🔶 Part 1 — Tutorial

Step 1 — Analyse the task & define both views (Discuss Both Views + Opinion)

Read the prompt twice and underline the instruction and scope: you must “Discuss both views and give your opinion” about whether school uniforms promote equality or suppress individuality. Identify View A precisely: supporters claim uniforms reduce visible socio-economic differences, lower fashion pressure, and improve focus and discipline. Identify View B precisely: opponents argue uniforms limit personal expression, ignore cultural or gender diversity, and may not address deeper inequities. Decide where your own stance will appear—either signalled in the introduction (clear thesis) or presented in the conclusion (delayed judgement), but keep it consistent throughout. Generate two developable reasons for each side that you can expand with a mechanism and a compact example; avoid vague claims like “uniforms are good/bad.” Think of concrete mechanisms: for equality, uniforms can standardise appearance and reduce brand competition; for individuality, they can restrict identity signals such as colours, hairstyles, or accessories. Note the target length (~270–310 words) and time plan: 8–9 minutes to plan, 25–28 to write, 3–4 to check cohesion and grammar. Keep your tone balanced when presenting each perspective; save persuasive language for your evaluative sentence(s). Avoid drifting into an advantages–disadvantages essay without explicitly linking your points to equality versus individuality. Finally, decide on your micro-examples (e.g., a mixed-income school reducing clothing-related teasing after a uniform policy; a creative-arts school reporting student pushback over self-expression).

Example Box — Decoding the Prompt (Uniforms: Equality vs Individuality)

Prompt: “Some argue school uniforms promote equality; others say they suppress individuality. Discuss both views and give your opinion.”
Focus: Explain why uniforms may promote equality and why they may suppress individuality; state your judgement.
Pitfall: Listing many points without depth. Aim for reason → mechanism → example, not bullet collections.

Step 2 — Plan a clear structure & argument flow

Use a four- or five-paragraph structure to maintain control. In your introduction, paraphrase the statement and either keep a neutral outline (“both positions have merit”) or signal a measured thesis (e.g., “uniforms help equality but should be flexible”). In Body 1, present the equality view: write a topic sentence that labels this perspective, then develop two linked reasons with a clear mechanism (e.g., standardising appearance reduces visible status markers, which lowers teasing and distraction) and a compact example (e.g., a school reporting fewer clothing-related conflicts). In Body 2, present the individuality view with parallel structure (e.g., limiting personal expression can weaken identity formation and cultural inclusion), again anchored by a plausible example (e.g., students in arts programmes needing latitude in dress). Add a brief evaluation line weighing when and why one view may outweigh the other (e.g., age/stage, school ethos, presence of reasonable exemptions). The conclusion must directly answer the question and synthesise the most persuasive reasons. Maintain balance: treat each side fairly before judging. Use cohesive devices for contrast (on the one hand/ on the other hand; while; whereas) and for evaluation (on balance; to a large extent; ultimately). Keep examples short, realistic, and policy-relevant.

Example Box — Skeleton Plan (Uniforms: Equality vs Individuality)

Intro: Paraphrase + neutral outline or thesis.
Body 1 (Equality view): Standardised appearance → less brand/status pressure → calmer focus (micro-example).
Body 2 (Individuality view): Restricted expression → identity/culture concerns → engagement risks (micro-example).
Evaluation/Conclusion: Weigh order and inclusion; propose flexible policy; give clear opinion.

Step 3 — Write balanced, high-impact paragraphs

Use view-labelled topic sentences so the examiner sees control (e.g., “Supporters argue uniforms promote fairness by…” / “By contrast, critics claim uniforms curb self-expression because…”). Develop each reason with a mechanism that shows how the effect works (e.g., “removing visible brand competition reduces social comparison, which lowers peer pressure and bullying linked to clothing”). Insert a one-line micro-example that sounds authentic but does not need data (“after adopting uniforms, one mixed-income school reported fewer arguments about fashion labels”). Add an evaluation line that weighs context (“however, strict rules that ignore cultural or gender expression may alienate students, undermining inclusion”). Keep an objective tone for both views, reserving persuasive language for your stance. Vary sentence length and structure to show range, but avoid over-complex chains that risk grammar errors. Use reference chains (“this policy,” “such restrictions”) to maintain cohesion without repeating nouns. Finish each body paragraph by linking back to the view and the exam question. Conclude by restating your position in fresh words, without adding new arguments, and by indicating conditions (e.g., “uniforms with reasonable flexibility can support both equality and identity”).

