Band 8+ Task 2 masterclass
Study two fully annotated band 8–9 essays, watch a band 6 essay being upgraded to band 8 one criterion at a time, and lock in an exam-day routine for planning, writing and checking. Then write a full essay against the clock.
By the end of this lesson you will be able to:
- Identify exactly what separates band 7 from bands 8 and 9 in each of the four marking criteria
- Analyse two band 8–9 essays (an opinion essay and a two-part question) and reuse their techniques in your own writing
- Upgrade a band 6 essay to band 8 by fixing position, development, vocabulary and accuracy
- Manage the 40 minutes with a time plan, a five-pass checking routine and a strategy for unfamiliar topics
- Write a complete Task 2 essay under timed exam conditions
What examiners reward at bands 7, 8 and 9 (paraphrased from the public band descriptors)
| Criterion | Band 7 | Band 8 | Band 9 |
|---|---|---|---|
Task Response | Main parts of the question addressed; a clear position; ideas extended and supported, but a tendency to over-generalise or lose focus | All parts addressed sufficiently; a clear, well-developed position; ideas well extended and supported, with only occasional gaps | The question explored in depth; a fully developed position that answers it directly; ideas fully extended and supported |
Coherence & Cohesion | Logical organisation and clear progression; a range of linkers used flexibly, with some over- or under-use | Easy to follow; ideas logically sequenced; cohesion well managed; paragraphing sufficient and appropriate | Followed effortlessly; cohesion so natural it rarely attracts attention; paragraphing skilfully managed |
Lexical Resource | Some flexibility and precision; some less common items; awareness of style and collocation, with occasional inappropriate choices | A wide range used fluently and flexibly to convey precise meaning; skilful use of less common items; only occasional slips | Full flexibility and precision; natural, sophisticated control; errors extremely rare |
Grammatical Range & Accuracy | A variety of complex structures; error-free sentences are frequent; a few errors persist | A wide range used flexibly and accurately; the majority of sentences error-free; occasional non-systematic slips | Full flexibility and control; errors extremely rare |
In one phrase | Good, with loose ends | Precise and consistent | Nothing gets in the way |
Question: Some people believe that longer prison sentences are the most effective way to reduce crime.
To what extent do you agree or disagree?
When crime rates rise, politicians often promise to ‘get tough’ by keeping offenders behind bars for longer. While longer sentences are justified for the most dangerous criminals, I disagree that they are the most effective way to reduce crime in general, since they do little to deter offenders and often make reoffending more likely.
Supporters of harsher sentencing argue that the threat of a long prison term discourages people from breaking the law. This reasoning assumes, however, that offenders weigh up the consequences before they act. In reality, many crimes are committed on impulse, under the influence of drugs or alcohol, or by people in such desperate circumstances that a distant punishment barely registers. What deters potential criminals far more is the likelihood of being caught. A pickpocket in a crowded market is unlikely to be discouraged by a ten-year sentence if he believes the police will never find him, but he may well think twice if cameras and regular patrols make arrest almost certain.
Moreover, long sentences can be actively counterproductive. Prisons in many countries are severely overcrowded, and young first-time offenders who spend years alongside hardened criminals often leave with stronger criminal connections and few legitimate prospects. With a gap in their employment history and a criminal record, they struggle to find work, which makes a return to crime the easiest option. By contrast, schemes that combine shorter sentences with education, vocational training and supervised release have reduced reoffending in a number of countries, because they give former prisoners a realistic alternative.
In conclusion, although society must be protected from violent and persistent offenders, simply lengthening prison terms is an expensive and largely ineffective response to crime. Governments would achieve far more by making punishment more certain and by investing in rehabilitation, so that fewer of those who leave prison ever return to it.
(306 words)
- IntroductionThe thesis answers the exact claim. The question says ‘the MOST effective way’, so the writer accepts longer sentences for ‘the most dangerous criminals’ but rejects them as the best approach ‘in general’, and previews two reasons that become Body 1 and Body 2.
- Body 1: concede, then rebutIt opens with the strongest opposing argument (deterrence) and then takes it apart: ‘This reasoning assumes, however…’. The hypothetical pickpocket is specific enough to prove the key point: the certainty of being caught matters more than the length of the sentence.
- Body 2: a reasoning chainOvercrowding → years alongside hardened criminals → a record and no job → a return to crime. Each sentence grows out of the one before, and the last one names what works better, which answers ‘most effective’.
