How To Write A Task 2 Main Body Paragraph

So, the main body paragraphs is the majority of your essay. So, it's very, very important and it's where you give all the detail. But, before we get into that, it is always a good idea during your preparation and on test day to always go back at every stage to the question. Really make sure that you are following the question and your essay is actually answering the question. So, "Nowadays, more tasks at home and work are being performed by robots. Why do you think this is happening? And is it a positive or negative development?" So, the structure, introduction, is where you made a promise to the examiner. So, think about it this way. You promised the examiner that you were going to talk about what you said about question one and what you said about question two in the introduction. You made a promise to them that you were going to talk about that. The main body is now you fulfilling that promise to them. So, some students like that. Um I don't know why, but it is a good little mental model to keep in your head. So, we're going to look at what we said in our introduction and then we're going to put it into our main body. Like everything we do at IELTS Advantage, we have broken a main body down into its essential elements. So, there are three elements to a main body paragraph. Every main body paragraph has these three elements in them. So, number one is your topic sentence. This is where you're going to tell the reader, the examiner, what it is about. Then, your explanation. This is where you give your reasoning or your reasons. You're explaining why you think your idea is actually true. And then, we give an example. Another way to think of an example is evidence or proof. You're proving with that example that what you're saying is actually true. Now, every time I explain this to students, a lot of students will put their hand up and say, "But can I do it differently? Can I put something else in, or can I change the arrangement or the order?" You can do whatever you want. This is based on, you know, more than a decade of helping students every single day. This structure, along with everything that we teach here, is not only what has been proven to work, but what has been proven to be easy for you to do. So, if you are looking up multiple different sources and different books and YouTube videos and courses, and you have like three or four different structures in your head at the same time, that is likely going to lead to confusion, and on test day, your writing, your essay, will be a reflection of your thinking. If your thinking is confused, your writing will be confused. If your writing is confused, the examiner will be confused, and you will get a lower score. So, I know I say this a lot, just keep it simple. Just switch off your brain a little bit, stop worrying, and follow what we say. Let's look at one of our VIP students' main body paragraphs for this question. I'll read it to you. You have a think about it. What do you think is the big mistake here? So, there are many reasons why robots are used today. Technology has improved a lot. People are busy and need help. Companies want to save money. Robots do not get tired. Did you spot the problem? So, we call this the shopping list problem. So, it's not really a paragraph. It's just a list of ideas. So, there are four different ideas, and the problem with it is that none of them are developed. So, each sentence introduces a new idea, but it doesn't really go into detail. So, think about the difference between width on a topic, your knowledge is very wide, versus your knowledge being very deep. If you have wide knowledge on a topic, you know a lot about it, but on a very surface level, a very shallow level. So, if I asked you something like why are people using robots in the home, you might be able to give me six, seven, eight different ideas, but because your knowledge is so wide and not deep, you're unable to explain those ideas, you're unable to give examples on those ideas. Contrast that with deep knowledge where someone might know one thing about that, and they can go very, very deep on that one thing, or maybe two things. So, their knowledge is not very wide, but their knowledge is very deep because they're able to take that idea, and they're able to explain it fully, and go really, really deep on it. This shopping list problem is often where a student thinks, "I know quite a lot about this topic, but not very deep. What I'm going to do is just throw as many different ideas at the examiner, and hope that does the job." That's the opposite of what you should be doing. The examiner is looking for clear communication. So, how do you communicate to the examiner that you are a good communicator? You explain things, and you give examples. Now, you don't need to be an expert on this, and it's actually much, much easier to do it this way because if I said to you, "Can you give me eight ideas?" It takes a long time, and it's quite difficult. Whereas if I said to you, "Can you give me the one idea you know most about where you're able to explain it fully, you're able to give an example?" That is much, much easier for the student, and it is much better to do that because it makes it easier for the examiner. One of the things that our VIP students like is this three pillars analogy. So, think of your main body paragraphs, your topic sentence, your explanation, your example as three pillars holding up a structure. If you take one of the pillars out, the whole structure collapses. You need each of them, and each of them needs to be strong, each of them needs to be good. So, the first pillar is our topic sentence. So, topic sentence is the very first sentence of your main body paragraph. It should be just short and simple and tell the examiner what the main idea of that main body paragraph