INTRODUCTION
RATIONALE
In today's information-driven world, English has become essential for communication, especially for Vietnamese EFL learners aspiring to study at renowned national and international universities Mastering writing is a challenging yet crucial skill, as it allows individuals to express their thoughts clearly and logically At Chu Van An High School for gifted students, the ability to write effective opinion essays is vital, particularly for those preparing for provincial and national exams or applying to prestigious institutions Consequently, continuous improvement in writing opinion essays is imperative for these students to succeed in their academic pursuits.
The opinion essay is a crucial writing format, particularly favored by gifted and college students To craft a compelling argumentative essay, writers must articulate a logical and valid viewpoint, bolstered by various forms of evidence.
An opinion essay is characterized by its analysis and synthesis of a subject, sharing similarities with a persuasive essay Various developmental patterns can be employed in opinion essays, including sequence, comparison and contrast, cause and effect, problem-solving, and descriptive approaches.
Drawing from my experience teaching English to gifted students and the abundance of English resources available today, I've observed that sample opinion essays are readily accessible in IELTS practice books and online This has allowed me to gather evidence to compare the opinion essays written by gifted students at Chu Van An High School with successful IELTS examples However, the linguistic features of these opinion essays, as outlined by Halliday and Hasan (1976), have not received sufficient attention Therefore, I have chosen to focus on the topic: “Linguistic Features of Opinion Essays.”
The initiative at Chu Van An High School aims to enhance English writing skills among gifted students by focusing on opinion essays, guided by successful IELTS candidates This program is designed to improve teaching effectiveness and elevate the overall English proficiency of students, ensuring they are well-prepared for academic challenges.
AIM AND OBJECTIVES
This study aims to compare and contrast the linguistic features of opinion essays by gifted students at Chu Van An High School with those by successful IELTS candidates
This study aims at the following objectives:
- To identify and compare the lexical features of opinion essays by Chu Van
An High School gifted students and those by successful IELTS candidates
- To identify and compare the structural features of opinion essays by Chu Van An High School gifted students and those by successful IELTS candidates
- To identify and compare cohesive features of opinion essays by Chu Van An High School gifted students and those by successful IELTS candidates
RESEACH QUESTIONS
In order to achieve the above aim and objectives, the researcher aims to answer the following questions:
1) What are the similarities and differences in lexical features of opinion essays written by Chu Van An High School gifted students and those written by successful IELTS candidates?
2) What are the similarities and differences in effective structures of opinion essays by Chu Van An High School gifted students and those written by successful IELTS candidates?
3) What are the similarities and differences in cohesive devices of opinion essays by Chu Van An High School gifted students and those written by successful IELTS candidates?
SCOPE OF THE STUDY
This study analyzes 60 opinion essays, equally divided between works by gifted students from Chu Van An High School and essays from successful IELTS candidates scoring 8 and above Grounded in the theoretical framework of Halliday and Hasan (1976), the research explores five key themes: education, environment, health, social activities, and technology Additionally, it categorizes linguistic features based on the classifications provided by Halliday and Hasan (1976) and Celce-Murcia and Larsen-Freeman (1983).
4 linguistic features including academic words, structures and cohesive devices.
SIGNIFICANCE OF THE STUDY
I selected the study "Linguistic Features of Opinion Essays by Chu Van An High School Gifted Students and Those by Successful IELTS Candidates" to enhance discourse analysis The findings aim to provide valuable data that can serve as a foundation for future research on this essay genre.
This study holds significant implications for the teaching and learning of the English language It aims to enhance teachers' awareness of the value of opinion essays, enabling them to incorporate these materials as effective teaching aids to diversify their instructional methods For English learners, the findings will offer a clear understanding of opinion essays, empowering them to choose this type of content to enhance their writing skills in English.
The study aims to provide valuable opinion essays for gifted students at Chu Van An High School, assisting them in crafting high-quality work that can compete with successful IELTS candidates.
An opinion essay serves to articulate an argument regarding two opposing viewpoints on a specific issue This type of essay can be structured to present both sides equally or may emphasize one perspective over the other, allowing the writer to advocate for their preferred stance.
The study consists of five chapters:
Chapter 1- Introduction- presents the rationale, the aim and objectives, research questions, the scope of the study, the significance of the study and organization
Chapter 2- Literature Review - presents brief accounts on the literature of Opinion Essays, Academic Style and Academic Words, Effective Structures and Cohesive Devices related to opinion essays by Chu Van An gifted students and those by successful IELTS candidates, and a review of previous studies on IELTS essays
Chapter 3- Methods and Procedures - mentions the research methods, data collection and analysis procedures
Chapter 4- Findings and Discussion - presents the findings, illustrations, interpretations and comments based on Halliday and Hasan
In Chapters 2 and 3, the analysis focuses on the use of academic vocabulary, effective structures, and cohesive devices in opinion essays written by gifted students from Chu Van An and successful IELTS candidates.
Chapter 5- Conclusion and Implications - summarizes the major findings of the study and the main points discussed throughout the study and provides pedagogical implications, limitations and suggestions for further research.