Example Box — High-impact Sentences

Thesis (balanced): “Both positions are credible, but uniforms can promote equality if applied with sensible flexibility.”
Topic (Body 1): “Uniforms reduce visible status differences, which lowers fashion pressure and creates a calmer learning climate.”
Topic (Body 2): “However, tight rules may suppress individuality and cultural identity, risking disengagement.”
Evaluation line: “Ultimately, equity gains matter, but they must not come at the cost of inclusion.”
Conclusion line: “On balance, a flexible uniform policy best reconciles fairness with self-expression.”

Step 4 — Language, cohesion, and accuracy

Use precise lexis for policy and schooling (equity, inclusion, socio-economic status, peer pressure, school climate, compliance, exemption policy). Signal contrast and concession with varied devices (while, whereas, nevertheless, albeit) and evaluation with on balance, to a large extent, ultimately. Maintain a formal, neutral tone when presenting both sides; avoid emotive language about teenagers or culture. Check paragraph unity: each body paragraph should follow a reason → mechanism → micro-example → link-back chain. Keep articles, prepositions, and reference words accurate (e.g., “an exemption,” “pressure to conform,” “impact on students”). Prefer concise clauses to stacked modifiers. Proofread for agreement and punctuation (especially commas in complex sentences). Aim for ~280–310 words with full development rather than lists; do not sacrifice accuracy for length. Finally, ensure your opinion remains consistent across introduction, evaluation, and conclusion.

Example Box — Quick Quality Checks

Balance: Are both views explained fairly before judging?
Mechanism: Does each claim show how it works in school life?
Cohesion: Contrast and evaluation linkers used naturally?
Accuracy: Articles, prepositions, and agreement correct?
Task: Is your opinion explicit and consistent?

Universal Fill-in-the-Gap Template — Discussion (Both Views + Opinion)

Adapt to the uniforms: equality vs individuality prompt. Replace […] with your ideas. Keep sentences concise.

Sentence-by-Sentence Scaffold (Uniforms)

Intro S1 (Paraphrase): People disagree about whether school uniforms promote equality or suppress individuality.

Intro S2 (Outline/Thesis): This essay discusses both views, and I [support/oppose/partly support] uniforms because […].

Body 1 S3 (Equality — topic): Many argue uniforms foster fairness by […].

Body 1 S4 (Explain): By standardising appearance, [… mechanism …], which reduces [… outcome …].

Body 1 S5 (Micro-example): For example, [… short, plausible school illustration …].

Body 1 S6 (Link back): Therefore, uniforms appeal to schools prioritising […].

Body 2 S7 (Individuality — topic): By contrast, critics claim uniforms limit self-expression because […].

Body 2 S8 (Explain): When rules are strict, [… mechanism …], leading to [… risk/outcome …].

Body 2 S9 (Micro-example): For instance, [… compact illustration about culture/arts/gender …].

Body 2 S10 (Link back): Thus, opponents prioritise […], arguing that […].

Evaluation S11 (Weighing): On balance, although […], [… is/are] more compelling because […].

Conclusion S12 (Restate opinion): In summary, both positions have merit, but I believe […].

Conclusion S13 (Synthesis): With reasonable flexibility (e.g., [… exemptions …]), schools can protect [… equality …] while respecting [… identity …].

Paraphrase & Thesis — Ready-to-adapt Samples (Uniforms)

Paraphrase Options

P1: There is ongoing debate about whether school uniforms enhance fairness or restrict personal expression.
P2: People remain divided over the impact of uniforms on equality and individuality in schools.

Thesis/Opinion Options

Neutral outline: This essay examines both positions before presenting my view.
Equality-leaning: While expression matters, I support uniforms because they reduce visible status competition and calm classrooms.
Individuality-leaning: Although uniforms can reduce fashion pressure, I oppose strict policies that limit identity and inclusion; flexible dress codes are preferable.

🔷 Part 2 — Task
⏱ 40:00

IELTS Academic — Writing Task 2

Discussion (Both Views + Opinion) — Public Funding: Arts vs. Health & Education

Question: Some people believe public money should be spent on the arts (for example, museums, galleries and concerts), while others think it should be spent on health and education. Discuss both views and give your own opinion.

