Fulfil the task
Cover every requested point and keep the response relevant to its reader and purpose. A model is one possible response, not the only correct answer.
The invitation states what, when and where, then asks for a reply.
B2
An argumentative essay
About this lesson
An argumentative essay · B2. Cover every requested point and keep the response relevant to its reader and purpose. A model is one possible response, not the only correct answer.
Write your own response, then compare it with the model and three criteria. This is self-review: there is no automatic correctness score or teacher certification.
Writing is self-reviewed. This version does not assign a language score or certify your level.
2 items
Save it to find it in My collection.
WritingB2
Building a balanced argument
Write your own response, then compare it with the model and three criteria. This is self-review: there is no automatic correctness score or teacher certification.
Write an original response to each task. Use the model only after drafting your own text.
A little clarity first
Organise the message
Put ideas in a useful order. Use sentences and, where the task needs them, paragraphs and links. Do not add connectors without a real relationship.
I give the time first. Then I explain how to get there.
Check clarity and language
Check verbs, agreement, spelling and punctuation. Use words you understand; revise anything the intended reader might misinterpret.
She works on Monday. We work on Tuesday.
Learning material
WritingB2
Building a balanced argument
Write your own response, then compare it with the model and three criteria. This is self-review: there is no automatic correctness score or teacher certification.
Write an original response to each task. Use the model only after drafting your own text.
01 / 2P01Save it to find it in My collection.
An education forum asks: Should every adult course include an online option? Use hypothetical examples rather than invented research statistics.
Write 200–260 words. Present a clear position, develop reasons with examples, address a counterargument and reach a justified conclusion.
Your learning route
01
Step 1 · Build the skill
0/1Fulfil the task
Cover every requested point and keep the response relevant to its reader and purpose. A model is one possible response, not the only correct answer.
The invitation states what, when and where, then asks for a reply.02
Step 2 · Build the skill
0/1Check clarity and language
Check verbs, agreement, spelling and punctuation. Use words you understand; revise anything the intended reader might misinterpret.
She works on Monday. We work on Tuesday.Writing
Writing is self-reviewed. This version does not assign a language score or certify your level.
No writing saved yet. Start a task and your draft will appear here.
Lesson map
B2An argumentative essay
Lesson points
Fulfil the task
Cover every requested point and keep the response relevant to its reader and purpose. A model is one possible response, not the only correct answer.
The invitation states what, when and where, then asks for a reply.Organise the message
Put ideas in a useful order. Use sentences and, where the task needs them, paragraphs and links. Do not add connectors without a real relationship.
I give the time first. Then I explain how to get there.Check clarity and language
Check verbs, agreement, spelling and punctuation. Use words you understand; revise anything the intended reader might misinterpret.
She works on Monday. We work on Tuesday.Questions & answers
Opening an answer records help for that question.
An education forum asks: Should every adult course include an online option? Use hypothetical examples rather than invented research statistics.
Write 200–260 words. Present a clear position, develop reasons with examples, address a counterargument and reach a justified conclusion.
Answer & explanation
Adult courses should normally offer some form of online participation, but a single model will not suit every subject. The aim should be meaningful access rather than simply placing a camera at the back of a classroom.
An online option can remove practical barriers. A learner who works changing shifts might watch an explanation later instead of abandoning the course. Someone with limited mobility may be able to participate without an exhausting journey. These benefits are especially valuable when the online material includes clear instructions and opportunities to ask questions.
However, access to a recording is not the same as access to learning. Practical courses may require equipment, supervision or interaction that is difficult to reproduce remotely. A beginner using unfamiliar tools, for example, may need immediate guidance. There is also a risk that online learners become a secondary audience whose questions are repeatedly overlooked.
For these reasons, requiring every lesson to operate in two formats could stretch a small teaching team too far. A better approach would combine reusable explanations with carefully chosen live sessions and suitable alternatives for practical work. Providers should tell learners clearly which parts require attendance before they enrol.
Online participation is therefore worth expanding, but its quality matters more than its mere availability. The strongest policy would support flexible routes while allowing course designers to explain justified limits. Offering a weak digital copy of every activity would create the appearance of inclusion without necessarily giving learners a fair chance to succeed.
An online option can remove practical barriers. A learner who works changing shifts might watch an explanation later instead of abandoning the course. Someone with limited mobility may be able to participate without an exhausting journey. These benefits are especially valuable when the online material includes clear instructions and opportunities to ask questions.