LITERATURE REVIEW
Previous Studies of IELTS
There have been some researchers focusing on the impact of the preparation for a good IELTS results such as Pauline, et al and Hayes and Read (2008), Ying (2011), Taylor (2013) and Pauline (2002)
Pauline, et al (2002), carried out a study named “Student identity, learning and progression: The affective and academic impact of IELTS on
„successful‟ candidates” They found an overwhelming lack of awareness about IELTS of the admission staff as well as IELTS profiles that have a significant impact on success in academic writing
A significant study by Hayes and Read (2008) examined the impact of test preparation programs on language testing, revealing a positive correlation between these programs and enhanced test scores at a New Zealand institution.
According to Taylor (2013), a well-structured IELTS preparation course is essential for students to succeed in the exam Ying (2011) further emphasizes that an effective IELTS preparation program offers students valuable practice and opportunities, enabling them to develop the key skills necessary for achieving success in the IELTS test.
Students must understand the IELTS test format, including the topics, question types, and required timing, before taking the exam Familiarity with these elements enables them to develop effective strategies for success in the IELTS certification process.
7 well on the IELTS test
In addition, Arsyad, et al (1999) showed that there was a positive correlation between the level and duration of coaching provided and IELTS score outcomes
The rapid growth of the IELTS test has led to a surge in IELTS preparation courses at private language institutions, which have become increasingly popular among pre-test candidates Research indicates that classroom-based IELTS preparation can significantly improve performance in the Writing test.
Another empirical work related to IELTS was “Assessing the impact of
A study by Chandra et al (2003) examined the effects of IELTS preparation programs on candidates' performance in the General Training Reading and Writing test modules The research highlighted that factors such as time management, motivation, anxiety, and skills significantly influenced candidates' scores in the writing module Additionally, the study addressed candidate perceptions, the effects of intensive course preparation, and how this preparation impacts pre-test English language competence.
The IELTS exam plays a crucial role in assessing English proficiency for non-native speakers, attracting significant interest from researchers across various disciplines Despite primarily relying on quantitative surveys, the overarching goal remains consistent: to assist students in improving their IELTS writing skills This study specifically investigates the linguistic features present in IELTS opinion essays, an area that has seen limited research, aiming to enhance the writing abilities of IELTS candidates.
More recently, Nurdianingsih and Purnama (2017, p 218) conducted an action research to examine whether an improvement in the students
“writing skill performance can be achieved after being taught using thematic progression.” They concluded that thematic progression pattern effectively improved coherence in their skills
Numerous authors have explored various linguistic features in IELTS writing tasks, particularly in opinion essays, to enhance essay effectiveness and help candidates achieve higher scores This body of research motivates me to investigate the application of these linguistic features in IELTS essays, aiming to improve the writing skills of gifted students at Chu Van An High School.
Opinion Essays
According to Oshima and Huge (1983), an academic essay adheres to established language rules typical of standard academic writing Key language features include sentence maturity and adherence to conventional grammar Writing a clear, concise, logical, and persuasive paragraph or essay requires more than merely constructing grammatically correct sentences.
According to Arsyad (1999), writing opinion essays is a crucial skill for university students, particularly those planning to further their studies in English-speaking countries like Australia, England, or the USA While students may be familiar with the rhetorical features of their native language, they often face significant challenges when writing in English, as their language may appear foreign This can lead to ineffective communication and difficulties in conveying their intended messages.
Writing English essays, particularly for the IELTS exam, demands strong writing skills to effectively demonstrate critical thinking To succeed, students must prepare by studying the rhetorical features of successful essays, as different languages may exhibit unique academic writing styles (Arsyad, 1999).
Writing opinion essays is often regarded as one of the most challenging forms of writing, particularly in the context of the IELTS exam, due to the constraints on word count and the need for efficient argument organization (Brown, 1998; Hayes & Read, 2008; IELTS, 2017) According to Thompson (2000), a key aspect of producing a strong essay lies in the logical arrangement of ideas, which facilitates a clear and coherent format Taylor (2013) further emphasized that a well-organized essay not only aids the writer in the writing process but also enhances the reader's understanding When test takers have a clear structure in mind, they can effectively present their knowledge of the topic, ensuring their arguments are communicated in the best possible way.
Numerous studies have focused on the writing section of language assessments like IELTS, particularly comparing IELTS essay writing with university essay writing (Moore and Morton, 2005) Findings indicate that while IELTS essays share similarities with university essays, significant differences also exist Dickinson's research further explores these distinctions.
In 2013, a genre-based method was utilized to assist students in writing IELTS essays, which are commonly featured in the exam The findings revealed that students faced significant challenges, particularly in the writing section of the IELTS test.
The ten methods provided are designed to help learners identify their immediate needs for achieving satisfactory test scores while also supporting them in reaching their long-term goals.
Research on essay writing has identified challenges students face in crafting opinion essays, particularly in standardized tests However, little attention has been given to the factors that enhance the persuasiveness of arguments, which are crucial for effectively convincing readers Arsyad (1999) emphasized the significance of understanding how to strengthen arguments and build knowledge through writing Furthermore, writers must engage in the evolution and evaluation of their arguments to facilitate various forms of interpersonal and textual interactions that resonate with readers (Arsyad, 1999).