is. Just put one idea in there. Make it a short, simple sentence. You don't need to go into detail, that comes later. Just keep it really, really simple. And all you have to do is just look at your introduction and paraphrase your introduction. We've included a free workbook for this lesson. So, if you want, go down, download that, and come back to this lesson. I have set you little tasks throughout the lesson. So, you can print it off if you like, or you know, have it on a separate device or in a separate window. But if you want to really learn from this lesson, try and do the tasks within the workbook, and I'll tell you when those tasks come up. So, take a look at these two topic sentences. Which one do you think is better? So, it's based on this introduction. I got two VIP students to write topic sentences for this. So, topic sentence A, in the modern world, technology is developing faster than ever before and has had a huge impact on many areas of our lives. So, they are taking this and they are writing a topic sentence. Topic sentence B, from a different student. People rely on machines because of the latest developments in AI. So, if you want, write in the comments, I think this one or I think this one, and explain why. It is good to not be a passive student that just watches videos and hopes that it magically goes into your head. That is why we've created the workbook, that is why we're asking you to comment, so that you can actually activate the knowledge. It's been found in many, many academic studies that the more you do while you are studying, the more you retain and the more you're able to actually use on test day. Okay, so let's take one of these and show you what they did. So, they took this from the introduction and they just paraphrased it and put it into the topic sentence at the start of their main body paragraph. People rely on machines because of the latest developments in AI. So, what is the examiner thinking? The examiner is thinking, does this mean the same thing? Are these actually linked together? Yes, they are. Have they used different words? Have they paraphrased enough? Yes. So, for example, advancements in AI becomes the latest developments in AI. And don't worry about changing artificial intelligence to AI. Some people think that that's like not academic. If it is very common and, you know, 99% of the world that speaks English would be able to understand what that means, then it's fine to use that shortened version of it. And is it short? Is it clear? It's one sentence, one idea. It immediately tells the examiner what the paragraph is about. And think of topic sentence as just a little flag or a little sign. Many of you drive cars and I'm sure in the places where you live, there are stop signs, there are turn left, turn right, you know, directions on where to go along the road. This is exactly what a topic sentence is. It is just, "Hey examiner, stop, look, this is the main topic that I'm going to talk about." Just indicates and helps the examiner understand what it is about. So, which one was better? Topic sentence A or topic sentence B? Hopefully, many of you guessed that topic sentence A is a problem and topic sentence B is good. The main problem with topic sentence A is that it's not really a topic sentence. It is a background sentence. The difference is a background sentence just talks generally about the topic, whereas a topic sentence says, "This is what I'm going to talk about." And the topic sentence is actually answering the question, whereas a background statement is just talking generally about the topic. Also, this one is extremely vague. It is not using the specific idea that we used in the introduction. It could talk about anything, and that defeats the purpose of a topic sentence. It's also just not paraphrased from the introduction, so it doesn't link up with the introduction. And it's full of just memorized stuff like in the modern world, stuff that students memorize all the time, examiners see every day. These are all just nonsense words. They don't actually mean anything. Just straight to the point, state what you mean. That's exactly what topic sentence B does. People rely on machines because of the latest developments in AI. One idea directly answers question one. It is immediately understood by the examiner. And it is paraphrased from the introduction. Now, let's talk about the marking criteria right now because many of you might be thinking like, "Why is he getting me to do that? Why is he forcing me to do these things?" Well, everything that we teach is based on the official marking criteria. When the examiners are marking your essay, they have the official marking criteria beside them. I know this because I sat in rooms with other examiners for years and years. All the training is done on the marking criteria. And all of the evaluation of the examiners when senior examiners evaluate them is based on the marking criteria. In other words, nothing else matters. So, everything that we teach you is based on following the marking criteria and forcing you to do what they say and what they want. So, for task response, task response is 25% of your your mark. Task response is basically did you answer the question? So, think about what we've done so far. In the introduction, we paraphrased the question. That indicates that you understood the question. Then, we briefly answered both of the questions in the introduction. Very, very clearly answering the question. And then in the topic sentence, we've taken that idea and we've paraphrased it. We've stated very, very simply this is my topic sentence. This is the idea that actually answers the question. So, everything that we've been doing is just hammering into the examiner I understand the question and I've answered it. The next 25% is something called coherence and cohesion. Coherence