All right.
So coming up next, that's a little bit about the rubric.
I think it's important for you to really when you're writing, you should be not only answering the
question, but also attacking the rubric.
You have to have that in mind.
You know, am I writing in a way where I am attacking the rubric?
Am I going directly at that eight mark for grammar or am I headed directly for that that that coherence
mark directly attacking the rubric?
A lot of students write their essays on the exam without that in their mind.
They don't have it in their mind.
They don't they don't know how to attack the rubric.
And so you just you just say, well, I'm just going to write this essay.
And you're not really making sure you attack the rubric.
When I say attack the rubric.
That means.
That means you already have.
You already have it in your mind.
When I write this essay, I'm going to write at least.
Two or three compound sentences.
I'm going to write at least two complex sentences.
I'm going, you know, you already have it in mind how you're going to attack the rubric.
So, you know, make sure that you're able to to really achieve that.
Gorgeous.
I'll answer your question later on.
Just just remind me later on, please.
Boris is asking me another question about.
Can we say something about police reports?
So if you're talking about it from a general, general context, then that could be OC.
If you start talking about things like 35% of people say 50%, 50% of people say, you know, don't
just start making stuff up.
Is not it's not academic.
So in terms of task to we have these different question types.
You have an opinion essay, you have a discussion essay, a cause or a solution sometimes.
It's more than calls a solution.
It could be effects.
Right.
It could be effects and solution.
It could be problems and solution, right.
So it could be caused and solution effects and solution.
Problems and solution.
Your cause and problem are different.
So if the question is asking for problems and solutions, then you write an essay giving causes and
solutions.
Guess what?
You just messed up your task achievement score dramatically.
You also have an advantage or disadvantage question and you have positive or negative, and then you
have multipart questions.
Now some question forms are more towards the academic test and some question forms are more towards
the.
General test.
So, for example, if a question normally is asking, do you agree or disagree, that's more likely
what you're going to see on the general exam.
If a question is asking to what extent you agree or disagree, then it's more pointed towards the academic
exam, you know.
So that's that's kind of a difference.
The discuss both views and give your opinion appears for both equally as much.
You have the cause and solution questions which appear on both equally as much.
There is a difference between the advantage and disadvantage for the general and academic.
The general exam is more likely going to be about advantages and disadvantages and give your opinion.
The academic is going to be more like advantages and disadvantages, or do the advantages outweigh the
disadvantages?
So you see slight differences.
Now those two questions advantage disadvantage with opinion or do the advantages outweigh the disadvantages?
That question is answered the same way.
But it's just it's just that you see different language with general than you do with academic.
But.
But structuring an essay, forming an essay, the rubric is exactly the same.
There is no different rubric for grading the general exam than grading the academic exam.
It is the exact same rubric, which is why in the course you don't see a different section for general
tasks to from academic tasks to is the same.
Probably one of the more interesting things that students should really spend more time doing is question
analysis.
Question analysis is the first thing that you do.
Is the first thing that you do before you start writing a question or before you even start outlining
a question is make sure you understand the question right?
Do a proper analysis.
When we talk about what's involved in a proper analysis, we're talking about recognizing the topic,
keywords, the other restricting language of the question, the instruction words, and how many parts
are there to a question.
So if we look at this question over here on the left.
Right.
Nowadays, people live longer after they retire, which is a concern for those government.
For those, it should be for those who manage government budgets.
There's a word missing for those who manage government budgets.
How does this affect individuals and society?
What can be done about this?
Right.
Like I said, there's a word missing there between those and government should be managed.
Nowadays, people live longer after they retire, which is a concern for those who manage government
budgets.
How does this affect individuals and society?
What can be done about this?
So, you know, if you look at this question, what is the topic?
What is the topic of the question?
All right.
Can anybody tell me the topic of the question?
And yes, the joy, the answer to your question, Rubik deals with the rules and standards of of marking
the exam.
Grading the exam.
No government budgets is not the topic of the question.
Right?
Yeah.
Pablo knows not retire.
It's not taxes.
Taxes?
What's the topic of the question?
No.
So stop, please.
The topic of the question is life duration.
Right duration of life.
Right.
That is the overall topic of no.
That's not is not early retirement.
Right.
The overall topic is, you know, extension of life, life being extended.
Right.
How long will somebody live?
Now, when you look in terms of restricting words, then you get into saying, well, what are the restricting
words to the topic of longer life?
What restrict because we're not see, we're not talking about longer life in general.
Right.
This is the big problem that people make when they write.
And you can just see just from this what we did right now, you know, people have trouble identifying
the topic.
Most a lot of people will.
Well, I'm going to write an essay about longer life or I'm going to write an essay about governmental
budgets or those who manage governmental budgets.
Right.
The the restricting language is retirement and those managing governmental budgets.
That's the restricting language.
Right.
Because that's the that's the restricted context that we're talking about.
Longer life.
Longer life is the overall big topic.
