Course contents

Module 3 · Word Power · Lesson 12

Writing Part 1 The Essay

Argument, balance and cohesion

CEFR C145–60 minEssay structure & stanceCore

Get talking · Section 1

4 min

Get talking

discussion
Essay or description?

Read aloud: (a) 'Many people use ride-share apps every day.' (b) 'Ride-share apps have, on balance, undermined more skills than they have replaced.' Which is an essay sentence? Why?

reflection
Two views, one stance

A CAE essay must DISCUSS two views but take ONE stance. How do you signal that you've considered View 2 without abandoning your own?

activity
Cohesion spotting

Find every linker in: 'Although this view is popular, it overlooks a crucial point. In fact, the evidence suggests the opposite. Moreover…' What does each linker DO?

Grammar focus · Section 2

8 min Grammar Bank

Cohesion: reference, substitution, conjunction

Quick rule

C1 writing is COHESIVE — sentences link backwards. Use REFERENCE (this, that, these), SUBSTITUTION (do so, one, ones) and CONJUNCTION (however, in fact, moreover) deliberately.

Cambridge marks Communicative Achievement AND Organisation. Organisation is largely cohesion: can a reader follow your argument without re-reading? Three devices do most of the work. REFERENCE: a pronoun or 'this' / 'that' points back to a previous idea ('This explains why…'). SUBSTITUTION: replace a whole verb phrase or noun with 'do so' / 'one' / 'ones' to avoid repetition ('Many writers claim X. Few do so convincingly.'). CONJUNCTION: explicit linkers signal contrast (however), addition (moreover), result (consequently), example (in particular). Use each PURPOSEFULLY — three linkers in one paragraph is plenty; six is a flag for the examiner.

Examples

Reference: 'The policy was withdrawn. THIS surprised no one familiar with the data.'

Substitution: 'Some claim apps liberate us. Others DO SO with less confidence.'

Conjunction (contrast): 'The case is compelling. HOWEVER, it rests on a single study.'

Conjunction (concession + counter): 'WHILE the apps undeniably save time, they ALSO erode the competence they replace.'

Quick check

Question 1.Which is a SUBSTITUTION device?

Question 2.'The minister denied wrongdoing. THIS surprised no one.' What does 'this' refer to?

Question 3.Which linker signals CONCESSION followed by counter-argument?

Question 4.Which sentence shows the BEST C1 cohesion?

Question 5.Replace the second 'argue' with a substitution: 'Critics argue the apps harm us. Defenders ____ the opposite.'

Answer all items, then check.

Vocabulary · Section 3

6 min Vocabulary Bank

Words & phrases to own

1

on balance

after weighing both sides; overall

e.g. On balance, the benefits outweigh the costs.

Use it now

Complete: 'On balance, I think ______.' (any current debate)

↻ Recycled in essay opening · speaking

2

while it is true that…

phrase to concede the other side before countering

e.g. While it is true that apps save time, they also erode skills.

Use it now

Make a concession sentence about your own field using this phrase.

↻ Recycled in essay body · model

3

to give weight to (a view)

to make a view seem more credible

e.g. Recent evidence gives weight to the sceptics' position.

Use it now

What recent event has GIVEN WEIGHT TO a position you hold?

↻ Recycled in writing · speaking

4

to qualify (a claim)

to add a condition that limits a claim

e.g. I'd qualify that — it works for small teams, not all teams.

Use it now

Take one bold claim and qualify it in one sentence.

↻ Recycled in essay body · speaking

5

compelling case (recycled L11)

an argument that's hard to ignore

e.g. Hughes makes a compelling case for keeping daily friction.

Use it now

Whose compelling case did you read or hear this week?

↻ Recycled in essay opening · speaking

6

vested interest (recycled L11)

a personal stake in the outcome

e.g. Big tech has a vested interest in our continued dependence.

Use it now

Identify one vested interest you can name in today's news.

↻ Recycled in essay body · homework

Activate the language

Pair / group discussion

  • Which of today's phrases will you USE in this lesson's essay opening?
  • Where, in your last piece of writing, could you have ADDED a 'while it is true that…' to strengthen it?

Complete each stem about yourself

  • On balance, I'd argue that ______.
  • While it is true that ______, the stronger evidence suggests ______.
  • I'd qualify that claim by adding ______.

