Safe Sentence Frames

Every figure

Introduction

• The [line graph] shows how [the number of commuters] changed in [three cities] between [1990] and [2010].
• The [table] compares [the proportion of households] in [four regions] in [2008].
• The maps show how [the town centre] changed between [1998] and [2018].
• The diagram shows how [bread] is produced.

Joins

• while [clause], [clause]
• [clause], whereas [clause]
• [clause] before [rising / falling]
• [clause], after which [clause]

Lock

Keep “shows” and change the structure instead: “shows changes in X” becomes “shows how X changed”. The meaning cannot drift, which is the risk every synonym hunt takes.

Overview

• Overall, [the shares of X and Y] rose over the period, whereas [Z] fell.
• While most [countries] ended the period lower than they started, [the USA] was the only one to rise.
• [X] had the highest [share] throughout the period.

Body

• [The share of X] rose from [11%] in [1990] to [15%] in [2005].
• [X] fell steadily to [20%] by [2005].
• [X] reached a peak of [24%] in [2000].
• [X] fell to a low of [8%] in [2005].
• [X] dipped to [10%] in [1995] before rising to [15%].
• [X] remained stable at around [10%].
• [X] fluctuated between [19%] and [24%].
• While [Portugal’s share] declined steadily, [the figure for the USA] increased.

Locks

• The quantity is the subject: “Portugal’s share fell”, “the number of commuters rose” — not “Portugal fell”.
• No “be” before fluctuate, remain, rise or fall: “fluctuated”, never “was fluctuated”.
• “to” is where it ended; “by” is how far it moved.
• Before any highest, lowest or peak, ask: of itself, or of the whole chart?

Tense

From the labels. Closed past years normally take the past simple, which is what the frames above are written in; a projection points to a future form (“is expected to rise”, “will fall to”).

Overview

• Overall, [dogs] [are / were] by far the most common [pet], while [the other types] each [account / accounted] for a much smaller share.
• Overall, [younger people] [exercise / exercised] more often than [older people]. However, [the exception].

Body

• [Dogs] [account / accounted] for [45%] of [all pets].
• [The figure for X] [is / was] twice as high as [that for Y].
• [40%] of [those aged 18–40] [exercise / exercised] [several times a week], compared with only [20%] of [the over-60s].
• The figure for [fish] [is / was] similar to that for [birds], at around [10%].
• Together, [X and Y] [make / made] up [70%] of [the total].
• [Cats] [are / were] the second most common [pet], at [25%].

Locks

• Nothing rose or fell in a snapshot. Use higher, lower and compared with — a trend verb invents a time dimension the figure does not have.
• Compare like with like: “the figure for Italy is higher than that for Spain”, not “Italy is higher than Spain’s”.
• Add up only what the figure shows. “The remaining 5%” is safe only when the parts are stated to total 100.

Tense

From the labels. No date normally takes the present simple, a past year the past simple, and a projected year a future form. The frames offer the first two in their verb slots; for a projection, write “will account for”, “will be”.

Overview

• Overall, [the town] became much more [built-up], with [new housing] [east of the river] and [new facilities] [on the other side].
• Overall, [the museum] was extended and gained [new rooms for visitors], while [the garden] shrank.

Body

• [The power station] was demolished and replaced by [a school].
• [The store-room] was converted into [a café].
• A new [road] was built [to the north of the lake].
• [The library] remained unchanged.
• [The building] was extended to the [west].
• [A school] was built on the site of [the old power station].

Locks

• Passive only where something was done to the place. Remain, shrink, stand and lie take no “be”.
• A new feature is usually introduced with “a” (“a car park was built”); a feature the reader can already identify — on both maps, or mentioned before — takes “the” (the museum, the river). Most country names take no article (Portugal, India); the UK and the USA are the usual exceptions.
• “In the north of the site” is inside it; “to the north of the lake” is outside it. If the map gives no compass or direction labels, do not invent one: use top, bottom, left and right, or a position relative to a landmark (next to the river, opposite the school).

Tense

From the labels. The frames above are examples for two past dates, which normally take the past simple — they are not the only form a map takes. For then-and-now, the present perfect is often natural for the change (“has been converted into”) and the present simple for what is there now (“there is now a car park”). Planned or proposed points to a future form (“will be built”), with or without a year.

Overview

• Overall, the process turns [wheat] into [bread] in [two main phases].
• Overall, the process begins with [harvesting] and ends with [delivery to shops].

Body

• First, [the wheat] is harvested and cleaned.
• [It] is then ground into [flour], after which [water and yeast] are added.
• Once [the dough] has risen, it is baked at [220°C] for [thirty minutes].
• At the final stage, [the bread] is packed and delivered.
• [The eggs] hatch into [larvae], which feed for [two weeks].

Locks

• Voice per step, not per diagram: a step someone performs is often passive, because who does it rarely matters (“is baked”); a natural stage is often active (“the eggs hatch”).
• “at” with a temperature, “for” with a duration.
• Join two related steps with after which, before or once; start a new sentence for a third.

Tense

No time marker normally takes the present simple, which is what the frames above are written in.

Every essay

Topic sentence

• One reason why [children should be held responsible] is that [punishment teaches consequences].
• The main advantage of [X] is that [Y].

Mechanism

• This is because [X].
• This means that [Y].
• As a result, [Y].