is is your essay clear? Is it easy to understand? And cohesion refers to are the elements of the essay linked together? Not lots of linking words, that's not what cohesion means. It's are the different parts of your essay are they cohesive? We'll talk about that in a in a little bit more detail because it's really important you understand that. So, it's important that we keep our ideas coherent and cohesive. So, how have we solved that problem? Well, our two main ideas are simple and they are relevant. And then we take those ideas, we put them into our main body paragraph and our conclusion. So, the whole essay is coherent and easy to understand. There's more to it than that, but on a very basic level, the examiner will be able to understand your ideas if they are relevant, they're simple, they're easy to understand. So, we have idea one and we have idea two. So, we talked about the different elements that are in our essay. Think of this as one element and this is another element. How do we make it cohesive? How do we link that together? Well, our main body paragraph talks about idea number one. Our next main body paragraph talks about idea number two. Our conclusion is summarizing >> [snorts] >> these ideas. The same ideas. So, everything is easy to understand and it is cohesive. And this is actually the opposite to what most examiners see every day. What most examiners see is students write about some ideas in the introduction and then the main body paragraph those ideas are different and then in the conclusion there's new ideas again, they're completely different. It would be like getting into a taxi and telling them take me to the central train station and they take you to the airport. That is not cohesive because you told them I'm going here and they take you to a completely different place. So, another way to think about this is just to think about a chain, all right? So, a chain is only as strong as its weakest link. If one of the links is broken, the whole chain breaks. That is why we teach you to keep your essay very, very cohesive where the main ideas match the introduction and the main body paragraph and the conclusion. That's how all good essays are. So, let's look at a bad example here. So, in the introduction the student has said advancements in artificial intelligence is the answer to the first question and then in their main body paragraph they talk about saving money on labor costs. So, they make a promise here, but they don't keep the promise here. The chain breaks. So, your coherence and cohesion score will drop immediately because it's confusing, all right? And what are they testing? Can you clearly communicate in English? So, now we know how to write a topic sentence. Now, we need to learn how to write explanations. So, here's the topic sentence that we're going to be using. You might have a different topic sentence. There's no one way to write them, but what I did was I gave this topic sentence with this question to two different VIP students and I asked them to write different explanations. All right, one student knew what they were doing. They'd gone through the course. The other student had just joined the course and they were just doing some practice. Which one is better and why? Why do you think it's better? Pause the video, have a think about it and then we'll show you which one is better. So, it's a good idea to kind of zoom out now and think about why do we explain things and think about the difference between speaking to someone and writing to someone. So, when you're speaking to someone face-to-face or in a Zoom call or something like that, think about what the other person can do if they don't understand what you're saying. If the person I'm talking to or talking to my wife and I say something and she doesn't understand, you know, "What do you mean?" Um or "Can you explain that?" Or like she might just say, "Huh? What?" You know, this is how normal people speak. Think about the difference then when you were writing a letter. Maybe I'm in Ireland and my uncle in New York. I had to leave all the explanations on the page and I had to communicate in a way where they were not able to ask me follow-up questions. This is why we explain a lot more in writing, especially writing essays, compared to when we are speaking. This is something that a lot of students struggle with, so I've developed a few techniques um to help students. You don't have to use all of them. Some students like one or two of them. Some Some like all of them. But, the first one actually comes from when I was a student in school. So, the teacher would in class while we were writing essays, he would be walking between us and he would look over my shoulder and he would jam his finger at the end of the topic sentences and say, "So what? So what?" in a very violent, aggressive way. Now, you don't have to think of it that way, but if you get to the end of your your sentence, just ask yourself that question. So what? What do you mean by that? Why does it matter? [clears throat] And keep asking yourself that question, and it will normally force you to think, "Okay, I have to fully develop this. I have to really explain how this idea answers the question, what it actually means, and why this matters." So that's the so what method. It was effective for me, hopefully, but let's think of some other techniques as well. Imagine explaining it to a really old person. For me, that would be my mother. My mother is 80 years old, so she doesn't know a lot about technology. She wouldn't know a lot about robots and AI and things like that. If I was writing this essay, I would picture my mother as the examiner, as the reader. That would force me to explain it in a very explanatory way, so that she would understand it. Another way to think about this is imagine a child. You would speak to a 