Palmer and Hornby (1981) noted that the development pattern of this essay is often mistaken for a "persuasion essay" due to their shared characteristics To clarify the similarities between these two essay types, it is helpful to first outline the features of a persuasion essay.
A persuasive essay aims to convince readers of the writer's viewpoint by presenting compelling evidence This evidence can encompass facts, statistics, expert testimony, and endorsements from recognized authorities, all contributing to the validity of the writer's position.
Palmer and Hornby (1981) highlight a crucial aspect that distinguishes a persuasive essay from others: the importance of addressing potential counterarguments proactively.
In other words, in a persuasion essay the writer needed to point to the
11 opposing idea beforehand and refute it before concluding the essay (Mclure, 1985, p 94)
(1) Air pollution would be reduced if we cycle or give up smoking, or classifying waste could lead the water quality to be better ( IE8)
In her 2006 study, "The Use of Interpersonal Resources in Argumentative/Persuasive Essays by East-Asian ESL and Australian Tertiary Students," Lee examined how interpersonal resources facilitate interaction between writers and readers The findings highlighted that the effective use of these resources significantly reflects the quality of argumentative and persuasive essays among students.
Lee (2006) conducted a study examining the use of evaluative language in persuasive essays by undergraduate students The research highlighted how evaluative expressions reflect attitudes and identified significant differences in their application between high-graded and low-graded essays.
In conclusion, extensive research has been conducted on how to succeed in the IELTS exam, with numerous studies analyzing IELTS essays in both Vietnamese and English.
Academic Style and Academic Words
In her 2006 study, "The Use of Interpersonal Resources in Argumentative/Persuasive Essays by East-Asian ESL and Australian Tertiary Students," Lee examined how interpersonal resources impact writer-reader interaction The findings indicated that the effective use of these resources serves as a strong indicator of the quality of argumentative and persuasive essays Lee emphasized that successful academic writing should be clear, concise, focused, well-structured, and supported by evidence, highlighting its purpose in enhancing communication and persuasion.
12 to aid the reader's understanding It had a formal tone and style, but it was not complex and did not require the use of long sentences and complicated vocabulary
Grant and Ginther (2000) conducted a linguistic analysis of learner corpora to explore the use of various linguistic features across different proficiency stages Their study examined 90 Tests of Written English (TWE) from ESL students at three proficiency levels, revealing distinct differences in student essays The analysis focused on several factors, including essay length, lexical specificity (type/token ratio and average word length), lexical features such as conjuncts and hedges, grammatical structures like nouns and nominalizations, and clause-level features including subordination and passives.
A study by Karasawa (2003) revealed distinct patterns of elaboration in essays written by non-native speakers (NNS) compared to those by native speakers (NS) The research found that high-scoring NNS essays exhibited greater length, measured by the number of tokens per essay, and demonstrated higher linguistic complexity, as indicated by an increased type/token ratio and a larger number of specific lexical items analyzed.
The “Longman grammar of spoken and written English” (Biber et al.,
In 1999, a detailed analysis was presented on the unique grammatical and lexical characteristics of academic prose, distinguishing it from conversation, fiction, and newspaper reporting Key features of this genre include a prevalence of nouns, nominalizations, complex noun phrases with modifiers, attributive and derived adjectives, activity verbs, verbs with inanimate subjects, agentless passive constructions, and linking adverbials.
By contrast, first and second person pronouns, private verbs, that-deletions and contractions occur very rarely in academic texts
Moreover, there is a series of related works based on Appraisal theory as an analytical framework including Mizusawa (2010), Ho (2011) Mizusawa
In his 2010 thesis titled "Language Use in English Academic Writing by Tertiary Overseas Students," the author applied Appraisal Theory within Systemic Functional Linguistics The findings indicate that high-scoring texts exhibit lexico-grammatical features akin to those found in published articles and top IELTS writings Effective English academic writing emphasizes logical reasoning and objective viewpoints over emotional or personal opinions.
Based on Martin and White's ideas (2010, p 92), an approach of discourse –semantics has been applied to the study of interpersonal meaning (Hood, 2004; Lee , 2006; Xinghua and Thompson, 2009; Ho, 2011) Hood
In "Taking a Stance in Academic Writing" (2004), the author emphasizes the importance of lexico-grammatical resources in effectively managing interpersonal language This management is crucial for establishing a critical voice and enhancing persuasion in argumentative writing.
A broader vocabulary and diverse sentence structures are crucial for achieving a high score in the IELTS exam Effectively utilizing a wide range of words and expressions enhances clarity and depth of thought, making it essential for candidates to develop their lexical resources The more varied and appropriate the language used, the higher the potential score in the exam.
“Academic vocabulary” is a term that is widely used in textbooks on
Academic vocabulary encompasses a range of terms used in educational contexts, particularly in English for academic purposes and Second Language Acquisition (SLA) This vocabulary can be interpreted in various ways and may represent different categories of words The goal of this section is to provide a clear understanding of the term "academic vocabulary" through critical analysis.