- Task Response: band 9Every part of the prompt is addressed. The position is identical in the introduction and the conclusion, which ends with a recommendation rather than a new argument. No invented statistics are needed: ‘in a number of countries’ is careful and believable.
- Coherence & Cohesion: band 9Only four of the thirteen sentences begin with a linking expression (‘In reality’, ‘Moreover’, ‘By contrast’, ‘In conclusion’). The rest are linked by reference and substitution: ‘This reasoning’, ‘they’, ‘which makes…’, ‘those who leave prison’. This is what ‘cohesion that rarely attracts attention’ looks like.
- Lexical Resource: band 8–9Precise collocations (‘harsher sentencing’, ‘deter offenders’, ‘hardened criminals’, ‘legitimate prospects’, ‘supervised release’) and natural less common items (‘a distant punishment barely registers’, ‘think twice’). Nothing is chosen just to impress. A strict examiner might give 8 because the range, though precise, is not unusually wide.
- Grammatical Range & Accuracy: band 9A wide range, all error-free: a concessive clause (‘While longer sentences are justified…’), a cleft sentence (‘What deters potential criminals far more is…’), passives (‘are committed on impulse’), a conditional (‘if he believes…’), relative clauses (‘offenders who spend years…’), a fronted phrase (‘With a gap in their employment history…’) and a purpose clause (‘so that fewer of those…’).
Question: In many countries, fewer young people are learning traditional crafts such as weaving, pottery and woodcarving.
Why is this happening? What can be done to keep these skills alive?
Across much of the world, skills that were once passed from parent to child, such as hand-weaving and pottery, are disappearing as fewer young people choose to learn them. This decline is driven mainly by economic pressure and changing social attitudes, but it could be slowed if crafts were made both more profitable and more respected.
The most obvious reason young people are turning away from traditional crafts is that they rarely provide a decent living. A skilled Jamdani weaver in Bangladesh may spend several weeks producing a single sari, yet the income this brings is often lower than what a garment-factory worker earns in the same period. Faced with this comparison, the children of artisans understandably move to cities in search of more secure jobs. Social attitudes reinforce this trend. In many families, manual work is regarded as a sign of failure, so parents steer their children towards university degrees and office careers, and crafts come to be seen as old-fashioned rather than as valuable expertise.
Reversing this decline requires action on both fronts. Firstly, artisans need better access to buyers who are willing to pay a fair price. Governments and charities could help craftspeople sell directly through online marketplaces and international trade fairs, cutting out the middlemen who currently take most of the profit. Secondly, the status of these skills must be raised. If traditional crafts were taught in school art programmes, and if master craftspeople were paid to train apprentices and given public recognition, young people would be far more likely to view these trades as a respectable career. Tourism can also play a part, since workshops where visitors watch and try the techniques generate both income and local pride.
In conclusion, traditional crafts are declining chiefly because they are poorly paid and undervalued. Only by making them financially viable and socially respected can societies ensure that these skills are inherited by the next generation rather than lost.
(321 words)
- IntroductionA two-part question needs TWO direct answers. The thesis gives both in one sentence: the causes (‘economic pressure and changing social attitudes’) and the solutions (‘more profitable and more respected’).
- Body 1: two causes, ranked and connected‘The most obvious reason…’ signals priority, and the economic cause gets a concrete Bangladeshi example (a Jamdani weaver earning less than a garment-factory worker). ‘Social attitudes reinforce this trend’ joins the second cause to the first, so they interact instead of sitting in a list.
- Body 2: solutions that mirror the causesPoor pay → fair prices and direct sales. Low status → school programmes, paid apprenticeships and recognition. Matching each solution to a cause is the clearest way to show the question has been ‘explored in depth’.
- Task Response: band 9Both questions get roughly equal space and a full answer, the brief extra idea (tourism) is still relevant, and the conclusion summarises both answers in two sentences.
- Coherence & Cohesion: band 8–9‘Firstly’ and ‘Secondly’ organise two parallel solutions inside one paragraph; reference does the rest (‘This decline’, ‘this comparison’, ‘this trend’, ‘on both fronts’). A strict examiner might find ‘Firstly… Secondly…’ slightly mechanical and award 8 rather than 9.
