After years of immersion, the persistent inability to use English as a second language has raised significant pedagogical concerns among Chinese parents and students alike.

经过多年的英语学习，中国学生仍然无法将英语作为第二语言熟练使用，这一现象已引起家长和教育界的广泛关注。

Upon closer scrutiny, we discover that students prioritize rote memorization instead of conceptual learning, and that their classroom textbooks are the culprit behind this phenomenon.

经过深入分析，我们发现学生普遍偏重死记硬背而非理解性学习，而现行的课堂教材正是这一现象的症结所在。

Naturally, China does not mandate English as a second language like Singapore, where IELTS and TOEFL scores rank above global average.

与新加坡将英语列为官方第二语言不同，中国并未采用同样政策——在新加坡，学生的雅思和托福成绩常年高于全球平均水平。

Thus, Chinese students lack the opportunity and environment to practice.
因此，中国学生普遍缺乏英语实践的机会和语言环境。

To remedy this predicament, language structure, grammar, and concepts should be taught from an early age because mastering fundamentals provides the necessary framework to develop English proficiency.

为扭转这一困境，应从幼年起系统教授语言结构、语法规则及核心概念——因为夯实基础方能搭建起培养英语能力的必要框架。

With the help of qualified instructors, sentence structures and grammar become the training ground where students can foster and grow.

在优秀教师的引导下，句子结构与语法规则将成为学生锤炼语言能力的训练场，使其英语水平得以持续提升。

Beyond the lack of a natural English-speaking environment, another critical issue lies in textbooks themselves.

除了缺乏自然的英语语言环境外，另一个关键问题在于教材本身。

In other words, scholastic material used in the vast majority of China’s public institutions has become an impediment to progress because they lack proper demonstration of English concepts, thus undermining students’ progress and potential.

换言之，中国绝大多数公立学校采用的教材非但未能有效阐释英语核心概念，反而成为学生能力发展的阻碍，制约了他们的进步空间与潜能发挥。

For example, elementary and middle school books do not mention nouns, adjectives, or verbs, which are the foundation of the English language.

例如，现行中小学教材甚至完全不提名词、形容词和动词这些英语语法基石。

Rather, they encourage mechanical memorization by presenting whole sentences without mentioning language theory.

相反，这些教材只提供整句让学生机械记忆，却对语言理论只字不提。

This reduces the effectiveness of the lesson and masks the underlying reasons why English is used in such ways.

这种做法不仅降低了教学效果，更掩盖了英语语言规律背后的逻辑本质。

The material neglects the crucial aspects of English, resulting in ubiquitous exasperation among students and chagrin among educators who witness their struggle.

现行教材对英语核心要素的忽视，既造成了学生的普遍困惑，也让目睹这种困境的教育工作者倍感沮丧。

Some people fail in school, but end up being successful in life.

Why do you think that is the case?

rephrase –

Scholastic performance linked to job success have attracted highly skilled professionals to lead top-tier corporations the world has to offer. Despite this, there are just as many college dropouts who have built business empires and successful lives. This essay argues that while academic achievements dictate our classroom performance, they are weak indicators of our future prosperity, happiness, and success.

Revised:

Graduates with exceptional scholastic performances often receive lucrative offers from top global corporations. However, an equal number of college dropouts–like Steve Jobs and Mark Z– have debunked this assumption by building business empires and achieving dominance in their respective fields. This essay argues that while academic achievements dictate our classroom performance, they are weak indicators of our future prosperity, happiness, and success.

Introduction

Paraphrase the question.

State your clear opinion (thesis statement).

Briefly mention that while some people argue X, you believe Y.

2. Body Paragraph 1: Acknowledge the Opposing View

Topic Sentence: Admit that there is some validity to the opposing argument.

Explanation: Explain why some people hold this view (1-2 sentences).

Example (if applicable): Provide a supporting example.

Concession phrase:

“While it is true that…”

“Admittedly, some argue that…”

3. Body Paragraph 2: Counter-Argue & Refute

Topic Sentence: Transition to why this view is limited/flawed.