14 examining its many uses, and to build a list of words that fits my own definition of the term
Research highlights the significance of incorporating a "sub-technical" or "academic" vocabulary in addition to core and technical terms in academic writing (Nation, 2001) Hinkel (2002) emphasizes that relying solely on a process-writing approach, coupled with insufficient grammar instruction and a lack of focus on academic vocabulary, leaves nonnative students ill-equipped for writing academic texts She identifies that a key priority in curriculum design should be to enhance non-native speakers' knowledge of contextualized and advanced academic vocabulary, idioms, and collocations, thereby enriching their lexical resources to improve their English writing skills.
Hinkel (2002, p 247) The Academic Word List, Coxhead (2000) was compiled on the basis of corpus data to meet the specific vocabulary needs of students in higher education settings
Academic vocabulary refers to a set of terms commonly used in scholarly contexts, yet its definition varies across different categories This book seeks to clarify the concept of academic vocabulary by guiding readers through the process of identifying potential academic words, analyzing them linguistically through expert and learner corpus data, and exploring the pedagogical implications of these findings Recent studies highlight the distinctiveness of vocabulary across various academic disciplines and genres, challenging the belief that a universal core vocabulary is essential for all students Researchers like Hyland and Tse (2007) argue that the unique literacy demands of different fields diminish the effectiveness of a one-size-fits-all vocabulary approach.
Lecturers are encouraged to assist students in building a discipline-specific vocabulary, as highlighted by numerous lists and recommendations The growing popularity of academic vocabulary is evident in the rising number of textbooks dedicated to this subject, supported by recent research findings.
“Essential academic vocabulary: mastering the complete academic word list”
Academic vocabulary encompasses a collection of lexical items that, while not core words, frequently appear in academic texts Examples of such academic words include terms like adult, chemical, colleague, consist, contrast, equivalent, likewise, parallel, transport, and volunteer (Huntley, 2006; McCarthy & O'Dell, 2008) Understanding and utilizing this vocabulary is essential for effective communication in academic settings.
According to Coxhead (2000), academic vocabulary is prevalent across various disciplines and differs from technical terms It often encompasses sub-technical vocabulary, such as "mouse," "bug," "nuclear," and "solution," as well as discourse-organizing terms like "cause," "compare," "differ," "feature," "hypothetical," and "identify."
Like Coxhead (2000), Nation (2001, p 187–216) uses the term
Academic vocabulary encompasses words that fall outside the top 2,000 English terms but are commonly found in various academic texts This concept extends beyond Coxhead's definition, incorporating a broader range of lexical items referred to as "sub-technical vocabulary" (Yang, 1986), "semi-technical vocabulary" (Farrell, 1990), and "non-technical terms" (Goodman and Payne).
In the realm of specialized vocabulary, terms such as "sub-technical vocabulary" have been defined variably in literature According to Nation (2001), sub-technical vocabulary refers to context-independent words that appear frequently across various disciplines.
METHODOLOGY
Research Approaches and Research Methods
This research investigates the frequency of linguistic features in band-8 IELTS opinion essays and those written by gifted students from Chu Van An High School, evaluated across four dimensions To achieve this, a combination of quantitative and qualitative methods was employed, highlighting the necessity of using both approaches for different purposes, as explained by Dabbs, J M., Jr (1982) and cited in Vo (2011, p 53).
Quality defines the inherent nature of an object or concept, while quantity pertains to the amount In essence, quality addresses the "what," whereas quantity answers the "how much." Qualitative aspects focus on the significance, whereas quantitative elements take this meaning for granted and emphasize measurement.
This combination is deemed effective for the domain, as all necessary data were collected, described, and analyzed The qualitative approach was fundamental in highlighting the linguistic features present in IELTS opinion essays achieving a band score of 8, as well as in the work of Chu Van.
The present research focuses on gifted high school students, utilizing a qualitative strategy as the primary method for data analysis This approach is particularly effective for in-depth studies, as it allows for insights that are not reliant on fixed numerical data.
35 and statistics but can be different from the early intention of the researchers
The quantitative approach was utilized to analyze and describe numerical data and statistics, enabling the researcher to identify the frequency of the linguistic features under investigation.
Besides, certain analytical methods as descriptive, analytic, comparative, inductive and synthetic were also applied as the main supporting methods to analyze the data
The study employed a descriptive method to thoroughly detail the linguistic features present in IELTS writings, while the comparative method highlighted the effective use of these features by Chu Van An High School gifted students An analytic approach was utilized to identify and focus on specific aspects of the linguistic features, and the synthetic method examined how these linguistic devices interact cohesively to draw meaningful conclusions.
Data Collection
In this study, the inductive method was utilized to derive generalizations and conclusions The main objective was to identify the linguistic features of opinion essays on a small scale, using a sample of 30 essays from successful IELTS candidates and another 30 from gifted students of Chu Van An, all scoring a band 8 Each essay ranged from 280 to 350 words, with an average length of approximately 280 words The selected opinion essays were sourced from reputable websites, ensuring reliability in the analysis of band 8 writing tasks.