Countdown Timer

Set your preferred duration, then start the timer. You can pause or reset at any time.

40:00
Write Your Essay Here

Aim for 270–310 words. Use the template from Part 1 to structure your ideas.

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When you press a send button, this message (including your essay) will be sent to the selected channel.

🔶 Part 3 — Sample Answers

Sample Answers — Discuss Both Views + Opinion

Prompt: “Some argue school uniforms promote equality; others say they suppress individuality. Discuss both views and give your opinion.”
Each model follows the scaffold from Part 1 and is longer than 260 words.

Sample Answer — Band 6 (≈290 words)

People disagree about whether a uniform helps students or harms them. Some believe it brings more equality to school life, while others think it limits personal style and identity. This essay will discuss both views and then give my opinion.

On the one hand, uniforms are said to promote fairness. When all students wear similar clothes, expensive brands and fashion trends become less visible. This can reduce pressure to keep buying new items and may lower the risk of teasing about appearance. If learners worry less about clothing, they may focus more on classwork and feel calmer in lessons. For example, many mixed-income schools report fewer arguments about dress rules after a simple uniform is introduced. In this way, a uniform can create a quiet and organised learning climate.

On the other hand, critics argue that uniforms reduce individuality. Teenagers often use clothes to express taste, culture, or personality. If rules are strict, students may feel that their voices are ignored. This can make some of them less engaged in school life, especially in subjects that value creativity. For instance, an art-focused school might prefer flexible guidelines so learners can choose colours or small accessories that reflect who they are.

In my view, both sides make reasonable points, but a balanced approach is best. Uniforms can reduce status competition and help concentration, which matters for most classrooms. However, policies should allow limited choice, such as different shoe styles, headscarves, or badges. In short, with sensible flexibility, schools can support equality while still respecting personal identity.

Why this works (Band 6) — Step by Step

1) The introduction paraphrases the question and states the plan to discuss both sides.

2) A clear thesis appears at the end: a balanced approach is preferred.

3) Body 1 begins with a topic sentence that labels the pro-uniform view.

4) The paragraph explains a mechanism: standardised clothes reduce brand pressure.

5) It links the mechanism to outcomes: fewer teasing incidents and better focus.

6) A compact, plausible example supports the claim about mixed-income schools.

7) The paragraph ends by tying the idea back to the learning environment.

8) Body 2 starts with the opposing view: individuality and expression.

9) It explains how strict rules can reduce engagement for some teenagers.

10) The example about an art-focused school is relevant and realistic.

11) The essay uses contrast linkers (on the one hand / on the other hand).

12) The conclusion restates a judgement without adding new arguments.

13) Sentence structures are mostly clear and accurate for communication.

14) The vocabulary is appropriate though not very sophisticated.

15) The response is on topic and covers both views as required.

16) Cohesion is supported by simple reference words (this, it, they).

17) Word count is sufficient for full development.

18) Overall, this meets Band-6 traits: clear message, some detail, minor limitations in range.

Sample Answer — Band 7 (≈305 words)

Whether school uniforms help or hinder students remains controversial. Supporters argue that a standard outfit reduces status competition and creates a calmer school climate, whereas opponents claim it restricts identity and cultural expression. This essay examines both perspectives before arguing that uniforms are beneficial when paired with reasonable flexibility.

Proponents of uniforms emphasise equality. By removing visible price differences and brand signals, schools can limit social comparison and the peer pressure to “keep up.” This shift often lowers conflict around appearance and frees attention for learning. A practical illustration is a comprehensive school that reported fewer dress-code disputes and a drop in clothing-related teasing once a simple, low-cost uniform was adopted. In addition, a shared appearance can communicate belonging, which may support behaviour standards and reduce classroom disruption.

Nevertheless, critics raise valid concerns about individuality. Adolescents commonly use clothing to explore identity, signal values, or honour culture and faith. Highly prescriptive rules can therefore feel silencing, especially for students in creative programmes or for those who rely on religious or cultural items to feel included. For instance, bans on certain hairstyles or accessories can alienate the very learners a school aims to protect. If students feel unheard, motivation and trust may suffer.

On balance, the equity gains of uniforms are substantial, but they should not come at the expense of inclusion. Schools can reconcile these goals by adopting inexpensive core items while allowing limited choice in colour shades, footwear, and culturally significant garments. In my view, such policies preserve the benefits—reduced pressure and better focus—without erasing students’ voices.