However, access to a recording is not the same as access to learning. Practical courses may require equipment, supervision or interaction that is difficult to reproduce remotely. A beginner using unfamiliar tools, for example, may need immediate guidance. There is also a risk that online learners become a secondary audience whose questions are repeatedly overlooked.
For these reasons, requiring every lesson to operate in two formats could stretch a small teaching team too far. A better approach would combine reusable explanations with carefully chosen live sessions and suitable alternatives for practical work. Providers should tell learners clearly which parts require attendance before they enrol.
Online participation is therefore worth expanding, but its quality matters more than its mere availability. The strongest policy would support flexible routes while allowing course designers to explain justified limits. Offering a weak digital copy of every activity would create the appearance of inclusion without necessarily giving learners a fair chance to succeed.
One possible model, not an answer key. Self-check: Can a reader find all these required points: a defined position, developed reasons with examples, a fair counterargument and response, and a conclusion consistent with the argument? Structure: Use paragraphs to develop reasons, a fair counterargument and a response; make the conclusion follow the reasoning. “An online option can remove practical barriers.” → “However, access to a recording”. Language: “Adult courses should normally offer some form of online participation, but a single model will not suit every subject.” The wording expresses a position while allowing a condition or limitation; a different well-supported position may also fulfil the task. Other wording and organisation can meet the task. Keep any supplied facts. This is self-review, not an automatic language score.
A local discussion asks: Should town centres replace some parking spaces with seating and trees? Use reasoned hypothetical examples, not fabricated local statistics. You may invent personal details; keep any facts supplied in this task.
Write 200–260 words. Argue a position, develop reasons, consider an opposing view and provide a balanced conclusion.
Answer & explanation
Replacing some town-centre parking with seating and trees can improve public space, provided that the change is selective and access needs are taken seriously. The question should be how the street serves people, rather than whether every parking space must either remain or disappear.
Seating gives people a reason to stay without buying something. Older residents may need a place to rest between errands, while families can benefit from a comfortable meeting point. Trees may also make a street more pleasant, although their maintenance and suitability for the location must be considered. A poorly planned planting scheme can create costs without delivering the expected benefit.
The strongest objection concerns access. Some visitors cannot easily walk from a distant car park, and businesses need reliable deliveries. Dismissing these concerns as resistance to change would be unfair. A proposal should preserve accessible spaces near important destinations and include realistic loading arrangements. It should also consider whether public transport is a workable alternative at the times people actually travel.
A limited trial could test the idea before permanent construction. Temporary seating would let residents and businesses describe specific advantages and difficulties. Evaluation should include who uses the space and who finds journeys harder, rather than relying only on attractive photographs.
I therefore support replacing selected spaces, not applying an identical rule to every street. A successful scheme would improve everyday use while responding to genuine disadvantages. That requires observation, adjustment and maintenance, not just an appealing drawing.
Seating gives people a reason to stay without buying something. Older residents may need a place to rest between errands, while families can benefit from a comfortable meeting point. Trees may also make a street more pleasant, although their maintenance and suitability for the location must be considered. A poorly planned planting scheme can create costs without delivering the expected benefit.
The strongest objection concerns access. Some visitors cannot easily walk from a distant car park, and businesses need reliable deliveries. Dismissing these concerns as resistance to change would be unfair. A proposal should preserve accessible spaces near important destinations and include realistic loading arrangements. It should also consider whether public transport is a workable alternative at the times people actually travel.
A limited trial could test the idea before permanent construction. Temporary seating would let residents and businesses describe specific advantages and difficulties. Evaluation should include who uses the space and who finds journeys harder, rather than relying only on attractive photographs.
I therefore support replacing selected spaces, not applying an identical rule to every street. A successful scheme would improve everyday use while responding to genuine disadvantages. That requires observation, adjustment and maintenance, not just an appealing drawing.
One possible model, not an answer key. Self-check: Can a reader find all these required points: a defined position, developed reasons with examples, a fair counterargument and response, and a conclusion consistent with the argument? Structure: Use paragraphs to develop reasons, a fair counterargument and a response; make the conclusion follow the reasoning. “Seating gives people a reason to stay” → “The strongest objection concerns access.”. Language: “Replacing some town-centre parking with seating and trees can improve public space, provided that the change is selective and access needs are taken seriously.” The wording expresses a position while allowing a condition or limitation; a different well-supported position may also fulfil the task. Other wording and organisation can meet the task. Keep any supplied facts. This is self-review, not an automatic language score.