Websites dedicated to IELTS preparation offer extensive resources, including valuable information about recent exams, tips, and advice from a global network of contributors These platforms provide access to a variety of IELTS essay samples, particularly those achieving a band 8 score, which aids in enhancing the diversity of written essays for candidates.
Choosing band-8 IELTS opinion essays is crucial for several reasons Firstly, many universities worldwide, including those in Vietnam, require high IELTS scores for undergraduate and postgraduate admissions, making these essays essential for academic success Secondly, a band-8 score aligns with the C1 level of the European Framework of Reference for Languages, indicating advanced proficiency This research aims to assist teachers, IELTS candidates, and gifted students in understanding the linguistic features necessary for writing effective essays that meet language requirements.
Data Analysis Procedures
The analysis of linguistic features operating in band- 8 IELTS opinion essays and the Chu Van An gifted students was carried out by following systematic steps:
- Choosing five topics on education, technology , social activities, environment and health;
- Collecting 30 band- 8 opinion essays from IELTS candidates related to
- Asking the Chu Van An gifted students to write on the five selected topics and then collected 30 products from them;
- Analyzing two sets of sample opinion essays by the Chu Van An gifted students and band- 8 IELTS candidates with the occurrence frequency of each type of linguistic features;
- Presenting the results of each category of linguistic features on tables or charts focusing on the synthesis of the separate tables or charts;
- Comparing the subtypes of linguistic features in the band-8 opinion essays by IELTS candidates and gifted students at Chu Van An High School;
- Suggesting some implications in using the linguistic features in the IELTS opinion essays to achieve band- 8.
Reliability and Validity
The study demonstrates reliability through consistent data collection and processing methods It includes thirty opinion essays from gifted students at Chu Van An High School and thirty essays from successful IELTS candidates sourced from reputable websites, ensuring their validity The analysis employed both qualitative and quantitative methods based on Halliday's (1976) theoretical framework Furthermore, the systematic approach to the research procedures reinforces the study's validity.
FINDINGS AND DISCUSSION
Lexical Features of Opinion Essays
In opinion essays, it is crucial to emphasize lexical features, as they play a significant role in conveying the writer's perspective The use of academic vocabulary enhances the clarity and impact of the argument, making the essay more persuasive and effective.
Figure 4.1: Four general parts of speech in opinion essays
As shown from Figure 4.1, the most frequently used item in the
A study of 39 IELTS opinion essays revealed that academic verbs and nouns are more prevalent in band 8 essays, comprising 44.3% and 34.90% of the total academic vocabulary, respectively In contrast, adjectives accounted for 11.90%, ranking third, while adverbs were the least used, making up only 8.8% with 158 instances noted This data highlights the significant role of academic nouns and verbs in high-scoring opinion essays.
Table 4.1: Types of academic words in opinion essays
Types of academic words in opinion essays
Verbs Nouns Adjectives Adverbs Total
Based on theory of Hausmann (1989) mentioned collocations and below are some examples illustrated
Table 4.2: Frequency of collocations in opinion essays
Types of collocation Examples Raw numbers Percentage (%)
Table 4.2 reveals that collocations in opinion essays occur at a frequency of 30.1%, with noun-noun combinations being the most prevalent at 28.8%, surpassing the usage of adjectives.
40 adverbs On the other hand, adjective with noun reaches 24.9 % and finally the occurrence of adverb + adjective in opinion essays is in a very low rate, just at 16.2 %
Some typical examples of phrasal verbs are presented in Table 4.3
In band-8 IELTS opinion essays, various phrasal verbs play a significant role in conveying ideas effectively Key phrases include "agree with" and "benefit from," which emphasize consensus and advantages Additionally, "build up" and "communicate with" enhance the discussion of growth and interaction The phrases "depend on/upon" and "get rid of" highlight reliance and elimination of issues Expressions like "object to" and "result in" are crucial for presenting arguments and outcomes Furthermore, "take part in" and "apply for" illustrate involvement and application processes The use of "believe in," "carry on," and "come up with" reflects conviction, perseverance, and creativity To manage waste, "dispose of" is essential, while "interact with" underscores relationships Phrasal verbs like "make up/over" and "succeed in" indicate transformation and achievement Finally, phrases such as "thanks to," "base on/upon," and "bring about" connect ideas, while "focus on," "point out," and "sum up" help in clarifying and concluding arguments Overall, these phrasal verbs enhance coherence and depth in opinion essays, contributing to a higher band score.
Increasing corporate profits can negatively impact the local environment, prompting large companies to develop specific solutions to mitigate these effects.
(6) First and foremost, intelligent students are selected to the high position based on their knowledge level and IQ…(IE3)
4.1.1 Lexical Features of Opinion Essays by Successful IELTS Candidates
Successful IELTS candidates effectively demonstrate their understanding of linguistic features, as each essay exceeds 300 words while remaining relevant, focused, and well-crafted.
