
argued that these actions are necessary for world peace. However, I would suggest that the opposite
is true: if the USA did not get involved in the politics of these countries, there would be far less conflict
and terrorism, and far more peace.
EXERCISE 14 & 15. Show your sentences to another student or to me!
EXERCISE 16.
1. Solution. “Responses … to reduce the bullying problem” = solutions.
2. Problem-Solution. “Use” is the problem, “control” is the solution.
3. Problem. The danger of private gun ownership is a problem.
4. Solution. “Measures” to reduce violent incidents = solutions.
5. Problem-Solution. The “threat” is the problem. “What can be done about it” is the solution.
EXERCISE 17
Noise ; Air Pollution ; Stress ; Crime ; High rents
In my opinion, one of the most serious problems faced by large cities is air pollution. It seems to me that this is
probably caused mainly by traffic, industry and heating.
EXERCISE 18.
a. For example:
Consequences of overcrowded universities:
Overcrowded and noisy classrooms  more difficult to hear, ask questions
Less contact with teacher  Less chance for support, help
Alienation
More difficult to access books in the library
More difficult to use all facilities
Overworked teachers are less helpful, stressed, give lower grades, can’t mark work thoroughly, don’t know
students
Overall consequence:
Reduction in quality of teaching and learning
Notice that some consequences lead to other consequences.
b. Solutions. A suggestion for “Overcrowding in Universities”

> Restrict entrance numbers.
> Have a strict entrance examination.
> Expand the universities - more classrooms, teachers, facilities.
> Build more universities.
> Put more money into education.
> Pay teachers more.
EXERCISE 19.
a. Solution and support. For example
1. Building more universities would mean fewer students in each course.
2. Having strict entrance exams would reduce the number of students and improve the average level.
3. Paying teachers more would increase their morale and commitment.
b. Weaknesses. For example:
1. ... but this would cost a lot of money and take years to achieve.
2. . ... although this would not be politically popular, and would increase unemployment levels among
young people.
3. . ... although the administration is very unlikely to do this, since teachers are always considered last of
all!
EXERCISE 20.
1. Strengths A large supply of donors
Weaknesses Gruesome, sinister. Donor organs need to be from healthy people, so if the donor
dies of old age, or when they are quite old?
2. Strengths A very large supply of donors
Weaknesses Interferes with basic civil rights. Difficult to administrate, enforce.
3. Strengths People who need donors would be “paying”
Weaknesses Interferes with basic civil rights. And if you don’t have a family?
4. Strengths Could bring in a regular supply of donors
Weaknesses Expensive? Ineffective?
5. Strengths A huge supply of donors
Weaknesses But are they really willing? And if they forget to carry their card? Against human
rights?
EXERCISE 21.
Suggested paragraph:
I feel that one of the possible solutions to the problem of a lack of donor organs in Spanish hospitals
would be to pass a law so that adults would have to give their organs if they died in an accident. This
would obviously provide a huge supply of donor organs. However, there are some potential problems
with this: not only would this seem to be unconstitutional, but it would also seem to violate a
fundamental human right - the right of the possession of one’s own body, even after death.
Nevertheless, it seems clear to me that unless this is done, many thousands of people will die
unnecessarily every year.
Module 5 Discussion Essays
EXERCISE 1.
More than half the adult population thinks that certain vehicles should be banned in city centres, according to a BFTI survey for
the Ministry of Transport (2012). In the survey, carried out last year, over 58% of drivers interviewed agreed that a complete ban
on all heavy vehicles in city centres was necessary to reduce pollution and reduce accidents. Another 35% believed that some
form of restriction on use of cars in urban centres would be a good idea. However, only 9% felt that all vehicles should be
banned completely. Statistically, this means that a large majority of drivers feel that some kind of regulation is necessary. Most
people seem to think that “no-go” areas should be established at certain times of the day, provided that cheap and accessible
forms of public transport are available.
Janet Jackson of the anti-pollution group Clean Air For All (CAFA) argued yesterday that the government would eventually have
to legislate to control city centre traffic (2013). She pointed out that some countries such as Singapore had already done this
very effectively using systems that were both imaginative (with access based on licence-plate numbers) and fair. The general
feeling among experts on traffic control is that this is likely to happen in the next five to ten years, since recent studies all indicate
that air pollution levels in city centres are not being reduced by the increasing use of lead-free fuels, and that average traffic
speeds in congested urban areas are getting slower every year. The latest figures (Ministry of Transport, 2013) show that in the
heart of London, for example, the average speed is little more than 10km/hour - jogging pace!
EXERCISE 2.
For example:
1. Dr A. King claims that “most adolescents ....”
2. According to Peter Forrest, “Ted Hughes is one of ....”
3. It is believed by some people that climate change ....
4. The majority of people think that foreign travel ....
5. Research/ A study suggests that vegetarians ....
EXERCISE 3.
For example:
1. It could be argued that lectures are an economical ....