6-year-old, 7-year-old, 8-year-old very differently to how you would speak to an expert on this topic. Don't write to the expert, write to the person who knows nothing about this. And I think just the the the grandmother and the little girl, the little boy, just helps you put this into the real world and and take it out of like a theoretical way of me just saying explain more. It forces you to write in the exact way the examiners are looking for, which is a very explanatory, simple, easy-to-understand way. So let's look at this method in action. So the topic sentence is, "People rely on machines because of the latest developments in AI." I'm going to imagine my 6-year-old. He would say, "What's AI? I don't know what AI is." And he would say, "Developments? What do you mean by that?" And okay, once he understands that, "Well, how does that lead to more robot use? AI is like software, and robots are machines. How does that actually connect? I don't understand that. So, I gave this to one of our VIP students, and I taught them this exactly, and this is what they came up with. This is because big data and global connectivity means algorithms can now learn basic tasks. As a result, software does not need to be programmed. It learns from millions of devices around the world. So, what they are doing here is they're explaining what AI is, how it has developed, and how that is connected to actual robots. They've tried to be a little bit fancy. They could simplify it a little bit, but overall, it's pretty good because they are trying to explain that. So, we showed you two explanations, explanation A and explanation B, and asked you which one was better. Well, explanation A was the better one because it answers that so what directly, and it has one idea that's fully developed, and it shows the cause and effect. It shows, okay, this is happening with AI, and this is how it is connected to robots. You don't have to do that in every single sentence, but they've done it here because it was logical to do that. And it just tells the examiner this student knows how to use explanations. This student knows how to build an essay, build an argument. So, why is there a problem with explanation B? Well, they said, "Robots today are capable of doing many different tasks that humans used to do. They can clean our homes, they can cook food, they can assemble products in factories. Many modern robots can also recognize faces, respond to voice commands, and work alongside humans in workplaces. This is why they have become such an important part of modern society." Well, the topic sentence is about AI. Have they talked about AI at all? Have they explained their topic sentence? The explanation is not a general explanation of the general topic. It is an explanation of this. So, does it actually talk about this? No, it doesn't. So, the examiner is reading this and they don't understand why. They're like, "So what? Well, so what about it can do all these things? What's that got to do with AI?" Again, this is where students don't know much about the topic on a on a deeper level, but they know generally, okay, there's lots of robots are doing lots of things. Let's just throw in everything. That's just a shopping list. It is not a coherent, cohesive paragraph. So, this tells the examiner that you know a lot about robots, but you don't know how to write an essay. And this is why it's not a knowledge test. It is not a test of your IQ or how much knowledge you have about that topic. The best students that I've ever worked with, they didn't know much about any of these topics, but you could give them any topic and they could write a very, very good essay because they were extremely good at writing essays and clearly communicating. Don't forget to go into your workbook and do task eight if you want, which is to write your explanation. But even looking at that topic sentence and explanation, many of you might be like, well, that's not very clear to me. That is because it is lacking the third pillar. The example is often the thing that reveals the clarity. It reveals, oh, this is I fully understand this now. Okay, so let's look at two different examples. You know the drill. Which one is good? Which one is bad? Pause the video, have a think about it, and then we'll move on. And it is for this one, that same topic sentence. Okay, so examples have to have a few things. Number one, it must prove your point. All right, it must be linked to the topic sentence. Someone should be able to look at that example and think, okay, this is proof, this is evidence that what we are talking about in the topic sentence is actually true. So, think about it as proof or evidence. So, before I was a IELTS teacher, I was a lawyer. I couldn't just go into court with someone who, let's say they were caught speeding. I couldn't just go in and say, "He's not guilty because he's a nice guy." That's just my opinion, all right? That is not proof. That is not evidence. If I was able to say, "Well, on the 16th of December, 2025, my client's vehicle was caught speeding on the motorway in Dublin. He was in Singapore at the time. Here are his flight tickets. Here is proof. Here's a stamp in his passport that he was in Singapore at the time, thousands of miles away." That is proof that he is not guilty. Why? Because examples, proof, evidence aid clear communication. However, for the purposes of an IELTS essay, it does not need to be true. It is better if it is true, but a lot of students get stuck and they're like, "I have no idea and I don't know any real examples here, but I could make one up that sounds plausible." The examiner is not going to hook you up to a lie detector test at the end and say like, "Are your examples actually true?" That, you know, that would be crazy. They're testing your ability to write examples. They're testing your ability