In this part, the lexical features are investigated and found in five topics with thirty sample opinion essays from successful IELTS candidates including 1.250 academic words, 610 collocations and 61 phrasal verbs
Figure 4.2: Frequency of academic words, collocations and phrasal verbs used in successful IELTS candidates’ essays
Figure 4.2 illustrates that academic words constitute a substantial portion of IELTS essays, exceeding the usage of collocations and phrasal verbs, which are notably low at just 3.8% This finding aligns with Nakamura's (2009) study, which highlights the prevalence of academic vocabulary in high-scoring texts, particularly those achieving a band score of 8.
Academic words (1.250) , Collocations (610) , Phrasal Verbs (61)
Education plays a crucial role in shaping students' futures, and pursuing higher education is a common aspiration among many While some believe that advanced education should be reserved for academically gifted students due to their higher likelihood of success, others argue that access to university education should be available to all This article will explore both perspectives in detail.
Higher education can be challenging for many students, leading some to struggle and ultimately withdraw from their degree programs As a result, educational organizations are increasingly focused on ensuring that advanced education is accessible primarily to qualified students This approach aims to reduce the likelihood of failure among lower-performing students and maintain academic standards within higher education.
There are compelling reasons to support the idea that higher education should be accessible to all students, not just the academically gifted Every student has the fundamental right to pursue their interests and study what they are passionate about Admission to universities should not be limited to only the top performers; if students meet the necessary requirements, they should be able to advance their education and careers Universities offer a diverse range of majors, including both challenging academic fields and practical skills, allowing students to explore various paths For instance, those who choose to study art can develop their unique talents and potentially become successful professionals in their field Therefore, higher education should be inclusive, providing essential skills and opportunities for all students, regardless of their academic standing.
In conclusion, every individual should have the fundamental right to pursue their education, as higher education offers significant advantages for students With diverse fields available at universities, it empowers citizens to obtain credentialed degrees, which not only shapes their futures but also contributes to the development of the nation and enhances the national economy.
Education plays a crucial role in today's technologically advanced society, serving as its foundation While some argue that higher education should be reserved for high-achieving students, the importance of accessible education for all remains paramount.
All students deserve the opportunity to pursue a college or university education, as it equips them with essential knowledge for a better life Moreover, students often reassess their goals during their studies, making it crucial for everyone to have equal access to higher education.
College provides students with a valuable opportunity to broaden their knowledge and experience real-world situations Unlike their school days spent living with parents, college often requires students to live independently, fostering a sense of responsibility This transition is crucial, as a college education equips students with the skills and confidence needed for their future lives Without the chance to attend college, many may struggle to achieve independence and navigate adult life effectively Therefore, the college experience is essential for preparing students for their future endeavors.
People undergo changes throughout their lives, and this is particularly evident in students as they evolve in their academic goals During their school years, many students may lack focus and prefer leisure activities over studying However, upon entering higher education, they often become more serious about their futures For instance, my brother, who was an average student in school, transformed into a dedicated learner at university, ultimately earning the title of best student in his final year This illustrates that even students who may not excel in school can thrive in higher education, highlighting the importance of providing every student with the opportunity for further academic pursuits.
Effective Structures in Opinion Essays
4.2.1 Effective Structures of Opinion Essays by Successful IELTS Candidates
With thirty opinion essays from successful IELTS candidates, effective structures are widely used and divided into 10 groups below:
Table 4.4: Effective structures in successful IELTS candidates’ essays
First pair part Raw numbers Percentage (%)
Table 4.4 reveals that cleft sentences are the most prevalent grammatical structures in the data, accounting for 25 instances or 20.5% Relative clauses follow closely with 23 occurrences, representing 18.9% Other structures comprise 16 cases, making up 13.1%, while comparisons rank fourth with 15 instances, equating to 12.2%.
%, and rhetorical questions with 12 cases for 9.8 %, and passive voice, inversion and concession take the same and smallest number of cases with only 5 accounting for 4 %
(11) It is serious pollution that [group 7- cleft- sentence] our current society is facing the degradation of the environment.( IE 8)
The perspective is that the government and large corporations bear the primary responsibility for environmental protection, while ordinary citizens are not expected to take action in this regard.
(13) The students who [group 1- Relative clause] were really excellent at high school should enter the university to study at the major that they are really good at (IE 6)
(14) The best conditions are created for talented introverts who [group 1- Relative clause] are bad at social communication, and enable them to do the job with high productivity (IE 22)
Meanwhile, comparisons took only 12.2 % Next are the passive voices and conditional sentences which accounted for from 6.6 % to 9 %
Fast food establishments, once designed for quick meals, have evolved into the most convenient and affordable option for lunch globally.
(16) if [group 2- conditional sentences] the family did visit the fast
51 food outlets for meals, parents could still substitute unhealthy items with a healthier menu, such as having French fries replaced with vegetables or salad (IE 18)
A study conducted by The British Institute for Learning revealed that individuals who participated in study groups developed a more objective and sophisticated understanding of a topic compared to those who did not engage in such collaborative learning environments.