- Lexical Resource: band 9Topic-precise words (‘artisans’, ‘master craftspeople’, ‘apprentices’, ‘middlemen’, ‘financially viable’) and natural collocations (‘a decent living’, ‘steer their children towards’, ‘cutting out the middlemen’, ‘play a part’). The final contrast, ‘inherited… rather than lost’, is precise and memorable.
- Grammatical Range & Accuracy: band 9A second conditional with two parallel if-clauses (‘If traditional crafts were taught…, and if master craftspeople were paid…’), a participle clause whose subject matches the main clause (‘Faced with this comparison, the children of artisans…’), a gerund subject (‘Reversing this decline requires…’), an -ing phrase of result (‘cutting out the middlemen’) and an inversion for emphasis (‘Only by making them… can societies ensure…’). All accurate.
Check your understanding: inside the band 8–9 essays
7 questions- 1
The question claims longer prison sentences are ‘the most effective way’ to reduce crime. Why is the thesis of Model essay 1 so strong?
- 2
Body 1 of Model essay 1 begins with the opposing view (‘Supporters of harsher sentencing argue…’). What does this achieve?
- 3
Choose TWO features that show Model essay 2 fully answers BOTH questions.
Select 2.
- 4
Match each feature of the model essays to the criterion it best demonstrates.
‘Only by making them financially viable… can societies ensure…’‘This reasoning assumes, however, that…’‘cutting out the middlemen’Solutions that mirror each cause - 5
Band 9 cohesion means starting almost every sentence with a linking word such as ‘Moreover’ or ‘Furthermore’.
- 6
Complete the inversion from Model essay 2: ‘Only by making them financially viable and socially respected societies ensure that these skills are inherited.’
- 7
Find and correct the mistake:
The number of young people learning traditional crafts are falling.
Answer every question to check.
Question: Some people think that schools should teach children practical life skills, such as cooking and managing money, while others believe schools should concentrate on academic subjects.
Discuss both views and give your own opinion.
Nowadays, education is very important for every children. Some people think schools should teach practical skills like cooking and managing money, while others think schools should focus on academic subjects. This essay will discuss both views and give my opinion.
On the one hand, practical skills are very important for life. Firstly, many young people do not know how to cook and they eat fast food every day, which is bad for health. Secondly, if students learn how to manage money, they will not waste their money when they get a job. Moreover, these skills help students to become independent. For example, when students go abroad for higher study, they have to cook and manage money by themselves. So schools should teach these skills.
On the other hand, academic subjects are also very important. Subjects like maths, science and English are needed for getting a good job and going to university. For example, in Bangladesh students need good result in HSC exam to get admission in a good university. If schools teach cooking, students will have less time for this subjects and their result will be bad. Also, parents can teach cooking and money at home, so school do not need to teach it. Academic subjects is the main purpose of school.
In conclusion, both views have advantages and disadvantages. In my opinion, I think schools should teach both practical skills and academic subjects because both are important for students life. Schools should make a balance between them so that students can have a bright future.
- Task Response: band 6Both views are discussed, but the writer's own opinion appears only in the conclusion, and it is vague (‘both are important… make a balance’). Body 1 lists four thin ideas (fast food, wasting money, independence, studying abroad) instead of developing one. ‘Both views have advantages and disadvantages’ is language from a different essay type.
- Coherence & Cohesion: band 6The organisation is clear, but the linking is mechanical: ‘On the one hand / Firstly / Secondly / Moreover / For example / So’ and ‘On the other hand / For example / Also’. Most sentences begin with a connector, and ‘very important’ appears three times because the writer never uses reference or substitution.
- Lexical Resource: band 6Adequate but imprecise: ‘bad for health’, ‘their result will be bad’, ‘teach cooking and money’. Collocation errors: ‘make a balance’ (strike a balance), ‘higher study’ (higher education), ‘get admission in’ (get into / gain admission to). The opener ‘Nowadays, education is very important…’ is a memorised, general line that says nothing about this question, and ‘a bright future’ is a cliché.
- Grammatical Range & Accuracy: band 6A mix of simple and complex sentences (if-clauses, a ‘which’ clause), but frequent basic errors: ‘every children’, ‘need good result in HSC exam’, ‘this subjects’, ‘school do not need’, ‘Academic subjects is’, ‘students life’, ‘In my opinion, I think’. The meaning is always clear, which keeps it at 6 rather than 5.