Counter-argument: Explain why the opposing argument is weak or incomplete.

Stronger supporting points: Present your stance with stronger reasoning/evidence.

Example (if needed): Further justify your position.

Useful phrases:

“However, this argument fails to consider…”

“Despite this, a more compelling perspective is…”

4. Body Paragraph 3 (Optional): Reinforce Your Position

Provide additional reasons/examples supporting your view.

Make sure it aligns with your thesis.

5. Conclusion

Restate your opinion in a stronger, more nuanced way (showing depth).

Summarize why your argument outweighs the opposing view.

Some people think having a university degree is the best way to secure a good job. However, others believe skills and experience are more important.

Discuss both sides and give your opinion.

thesis –

As industries globally transition from manufacturing to service-based economies, the demand for university-educated professionals have surged, prompting many to pursue higher education. However, critics claim that educational institutions prioritize theoretical knowledge, rather than employable skills that can be applied in real-world scenarios. This essay argues that while universities prioritize theoretical knowledge, a degree combined with practical experience remains indispensable for securing competitive employment.

1. Definition

Concessive adverbial phrases express contrast or contradiction (e.g., “although,” “despite,” “even though”). They clarify that an action occurs unexpectedly given the main clause.

2. Comma Rules

A. Concessive Phrase AT THE START of a Sentence
→ ALWAYS use a comma after the phrase.

“Although he studied hard, he failed the exam.”

“Despite her experience, she wasn’t hired.”

Why? The comma separates the introductory contrast from the main clause.

B. Concessive Phrase IN THE MIDDLE/END of a Sentence

Use a comma ONLY if the phrase is nonessential (adds extra, removable info).

With Comma (Nonessential):

“The policy was implemented, although it faced criticism.”

The main clause (“The policy was implemented”) is complete alone.

“Although it faced criticism” adds extra, non-vital context.

Without Comma (Essential):

“She was hired although she lacked qualifications.”

Here, “although she lacked qualifications” is tightly linked to the main clause’s meaning. Removing it changes the implication.

Some argue that space exploration is a waste of resources that should be allocated to solving Earth’s problems. Others believe it drives innovation and long-term human survival.
Discuss both views and give your opinion.

re-phrase –

From cutting-edge tech talent to substantial government subsidies, the space industry consumes significant global resources. Critics, however, contend that these allocations should remedy urgent terrestrial crises like poverty and climate change. This essay argues that while earthly problems demand immediate attention, balanced investments in space exploration are imperative for humanity’s long-term survival.

5/30/2025

1) Which of the following TWO sentences do not use a semi-colon correctly?

notes:

Use a semicolon to connect two complete sentences (independent clauses) that are closely related in meaning.

Instead of: She loves reading. Her favorite genre is fantasy.
Example: She loves reading; her favorite genre is fantasy.

When linking clauses with words like however, therefore, moreover, nevertheless, for example, etc., use a semicolon before them and a comma after.

Example: He wanted to go out; however, it was raining.
Example: She studied hard; as a result, she aced the exam.

If list items already contain commas, use semicolons to separate them for clarity.
Example: The conference had attendees from Paris, France; Tokyo, Japan; and Sydney, Australia.

• I went to Paris; London; Rome; and New York City. (X)

This list DOES NOT ontain commas.

• When we went to dinner, Stephanie ordered noodles, vegetables and meat; Raoul ordered rice, vegetable, and fish; and I got pizza. (√)

This is correct because we’re using semi-colons to connect complete sentences.
1) When we went to dinner, Stephanie ordered noodles, vegetables, and meat.
2) Raoul ordered rice, vegetables, and fish.
3) And I got pizza.

[1];[2];[3]

• Don’t go to that store; you should go to another one.

This is also correct. It combines two independent sentences.
1) Don’t go to that store.
2) You should go to another one.

• The party was over; and everyone decided to go home. (X)
Don’t use it with coordinating conjunction (FANBOY).