(18) A student‟s performance can be affected [group 4- passive voice] by his or her home environment or family financial pressure (IE 5)
(19) It is thought that [group 4- passive voice] governments around the world should come up with solutions to help prevent imminent environmental disaster (IE 7)
(20) They assert that each individual has different IQ level and therefore, must be allowed [group 4- passive voice] to speed-up the work at his own pace (IE 20)
The next effective structures mentioned in the successful IELTS candidates‟ essays are rhetorical questions ,concessions and cleft- sentences
(21) We've all experienced being so stressed at work that we come home and don't feel like doing anything, haven't we [group 5- rhetorical questions] ? (IE 8)
(22) In what field will [group 5- rhetorical questions] be computers used for and what roles will human has in this world in future? (IE22)
(23) Why [group 5- rhetorical questions] advertisement has been playing a negative effect in our life? (IE25)
(24) Although [group 6- concession] the growing numbers of fast food outlets do affect the problem, I also agree that the lack attentions of the
52 parents also give significant impact on the obesity cases.( IE 16)
(25) Despite [group 6- concession ] staying active online, people spend less time talking with their family and friends.(IE 30)
(26) It is serious pollution that [group 7, cleft- sentence] our current society is facing the degradation of the environment (IE 8)
Many believe that the responsibility for environmental protection lies primarily with the government and large corporations, leaving ordinary citizens with little role in these efforts.
With the purpose of using a variety of effective structures in IELTS essay, the writers often use sentence inversion and others in some fields below:
(28) It’s high time [group 8- inversion] for us to include syllabus about environmental protection in our school (IE 10)
(29) Not only [group 8- inversion] do these actions ease the damage but they also [group 8- inversion] help to achieve a sustainable development (IE 9)
Not only is this an unhealthy pastime, but it also leads to increased consumption of junk food Instead, children should engage in outdoor activities and sports to promote a healthier lifestyle.
4.2.2 Effective Structures of Opinion Essays by Chu Van An High School Gifted Students
Based on the theoretical frameworks of Halliday (1976), the written opinion essays of Chu Van An High School gifted students included some effective structures and divided into 10 similar groups below:
Table 4.5: Effective structures of Chu Van An High School gifted students
Table 4.5: A glance at Table 4.5 provided the figures that group 1, 2 were used a lot in all Chu Van An gifted students‟ essays and accounted for from 22.3 to 20.5 % compared with other groups
(31) This advanced course should just be offered for good students who [ group 1- relative clause] are qualified carefully (IE 2- CVA)
(32) Global warming and air pollution are now frequent headlines on
TV and in the newspapers all over the world, which [ group 1- relative clause ] keep reminding us of our obligation to protect the environment (IE 7-CVA)
(33) If [ group 2- conditional sentence ] lower students meet the requirement that qualify them to advanced education, they will definitely be able to pursue their professions in a higher level (IE 2-CVA)
(34) If [ group 2- conditional sentence ] children consume an excessive amount of unhealthy snacks, sugary soda drinks, or prepackaged foods, they can also become obsessed (IE 18-CVA)
Meanwhile, group 3 (comparison) used only 13.4 % Next are group 10 ( others) and group 4 and 6 ( passive voice and concession ) which accounted for from 10.7 % and 7.1 %
(35) Education at universities and colleges has an important role when our society is more and more [group 3- comparison] developed (IE 5-CVA)
(36) The greater [group 3- comparison] the development of fast food outlets is, the more [group 3- comparison] easily youngster can get access to these stores and worsen their obesity (IE 16- CVA)
(37) Working in group [group 10- others] enables individual to achieve better productivity ( IE 19- CVA)
(38) Having more inspired individuals [group 10- others] who have the same aim, each member will have a better feeling to finish the job( IE 22- CVA)
(39) Few actions are actually being taken [group 4- passive voice] at the individual level, instead it is only attributed to the authority and big firms‟ responsibility (IE 7- CVA)
(40) It is believed that [group 4- passive voice] the government and
55 big organizations play the most crucial role in alleviating this at all in comparison with the small contribution of ordinary people (IE 11- CVA)
(41) Although [group 6- concession] technology offers greater connectivity among people worldwide, it is really making people less sociable (IE25- CVA)
(42) In spite of [group 6- concession] its huge advantages, we can‟t deny that people are not more social due to technology (IE 26- CVA)
The next effective structures mentioned in Chu Van An High School gifted students‟ essays are cleft- sentences, inversions and rhetorical questions
(43) It is true that computers and mobile phones [group 7- cleft- sentence] connect the universe and help people to find friends across the world (IE 25-CVA)
(44) It is evident technology that [group 8- inversion]people have become friendlier using the web (IE 30-CVA)
(45) Therefore, it is high time both the schools and the society [group 8- inversion] encouraged group activities on higher scales.(IE 24- CVA)
(46) Never before [group 8- inversion]have we seen people so ethusiastic in sharing their daily life to the internet, gaining enormous amount of attention and countless responses.( IE 28- CVA)
(47) Not only [group 8- inversion]do these actions ease the damage but they also help to achieve a sustainable development.( IE 12- CVA)
(48) Is strange that my children refuse to believe [group 5- rhetorical questions] that their grandfather and laughter were even strangers? ( IE 7- CVA)
4.2.3 Similarities and Differences in Effective Structures of Opinion Essays
56 by Successful IELTS Candidates and Chu Van An High School Gifted
Table 4.6: Similarities and differences of effective structures in written essays by successful IELTS candidates versus Chu Van An gifted students
Types of topics Effective structures
Table 4.6 indicates that successful IELTS candidates utilize a greater variety of effective essay structures compared to gifted students from Chu Van An High School This section will explore the similarities and differences in the effective structures employed by both groups in detail.