Why this works (Band 7) — Step by Step

1) The introduction paraphrases and previews a clear position (“beneficial with flexibility”).

2) Body 1 has a labelled topic sentence focusing on equality.

3) It explains the mechanism (less visible wealth → less comparison → fewer conflicts).

4) A concrete but concise example strengthens credibility.

5) The paragraph extends to secondary benefits (belonging, behaviour).

6) Body 2 concedes legitimate concerns about identity and culture.

7) It specifies groups affected (creative programmes; religious/cultural needs).

8) The example about bans and alienation links policy to motivation.

9) Cohesive devices (nevertheless, on balance) manage argument flow.

10) Lexis is more precise (status competition, social comparison, prescriptive rules).

11) Sentences vary in length and structure for readability.

12) Evaluation lines weigh trade-offs explicitly.

13) Conclusion answers the question and synthesises both views.

14) No new ideas are introduced in the final paragraph.

15) Task focus remains explicit throughout.

16) Errors, if any, are minor and do not impede clarity.

17) Word count allows full development of ideas.

18) Overall features align with Band-7 descriptors: clear position, well-developed ideas, good cohesion, generally accurate language.

Sample Answer — Band 8+ (≈315 words)

Arguments about school uniforms typically pivot on two values: equity and identity. Advocates maintain that standardised dress dampens status competition and stabilises classroom norms; detractors counter that it erases students’ voices and overlooks cultural diversity. While both claims are defensible, a well-designed uniform policy—one built on low cost, clear purpose and limited choice—best reconciles fairness with self-expression.

The equity case rests on a transparent mechanism. Clothes often operate as signals of wealth and taste, fuelling comparison, teasing and off-task attention. Uniforms reduce these cues, narrowing a source of social pressure that schools can neither control nor afford to ignore. Where appearance becomes less salient, teachers spend less time policing outfits and more time teaching; students, meanwhile, report fewer conflicts about brands and a stronger sense of belonging. A modest, durable uniform therefore functions less as “control” and more as a protective buffer against exclusionary status games.

Yet the individuality argument matters, particularly where identity and inclusion intersect. Highly prescriptive rules can silence cultural or gender expression and may clash with subjects that cultivate creativity. A policy that forbids reasonable hairstyles, religious headwear or small personal accents risks communicating that conformity outranks dignity. When students feel unseen, engagement suffers and the promise of equal treatment rings hollow.

The resolution lies in design rather than in abolition. If schools specify inexpensive core items but permit bounded choice—colour tones within a palette, comfortable footwear, and guaranteed exemptions for religious and cultural dress—the chief benefits of uniforms remain while the most serious harms recede. On balance, such policies promote equality to a large extent, not by flattening identity but by making room for it within a shared standard.

Why this works (Band 8+) — Step by Step

1) The introduction frames the debate as a values conflict (equity vs identity).

2) A precise thesis states a conditional endorsement (well-designed policy).

3) Body 1 explains the equity mechanism using abstract but clear lexis (signals, salience).

4) It connects mechanism → classroom time → belonging with logical progression.

5) The stance reframes uniforms as a “buffer,” adding conceptual depth.

6) Body 2 acknowledges the ethical dimension (dignity, inclusion) beyond mere preference.

7) It cites concrete, sensitive examples (religious headwear, hairstyles).

8) The paragraph links restrictive policy to motivational consequences.

9) Evaluation language (“the resolution lies in design”) guides synthesis.

10) The conclusion operationalises the solution (palette, footwear, exemptions).

11) The final line directly answers “to what extent” via a nuanced judgement.

12) Topic sentences are view-labelled and coherent.

13) Cohesion is managed through cause–effect and concession markers.

14) Lexical resource is varied and precise without becoming verbose.

15) Sentence variety demonstrates control over complex structures.

16) No speculative data; examples are plausible and policy-relevant.

17) Tone remains balanced before delivering a clear opinion.

18) Development is even across paragraphs with explicit link-backs to the task.

19) Word count supports full argumentation without repetition.

20) Overall, features align with Band 8+: sustained clarity, sophisticated evaluation, and flexible language control.