2) Which sentence contains errors with comma placement?

• Before the concert began, all of the fans were waiting with anticipation for Taylor to take the stage.
• The DLC for Elden Ring had new maps, weapons, and bosses.
• Ellen saw her favorite band, the Linda Lindas, perform last night.

• When doing intense exercise, like running please be careful to stay hydrated.

The comma should be placed after ‘running’. “like running” is a preposition phrase that modifies exercise.

3) How could your correct the error in the sentence below:
They laughs at the silly comedian

Error is at laughs
“They” is NOT a third person singular, thus, verb ‘laugh’ should be left alone.

• Change a subject case pronoun to an object case one
• Change a singular verb to a plural verb
• Change a personal pronoun to a demonstrative pronoun
• Change a transitive verb to an intransitive verb

4) What is the error in the sentence below?

Dan and Carl love to play games, but he isn’t good at them.

Dan and Carl –> love √
Dan and Carl –> he (X)

• Pronoun does not match antecedent number
• Pronoun is the wrong case
• Pronoun is the wrong gender
• Personal pronoun should be a relative pronoun

5) Identify the sentence in the passive voice.

Passive Voice template:

subj + [was/were] + past participle

• The cars are all parked in the garage, where they are to be fixed. (X)

• The tools that had been used to fix the car were broken. (√)

The tools [that had been used to fix the car] were broken. // Let’s remove the relative clause

The tools(s) [were] broken(past participle as adj).

• The cars were all fixed by the same mechanic. (√)

The cars(subj) [were] fixed(past participle as adj).

• The mechanic had been tired that day as fixed many cars. (X)

6) Identify the sentence that contains an error.

• Mario made it across the bridge just before it collapsed.

• Bring it on!

• The detective looked inside the car[,] and he found the bloody knife. (√)

It is missing a comma.

• Whenever you wear the hat[,] you look good with the feathers. (√)

missing a comma

7) Identify the complex sentence.

• Although the exam was over, the students continued to study grammar. (√)
• The examination was over[, and] the students still studied grammar.
This is a coordinating conjunction that combines two independent clause.

• When the students finished the exam, they still studied grammar; it was their favorite subject. (√)

Semicolon Adds a Second Independent Clause. So it is (Dependent, independent; independent)

Another way (Dependent, independent, and independent):
When the students finished the exam, they still studied grammar, and it was their favorite subject.

• The sentences above are all lies. (X)

8) Identify the sentence where the relative clause modifies a gerund.

gerund = Hiking
relative clause = [noun] (who/whose/which/that…)

• Inside the pool, that was never cleaned, Christopher saw many insects.
‘that was never cleaned’ is a relatie clause, but it modifies the noun ‘pool’, not a geround.

• Hiking, which is great exercise, is fun to do in groups. (√)
‘Hiking’ is a gerund.
‘which…’ is a relative clause that modifies ‘hiking’.

• The boy that always volunteers to answer questions in class loves studying.
‘that always…’ modifies ‘boy’, and not a gerund.

• The singing student in 7.8, Gary, is someone who often gets on the teacher’s nerves.
‘Gary’ modifies student. And ‘singing’ is used as an adjective.

9) Identify the sentence with an essential adverbial phrase

• The computer that is powered off belongs to Danny.
• Besides a dog, a book is a man’s best friend.
• You’ve got the power to change the world!
• After the victory the fans cheered with great enthusiasm.

10) Identify the sentence where an appositive modifies the indirect object.

An appositive is a noun or noun phrase that renames, explains, or identifies another noun right beside it.
In our case, it is ‘Fluffy’, and it identifies ‘dog’.

• Earl’s dog Fluffy has an ironic name.
• While you would think the dog is fluffy, it actually has very coarse hair, which is brown.

• One time, when Early tried to give a treat to his dog Fluffy, the dog went insane.

• Now, everyone is scared of the dog.

11) Identify the sentence where the infinitive is the direct object of a preposition.

