Welcome back. Now that you've seen me do this practice question number one in real time, we're now going to break down my answer to see all the different components that we need for a great answer. So let's go ahead and take a look. So this was the practice question, which we answered in our previous video. So now, I'm first going to break down the strategy for writing the answer to this question, and then I'll break down the ingredients. So we'll first begin by talking about how to write the introduction.

So here in the question prompt, in the red color, we have what we call our question language. And for the introduction, we have to paraphrase this question language by using synonyms and by changing up the word order. So in my answer, here's how I rephrased this question. Watching language. the given line graph illustrates data on the number of passengers in the underground station in London, from 6am to 10pm. So I used synonym for the word shows, by changing it to illustrate, instead of writing passenger numbers, I've changed it to the number of passengers have specified what type of graph we have by saying that we have a line graph.

And I've also added some additional information by telling the reader the period over which our line graph is plotted. So that's all I've done for my introduction. Now let's move on to the next paragraph, which is the overview. So in our overview, which is our second paragraph, we have to look at the starting data point, the ending data point, the highest data point and the lowest data point So that's exactly what I did when I wrote my answer in the previous video. In my answer, I described the highest and the lowest data points, plus, I described the starting and the ending data points. So this is what my second paragraph looked like.

Generally speaking, the underground station has the lowest number of passengers early morning at 6am. And in the late evening at 4pm. By ADM, the station reaches its peak volume, and by 10pm, the total amount drops significantly. After finishing my overview paragraph, I then moved on to writing the specific details. So to write the specific details, I split my infographic into two halves. So I discussed this first half in the third paragraph and I discussed This second half in the fourth paragraph.

So let's take a look at how I described the first half of the information in the third paragraph. To be specific, there are only 100 passengers at 6am. But this number searches over the next two hours and reaches a peak of 400 passengers by 8am. However, this volume quickly plummets over the next two hours, and settles at about 180 passengers by 10am, before climbing again, to a total of 300 passengers over the next four hours. So notice that here, I first described this data point at 6am. I've said that there are only 100 passengers here.

Then I've said that this number quickly surges and it reaches a peak meaning the highest point For 400 passengers by ATM, however, this number quickly plummets over the next two hours by 10am, on settles at about 180 passengers. And then this number climbs again to a total of 300 passengers. So in my third paragraph have only described the data points, which I thought were the most important. So I've described this data point, because this is where our graph starts. Then I've described this data point, because this is the highest data point. Then I described this data point, because this is a turning point.

This is where our graph changes direction from going down to going up again. And then I've described this data point, which is the last data point for the first half of our infographic and it is also a turning point because At this point, our graph changes direction from going up to going down again. Let's now move on to our fourth paragraph. Here, we're going to describe the second half of our line graph. So let's take a look at what I wrote for my fourth paragraph. Starting at 2pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4pm.

But over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers. So here we're saying that starting at this point at 2pm The number continues dropping until it reaches the lowest point, which is 100 passengers by 4pm. But over the next two hours, this number rapidly rises to nearly 370 passengers. However, after this point, it quickly plummets again over the next two hours to a little under 150 passengers. After this point, this number steadily rises again over the next two hours by around 50 passengers.

So notice that similar to the first half of our infographic in the second half, we've also only described the most important data points. So we described this data point, which is the starting data point for the second half of our infographic. This data point is also a turning point where the line graph changes direction from going Up to going down again. Then we described this data point, which is the lowest data point for our line graph here. Then we describe this data point. Since this is a turning point, this is a point where our line graph changes direction from going up to going down again.

And then we described this data point, which is another turning point. And finally, we described this data point, which is the ending data point for our line graph. So now our fourth paragraph is complete. So when we put together all of our different paragraphs, the introduction, the overview, paragraph number three, and number four, this is what our entire task one essay looks like. Here we have a total of four paragraphs. Were in the first paragraph, we've paraphrase the question language in the second paragraph in the Overview, we've given some general information about the starting and the ending data points plus the highest and the lowest data points.

Then, in the third paragraph, we've talked about the key numeric details. Notice that we've started to describe numbers in our third and our fourth paragraph. And we've split this information such that we've talked about the first half of our line graph in the third paragraph. And we've talked about the second half of our line graph in the fourth paragraph. Now, I want you to notice a few more details about this answer. First, I want you to note that here we've used words such as about a little under around and nearly to avoid over generalization.

So this is very important for maintaining accuracy. Whenever you are estimating the numbers. You have to use software words such as this to maintain access To resume. The second thing I want you to note is the paragraphing. And the spacing. Basically, this just means that in my answer here, I have separated the paragraphs by leaving a line between any two given paragraphs.

So now, we're finished with breaking down the structure of our answer. So now, we're going to be breaking down the different ingredients that have went into our answer. So we're going to start off by first talking about cohesive devices. So you may recall that cohesive devices are words and phrases that help to glue our sentences and ideas together. Basically, these words and phrases increase the fluency of our writing. So here, you'll notice that we've used many different types of cohesive devices.

