Writing Task 2: Computer a Hindrance?

Below is an example of IELTS writing task 2. The question is about whether computer is a hindrance or a help.

It is frequently asserted that computer is more a hindrance than a help, while some people still contend that these modern tools are indispensable. It is my contention that in some ways computers are unhelpful. However, the advantages of computers, in my view, largely outweigh the drawbacks.

There are a number of presumptions that computers are a hindrance, yet some of them are true. It should be noted that the advance of technology not only develop the positive sides but also the negative ones. For many, computer viruses are created to make difficulties to users. As a result, the important data will be lost if the users cannot manage well. Another example is that there are lots of hackers that are eager to take advantages in this field. Consequently, if companies who have online systems, such as banks, etc, do not aware of this problem, a number of financial frauds will be occurred.

Along with these disadvantages, however, computers can provide effectiveness in many ways. People can enhance their productivity in daily work because computers can quicken their work instead of using manual methods. Moreover, many online systems, such as banks, to continue the example from the previous paragraph, are reliant on these tools. The Internet, in addition, indeed needs computers to be applied and developed. This necessarily follows that without computers the improvement in technology will level off.

To conclude, in spite of having many drawbacks, I certainly believe that computers have taken a profoundly important part, and hence these tools play a crucial role in human lives.

(258 words)
Submitted by Roni Wahyudi, Canberra

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Writing Task1: Useful Words

Some useful words in IELTS writing task 1 that can be used especially in describing charts and graphs.

Expressing Ups :
rocket, soar, improve, bound/ bounce, rise, grow, escalate, increase, above trend, levitate, shoot up, jump up, surge, enhance, climb, upwards, hike/ boom, leap/ leapt.

Expressing Downs:
plunged, crash down, tumble, fall (down), fall over, collide, decrease, shrink, sink, drop, jump, down, dive, turn down, decline, reduce, descend, plummet

Other Expressions
hover, stay close, constant, remain stable, linger, hang around, went ups and downs, fluctuate, turn around, rotate/ revolve, reach the peak/ climax, recover, reach the lowest point, hit a low/ the highest point, dip, by pass, take over/ took over, overtake

Adverbs
approximately, steady, slowly, slightly, fairly, moderately, subsequently, significantly, suddenly, sharply/ rapidly, dramatically, quickly, erratically, irregularly, gradually, restlessly, simultaniously, fitfully

Please add more from your collections!!

Submitted by: Roni Wahyudi, Canberra

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The Continuous

We use continuous forms for actions and happenings that have started but not finished. Stative verbs are not normally used in this way.

Think
When think means ‘believe’ or ‘have an opinion’, we do not use the continuous:
- I think Ady is Balinese, but I’m not sure. (not I am thinking)
- What do you think about my plan? (= What is your opinion)
When think means ‘consider’, the continuous is possible:
- I’m thinking about you. I often think about it
- Ady is thinking of giving up his job. (=he is considering it)

Am/is/are being
We use am/is/are being to say how somebody is behaving.
He is being = He is behaving / He is acting. Compare
- I can’t understand why he’s being so selfish. He isn’t usually like that. (being selfish = behaving selfishly at the moment)
- He never thinks about other people. He is very selfish. (not he is being) (= He is selfish generally, not only at the moment)

See, hear, smell, taste
We normally use the present simple (not continuous) with these verbs:
- Do you see that man over there? (not are you saying)
- This room smells. Let’s open a window.
We often use can + see/hear/smell/taste
- I can hear a strange noise. Can you hear it?

Look, feel
We can use the present simple or continuous to say how somebody looks or feels now:
- You look well today. OR. You are looking well today.
- How do you feel now? OR. How are you feeling now?
But
- I usually feel tired in the morning. (not I am usually feeling)

References:
1. A concise grammar for English Language Teachers (ELT G 0055)
2. Oxford Practice Grammar (ELT G 0035)
3. English Grammar in Use (ELT G 0052)

Submitted by Ady, ADS6ME 2006

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Dynamic Verbs

Verbs that relate to activity or change are called dynamic verbs.

Dynamic verbs – durative (continuous act)
Verbs such as live, work, rain, stay, talk, sleep, study, sing, teach are durative because they give no indication of their duration/termination. This property becomes most noticeable when the difference between the present perfect simple and continuous is almost neutralised by the aspect of continuity within the verb itself.
1. We have lived here for 10 years
2. We have been living here for 10 years
What is the difference in meaning, if any, between two sentences above?
Typically (with durative verbs) the perfect simple conveys finality or achievement, e.g. in the first sentence the speaker may well be about to move house. It is also often used to focus on the person rather than activity. The perfect continuous, on the other hand, is more often employed for focussing on the duration and the activity itself, and implies future continuity.

Dynamic verbs – punctual (single/repetitive act)
Verbs such as jump, slam, throw, kick, nod, and stab, depict momentary events.
Used in the continuous aspect they indicate repetition,
e.g. Robbie was kicking the ball.
The simple form requires context to convey once-off or repetitive action,
e.g. Robbie kicked the ball to David; Robby kicked the ball around.
Explain the two errors using grammatical terminology and suggesting a reason for student’s writing below.
Also, in Spain I was working 2 years as a tour guide after finish my tourism studies. Later I…
The past continuous has been used erroneously; there is no simultaneous or background event so the past simple is required. The first language would appear to have an imperfect tense, which the student thinks approximates to the past continuous in English. After is a preposition and therefore must be followed by a noun or phrase, or in this case a gerund (-ing form used a noun), finishing. (After could also be a conjunction in a time clause, e.g. after I finished my studies.)

References:
A concise grammar for English Language Teachers (ELT G 0055)
Oxford Practice Grammar (ELT G 0035)
English Grammar in Use (ELT G 0052)

Submitted by Ady, ADS6ME 2006

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Static Verbs

When verbs have a stative sense it usually cannot occur in a continuous tense.
The lists of verbs that have or can have a stative sense are shown below.
1. Mental and emotional states
Believe, doubt, feel (opine), imagine, know, like, love, hate, prefer, realize, remember, see (understand), think (opine), want, wish
2. Senses
Appear, hear, look (seem), see, smell, sound, taste
3. Reactions etc.
(dis)agree, deny, impress, mean, promise, satisfy, surprise
4. Description, possessions, etc.
Be, belong, concern, consist, contain, depend, deserve, fit, include, involve, lack, matter, need, owe, own, possess, weigh (have weight)

The examples below show that the verb like is always stative, but think can be used statively or dynamically.

1. I am liking you (X)
2. I am thinking you are nice (X)
3. I think you are nice
4. I am thinking about it

The sentence “He is being cold” may or may not be acceptable, why?
In this case it’s really the adjective cold that has a stative or dynamic meaning, linked with be.
If it refers to temperature or sensation then the sentence is unacceptable because with that sense be is also stative and may not be used in the continuous aspect.
If cold means unfriendly, in fact showing unfriendliness through some activity, then be is dynamic and is correctly used in the continuous aspect.

References:
A concise grammar for English Language Teachers (ELT G 0055)
Oxford Practice Grammar (ELT G 0035)
English Grammar in Use (ELT G 0052)

Submitted by Ady, ADS6ME 2006

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