Quick write (60 seconds)

Write ONE sentence that combines 'on balance' with 'compelling case'.

Pronunciation · Section 4

3 min

Linking and weak forms in fluent reading aloud

When read aloud, linkers and small grammar words REDUCE. 'However' = /haʊˈɛvə/, but 'on balance' = /ɒn ˈbæləns/ (weak 'on'). Drill aloud so your essay PHRASING sounds natural when you defend it in speaking.

  • ON balance · in FACT · how-EVer · more-OVer · while it is TRUE that
  • It IS, on balance, a COMpelling case.
  • While IT is TRUE that, in SOME respects, the cri-tics HAVE a point…

Reading · Section 5

8 min

Placemaking: The Delicate Art of Collaborative Urbanism

The evolution of urban landscapes has long been a tug-of-war between the visionary aspirations of architects and the lived realities of the citizenry. Historically, the scales tipped heavily toward the former, with 'top-down' planning resulting in the sprawling concrete vistas of the mid-twentieth century. While it is true that these projects often solved immediate housing crises, they frequently failed to foster a sense of community. In recent years, however, there has been a significant shift toward 'placemaking', a philosophy that prioritizes the human experience.

This shift is not without its critics. Some argue that inviting the public into the design process introduces a dangerous level of vested interest. Property owners, for instance, may prioritize the preservation of their own views or property values over the collective need for affordable housing or expanded transit. To give weight to this view is to acknowledge that democracy in planning can sometimes lead to 'NIMBYism' (Not In My Back Yard). However, one must qualify the claim that the public is inherently obstructionist; many successful projects have been salvaged from the brink of failure precisely because local insights identified flaws that experts had overlooked.

The difficulty lies in bridging this knowledge gap. Architects possess the technical vocabulary and structural understanding required to ensure safety and longevity, yet they often lack the 'on-the-ground' data that only a resident can provide. When planners fail to do so—that is, to integrate local nuance—the resulting structures often become 'white elephants': grand, expensive, and ultimately useless monuments to professional ego. There is a compelling case to be made for a hybrid model, wherein the expert acts as a facilitator rather than a dictator.

Cohesion in these urban projects often mirrors cohesion in language. Just as a well-constructed essay relies on reference and substitution to link ideas, a successful urban center relies on the interplay between different stakeholders. If the 'ones' responsible for the budget do not communicate with the 'ones' who will actually inhabit the space, the project will lack structural integrity. This is not merely a matter of aesthetics; it is a matter of social sustainability. On balance, the most resilient cities are those where the dialogue between the designer and the inhabitant is ongoing.

Ultimately, we must move away from the binary of 'expert versus amateur'. While the logistical hurdles of public consultation are significant, the cost of excluding the public is arguably higher. By fostering a environment where stakeholders feel their contributions are valued, planners can create spaces that are not only functional but also cherished. In the end, the goal of any urban intervention should be to serve the people, for if it fails in that, it fails entirely.

Question 1.In the second paragraph, what is the author’s purpose in discussing 'vested interests'?

Question 2.Which of the following is an example of 'reference' used to create cohesion in the text?

Question 3.What is the author's stance on 'qualifying a claim' in academic and urban discourse?

Question 4.In paragraph 5, the word 'ones' refers to...

Question 5.What does the author imply about 'white elephants' in urban planning?

Question 6.Which of the following best summarizes the 'compelling case' made in the final paragraph?

Answer all items, then check.
True / False / Not Given
Decide if each statement is True or False

Q1.The author suggests that top-down planning was effective for solving short-term residential shortages despite its social failings.

Q2.The text argues that the 'vested interests' of residents are always a positive force in urban development.

Q3.The author implies that 'white elephants' in cities are typically a symptom of a lack of communication with the end-users.

Q4.According to the text, a successful city is compared to a cohesive text in that both require interconnected elements to function.

Answer all items, then check.

Listening · Section 6

8 min

Urban Development: Who Should Have the Final Say?

Listening audio

Tap play to listen. Replay as many times as you need.

Show transcript

Priya (RP, f):Welcome back. Today we’re discussing the somewhat contentious shift toward 'citizen science' in urban planning. With me are Dr.