- The upgrade planFive steps, one focus each: a clear position in the introduction (TR), one developed idea per paragraph (TR + CC), precise vocabulary (LR), accurate and varied sentences (GRA), and a conclusion that matches the introduction.
Upgrade step 1 (Task Response): the introduction
Band 6
Nowadays, education is very important for every children. Some people think schools should teach practical skills like cooking and managing money, while others think schools should focus on academic subjects. This essay will discuss both views and give my opinion.
Band 8
Schools have limited time, so deciding what deserves a place on the timetable is a genuine dilemma. While some argue that children should be taught practical skills such as cooking and budgeting, others insist that the school day should be devoted to academic subjects. In my view, academic learning must remain the priority, but one life skill, financial literacy, deserves a place in the curriculum.
Three changes. (1) The memorised opener is replaced by a sentence about THIS debate: schools have limited time. (2) ‘This essay will discuss both views and give my opinion’ only repeats the instructions, so it is deleted. (3) Most importantly, the writer's position now appears in the introduction, and it is precise: academic subjects first, plus one named exception. Everything that follows has to prove this sentence.
Upgrade step 2 (Task Response + Coherence): from a list to an argument
Band 6: four ideas, none developed
On the one hand, practical skills are very important for life. Firstly, many young people do not know how to cook and they eat fast food every day, which is bad for health. Secondly, if students learn how to manage money, they will not waste their money when they get a job. Moreover, these skills help students to become independent. For example, when students go abroad for higher study, they have to cook and manage money by themselves. So schools should teach these skills.
Band 8: one idea, fully developed
Those who favour practical skills point out that many young people leave school unable to look after themselves. A student who has never learned to plan a budget, for instance, may run out of money halfway through the month or borrow at high interest during the first year of independent life. The problem is particularly acute for the growing number of Bangladeshi students who move abroad to study, many of whom must suddenly pay rent, buy groceries and cook on a strict allowance. Teaching these skills at school would ensure that every child, not only those with well-informed parents, is prepared for such responsibilities.
The band 6 paragraph squeezes four ideas into six sentences, so none is explained. The band 8 paragraph keeps ONE central idea (school leavers are not ready for independent life) and builds it as a chain: claim → specific consequence (‘run out of money halfway through the month’) → who suffers most (students moving abroad) → why school is the answer (‘every child, not only those with well-informed parents’). It needs only one connector (‘for instance’); reference words (‘The problem’, ‘these skills’, ‘such responsibilities’) hold it together.
Upgrade step 3 (Lexical Resource): from vague to precise
Band 6: vague words
On the other hand, academic subjects are also very important. Subjects like maths, science and English are needed for getting a good job and going to university. For example, in Bangladesh students need good result in HSC exam to get admission in a good university. If schools teach cooking, students will have less time for this subjects and their result will be bad. Also, parents can teach cooking and money at home, so school do not need to teach it. Academic subjects is the main purpose of school.
Band 8: precise words (and the writer's view)
Nevertheless, I believe the case for prioritising academic subjects is stronger. Mathematics, science and languages lay the foundation for higher education and most skilled careers, and they demand years of systematic teaching that few families could provide at home. Cooking, by contrast, can be picked up relatively quickly from parents or online videos, so devoting regular lessons to it would take time away from subjects that are far harder to master independently. Financial literacy is the exception, since it builds directly on mathematics and is rarely taught well at home; a short unit on budgeting and interest could therefore be built into existing maths lessons without sacrificing academic standards.
‘Very important’ becomes a reason: academic subjects ‘lay the foundation for higher education’ and ‘demand years of systematic teaching’. ‘Their result will be bad’ becomes ‘take time away from subjects that are far harder to master independently’. ‘Parents can teach cooking and money at home’ becomes a distinction: cooking ‘can be picked up relatively quickly’, but financial literacy ‘is rarely taught well at home’. Precision does not mean rarer words; it means words that say exactly what you mean. This paragraph also delivers the writer's opinion, so the position is now developed, not merely stated.
Upgrade step 4 (Grammatical Range & Accuracy): sentence surgery
Band 6: basic errors
- Nowadays, education is very important for every children.
- If schools teach cooking, students will have less time for this subjects and their result will be bad.
- Also, parents can teach cooking and money at home, so school do not need to teach it.