🔷 Part 4 — Vocabulary

Key Vocabulary from the Task

Ten high-value words you can use in essays about school uniforms, equality and individuality. Each item shows IPA (BrE/AmE), part(s) of speech, patterns, a clear definition, a model sentence with a gloss, useful synonyms, and common learner mistakes to avoid.

1) equality — BrE /ɪˈkwɒlɪti/ · AmE /ɪˈkwɑːləti/

Part(s) of speech: noun (U)

Patterns: equality of opportunity; equality between groups; strive/work for equality; promote/advance equality

Definition: the state in which people have the same status, rights, or chances.

Example: “Uniforms are introduced to promote equality by reducing visible wealth gaps.” (Gloss: policies try to make students feel the same regardless of income.)

Synonyms: parity; fairness (context-dependent)

Common mistakes: • Confusing equality with equity (fairness adjusted for need). • Using a plural: ✗ equalities (rare). • Wrong preposition: ✗ equality with chances → ✓ equality of opportunity.

2) individuality — BrE /ˌɪndɪvɪdjuˈæləti/ · AmE /ˌɪndɪvɪdʒuˈæləti/

Part(s) of speech: noun (U)

Patterns: express/show/protect individuality; respect a student’s individuality

Definition: the qualities that make a person different from others; personal identity and style.

Example: “Strict dress codes may limit students’ individuality during adolescence.” (Gloss: rules can stop teenagers from showing who they are.)

Synonyms: uniqueness; selfhood; distinctiveness

Common mistakes: • Confusing with individualism (an ideology). • Using a plural: ✗ individualities. • Writing “express individuality by clothes” → ✓ “express individuality through clothes.”

3) promote — BrE /prəˈməʊt/ · AmE /prəˈmoʊt/

Part(s) of speech: verb (T)

Patterns: promote + noun/gerund (promote equality/learning); promote + adjective + noun (promote positive behaviour)

Definition: to support the growth or development of something; to encourage.

Example: “A simple uniform can promote a calmer learning atmosphere.” (Gloss: it helps create a better study climate.)

Synonyms: foster; encourage; advance

Common mistakes: • ✗ “promote to equality” → ✓ “promote equality.” • Overusing it for people: use promote someone mainly in workplaces (give higher position).

4) suppress — BrE/AmE /səˈprɛs/

Part(s) of speech: verb (T)

Patterns: suppress + noun (expression/creativity/voice); suppress + emotion (anger/joy)

Definition: to prevent something from being expressed or known; to hold down or restrain.

Example: “Critics say uniforms may suppress cultural expression.” (Gloss: they can stop students from showing culture.)

Synonyms: stifle; inhibit; restrain

Common mistakes: • Mixing with repress (often about feelings/governments). • Using it intransitively: needs an object (✓ suppress creativity).

5) standardise (BrE) /ˈstændədaɪz/; standardize (AmE) /ˈstændərdaɪz/

Part(s) of speech: verb (T)

Patterns: standardise + appearance/policy; standardise X across schools; standardise X to Y

Definition: to make things consistent according to a common model or rule.

Example: “Uniforms standardise appearance so brand differences matter less.” (Gloss: everyone looks similar, so labels are less important.)

Synonyms: unify; harmonise/harmonize; regularise/regularize

Common mistakes: • Spelling: BrE -ise vs AmE -ize. • Wrong preposition: ✗ standardise on appearance → ✓ standardise appearance / standardise across schools.

6) conformity — BrE /kənˈfɔːmɪti/ · AmE /kənˈfɔːrməti/

Part(s) of speech: noun (U)

Patterns: conformity to rules/standards; encourage/demand conformity

Definition: behaviour that follows accepted rules or standards.

Example: “Uniforms may raise conformity, but overuse can weaken self-expression.” (Gloss: too much following rules reduces personal style.)

Synonyms: compliance; obedience (context-dependent)

Common mistakes: • Preposition: ✓ conformity to, not ✗ conformity with (in this meaning). • Don’t confuse with uniformity (sameness).

7) inclusion — BrE/AmE /ɪnˈkluːʒən/

Part(s) of speech: noun (U)

Patterns: inclusion of minority groups; policies for inclusion; promote inclusion in schools

Definition: the practice of ensuring all people feel valued and are able to participate fully.

Example: “Flexibility is needed to balance equality with cultural inclusion.” (Gloss: rules must welcome diverse backgrounds.)

