🔶 Part 1 — Tutorial

Step 1 — Analyse the task & lock the stance (Advantages > Disadvantages?)

Read the question carefully: “Using digital textbooks in schools is becoming common. Do the advantages outweigh the disadvantages?” Identify the topic (digital textbooks in schools), the task type (advantages vs disadvantages with a judgement), and the outcome demanded (state whether advantages outweigh disadvantages). Decide your position early; this task requires a verdict, not a neutral balance. Brainstorm 3–4 advantages (e.g., lower costs over time, instant updates, portability, accessibility features, interactive learning tools) and 2–3 disadvantages (e.g., screen fatigue, distraction, device inequality, technical failures). Select the two strongest advantages you can explain with a mechanism and a micro-example, and select one or two key disadvantages you can rebut or mitigate credibly. Avoid vague claims; show how the benefit works (e.g., “real-time updates reduce outdated content → fewer misconceptions”). Keep the school context central (teachers, timetables, budgets, exams, safeguarding). Decide your evaluation strategy: either (a) declare “advantages outweigh” in the introduction and defend it, or (b) present both sides fairly and deliver the verdict in the conclusion. Commit to ~270–310 words with clear topic sentences, compact examples, and an explicit weighing line. Lastly, plan timing: 7–8 minutes to plan, 23–26 to write, 3–4 to check cohesion, grammar, and punctuation.

Example Box — Decoding the Prompt (Digital Textbooks)

Focus: Schools adopting e-textbooks; judge if benefits outweigh drawbacks.
Good angles (benefits): updates, portability, accessibility (text-to-speech, zoom), analytics, reduced printing costs.
Good angles (drawbacks): eye strain, distraction, unequal device access, outages, licensing limits.
Task pitfall: listing pros/cons without a clear verdict or without mechanisms and evidence.

Step 2 — Plan a decisive structure & flow

Use a four-paragraph layout: Introduction (paraphrase + verdict preview), Body 1 (two strongest advantages, each with mechanism + micro-example), Body 2 (most serious disadvantage(s) + mitigation + explicit weighing line), and a Conclusion (direct answer re-stated in fresh words + synthesis). In Body 1, show how digital textbooks improve learning or logistics (e.g., “search + hyperlinks cut note-taking time → more practice time”). In Body 2, acknowledge real risks (e.g., screen time or access gaps) and then add a reasonable mitigation (screen-break policies, offline downloads, school-owned devices, filtered apps). Ensure each paragraph has one controlling idea, and finish Body 2 with an evaluation sentence that clearly states your judgement (“Even with screen-time concerns, structured policies mean the benefits prevail for most learners”). Keep examples concise, realistic, and school-specific (e.g., “Year-9 history class updated chapter during election week”). Maintain formal tone and avoid unsupported statistics.

Example Box — Skeleton Plan (Outweigh)

Intro: Paraphrase + verdict (“advantages outweigh”) + two signposted reasons.
Body 1: A1: up-to-date, searchable content → micro-example; A2: accessibility/portability/analytics → micro-example.
Body 2: D1: eye strain/distraction → policy mitigation; D2: inequality/tech failures → school-device/offline mitigation; weighing line.
Conclusion: Restate verdict + synthesis (“with sensible safeguards, benefits dominate in mainstream schooling”).

Step 3 — Write high-impact paragraphs with mechanisms & micro-examples

Craft topic sentences that label the side and signal your stance (“Digital textbooks deliver efficiency gains that print cannot match”). For each advantage, explain the mechanism and the result (“instant updates prevent teachers from reteaching corrected facts, which releases time for practice”). Use micro-examples that sound real but take one line (“When a curriculum standard changed mid-term, the science department pushed a corrected diagram before the next lab”). Link sentences logically with cause, result, and contrast connectors (because, therefore, consequently, however, nevertheless). When discussing disadvantages, avoid minimising them; acknowledge the issue and add a mitigation that schools already use (blue-light filters, printed packets for no-device days, app-blocking, borrowing schemes). Insert an explicit weighing line at the end of Body 2 to answer the question now, not only in the conclusion. Keep verbs precise (curate, annotate, retrieve, synchronise) and nouns concrete (licence, bandwidth, outage, device pool). Avoid anecdotal exaggeration and always tie back to learning time, comprehension, inclusion, or cost. Vary sentence lengths to avoid monotony and ensure readability.