- Academic subjects is the main purpose of school.
- In my opinion, I think schools should teach both… because both are important for students life.
Band 8: accurate and varied
- Education matters to every child. (every + singular noun)
- Devoting regular lessons to cooking would take time away from subjects that are far harder to master. (gerund subject + hypothetical would + relative clause)
- Cooking can be picked up at home, so schools do not need to teach it. (passive + plural agreement)
- Academic subjects are the core of the curriculum. (subject–verb agreement)
- In my view, schools should teach both, since both meet students' needs. (no doubled opinion phrase + possessive apostrophe)
Band 6 grammar is not ‘too simple’; it contains too many BASIC errors: plurals, agreement, possessives and redundancy. The band 8 versions fix every slip and add range at the same time (passives, gerund subjects, hypothetical ‘would’, relative clauses). These five error types are among the most common reasons Bangladeshi candidates stay at GRA 6, so search for them in every essay you write.
Upgrade step 5: a conclusion that matches the introduction
Band 6
In conclusion, both views have advantages and disadvantages. In my opinion, I think schools should teach both practical skills and academic subjects because both are important for students life. Schools should make a balance between them so that students can have a bright future.
Band 8
In conclusion, although practical skills undoubtedly matter, schools are uniquely placed to deliver the academic knowledge that most families cannot. They should therefore keep academic subjects at the centre of the timetable, while weaving essential money skills into the lessons they already teach.
The band 6 conclusion introduces a new, vaguer position (‘both… make a balance’) that commits to nothing, and ‘advantages and disadvantages’ belongs to a different question type. The band 8 conclusion restates the introduction's position in new words and ends with the recommendation the body argued for. Result of all five steps: TR 6 → 8, CC 6 → 8, LR 6 → 8, GRA 6 → 8. Same basic ideas, same writer, 321 words.
Exam day: the 40-minute plan
- 1
0:00–0:05 · Decode and plan
Underline the topic words and the instruction words. Name the essay type and list every job the question gives you (two-part = two answers; discussion = both views + your opinion). Write your position in one sentence, choose two central ideas, and note one example and two or three precise collocations for each. Five minutes of planning saves ten minutes of confused writing.
- 2
0:05–0:09 · Introduction
Two or three sentences: a paraphrase of the issue and a thesis that answers the question directly. Don't polish it endlessly; you can change a word during checking.
- 3
0:09–0:31 · Two body paragraphs
About 11 minutes each: topic sentence → explanation (a chain of reasons and consequences) → example → link back to the question. Checkpoint at 0:20: if Body 1 isn't finished, close it in one sentence and move on.
- 4
0:31–0:35 · Conclusion
One or two sentences that restate your position in fresh words and, where it fits, add a recommendation or prediction. No new ideas.
- 5
0:35–0:40 · Check
Run the five-pass routine below. If you are behind schedule, protect the conclusion: an essay with a shorter Body 2 and a conclusion scores better than one that stops mid-argument.
- 6
Task order and word count
Task 2 carries twice the weight of Task 1, so many candidates write it first. Either order is fine, but never let Task 1 eat into your 40 minutes. On the computer-delivered test the word count is shown on screen; on paper, count the words in three typical lines, find your average per line and multiply. Aim for 270–320 words: under 250 is penalised, and going far beyond 330 usually means less time for checking.
The five-minute checking routine
- 1
Pass 1 · The question (30 seconds)
Re-read the prompt. Have you answered every part? Is your position the same in the introduction, the body and the conclusion?
- 2
Pass 2 · Sentence boundaries (1 minute)
Every sentence needs a subject and a main verb. Hunt for comma splices (Prisons are overcrowded, this makes… → use a full stop or which makes) and fragments that start with Because, Which or For example but have no main clause.
- 3
Pass 3 · Nouns and agreement (2 minutes)
Check plurals after many, several, a number of, one of the; uncountable nouns (information, advice, research, equipment, knowledge); articles before singular countable nouns (a job, the government); and subject–verb agreement with long subjects (The number of students is…).
- 4
Pass 4 · Your personal error list (1 minute)
Everyone has three to five favourite mistakes. Keep yours on a card while you practise, and search for each one in every essay. For many Bangladeshi candidates they are articles, plural -s, -ed endings, possessive apostrophes and ‘In my opinion, I think’.