Isla McHale, a sociologist, and Callum, a community liaison officer. Isla, you’ve been quite vocal about the benefits of local input.

Isla (Scottish, f):I have, though I should qualify that claim immediately. It isn't a panacea. While it is true that residents possess granular knowledge of their neighborhoods, simply handing them the reins can backfire.

However, when we give weight to their lived experience alongside architectural expertise, the results are far more resilient.

Callum (Scottish, m):I take your point, Isla, but I’m wary. My concern is the 'vested interest' factor. Often, the loudest voices in these consultations are those seeking to protect their property values rather than looking at the city’s broader needs.

If we rely solely on them, we risk stagnation.

Isla (Scottish, f):That's a fair criticism, Callum, but isn't it the job of the framework to filter that out? If we don't engage people, they feel the city is something happening *to* them rather than *with* them. The case for inclusion is compelling, specifically because it generates 'buy-in'.

Without it, even the best-designed parks end up derelict.

Callum (Scottish, m):I don't entirely disagree, but let’s look at the logistics. Coordinating a thousand disparate opinions into a single cohesive plan is a nightmare. I’ve tried to do so in the past, and one often finds that the initial enthusiasm peters out when things get technical.

This lack of stamina among volunteers is often overlooked.

Isla (Scottish, f):But surely, Callum, the issue there is how the data is handled? Priya, on balance, we see that the most successful projects are those where the community feels like a partner, not a box-ticking exercise. Yes, it’s messy, but the alternative—top-down planning—has failed us for decades.

Priya (RP, f):Isla, you mention top-down failure. Callum, do you think there's a middle ground, or are the experts really the only ones who can see the 'big picture'?

Callum (Scottish, m):I think the 'big picture' is exactly what's at stake. Experts provide the 'what', but the public provides the 'how'. If we ignore that, we’re just building white elephants.

I’m starting to see that if we don't bridge that gap, the animosity between planners and the public will only deepen. It's about finding those who represent the silent majority.

Isla (Scottish, f):And that’s the crux of it. Finding the right 'ones' to speak for the whole. It’s a work in progress, certainly.

Priya (RP, f):On that note, we'll have to leave it there. A compelling case made by both, despite the clear hurdles ahead.

Callum (Scottish, m):Indeed. It's about balance, isn't it?

Isla (Scottish, f):Precisely.

Question 1.What is Isla’s initial attitude toward citizen science in urban planning?

Question 2.What is Callum’s primary concern regarding the involvement of local residents?

Question 3.Why does Isla mention the risk of parks becoming 'derelict'?

Question 4.What does Callum imply about his previous experience with community consultation?

Question 5.Isla uses the phrase 'on balance' when...

Question 6.What common ground do the speakers reach toward the end of the discussion?

Answer all items, then check.

Visual stimulus · Section 7

3 min

The essay prompt (Cambridge format)

This is the format you will see on the day. Notice three things: the situation, the two views to discuss, and the prompt question. Plan to: take a stance, engage with BOTH views, and recycle the lexis you already know.

Discuss in pairs

Plan the essay in 5 minutes (stance, two views, conclusion). Then draft the opening sentence using one of today's stance phrases.

Exam skills · Section 8

3 min Exam Strategy

CAE Writing Part 1 — the 5-minute essay plan

Strategy

  1. 1.(1 min) STANCE: write a single sentence stating your position.
  2. 2.(1 min) PARA 1 (intro): paraphrase the situation + state stance.
  3. 3.(1 min) PARA 2 (Body 1): View A + your concession or partial agreement + evidence/example.
  4. 4.(1 min) PARA 3 (Body 2): View B + your stronger agreement or counter + evidence/example.
  5. 5.(1 min) PARA 4 (conclusion): re-state stance, one forward-looking sentence.

Example

Stance: 'Frictionless apps cost us more than they save.' → Intro paraphrases prompt + states stance. → Body 1: concede View 1 (time-saving). → Body 2: argue View 2 (skill erosion) more strongly. → Conclusion: restate stance + one consequence.

Practice · Section 9

7 min

Fill in the blank

Question 1.____ is true that apps save time, they also reduce small competences.

Question 2.The data is patchy. ____, it points consistently in one direction.

Question 3.Many writers claim the trend is harmless. Few ____ convincingly.