to use examples, not the truth of those examples, but make sure that they're plausible. Don't invent statistics. Like I've seen students say things like, "Uh 97% of people um die of smoking every year." Or something like, "No, they don't." It is dangerous. It It leads to a lot of deaths, but not 97% of people. So, avoid things like, "Data shows" or uh "A Cambridge University or an MIT study shows that 48% You used to be able to use these, um but examiners uh see them way too much these days. Uh And IDP and the British Council recently said, "Don't use them." So, don't use that. So, there's a few different ways to think of examples. The first one is the most obvious, which is obvious examples. So, right now, can you think of any companies making robots? I can. The biggest one is Tesla, or there's Boston Dynamics. Now, I'm not an expert on robots. I've just seen that in the news. Those are the two that I am aware of. You might be aware of other ones. So, those are just like obvious, it pops into your head immediately. Which companies are using AI and robots? Well, Tesla would be the only one that I know of, but that is a very, very obvious example. And then, practical examples from your own life. Is this actually happening right now, or in your real life? Well, I actually have one that is a vacuum. And I have one that is a lawnmower. I could use those. So, this is just like experience from your everyday life. Do you know that this is happening? But, be very careful with the next one, which is personal examples. So, has this actually happened to you? If it has, you can use that, but you need to be careful with them. So, the silliest example I seen was it was about smoking, smoking cigarettes. A student said, "For example, my grandfather smoked every day, lived until he was nearly 100, and therefore smoking is not bad for you." That was a real a real example from a real essay. Is it true? Did it actually happen to them? Yes, I actually spoke to this gentleman, because I was kind of amazed. Does this mean that smoking is not harmful? No. So, the sample size of a personal example is one. Normally, a sample size of one or your family or something that happened to you is not good enough to prove a general point. I get emails about this every day where a student would say something like, "I got a band nine in reading and a band nine in listening and a band eight in speaking and I got 6.5 in writing. Therefore, the IELTS test is a scam and the IELTS test is deliberately lowering my score to fail me." I'm like, "Okay, what is that based on?" "Well, it happened to my cousin as well." Okay, so we have two people out of millions of people and when we look at your essays, objectively, they are terrible, all right? They are not very good. So, just because you think out of a sample size of you and your cousin that that proves the general point is not actually true. I'm going to teach you a technique where you can convert a personal example into a good example that you could use in your actual essay. I'm going to show you how I used this with a real student. So, I said to them, "What are some obvious examples?" The only one they could think of was a vacuum. Then I said, "Okay, can you think of any anything else?" They said, "Some people use those little robots to cut grass." I said, "Okay, do you know a lot about those?" "No." She didn't know much about those. I said, "Is there anything from your own life that is a machine that uses AI?" She said, "I drive a Tesla." Great. So, you have a machine, which is basically Tesla cars are basically robots on wheels that use AI to drive themselves. So, could she say, for example, "I use a Tesla"? No, we change it to this. For example, Tesla records every journey their car makes and feeds this data into a supercomputer. You drive a Tesla, so what? And then she explained to me, "Well, all the cameras around the car, there's multiple cameras and what they're doing is they are sending all that data back to Elon Musk and he is putting it into his supercomputer and it is mapping the entire world and is learning from every journey and that AI is just constantly getting smarter and smarter and smarter and that is how they are using AI in that machine to learn how to drive by themselves. All this information is I mean trained to use humanoid robots which are expected to help with household chores in the near future. So let's look at these two examples. Which ones are good, which ones are not so good. So example A was not good. For example, my brother bought a vacuum cleaner last year and he uses it every day. He told me it saves him a lot of time and makes his life much easier because he does not have to clean the floors himself anymore. It does not prove the topic sentence. The topic sentence is about AI. It is not about general robots. The question is about general robots but the topic sentence is not. One person is not evidence. And then they start talking about a different point which is saving time which is not cohesive and it just tells the examiner this person doesn't know how to use examples. Whereas if we look at this student, they talk about data. They talk about learning. They talk about robots. This is exactly what the topic sentence is about. It is believable. It is a real company. It is a real mechanism. It is really happening in the world right now. And there's no like invented stuff like 80% of people are using robots to clean their homes these days or a recent study find that 79% of people with gardens are using robots to cut their grass or some nonsense like that. It's just like what is a real thing happening in the world and they use that. I want to talk you through what an examiner would think when they're looking at these two main body paragraphs. So if you start with the Band 8 student, people rely on machines because of latest developments