- 5
Pass 5 · Spelling and tidiness (30 seconds)
Check the spelling of the topic words you repeated most. On paper, correct with a single neat line through the error. Don't rewrite whole paragraphs or add new ideas at this stage.
When you know very little about the topic
- 1
Remember what is being marked
Examiners assess how well you answer, organise, word and build your sentences, not how much you know. You need reasons and examples, not expert facts. A clear, logical essay on an unfamiliar topic beats a knowledgeable but disorganised one.
- 2
Narrow the topic to something you can picture
Define the key term simply in your introduction and anchor it in a context you know: your city, your country, your university, your family. ‘Public art’ becomes the murals on city walls and the sculptures at roundabouts; ‘automation’ becomes self-service checkouts and automatic translation apps.
- 3
Run the stakeholder grid
Ask WHO is affected (individuals, families, businesses, the government, the environment, future generations) and WHAT changes for them (money, health, time, safety, education, culture). Two or three boxes in this grid give you more than enough ideas for two body paragraphs.
- 4
Think in consequences, not facts
Build chains: if X happens → Y follows → which means Z. Logic is evidence. ‘If governments cut space research, satellite programmes would shrink, which would weaken the cyclone forecasts that coastal communities in Bangladesh rely on’ needs no statistics.
- 5
Use hypothetical and local examples, not invented statistics
‘A farmer in Rangpur who…’ or ‘Imagine a student who…’ is perfectly acceptable. Examiners don't fact-check, but made-up precise figures (‘73% of people…’) sound unconvincing and add nothing to your score.
- 6
Choose the position that is easiest to argue
Your essay is not a confession of belief. If one side gives you two clear ideas and the other gives you none, argue the first, and hold that position to the last sentence.
Writing Task 2 practice
250+ words · 40 minTimed exam practice. Set a timer for 40 minutes and write without notes, a dictionary or a translator.
In some countries, a growing number of people are choosing to live alone.
Do the advantages of this development outweigh the disadvantages?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
Follow the plan: 5 minutes decoding and planning, about 30 minutes writing, 5 minutes for the checking routine. When the timer ends, stop, count your words, and only then compare your essay with the band 9 model.
Self-check before submitting
- ☐ Your introduction states clearly whether the advantages or the disadvantages are greater, not just that ‘there are both’
- ☐ One body paragraph develops the advantages and the other the disadvantages, with the weightier side explained in more depth
- ☐ Each body paragraph has one clear central idea developed as a chain of reasons and consequences
- ☐ You give at least one specific example (hypothetical, or from Bangladesh or another country) and no invented statistics
- ☐ Linking is done mainly through reference (this trend, these benefits, such households) rather than a connector at the start of every sentence
- ☐ You use precise topic collocations (single-person households, social isolation, affordable accommodation) instead of ‘good’, ‘bad’ and ‘very important’
- ☐ You use a range of accurate complex structures: concession, relative clauses, conditionals, passives
- ☐ Your conclusion repeats your judgement in fresh words and adds no new idea
- ☐ You completed the five-pass check: question, sentence boundaries, nouns and agreement, personal errors, spelling
- ☐ 270–320 words, written in 40 minutes
Final quiz: band 8+ Task 2
10 questions- 1
Put the stages of the 40-minute plan in order.
Drag the cards (or use the arrows) into the correct order.
- 1Run the checking routine (about 5 minutes)
- 2Write the conclusion
- 3Write the second body paragraph
- 4Decode the question and plan (about 5 minutes)
- 5Write the introduction
- 6Write the first body paragraph
- 2
It is 0:31 and you have just finished Body 1. What is the best decision?
- 3
You receive a question about cryptocurrency and know almost nothing about it. What is the best approach?
- 4
Examiners check whether the facts and statistics in your essay are true.
- 5
Choose TWO changes that moved the band 6 introduction to band 8.
Select 2.
- 6
Find and correct the mistake:
In my opinion, I think schools should make a balance between them.
- 7
Which opening sentence is an examiner most likely to see as memorised and general?
- 8
Writing 400 words instead of 300 will automatically raise your Task Response score.
- 9
Instead of ‘make a balance’, the natural collocation is ‘ a balance’.
- 10
Which pass of the checking routine would catch this error: ‘Prisons are overcrowded, this makes reoffending more likely.’?
Answer every question to check.
Key takeaways
Keep your progress
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