• The chickens(s) ran(v) inside(p) [to get](inf) out of the rain.
• Greg(s) [does not want](v) [to eat](obj) vegetables after dinner. // infinitive at object position
• Under the bridge, there is nothing to see. // no infinitive
• To win is the ultimate goal of sport. (X) // infinitive at the subject

12) Identify the sentence where the predicate nominative modifies a noun clause.

• Punching people in the face for no reason is a crime. (X)

crime = predicate nominative
no noun clause available

• The video of Tommy punching someone in the face is hard to watch. (X)

hard is a prediate adjective.
No predicate nominative available.

• The boy that was punched [became] Tommy’s friend.

became = linking verb
Tommy’s friend = predicate nominative
that was punched = relative clause

This is the closest answer, but the subject is not a noun clause. It is a relative clause that modifies the subject.

• The boy did not press charges against Tommy because Tommy seemed repentant. (X)

This is a complex sentence that uses subordinate conjunction ‘because’

• No answer matches the requirement. Let’s make our own!

* [Whoever wins] (noun clause) is (linking verb) an idiot (pred nominative).
* [What he wanted] (noun clause) was (linking verb) meat (pred nominative).
* [Whoever killed the victims] (noun clause) became (linking verb) a mystery (pred nominative).

There is a problem with this question. I think your teacher meant to say “rename” not “modify”.
Predicate nominative’s function can ONLY rename or identy, they cannot modify!

13) Identify the sentence where a predicate adjective modifies a participle phrase.

• My pet cat and pet rabbit are not friends.
friends = predicate nominative

• Whenever the rabbit comes out the cat looks nervous.
no participle phrase

• Sometimes they play together and look happy.
this is predicate [and] predicate sentence.

• [Playing animals] are [fun] to watch.

– (√) Playing is an adjective that modifies animals, thus “playing animals” is a participle phrase.
– predicate adjective = fun
– linking verb = are

14) In which sentence is the gerund a subject?

• Did you know that Mr.Slonim loves making grammar questions?
// making is a gerund but at the object position.

• He is learning by making questions.
// present continuous – ‘learning’ is a present pariticiple.

• Learning more about grammar excites Mr.S, and it should excite you too.
Learning – gerund
excites – verb
Mr. S – obj

• Did you notice that when the gerund is a subject the sentence is often is passive voice?
// no gerund.

15) Which of the following sentences contains a participle that modifies a compound direct object?

• James ran out of the burning building.
• It’s never too late to begin studying grammar and to begin sleeping early.

• Oswald(s) looked(v) {at (prep) the dancing (partple) [panda and person] (comp dir obj)}.

• The freezing room and hallway need to be better heated.
// the participle modifies compound nouns, but they’re at the subject position.

16) In which sentence does the prepositional phrase modify a verb that is part of a noun-clause?

1) prep phrase modify a verb (…)
2) verb is part of a noun clause […]

ex:
– What she [said] (about us)
– Whoever [took] the book (from the library)

• Boris wanted to leave after the first song of the concert. // no noun clause

• The most beautiful flowers are those that [bloom] (during winter).

• You cannot build a snowman inside the house. // no noun clause

• The fastest car on the highway is the Ferrari F150. // no noun clause

17) Find the sentence where there is an indirect object that is not the direct object of a prepositional phrase:

I gave some cookies.
I gave [Slonim] some cookies. <-- wants this! I gave some cookies [to Slonim]. <-- not this. 'Slonim' IS the direct object of a prepositional phrase. 'to' is preposition • Give me the money! (√) • I refuse to give the money to you! (X) • Why won’t you put the money in the bag? • Because it does not belong to you. (X)

18) Identify the sentence where the object of the prepositional phrase is a participle phrase:

object of prepositional phrase:

in [a cave]
with [my friends]

is a participle phrase:

She is obsessed {with [striking it rich]}
She is obsessed {with [dreaming about a boyfriend]}
I dream {about [swimming in the ocean]}

• When the clock strikes midnight, Milly’s father expects her at home.
• Milly, however, is stuck in traffic.
• In that house, When Milly arrives, there will be a lot of arguing.