in AI. Clear topic sentence. I understand what this paragraph is about. How does AI make people more reliant on machines, on robots? This is because big data and global global connectivity means algorithms can now learn basic tasks. Okay, the AI can learn how to do things. What does this mean? What is the result of this? As a result, software does not need to be programmed. It learns from millions of devices around the world. Okay. That makes sense, but I need an example to help me understand that. For example, Tesla records every journey their car makes and feeds this data into supercomputer. Okay, how does that work? All this information is now being used to train humanoid robots, which are expected to help with household chores in the near future. Okay, I fully understand that. I don't have to agree with it, but I can't say that this student isn't being reasonable and giving reasons, giving evidence as to why this is happening. Contrast this with the band 6.5 student. In today's modern world, there is many reasons why robots are becoming so popular in our daily life. So, what the examiner's thinking, this student has memorized a template and they are just inserting the topic into this template. First of all, the technology has improved very much in recent years and this is the main reason. So, this is not an explanation. This is a topic sentence. So, they've done background sentence, then topic sentence. This is why my background sentences are confusing because when someone is reading an essay, they're expecting a topic sentence. So, when they read this, they're like, "So, what's it about the generally about?" And then, "Okay, is this an explanation? Is this an example?" They've no idea what they're what you're doing. Also, people nowadays are very busy because of their work and they don't have time for household activities. So, they started talking about this and then now they're talking about So, there's multiple different ideas. I'm I'm very confused. Moreover, okay, now they're talking about something else. There's no explanations really. There's no examples. I've got a headache. You don't want to give your exam examiner a headache. But you might look at this and think, "Well, this person knows how to write English." Well, yes, that is the difference between 6.5 and band 8, band 9. Native English speakers, a lot of native English speakers have to do the IELTS test cuz some countries, like Australia for example, uh force everybody to do it. And a lot of native English speakers will come to us and email us and say, "This is ridiculous. I've been speaking English my whole life. I grew up in the UK and I'm getting 6.5 on this silly test." Like, yeah, cuz it's not an English test. You know how to write English, but you don't know how to communicate clearly. And once we teach them this, they're able to easily get a band 8 or a band 9 because we don't teach, "Here's how to improve your vocabulary or your grammar." Although we do that for other students, for those people, and for the vast majority of students that we work with on our VIP course, it is just showing them how to use these tools, these elements to communicate clearly. So, this is the full paragraph. So, we have our topic sentence, we have our explanation, and we have our example, and we put all of these together to create one cohesive main body paragraph. In your workbook, write your example, and then you can assemble your own main body paragraph in task 10. So, let's look at our students' main body paragraph for the other question, which is, "Is this a positive or negative development?" Automation should be welcomed because it frees people from the drudgery of everyday duties. Okay, they're trying to be a little bit fancy with drudgery, but they they used it effectively. But, what is the examiner thinking? Do I know what is coming up? Do I know what this paragraph is about? Well, free people from work. What is the examiner thinking? So what? How does this actually free people from work? Our day-to-day lives are dominated by repetitive tasks that consume large amounts of our time. So this is very good because they're not assuming that the person knows anything about people's day-to-day lives. They are actually explaining it. If these can be handled by machines, people are free to spend their time more productively or enjoyably. So again, they haven't assumed that this person reading this understands that machines free people from having to do work. Can you give me an example of that? For example, there is now a robot that both cuts grass and vacuums carpets and manufacturers estimate this saves the average person 3 weeks per year. As an examiner, do I know whether this exists? Am I going to Google it? No, but does it sound plausible? Yes. Saves person 3 weeks per year. There are 52 weeks in a year. Saves them, you know, by what? 7 or 8% of their time. Sounds plausible. Am I going to check it? No. All good. Does the example actually talk about this? Yes, it does. So when you do this in your workbook, you can go through this little checklist. I like to create these checklists for students because at the end of the day, I can help you a lot on the VIP course and give you a lot of feedback and whatnot, but you won't have me on test day. So you need to get used to kind of giving yourself feedback. And one way you can do that is getting used to these little checklists. So every time you do this, asking yourself these questions, that will make you a very independent student who can give themselves feedback. And that's the goal. Even for VIP students who pay for one-on-one feedback, we give them that, but we also give them these so that they become become independent because I'm not going to be sitting with you on test day. Okay? So we have done our two main body paragraphs. Now we need to write our conclusion.