1) The teacher discusses different approaches students can take to structuring their task 2 composition in response to the writing prompt. 2) Students can either take a balanced approach with a paragraph on arguments for and against, or take a one-sided approach focusing on just the for or against arguments if they have more evidence for one side. 3) For the one-sided approach, students should choose their 3-4 strongest arguments to discuss in detail across multiple paragraphs, backing each up with examples. They should state their opinion in the introduction and conclusion.

1. Discussion on “How to write task 2” - Script
Teacher: Yes, that's a very good point, a good argumentagainst. Shops, for
example, might lose quite a lot of customers.
So any more arguments you want me to add? No? Okay, let's stop here!
Now, looking at the notes you made on the board. What do you think would be
the bestway of organizing your composition for this task? Any ideas?
Boy 1: A paragraph for the arguments for, a paragraph for the arguments against,
and the introduction and the conclusion.
Teacher: Well that's certainly one way of dealing with the task. You could do it
that way, but I want you all to have another look at the notes on the board.
Can you see any problems organizing around that way? Look at the 2 lists.
Girl: Nearly all our points are in favour of banning cars because we've only got 3
arguments against.
Teacher: Yes, it would be difficult to writea balanced composition, wouldn'tit?
But you don't have to write to use the for and against approach. For example, if
you feel strongly one way or the other about a certain topic, and you have lots of
good points to argue your case, you can simply give one side of the argument.
You can say whether you agree or disagree with the statement in the writing task,
and then supportyour opinion with all the arguments you thought of.
Even if you don't have a strong opinion, but after brainstorming for ideas you find
you'releft with a one-sided list like that, then you can focus on whichever side
has the mostpoints.
Boy 1:Student 1: So we can writea composition, giving either only the arguments
for, or only the arguments against. We don't have to include both sides?
Teacher: Yes, but as I said, only do that if you have a lot of good arguments for
one side
Girl:and should we include all the arguments we'vethought of? I mean, yeah,
we've got 9 arguments in favour of banning cars from city centres. Do we have to
discuss all of them in the composition?

2. Teacher: well, That’s probably too many. You won't have the time or the space to
cover that many points.
What you should do after you'vebrainstormed all the ideas you can think of is
choose3 or 4 of the strongestarguments, theones that are most convincing.
Boy 2: Which should we startwith, the mostconvincing or the least convincing?
Teacher: You should put the reason you think is the most important firstand then
the second mostimportant and so on. And remember to back them up with
examples. Otherwise, they don't carry any weight.
Girl: When we did advantages and disadvantages, for and against composition,
we said that they should have 4 paragraphs. If weusethis one-sided approach, is
4 paragraphs aboutrightto?
Teacher: You probably find you need more than 4 for this approach. This one
should have an introduction, followed by at least 3 paragraphs each giving one of
the 3 main reasons for your opinion and including examples to supportthem, and
the conclusion.
Boy 1: That means we give a personalopinion in the conclusion like in the other
kinds of composition?
Boy 2:Wouldn't it be better to put it in the introduction in this type of
composition?
Teacher: That's right! Startby saying whatyour opinion is, and then in the
following paragraphs, you can back up your opinion with the most important
arguments you thought of. And what would you put in the conclusion? (ask the
girl)
Girl: I repeat my opinion and perhaps stress which reason I find the most
persuasiveor the consequences of imposing or not imposing a ban on cars. The
good rounded off by saying how banning car would make it a better place to live
in
Teacher: that's right. And before you start writing, remember to make a plan! But
don't wastetime copying out the title of the composition.
Remember, you only have 40 minutes for everything: to think of ideas, to decide
which approach is the mostappropriatefor the task, to make a plan and to write

3. your composition. And you should leave enough time in the end for checking.
That's a lot to do in 40 minutes.