• You don’t want to be {near [the screaming voices]}.

19) Read the sentence below and determine the direct and indirect object of the transitive verb:
After my mom gave me my presents, I rushed to the room to play.

My mom gave(transitive verb) my presents.
My mom gave(tv) me(ind obj) my presents (direct obj).

• Direct: Me; Indirect: Presents
• Direct: Presents; Indirect: Me (√)
• Direct: Room; Indirect: Play
• Direct: Me; Indirect: Room

20) Identify the compound sentence with a compound subject.

compound sentence = [clause 1], [fanboy] [clause 2]
compound subject = [noun1 and noun 2]

• Harry and Barry are two best friends.
• They are often seen at the store, where they cause a lot of trouble.
• The shopkeepers hate them because Harry and Barry try steal things.

• [Eventually the store owner called the police][, and] [Harry and Barry were taken to jail].

21) Which of the following correctly describes the pronouns in the sentence below:

They were not happy with their resultsthem, (which) were quite low, and so they completed that review packet.

• Object case personal, subject case personal, relative, subject case personal, relative. (X)

• Subject case personal, object case personal, relative, subject case personal, demonstrative (√)

• Subject case personal, subject case personal, demonstrative, object case personal, relative

• Object case personal, object case personal, relative, object case personal, demonstrative. (X)

22)
Identify the verb types in the sentence below:

I want you to bring me a gift, it is my birthday.

• Transitive, intransitive, transitive (X)

• Transitive, transitive, linking (√)

I(s) [want](transitive) you(obj). // single verb
I(s) [want to play](transitive) basketball(obj). // verbal phrase

• Intransitive, transitive, linking (X)

• Intransitive, intransitive, transitive (X)

23)

Which sentence contains a transitive verb where the direct object is a gerund phrase?

transitive verb:
I [hate] seafood.
Happy [gobbles] meat.

direct object is gerund phrase:

a) I hate reading. b) I hate [reading letters].
b) My mom loves cooking. B) My mom loves [cooking seafood].
c) She prefers [eating at home].

• My favorite movie is Harry Potter and the Deathly Hallows. (X) no gerund exists

• I was planning to watch the movie this weekend. (X) This is a past continuous: subj + [was/were] + verbing

Does the teacher mean infinitive phrase? If so, then this is the answer.

I(s) [was planning](trans verb) [(to watch) the movie this weekend] (infinitive phrase)

• Would you like to watch it with me? (X) infinitive

• Or, will you need to study? (X) infinitive

24)

Identify the sentence with a non-essential appositive that is also a relative clause:

non-essential appositive – My brother, a talented musician, won the award.
that is also a relative clause – My brother, who is a talented musician, won the award.

None found:
• Superstar athlete Labron James is a phenomonal basketball player.

• If you watch the superstar athlete, Labron James, you will see greatness in action.

• While some say the players who are on different teams are better, others still think that James is the greatest basketball player in the world.
• I believe that we should all have great respect for what James has accomplished.

25)

Identify the sentence where a non-essential relative clause modifies an infinitive:

non-essentail relative clause – ,which takes work,
modifies an infinitive – To be a champion, which takes work, is worth it.

• I do not want to go down to the basement that is dark and scary.
• To search the basement, which is dark and scary, is to ask for trouble.
• Haven’t you watched scary movies, where the basement away contains a monster?
• The basement, that is never well lit, is quite scary.

They had walked in single file down the path, and even in the open one stayed behind the other. 

Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders. 

The first man was small and quick, dark of face, with restless eyes and sharp, strong features. 

Every part of him was defined: small, strong hands, slender arms, a thin and bony nose. Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, and wide, sloping shoulders; 

and he walked heavily, dragging his feet a little, the way a bear drags his paws. 

His arms did not swing at his sides, but hung loosely.



The first man stopped short in the clearing, and the follower nearly ran over him. 