Example

• For example, if [a teenager damages public property], [they should pay for the repair].
• For instance, [a student who works part-time] may [learn to manage money earlier].

Concession

• Although [parents cannot control every action], [they are responsible for reasonable supervision].

Two sides, one sentence

• While [children should answer for deliberate offences], [parents should share the blame when their negligence made the offence possible].

Conclusion

• In conclusion, I believe that [X], while [Y].

Locks

• General points take the present simple: “parents who monitor their children can prevent some offences”, not “monitored”.
• Every sentence needs a main clause. One that opens with For example, When, Because, While or Although still has to have its own subject and verb after the comma.
• “As a result” only for a real result; “let” takes a bare verb (“let their children drive”).
• The example has to match the prompt’s key word. “Illegal” means shoplifting or vandalism, not bullying at school.

Thesis

• I [largely] agree that [X], because [reason one] and [reason two].
• I agree that [X] in some cases, but I believe that [Y].

Default plan

• State how far you agree — completely, largely or partly — in the thesis
• Body 1: the first reason · Body 2: the second reason
• Optional: the other side, and why it is weaker

Its own frames

• Some people argue that [Y]. However, this overlooks [Z].

Conclusion

• In conclusion, I [largely] agree that [X], because [the two reasons, briefly].

The trap

A position that changes between the introduction and the conclusion, or one that never says how far you agree.

Thesis

• Some people argue that [X], while others believe that [Y]. Both views have some merit, but I believe that [Z].

Default plan

• Your view: signalled in the thesis, then kept clear and consistent throughout
• Body 1: the first view, reported fairly
• Body 2: the second view, reported fairly
• Restate your view in the conclusion — the conclusion adds no new argument; if the view needs developing, give it its own paragraph before the conclusion

Its own frames

• On the one hand, there are good reasons to [X].
• On the other hand, [Y], because [Z].

Conclusion

• In conclusion, while [the first view] has some merit, I believe that [Z], because [reason].

The trap

Three parts are marked — both views and yours. A view that first appears in the last sentence, or a second view attacked inside its own paragraph until it reads as a concession, leaves one of them missing.

Thesis

• Survey[X] brings several clear benefits, but it also has some drawbacks.
• OutweighAlthough [X] has some drawbacks, I believe that its advantages clearly outweigh them.

Default plan

• Decide first which one the question wants: a survey of both sides, or a verdict
• Survey: advantages, then disadvantages, at roughly equal length; a verdict is optional and brief
• Outweigh: the verdict is stated in the thesis and the conclusion, and the bodies keep it in view — the lighter side presented as the lighter side and kept brief, the heavier side developed further so that it carries the weighing

Its own frames

• One major advantage of [X] is that [Y].
• On the other hand, a significant drawback is that [Z].
• OutweighThe main drawback of [X] is that [Y]. However, this is outweighed by [Z].

Conclusion

• SurveyIn conclusion, [X] offers [A], but it also causes [B].
• OutweighIn conclusion, the benefits of [X] outweigh its drawbacks, mainly because [Y].

The trap

Answering the other branch: a balanced list when the question asks you to weigh, or a verdict argued in every paragraph when it asks for a survey.

Thesis

• In my view, this is a largely positive development, because [X].

Default plan

• The judgement goes in the introduction: positive, negative, or mixed but leaning one way
• Each body takes one kind of impact: economic, social, health or environmental
• Both bodies can push the same way, or the second can concede and then return to the judgement

Its own frames

• This trend benefits [group] because [X].
• Although [a drawback], the overall effect is positive, because [Y].

Conclusion

• In conclusion, I believe this is a positive development, because [X].

The trap

Describing the trend and never judging it.

Thesis

• This is mainly because [X], and I believe it is a largely [positive] development.

Default plan

• Body 1: answers the first question
• Body 2: answers the second question
• Each topic sentence answers its question directly

Its own frames

• The main reason why [X] is that [Y].
• In my view, this trend is largely [positive], because [Z].

Conclusion

• In conclusion, [X] is happening mainly because [Y], and I believe its effects are largely [positive].

The trap

Answering one question well and the other thinly, or blending both into one paragraph. When the two questions ask for causes and solutions, it is the next type.

Thesis

• CausesThis problem is mainly caused by [X] and [Y], and it could be tackled by [a measure for X] and [a measure for Y].
• ProblemsThis trend creates [problem A] and [problem B], but both could be reduced by [a measure for A] and [a measure for B].

Default plan

• Decide first what the solutions have to answer: the causes, or the problems
• Causes: Body 1 explains the causes; Body 2 gives a solution matched to each cause
• Problems: Body 1 explains the problems; Body 2 gives a solution matched to each problem
• Or one paragraph per cause or problem, with its own solution — the matching is the point, not the layout

Its own frames

• CausesOne major cause of [the problem] is [X], because [Y].
• ProblemsOne serious problem is [A], because it leads to [B].
• To tackle [X], [governments] could [Z].
• This would [reduce the problem], because [mechanism].

Conclusion

• CausesIn conclusion, [the problem] stems mainly from [X] and [Y], and measures such as [A] and [B] could reduce it.
• ProblemsIn conclusion, [the trend] causes [A] and [B], but measures such as [C] and [D] could limit them.

The trap

Solutions that answer the wrong thing. When the question asks for causes, each solution points back to a cause you named; when it asks about problems, each solution points back to a problem you named.