Example Box — High-impact Sentences (Digital Textbooks)

Thesis: “Although e-textbooks pose risks such as screen fatigue and distraction, their portability, update speed and accessibility mean the advantages outweigh the disadvantages for most schools.”
Advantage mechanism: “Search and hyperlinking compress retrieval time, so teachers can redirect minutes saved into guided practice.”
Mitigation: “Scheduled printouts for long readings and app-locking during tests limit screen exposure and off-task behaviour.”
Weighing line: “Given workable safeguards, the instructional gains outstrip the manageable risks.”

Step 4 — Language, cohesion, and accuracy

Use weighing and concession language (while, although, admittedly, despite, nevertheless, on balance, to a large extent) to show evaluation. Prefer precise ed-tech lexis (annotation tools, text-to-speech, offline caching, licensing, accessibility settings). Build coherence with reference chains (“these tools…”, “such policies…”). Keep paragraph unity: one controlling idea per body paragraph, each with a reason → mechanism → micro-example → link-back chain. Maintain a formal register (avoid “kids,” “cool,” “stuff”). Proofread articles, prepositions, subject–verb agreement, and comma placement in complex clauses. Avoid absolute claims; frame appropriately (“for most mainstream schools,” “in exam-year classes”). Target 280–310 words with fully developed ideas and avoid bullet-point listing. Finish with a conclusion that restates the verdict and synthesises why the net effect is positive.

Example Box — Quick Quality Checks

Task: Is there a clear “advantages outweigh” verdict?
Development: Does each advantage show mechanism + result + micro-example?
Balance: Are disadvantages acknowledged with realistic mitigations?
Cohesion: Are contrast and weighing linkers used naturally?
Accuracy: Are articles, agreement, and punctuation clean?

Universal Fill-in-the-Gap Template — Advantages Outweigh Disadvantages

Adapt to the digital textbooks prompt. Replace […] with your ideas. Keep sentences concise and focused.

Sentence-by-Sentence Scaffold (Digital Textbooks)

Intro S1 (Paraphrase): Many schools are adopting digital textbooks to replace or complement printed books.

Intro S2 (Thesis/Verdict): Although there are some drawbacks, I argue that the advantages outweigh the disadvantages because [… reason 1 …] and [… reason 2 …].

Body 1 S3 (Advantage topic): A major benefit is [… advantage 1 …] (e.g., up-to-date, searchable content).

Body 1 S4 (Mechanism): This works because [… mechanism …], which leads to [… learning/logistical outcome …].

Body 1 S5 (Micro-example): For example, [… compact, realistic school-based illustration …].

Body 1 S6 (Second advantage topic): In addition, [… advantage 2 …] (e.g., accessibility/portability/analytics).

Body 1 S7 (Mechanism): As a result, [… mechanism …], so [… outcome …].

Body 1 S8 (Link back): Therefore, digital textbooks can [… precise benefit …] for most students/teachers.

Body 2 S9 (Drawback topic): Admittedly, there are downsides such as [… drawback 1 …] (e.g., screen fatigue/distraction).

Body 2 S10 (Mitigation): However, schools can reduce this by [… mitigation …] (e.g., printed packs, app-locking, screen-break rules).

Body 2 S11 (Second drawback optional): A further issue is [… drawback 2 …] (e.g., unequal access or outages), yet [… mitigation …] (loaner devices/offline files) limits the impact.

Body 2 S12 (Weighing line): On balance, because [… strongest reason(s) …], the benefits clearly outweigh the manageable risks.

Conclusion S13 (Restate verdict): In summary, despite certain concerns, digital textbooks offer net gains in [… learning time/accuracy/inclusion …].

Conclusion S14 (Synthesis): With sensible policies and support, schools can maximise advantages while containing the drawbacks.

Paraphrase & Thesis — Ready-to-adapt Samples (Digital Textbooks)

Paraphrase Options

P1: Schools increasingly rely on digital textbooks alongside or instead of printed materials.
P2: The shift towards e-textbooks in education has gathered pace in recent years.

Thesis/Verdict Options

Clear verdict: While e-textbooks bring risks such as screen strain and distraction, their update speed, accessibility and portability mean their advantages outweigh the disadvantages.
Qualified verdict: Despite concerns about device inequality, school-run lending schemes and offline access ensure the benefits of digital textbooks predominate in most classrooms.