2. One possible argument is that it is more interesting to listen to a person ....
3. It has often been said that a good lecture stimulates thought ....
4. Some people believe that lectures are effective because many people can hear them at the same time
EXERCISE 4.
For example:
1. One of the main arguments against lecturing as a method of teaching is that it does not get the
students to participate.
2. It might also be pointed out that there is no real interaction between the lecturer and the students.
3. One could argue that the majority of lectures are quite boring.
EXERCISE 5.
For example:
1. ... since the students simply sit and take notes passively.
2. This is because lecturers generally spends most of the time talking , and there is no chance for
discussion or debate.
3. ... because the lecturer has probably given the lecture several times before, and so is not very
interested in what he is saying.
EXERCISE 6.
Show your paragraphs to a classmate and ask him or her to check if the arguments are clear and logical. Ask
your classmate to check your text.
EXERCISE 7.
For example:
1. But if everyone were richer, then everything would become more expensive, and so we would not be
richer at all!
2. But who would pay for this? And what about the problem of the loss of skilled professionals in
businesses, education, politics? All this experience would be lost. Also many people would get very
bored if they did not work.
3. This involves quite a few practical problems, even if all the countries agreed that English should be the
common language. How long would it take to implement? How much would it cost? What about the
loss of national identity? Languages are very connected with this. And there would still be problems of
communication. In theory it is a good idea, but in practise it would be almost impossible to bring
about.
4. Space exploration has brought many benefits in terms of technological developments (the computer
“chip”, developments in ceramics, alloys, even non-stick surfaces for saucepans!) , so it is not a waste
of money. And in any case, for political reasons, if the money were not spent on space exploration, it
would not go to the poor of the world.
EXERCISE 8.
For example:
1. The problem with this argument is that it seems to suggest that the child has no rights at all - but even
an animal has rights under the Law.
2. This may be true, but it is not a real justification for the killing of a child.
3. On the other hand, it could be argued that although the child has no name, or identity, this does not
mean that it is not a living creature - a potential human being - with rights.
EXERCISE 9.
a. Nevertheless; Notwithstanding; However; Alternatively; On the other hand; Although; Despite this…;In
spite of this…;
b. Although there may be some truth in this…; Although this is partly true …; Although this is true to some
extent…; There is some truth in this. However, …; This is partly true, although….
c. partly; to some degree; somewhat (true); to an extent; to a degree
EXERCISE 10.
For example:
However, the problem with all these viewpoints is that most people would probably feel that freedom
does not give you the right to hurt another human being - who in this case is a totally helpless and
innocent creature.
EXERCISES 11 & 12.
Show your classmate your writing and get his or her comments on your analyses. Have a look at what your
classmate has written and give him/her your suggestions for improvements.
Module 6 Sources and References
Text 1
The plagiarised part is: Not only are more people falling into poverty, but the poor are getting
poorer, and the sense is that the gaps between the wealthy and the poor are growing.
To fix it, put the sentence in between “ “ and add an in-text reference (EU Economic crisis causing
massive rise in poverty - Red Cross, 2013)
Find full Bibliographical information on http://rt.com/news/europe-crisis-red-cross-981
Text 2
The plagiarised part is: In 2008, more than 1.4 billion adults, 20 and older, were overweight. Of
these, over 200 million and nearly 300 million women were obese.
Always be careful to show where you have got your data from. In this case, the writer has not only
taken the data without giving the source, but she has used the exact words of the original report. To
fix it you could either put the text in inverted commas and add the proper in-text reference, or you
could paraphrase it: keeping the numbers, but using different words than the original. For example:
According to the World Health Organisation (2014), globally almost one and half
billion people older than 20 weighed too much, and nearly a third of these were
actually obese (40% men, 60% women).
Find full Bibliographical information on http://www.who.int/mediacentre/factsheets/fs311/en
Text 3
The plagiarised part is: Boredom is a big factor in drug abuse in teens and young adults.
People in this age bracket generally don’t have bills, jobs and all the stresses that go
along with adulthood. So it’s easier to become bored and want to try something new and
exciting. Drug use is often thought of as a way to escape the mundane world and enter an
altered reality.
The clues are: in this age bracket generally, mundane world, altered reality – and, of course,
the lack of grammatical errors.
Again, you need to quote or paraphrase (or do both: quote a nice-sounding phrase, and
paraphrase the rest) and of course give the source in the in-text reference: (Blair, 2011)
Find full Bibliographical info on http://thejenniferact.com/2011/05/12/reasons-why-people-
use-drugs

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.section 2: discussion essays

.section 3: some essay questions for practice 52

Erasmus: is it money wasted?

Restrictions on people’s right to protest publicly in Madrid?

Is “junk food” really such a bad thing?

Abortion in Spain. 2012. Wikipedia. http://en.wikipedia.org/wiki/Abortion_in_Spain. Date accessed:

 A little more analysis would be interesting.

Las Vegas Arrives in Madrid

Sex and Marriage

Teachings on chastity and premarital sex in all faiths. 2005. Beliefnet.com.

The price of passion. 2005. The Daily Star.

The issue of premarital sex. 2005. The Theologian.

Trends in young people’s sexual behaviour examined. 2005. Education week.

.essay questions for practice

Module 1 The Introductory Paragraph

Module 1 Paragraph practice

The problems of the Spanish university system

Module 2 The Body Paragraph

2. __________________________________________ . Many people enjoy it although it is

4. _________________________________________________ . First of all, you must think about

2. I think the ability to speak English is really important these days.

EXERCISE 10. Sequencing or listing points

1. Which is the topic sentence in this paragraph?

b. Add another supporting sentence at the end of each paragraph..

Module 2 Paragraph Practice

Fast food Social networking

After you have written your first draft:

Module 3 The Concluding Paragraph

1. Increasing numbers of people suffering from HIV and AIDS.

Module 3 Paragraph Practice

After you have written your first draft:

Module 4 Argument essays

Overcrowding in universities The stress of modern life

Module 4 Paragraph practice (I)

Module 4 Paragraph practice (II)

Module 5 Discussion Essays

Module 5 Paragraph practice

Module 6 Sources and References

Module 1 The Introductory Paragraph

(3) and (6) are poor thesis statements.

Module 2 The Body Paragraph

Module 3 The Concluding Paragraph

Module 4 Argument essays

b. Solutions. A suggestion for “Overcrowding in Universities”

Module 5 Discussion Essays

1. It could be argued that lectures are an economical ....

Module 6 Sources and References

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