Synonyms: integration; acceptance; participation

Common mistakes: • Confusing inclusion (concept) with the verb include. • Using a plural unnecessarily: ✗ inclusions (unless literal items).

8) prescriptive — BrE/AmE /prɪˈskrɪptɪv/

Part(s) of speech: adjective

Patterns: prescriptive rules/policies; overly/strictly prescriptive

Definition: setting rules about how people should behave or what they should do.

Example: “Overly prescriptive uniform policies can silence students’ voices.” (Gloss: rules are too strict and stop expression.)

Synonyms: rule-bound; restrictive; normative

Common mistakes: • Confusing with proscriptive (forbidding). • Using it for people when you mean policies: prefer “a prescriptive policy,” not “a prescriptive student.”

9) exemption — BrE/AmE /ɪɡˈzempʃən/

Part(s) of speech: noun (C/U)

Patterns: an exemption from a rule; apply for an exemption; grant/refuse an exemption

Definition: official permission not to follow a rule or requirement.

Example: “Schools should allow exemptions for religious dress where appropriate.” (Gloss: some students can be excused from parts of the rule.)

Synonyms: waiver; exception; dispensation

Common mistakes: • Preposition: ✓ exemption from, not ✗ exemption of. • Mixing up with exception (a thing outside the general case).

10) identity — BrE/AmE /aɪˈdɛntɪti/

Part(s) of speech: noun (C/U)

Patterns: express/affirm/protect one’s identity; cultural/gender identity; a strong sense of identity

Definition: who someone is, including personal, cultural or social characteristics.

Example: “Policies must respect students’ identity while ensuring a fair school climate.” (Gloss: rules should recognise who learners are.)

Synonyms: sense of self; character; persona (context-dependent)

Common mistakes: • Article errors: ✓ a sense of identity. • Using “identify” when you need the noun: ✓ protect students’ identity.

🔶 Part 5 — Phrases & Expressions

Key Phrases & Expressions for This Task

Ten high-utility expressions for essays about school uniforms, equality and individuality. Each item shows IPA (BrE/AmE), part(s) of speech, patterns, a clear definition, a model sentence with a gloss, useful synonyms, and common learner mistakes to avoid.

1) on the one hand … on the other hand — BrE /ɒn ðɪ ˈwʌn hænd … ɒn ði ˈʌðə hænd/ · AmE /ɑːn ðə ˈwʌn hænd … ɑːn ði ˈʌðər hænd/

Part(s) of speech: discourse marker (contrast pair)

Patterns: On the one hand, S + V … on the other hand, S + V …

Definition: introduces two contrasting perspectives in a balanced way.

Example: “On the one hand, uniforms can reduce status pressure; on the other hand, they may limit self-expression.” (Gloss: presents both sides clearly.)

Synonyms: while; whereas (for clause-level contrast)

Common mistakes: • Writing “in the other hand” ✗ → “on the other hand” ✓. • Forgetting the pair (use both halves). • Using commas incorrectly—place a comma after each marker if it starts the clause.

2) on balance — BrE/AmE /ɒn ˈbæl.əns/ ~ /ɑːn ˈbæl.əns/

Part(s) of speech: adverbial phrase (evaluation)

Patterns: On balance, S + V … ; consider A and B, and then state judgement.

Definition: used to give a final, overall judgement after weighing points.

Example: “On balance, flexible uniforms best reconcile equality with identity.” (Gloss: the final view after considering both sides.)

Synonyms: overall; all things considered; ultimately

Common mistakes: • Using it to start every paragraph. • Following it with a list instead of a complete clause. • Repeating the same judgement without synthesis.

3) to a large extent — BrE /tʊ ə lɑːdʒ ɪkˈstent/ · AmE /tə lɑrdʒ ɪkˈstɛnt/

Part(s) of speech: adverbial phrase (degree)

Patterns: to a large/some/limited extent; “X is/are [to a large extent] responsible for Y.”

Definition: indicates how strongly something is true or responsible.

Example: “Uniforms reduce social comparison to a large extent.” (Gloss: they do this strongly, but not completely.)

Synonyms: largely; substantially; for the most part

Common mistakes: • Writing “in a large extent” ✗ → “to a large extent” ✓. • Overusing intensifiers (“very largely” sounds clumsy).