He took off his hat and wiped the sweat-band with his forefinger and snapped the moisture off. 

His huge companion dropped his blankets and flung himself down and drank from the surface of the green pool; 

drank with long gulps, snorting into the water like a horse. 

The small man stepped nervously beside him.



“Lennie!” he said sharply. “Lennie, for God’ sakes don’t drink so much.”

Lennie continued to snort into the pool.

The small man leaned over and shook him by the shoulder.

“Lennie. You gonna be sick like you was last night.”



Lennie dipped his whole head under, hat and all, and then he sat up on the bank and his hat dripped down on his blue coat and ran down his back. 

“Tha’s good,” he said. “You drink some, George. You take a good big drink.” 

He smiled happily.



George unslung his bindle and dropped it gently on the bank. 

“I ain’t sure it’s good water,” he said. “Looks kinda scummy.”



Lennie dabbled his big paw in the water and wiggled his fingers so the water arose in little splashes; rings widened across the pool to the other side and came back again.

Lennie watched them go.

“Look, George. Look what I done.”



George knelt beside the pool and drank from his hand with quick scoops. 

“Tastes all right,” he admitted. “Don’t really seem to be running, though. You never oughta drink water when it ain’t running, Lennie,” he said hopelessly. 

“You’d drink out of a gutter if you was thirsty.”

He threw a scoop of water into his face and rubbed it about with his hand, under his chin and around the back of his neck.

26) Which of the following is true about the details in the first paragraph:
• They suggest that one is overly cautious
• They establish that one is a round character
• They directly characterize the two as wealthy
• They suggest that the two are foils

27) What does the simile “like a horse” reveal about Lennie?
• He is extremely fast (X)

• He acts in a way that is ungraceful (√)

• He is the one who will support his friend (X)
• He is extremely hairy (X)

28) How does Lennie react to George reminding him that he was sick the night before?
• He does not seem to care
• He shows concern
• He has an emotional outburst
• He is angry

29) The phrase “Lennie dabbed his big paw …” is:
• A simile related to Lennie’s drinking of water
• Personification that reveals Lennie’s true thoughts
• An example of angry diction creating an upset tone
• A metaphor highlighting Lennie’s size and clumsy nature

30) Which of the following best describes the tone of George’s dialog?
• Concerned yet reasonable (X)
• Strict and uncompromising (X)
• Caring and emotional(√)
• Upset and impatient (X)

31) Which of the following best describes the setting of the extract?
• A big city
• The woods (√)
• A dessert
• A dystopia

32) Which of the following best describes the conflict in the extract?
• Person vs supernatural
• Person vs nature (√)
• Person vs society
• Person vs technology


Some argue that governments should fund space exploration to advance scientific knowledge, while others believe this money should be spent solving Earth’s immediate problems like poverty and healthcare.

Discuss both views and give your own opinion.

rephrase the prompt

Investing funds into space exploration is imperative to the growth and improvement of modern societies. However, a significant portion of the human population has been neglected and dehumanized by war, disease, and famine. This essay examines how resources should be allocated to help them recover. While space exploration fosters innovation and paves the way for long-term human survival, I contend that expenditures should be spent to alleviate poverty and the sufferings of the underprivileged.

topic sentence 1 – present opposing perspective 1

Space exploration can be a beneficial catalyst in resolving earth’s energy predicaments. Our current energy resources are limited to fossil fuel and lithium. However, exploring distant planets can provide a tapestry of benefits such as using satellites to predict weather, finding intergalactic environments suitable for human habitation, and looking at new minerals from distant planets to be used as fuel. These are all excellent reasons why monetary investments should be allocated for science and space.

give example, instance
some kind of public figure

– logical connectors
– vary grammar
– use of academic terms

topic sentence 2

conclusion

Some people believe that governments should invest more in public transportation to reduce traffic congestion and pollution. Others argue that individuals should take responsibility for their own transportation choices.

Discuss both views and give your own opinion.