For example, Here we've used the word given to reference back to the line graph that we're referring to. Here, we've used what's called a discourse marker. To start our paragraph, we've said generally speaking, here's another discourse marker to be specific. Here. We've used the word, however, to show contrast. And you'll also notice that here we have some coordinating and subordinating conjunctions, which are also acting as cohesive devices to link our ideas together.

So I suggest that you pause the video and take a closer look at these cohesive devices so that you can understand exactly how to use them. Next, we have coordinating conjunctions. So all the coordinating conjunctions are highlighted here in the green and the blue color. Now, I want you to note that Here in the green color, we have coordinating conjunctions, which form compound sentences. So if you'll recall, a compound sentence is when we have two independent clauses that are joined together by a coordinating conjunction. Now here, we also have coordinating conjunctions in the blue color.

However, these coordinating conjunctions do not form compound sentences. However, I want you to note that they're still great to use, and you should include them where you can because they do connect long phrases together, and they do help you to form complex structures. So this will definitely help your score as well, just as much as writing a compound sentence word. Now, other than coordinating conjunctions, in our answer, we've also used subordinating conjunctions. So if you recall, we usually use subordinating conjunctions. To form complex sentences, complex sentences are when we connect an independent clause and a dependent clause using a subordinating conjunction.

Now let's move on to our next ingredient. Here, we have relative pronouns. In this answer, we don't have any relative pronouns. So I want you to note that even though we don't have relative pronouns in this answer, our answer is still a great answer. I want you to note that you don't have to have every single ingredient to have a great answer. Even if you have a few of the ingredients that you've used really well, you can still get a band nine on your exam.

Let's move on to our next ingredient. Here, we're talking about the voice of our answer. So if you recall, we have two different types of voices in the English language. We have what's called The active voice and we have what's called the passive voice. So the active voice is when the subject does the verb, and the passive voice is when the verb does the subject. So in this answer, I've written everything in the active voice.

We have not used any passive voice here. Now let's move on to our next ingredient. Here, we're looking at the different tenses that we have in our answer. In this answer, we only have one tense, we only have the present simple tense. So all the present simple tenses are highlighted in the green color. Let's move on to our next category.

Here we have collocations. collocations are groups of words that often appear together. Essentially, these are chunks Words that frequently appear together in the English language. For example, late evening is a group of words that are often used together with each other early morning is another pair of words that often appear together. Another collocation is over the next four hours. Usually, we use the word over when we're describing a period of time.

So in this case, we're describing a period of four hours. So therefore, over the next four hours, is a group of words that fit together with each other. So for that reason, this is another collocation so I suggest that you pause the video now and go through these collocations to get a better understanding of them. Now, you may be wondering why we have some collocations that are so long. Actually, I've highlighted this entire Part not because we have a really long collocation, that's not the reason, the real reason is that here the words are collocating with each other as a chain, you see, so, one word collocates with another word and this word collocates with a Next word, and this word collocates with the next word, and therefore, we have a long string of words that all collocate with each other. So, let me show you what I mean.

Let's take a look at this string of words over here. In this case, we have several different collocations our first collocation is passenger volume, our second collocation is volume rises, okay. So volume often goes up rises. So this is another collocation. Another collocation is steadily rises, steadily rises, then we have rises over Okay, that's our next colocation, then we have over the next two hours. And then we have arises by, so here we have the word by.

And here we have the word rises. So here you can see how intricately all the different words are communicating with each other, how all the different words fit together with each other. If you're wondering, what's the best way to learn the collocations? Well, the best way is to actually do a lot of reading so that you can get used to seeing the words that often appear together with each other. Now we're going to move on to our final ingredient. We're going to talk about the vocabulary.

You have to use new words if you want to get a high vocabulary score. So here, I've highlighted all the new words in the blue color. And I've highlighted all the vocabulary words that are used in the question language. This brown color. So all these words that we've used here, such as drops, significantly surges. These are new vocabulary words.

And when you use them in your writing, you're going to get points for that on your vocabulary category. However, when you use words such as number or passengers, in this particular case, you're not going to get any points for that, since these words have already been used in the question itself. So to get a high vocabulary score, you have to use new words. So I suggest that you pause the video now and make sure that you know the meaning for all of the words that are highlighted in this answer. So that concludes this video. I hope that by now you have a better understanding of how all the different components come together to form a great answer.

Now, before I end this video, I want to make a very important note. I want you to note that you should never try to force these ingredients into your writing. If you try to force these ingredients into your writing, your writing is going to sound unnatural. And this may also waste your time as you try to think about how to fit the different ingredients into your answer. So don't do that. Don't try to force the ingredients into your answer.

And don't try to fit the different ingredients into your answer. Whenever you use any of these ingredients, they should come to you naturally. I've only shown you this breakdown to give you a better understanding of how all the different components work together in a good answer. But I don't want you to force these ingredients into your answer. So that's my final note. We're going to end this video here.

I'll see you in the next video in which I'm going to take you through a second example of doing another practice question in real time. And then we're going to break down that answer as well, in the same way that we've broken down our practice question number one in this video, so I'll see you there