4) a case in point — BrE/AmE /ə ˌkeɪs ɪn ˈpɔɪnt/

Part(s) of speech: noun phrase (example signal)

Patterns: “A case in point is + NP.” / “NP is a case in point.”

Definition: a good example that clearly supports the argument.

Example: “A case in point is a mixed-income school reporting fewer dress-code disputes after adopting uniforms.” (Gloss: shows evidence for the claim.)

Synonyms: for example; for instance; an illustration

Common mistakes: • Missing the article “a”. • Using it without a specific, relevant example. • Repeating it too often—vary your example signals.

5) level the playing field — BrE/AmE /ˈlɛvəl ðə ˈpleɪɪŋ fiːld/

Part(s) of speech: idiom (verb phrase)

Patterns: level the playing field for NP by V-ing; policies that level the playing field

Definition: to make conditions fair for everyone by reducing advantages or disadvantages.

Example: “Uniforms can level the playing field for low-income students by removing brand pressure.” (Gloss: makes things fair.)

Synonyms: equalise opportunities; create parity; even things out

Common mistakes: • Writing “make the field level” (informal, less idiomatic). • Forgetting the object (“level the playing field for whom?”).

6) stifle self-expression — BrE/AmE /ˈstaɪfəl sɛlf ɪkˈsprɛʃən/

Part(s) of speech: verb + noun (collocation)

Patterns: stifle + self-expression/creativity/voice; risk of stifling self-expression

Definition: to prevent people from showing their feelings, ideas or identity.

Example: “Overly strict rules can stifle self-expression, especially in arts programmes.” (Gloss: limit how students show themselves.)

Synonyms: suppress; inhibit; silence

Common mistakes: • Using it intransitively (needs an object). • Confusing with “style”—write “self-expression,” not “self-express.”

7) a sense of belonging — BrE /ə ˈsɛns əv bɪˈlɒŋɪŋ/ · AmE /ə ˈsɛns əv bɪˈlɔːŋɪŋ/

Part(s) of speech: noun phrase

Patterns: foster/strengthen/undermine a sense of belonging; a sense of belonging to NP

Definition: the feeling of being accepted and part of a group.

Example: “Shared colours can build a sense of belonging across diverse classes.” (Gloss: students feel part of the group.)

Synonyms: feeling of acceptance; community spirit; affiliation

Common mistakes: • Article errors: ✓ “a sense of belonging.” • Using “belonging of students” ✗ → “belonging among students” ✓.

8) status competition — BrE /ˈsteɪtəs ˌkɒmpəˈtɪʃn/ (also /ˈstɑːtəs/) · AmE /ˈsteɪtəs ˌkɑːmpəˈtɪʃn/

Part(s) of speech: noun phrase (U/C)

Patterns: reduce/avoid status competition; competition over brands/appearance

Definition: rivalry based on social standing, wealth, or prestige signals.

Example: “Uniforms limit status competition over expensive labels.” (Gloss: less fighting to look richer.)

Synonyms: social comparison; prestige rivalry

Common mistakes: • Mispronouncing status (both /ˈsteɪtəs/ and /ˈstɑːtəs/ are acceptable in BrE). • Using the wrong preposition: ✓ competition over labels.

9) dress code — BrE /drɛs kəʊd/ · AmE /drɛs koʊd/

Part(s) of speech: noun (C)

Patterns: enforce/relax/violate the dress code; dress-code dispute/violation

Definition: a set of rules about what clothing is acceptable.

Example: “After a clear dress code was introduced, staff spent less time on conflicts about outfits.” (Gloss: rules reduced arguments.)

Synonyms: uniform policy; attire guidelines

Common mistakes: • Hyphenation inconsistency (both “dress code” and “dress-code” appear; use one style consistently). • Using it as a verb ✗ (“to dress-code students”).

10) cultural inclusion — BrE/AmE /ˈkʌltʃərəl ɪnˈkluːʒən/

Part(s) of speech: noun phrase (U)

Patterns: promote/ensure cultural inclusion; policies for cultural inclusion; inclusion of cultural practices

Definition: the practice of welcoming and accommodating different cultural identities.

Example: “Exemptions for religious dress support cultural inclusion without undermining equality.” (Gloss: welcomes diversity and keeps fairness.)

Synonyms: cultural integration; inclusivity; acceptance

Common mistakes: • Confusing with “exclusion.” • Using plural unnecessarily (✗ inclusions), unless referring to items in a list.