Writing theory

The structure should make the argument easy to follow. Each body paragraph should develop a main idea through explanation and appropriate support. British Council Academic Writing preparation.

Write a focused introduction

A useful introduction identifies the issue in your own words and gives your direct answer. Where helpful, it also signals the main basis of that answer.

Original prompt: “All secondary school students should study financial management. To what extent do you agree or disagree?”

Possible introduction: “Whether financial education should be compulsory in secondary schools is a matter of debate. I strongly support this proposal because all students will need to manage everyday spending and assess financial commitments.”

Avoid sweeping claims such as “Since the beginning of time, money has been the most important issue in society.” They add little and are difficult to defend.

“This essay will discuss…” is grammatically possible, but it should not replace your answer. “I agree” or “I believe” can express an opinion clearly; they do not need to appear in every sentence. IDP guidance on presenting a position.

Develop the body logically

One useful planning sequence is point → explanation → example or consequence → connection to the question. This is a thinking aid, not a compulsory four-sentence formula.

Model paragraph:

“Basic financial education would help school leavers manage regular expenses. Young adults often begin paying for transport, food, and accommodation before they have much experience of budgeting. Lessons that require students to divide a realistic monthly income among these costs would make the consequences of overspending visible. For example, a student who allocates too much to entertainment would have to identify another expense to reduce. This practical preparation would make a compulsory course relevant even to learners who never study economics.”

The paragraph stays on one line of reasoning. Its example explains the point rather than introducing a separate topic.

Use counterarguments with a purpose

If the question requires both views, discuss both fairly. If it asks for your degree of agreement, a counterargument can help qualify your answer, but it should not replace support for your own position.

Concession and response: “A compulsory course would place additional pressure on school timetables. However, a short practical module could be integrated into existing lessons, reducing the need for a separate subject.”

A concession recognises a limitation. It does not require you to abandon your overall judgment.

End with an answer

The conclusion restates your judgment and the main reason or balance behind it. It should follow from the body and introduce no major new argument.

Possible conclusion: “In conclusion, I support compulsory financial education because it would prepare students for everyday decisions that almost all adults face. A concise practical module could provide this preparation without requiring a large new subject.”

Check the introduction and conclusion together. They can differ in wording and nuance, but they should express compatible answers.