Both successful IELTS candidates and gifted students from Chu Van An High School demonstrate effective essay structures, with 122 instances found in the former and 112 in the latter.
Besides the similarities between IELT candidates‟ essays and Chu Van
Gifted students often utilize a range of effective structures in their writing For instance, phrases like "There is no doubt that," "what is more," and "is it not a good way to ?" enhance the clarity of their arguments Additionally, IELTS opinion essays showcase an even greater variety of effective structures, demonstrating the importance of diverse expressions in academic writing.
Cohesive Devices in Opinion Essays
4.3.1 Cohesive Devices in Opinion Essays by Successful IELTS Candidates
Table 4.7: Frequency of cohesive devices in written essays by successful IELTS candidates
Types of cohesive devices Raw number Percentage( %)
Additives are the most commonly used type of connective, comprising 32.3% of the data, significantly more than Adversative, Causal, and Sequential connectives Sequential connectives follow at 24.2%, while Causal connectives account for 23.2% In contrast, Adversative connectives have the lowest usage rate at 20.2% Examples can be found in Appendix C.
(49) For example (Additive) , some students may choose to study art, which is focus on their performances and specific skills ( IE 1)
(50) To begin with (Sequential), students get an opportunity to expand their knowledge in their college days ( IE 2)
An increasing number of individuals assert that the combination of personal efforts alongside government and business initiatives is far more effective in combating climate change than relying solely on individual actions.
(52) Similarly (Additive), large companies should counteract environmental destruction due to their adverse impacts on air, water and land
The government plays a crucial role in environmental protection by promoting professionals who can effectively address pressing issues such as desertification and salinity.
(54) Consequently (Causal ), a change in familiar eating habits and in fast food outlets menus could prevent the risk of a future worldwide spread obesity problem ( IE 15)
While the rise of fast food restaurants has contributed to the issue of childhood obesity, the lack of parental attention plays a crucial role in this problem as well.
(56) What’s more (Additive) , children are not grown enough to know what is good for them and what is not ( IE 17)
(57) In conclusion (Sequential),I strongly believe that technology could possibly narrow the difference between social classes ( IE 28)
4.3.2 Cohesive Devices in Opinion Essays by Chu Van An High School Gifted Students
Table 4.8: Frequency of cohesive devices in written essays by Chu Van An
Types of cohesive devices Raw number Percentage(%)
It can be seen that Additive is found to occur at a frequency of more
59 than 30.8 % as a whole while Adversative contributes over 26.6 % , followed by Causal at 23.4 % and Sequential at 19.1 % Let‟s examine the following examples:
(58) To begin with (Sequential) , students get an opportunity to expand their knowledge in their college days ( IE 4- CVA)
(59) In conclusion (Sequential) , it is true that the government and large companies should take draconian measures( IE 12- CVA)
Ensuring equal opportunities for higher education is essential, as it allows all students, including the most talented, to pursue advanced educational paths.
Officials can enhance community engagement by providing additional incentives for individuals actively participating in neighborhood clean-up efforts, while also implementing strict penalties for those who harm the environment.
(62) However (Additive) , few actions are actually being taken at the individual level, instead (Adversative) it is only attributed to the authority and big firms‟ responsibility ( IE 7- CVA)
The increasing prevalence of overweight children cannot be solely attributed to the rise in fast food establishments, as these outlets are primarily designed to meet consumer demand.
(64) As a result (Causal ), many of the children purchased their meal in fast food restaurants, and they have become overweight ( IE14- CVA)
In 2018, the United States had the highest childhood obesity rate among 195 countries, with approximately 13% of children affected.
(66) On the other hand (Adversative) , the fact that sophisticated
60 technology also (Adversative) affects people's social lives negatively is undeniable ( IE 29-CVA)
4.3.3 Similarities and Differences in Cohesive Devices in Opinion Essays by Successful IELTS Candidates and Chu Van An High School Gifted Students
Successful IELTS candidates utilize cohesive devices more effectively in their opinion essays compared to gifted students from Chu Van An High School This article will detail the similarities and differences in the use of cohesive devices between these two groups.
It is evident from the statistics that cohesive devices are largely employed in both successful IELTS candidates‟ essays and Chu Van An High school gifted students‟ b Differences
Besides the similarities between IELT candidates‟ essays and Chu Van
Gifted students exhibit differences in their use of sequential connectives, which are employed less frequently Additionally, cohesive devices in IELTS candidates' essays are utilized more effectively and more often compared to those of Chu Van An gifted students.