Question 4.The findings give ____ to the sceptics' position.

Question 5.____, the benefits seem to outweigh the costs.

Question 6.I'd ____ that conclusion by noting the sample is small.

Answer all items, then check.
Sentence transformation
Type a short answer (1–3 words)

Q1.Write ONE substitution sentence using 'do so'.

Q2.Complete the concession: 'While it is true that ______, ______.'

Answer all items, then check.

Writing · Section 10

4 min

Put it in writing

Cambridge C1 Advanced Writing Part 1

Essay (compulsory) · 220–260 words


You attended a panel discussion on whether 'frictionless' technology is changing daily life for the better.

TWO views were expressed:

1. 'These apps save us time we used to waste.'

2. 'They quietly undermine skills we will only miss when they fail.'

Write an ESSAY for your tutor discussing TWO of the views, giving reasons for your opinion. Use your own words as far as possible.

Your notes

  • Engage with BOTH views
  • 220–260 words
  • Stance must be explicit

Your task

In class: draft your essay OPENING (40–55 words) and BODY 1 (60–80 words) for the prompt in the stimulus. Use AT LEAST: one stance phrase, one cohesion device (reference OR substitution), one recycled vocab item from Lessons 09–11.

  • Opening = paraphrase the situation + state your stance.
  • Body 1 = engage View A: concede partially, then counter or qualify.
  • Use the cohesion device naturally — no padding.
  • Bold each recycled item on submission.

Before you submit

  • Opening 40–55 words, ends with explicit stance.
  • Body 1 60–80 words, engages View A specifically (not generically).
  • 1 stance phrase, 1 cohesion device, 1 recycled item — all visible.
Show model answer

OPENING (47 words): The panel discussion raised a question that increasingly preoccupies anyone who looks honestly at their own daily routines: whether the apps that have removed friction from our mornings have, on balance, served us well. My own view, after listening to both speakers, is that they have not. BODY 1 (72 words): While it is true that these tools save hours each week, this saving comes at a cost that is rarely measured. The competences they replace — knowing the bus route, brewing the coffee, drafting the email — were never glamorous, but they kept attention alive. Defenders of frictionlessness dismiss the loss as nostalgia; I would qualify that. The chore was not the point; the attention it demanded was.

Speaking · Section 11

6 min Expressions Bank

Make it a real conversation

Stance defence. In pairs, you have 4 minutes. Student A reads their essay OPENING aloud. Student B asks ONE 'devil's advocate' question. Student A defends in 60 seconds, using at least one phrase from today.

Useful phrases

  • On balance, my view is…
  • I'd qualify that by adding…
  • While it is true that…, the stronger case is…
  • What gives weight to my position is…
  • I'd concede that, but…

Optional · Teacher-led

Teacher Activities

Stretch. ~18 min total

Homework · Section 12

Take-home

Take it home

writing

Finish your essay: write Body 2 (60–80 words) and the Conclusion (35–50 words). Total essay 220–260 words. Submit with all recycled items bolded.

prompts · Body 2 + Conclusion checklist

  1. Body 2 engages View B (the one closer to your stance) more strongly.
  2. Body 2 uses one cohesion device different from Body 1.
  3. Conclusion restates stance + ONE forward-looking implication.
  4. Total word count 220–260. Run a final count before submitting.
reading

Choose 3 opinion paragraphs from any quality newspaper. Underline every reference device ('this', 'that', 'these', 'one', 'do so'). Count them. Compare to your own essay's count.

vocab

Build a 'recycle map': list every vocab item from Lessons 09–11 you actually used in this essay. Aim for 6+. If fewer, mark which 3 you'll force into the next piece of writing.

speaking

Record yourself reading your full essay aloud (under 2 minutes). Listen back. Mark every place the cohesion FELT wrong when spoken.

Recap · Section 13

Wrap-up

What you've learned

  • An essay ARGUES; a description LISTS. The single biggest mark-jumper is taking a stance and engaging both views.
  • Cohesion = reference (this/that), substitution (do so) and conjunction (however) used PURPOSEFULLY.
  • Plan in 5 minutes, then write. The planning is where the marks are won.
  • Recycle lexis from Lessons 09–11 — your essay is the proof those words are now active.

Lesson complete

Mark this lesson done to save your progress.