Sample Band 9 Structure:
Introduction: Paraphrase the prompt + state your opinion.
Body 1: Discuss government’s role (e.g., fund metros, tax incentives).
Body 2: Analyze individual responsibility (e.g., carpooling, cycling).
Conclusion: Reiterate your position (e.g., “While individuals must contribute, systemic change requires state intervention”).

Government investments in public transportation are a worldwide issue. While some believe that public transportation is a human necessity and helps curb air pollution, others contend that having one’s own transportation is much more comfortable and maintains a better travel experience. This essay analyzes both sides of the argument, and it will conclude that a balanced approach is best.

Proponents of public transportation argue that government investments in buses, subways, and metros help the city develop by attracting talent and making businesses more available. For instance, Shenzhen’s growth as a modern green city was only possible because of its transport infrastructure. Its network has not only given its citizens quick access to fast travel, but it has dealt with air pollution that results from potential traffic, thus giving it the name “Green City”. Due to the success of its initial transit lines, government investments have added five more lines to its network of trains, and this has alleviated road congestion as well. It does this by offering express lines, where it can move its passengers from one area of the city to the next quickly with few stops. Moreover, governmental investments in such public services have made strides providing transit to low-income groups. Now, the underprivileged who cannot afford to live in the city can commute into the city to attend schools, begin socioeconomic integration, and have equitable access to what the city has to offer.

Conversely, overcrowding in public transit is detrimental to commuter well-being. Sitting next to someone with body odor, or listening to loud conversations compromises passenger comfort. Tokyo’s rush hour is a perfect example. During rush hour, station workers overload transit cars past their capacity, and this creates anxiety, discomfort, and annoyance to everyone onboard. The mixture of various types of people can also create unwanted sparks. Arguments and physical confrontations may often happen, and unfortunately, your safety may be compromised. When roads are free, commuters consequently opt to drive their own cars or use private car services. This liberates commuters from traveling on a slower fixed schedule.

In conclusion, while government investments in public transportation is vital for reducing air pollution and traffic congestion, individuals should retain the freedom to choose private transport for comfort. A hybrid approach ensures that Shenzhen will continue as a role model without compromising freedom of choice for its citizens.

“Discussion + Opinion” Type Questions

Structure Follows the Prompt:

Introduction:

intro + merge – Paraphrases the debate
thesis – states the essay’s purpose.

Body 1: Discusses View 1 (funding the arts) with examples.

Body 2: Discusses View 2 (prioritizing public services) with counterpoints.

Conclusion: Offers a balanced opinion (“a modest percentage for arts, bulk for services”).

Essay

Introduction

The allocation of public funds to the arts versus essential services is a perennial debate. While some contend that arts subsidies are vital for cultural preservation, others prioritize healthcare and infrastructure. This essay will examine both perspectives before concluding that a balanced approach is optimal.

Body Paragraph 1 (Support for Arts Funding)

Proponents of arts funding argue that cultural institutions enrich society immeasurably. Theatres, museums, and music festivals not only safeguard heritage but also stimulate tourism and local economies. For instance, the West End in London generates billions annually, proving that arts investments yield financial returns. Furthermore, the arts foster creativity and critical thinking—skills crucial in an innovation-driven world. Without state support, many cultural gems might vanish, leaving future generations impoverished.

Body Paragraph 2 (Case for Public Services)

Conversely, critics assert that taxpayer money should address urgent societal needs. In nations with underfunded hospitals or crumbling roads, lavish opera houses seem indulgent. A single hospital’s budget could save countless lives, whereas a symphony orchestra benefits a privileged few. Prioritizing public services also promotes equity; free healthcare and education uplift marginalized communities far more than subsidized ballet tickets.

Conclusion

In conclusion, while the arts elevate national identity and economy, essential services are non-negotiable for societal welfare. Governments should strike a balance—perhaps by earmarking a modest percentage of budgets for the arts while channeling the bulk toward healthcare and education. This compromise ensures cultural vibrancy without compromising public well-being.

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