Related to retirement and those managing governmental budgets is the restricted language.
Right.
And then we have some other restricting language also.
All right.
We have some other restricting language also.
Where I live longer is the topic restricting language retire governmental budgets.
Individuals is a restricting language.
Society is a restricting language.
Right, the instruction, words, our effect, and also what can be done, which are solutions.
Now, those are the instruction words.
Right.
Those are those are the instruction words.
But being able to understand question analysis.
This is one reason why people don't get eight to nines.
Right now.
The last part of this is how many parts are there to this question?
Right.
How many parts are there to the question?
No Paloma.
Yes, there are three parts.
There are three parts.
What are the three parts?
The other three parts.
Does anybody know the three parts?
All know.
All right.
The three parts.
One part is, how does it affect individuals?
Second part is, how does it affect society?
Third party is what are the solutions?
We're not talking about problems.
You all are showing me right now why people are messing up their scores, man.
Come on.
Right.
You got you have to be able to identify the part.
So see this this issue of question analysis.
This issue of question analysis is extremely important, and it's one of the major reasons why people
really mess up their scores.
Right.
Here's another question.
Many researchers believe that we can now study the behavior of children to see if they will grow up
to be criminals, while others disagree.
To what extent do you think crime is determined by genetics?
Is it possible to stop children from growing up to be criminals?
All right.
So what is what is the overall topic of the question?
Saying, I'm going to answer your question.
You're asking about restricting language.
Please stop asking me the same thing.
I see your question.
Crime is inborn.
Yeah.
Okay.
So some of you got it, right?
Not.
Not not behavioral children in general.
Right.
It's it's the overall topic is related to children's behavior, you know, and crime.
Ripe children's behavior related to crime, child behavior and crime.
That is our overall big topic.
Foul behavior and crime.
We have to know the big topic.
After knowing the big topic, then we have to know the restricted language.
Right now.
What is the restricted language?
Who need.
I don't know what you mean by correlation.
Yeah.
Saying one, one, one part restricted language is genetics, right.
Right genetics and being able to stop it.
How do we stop it exactly?
Right.
Genetics and stopping it.
So, you know, there's there's a big difference.
Right.
There is a big difference between.
You know, when you talk about somebody being stuck at a 6.5 or stuck at a seven, and you can't go
higher to a seven.
One of the big reasons why starts at the very beginning of answering a question, doing a proper question
analysis.
If you mess up the question analysis, you have really, really set yourself back in terms of being
able to get that score you want because one thing that's most likely a given.
Very rarely do I see a student that writes, you know, grammatically and lexicon, perfect under time
pressure.
So you're most likely going to have the grammar.
For most students, their grammar and their lexical are their lowest scores.
And so you cannot add to that.
I can't understand the question properly.
Right.
That can't be something you add to that.
Right.
Here we are again.
Many people think technological devices such as smartphones, tablets and mobile phones bring more disadvantages
than advantages.
To what extent do you agree or disagree?
What is the overall topic?
Technological.
Ten.
Very good technological devices.
Technology.
Technological devices.
Right.
Good.
We got it.
All right.
Now.
What are the what's the restricted language?
Right.
Yeah.
Advantages and disadvantages.
Puneet.
I think, I think that could be that could be the topic also.
I mean somebody could put that as the topic where they can put that as the restricted language, to
be honest with you.
Right.
I have it as as the as the topic.
But really, to be honest with you, I think it actually I should have had that in yellow.
I think I think that's more of the restricting language, to be honest with you.
I think that should be restricting language, smartphones, tablets and mobile phones.
That's kind of restricting also because it tells you the kind of technological devices we're talking
about.
We're not talking about medical devices.
We're not talking about x ray machines.
Right.
This is restricting language to tell you the kind of technological devices we're talking about.
And the instruction words would fall under.
To what extent?
So there's only one type of question we have to answer here.
Right restricting language.
My answer to this question now, restricting language is talking about if I give you a topic, I'll
try to make it simple.
If the topic is the Internet, right, that's the general topic.
You can have a question, a topic that's asking about the Internet.
Now, within that question, there is going to be there's going to be restricted language that tells
you what part of the Internet you have to write about.
So, for example, if somebody says.
The Internet has been around for the past 25 or 30 years.
Since that time, many people have been been.
Many people have become addicted to video channels such as YouTube.
Do you agree or disagree that there should be some restrictions on channels such as YouTube?
Right.
So the we're not we're not talking about all aspects of the Internet.
That's the big general topic.
That question I just said is has restricting language and that we're only talking about video channels
like YouTube.
That's what restricted language means.
Restricted language means what what what restricts the what sets the boundaries of the general topic.
Now if you don't write.
If you don't write within the boundaries of the restriction, then you are messing up your task achievement
score.
Yeah.
It's a restriction of what you talk about, right?
That's what it is.
You must stay within the restriction.
Most of the time, students are not getting students are not getting the score they want because they
are not doing a proper question analysis.