🔶 Part 2 — Task
⏳ 40:00

[IELTS Academic] [Writing Task 2] — Urban Green Spaces vs Housing

Task

In many cities, public parks and green spaces are being replaced with new housing developments. Is this a positive or negative development?

Write at least 250 words. Give reasons for your answer and include relevant examples from your own knowledge or experience.

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🔶 Part 3 — Sample Answers & Explanations

Band 6 — Sample Answer

Many schools are moving from printed textbooks to digital ones. Some people worry about screen time or the cost of devices, but I believe the advantages are greater overall. In my view, e-textbooks help students learn more efficiently and give teachers useful tools that print cannot easily provide. A clear benefit is that digital textbooks can be updated quickly. When the syllabus changes or an error is found, the new version can appear in the student’s book immediately. This saves teachers from explaining outdated pages and helps learners avoid confusion. For example, in my geography class, a map with new borders was pushed to the book overnight, so the next lesson started with correct information instead of long corrections. Another advantage is convenience. A tablet or school laptop can store many heavy books at once, which makes carrying materials easier and reduces wear and tear. Students can also search for key terms, highlight important lines, and add digital notes. These features shorten the time spent turning pages and allow more time for practice questions. In addition, accessibility tools such as text-to-speech or larger font sizes support learners who struggle with small print. Of course, there are disadvantages. Long screen use may cause eye strain, and some students get distracted by games or social media. There is also a risk that not every family can afford a device or reliable internet. However, schools can reduce these problems with simple steps. They can set screen-break rules, block apps during lessons, and lend devices to those who need them. Teachers can also print long reading passages when necessary and provide offline files for homework. On balance, the practical benefits of digital textbooks—fast updates, portability, and helpful tools—are stronger than the drawbacks. With basic policies and support, most students will gain more than they lose.
Why this answer is good (Band 6)

(1) The introduction paraphrases the question clearly and states a direct verdict. (2) The thesis uses “advantages are greater overall,” which answers the outweigh focus. (3) Paragraphing follows a logical four-part structure: Intro, Advantages, Disadvantages, Conclusion. (4) The first body paragraph explains the update mechanism of e-textbooks, not just listing a benefit. (5) A short, realistic school-based example (geography map) supports the claim. (6) The second advantage paragraph extends convenience into search, highlighting, and note-taking. (7) Accessibility is mentioned, showing awareness of diverse learners. (8) Disadvantages are acknowledged fairly (eye strain, distraction, inequality). (9) Mitigations are practical (screen-break rules, app blocking, lending, printouts). (10) The weighing line “On balance” makes the evaluation explicit. (11) Cohesive devices (for example, however, on balance) help overall flow. (12) The register is mostly formal and appropriate for IELTS. (13) Sentences are generally clear and avoid extreme claims. (14) Ideas are developed to a reasonable depth for >260 words. (15) Some vocabulary shows topic relevance (text-to-speech, highlight, offline files). (16) Grammar control is adequate with mostly accurate clause structures. (17) To reach Band 7, the response would benefit from more precise lexis, tighter topic sentences, and more analytical weighing.

Band 7 — Sample Answer

As schools adopt digital textbooks at scale, debate has intensified over their net effect. Despite legitimate concerns about screen exposure and unequal access, I contend that the advantages outweigh the disadvantages because e-textbooks improve instructional efficiency and broaden inclusion when implemented responsibly. The most persuasive benefit is currency and retrievability of content. Digital books can be patched instantly when exam specifications shift, and search functions locate definitions, graphs, or past examples within seconds. Time that would be lost leafing through indexes is reallocated to targeted practice. In a Year-10 science class, for instance, the publisher replaced a mislabeled diagram overnight; the teacher started the next lesson with a corrected illustration and a short quiz rather than a lengthy correction. A second advantage is the suite of built-in tools that accelerate study. Annotation layers, hyperlinks to glossary entries, and low-friction highlighting make note-making faster and more consistent across subjects. Accessibility features—adjustable font size, contrast options, and text-to-speech—bring learners with visual strain or dyslexia into the same learning sequence without separate materials. These affordances collectively compress administrative time and expand active learning minutes. Opponents point to eye strain, distraction, and a digital divide. These issues are real but largely manageable. Schools can adopt screen-break schedules, push printable packets for extended readings, and lock devices to a single app during tests. Equity programmes—loaner devices, filtered home hotspots, and offline caching—limit the impact of household resources on learning. Given these safeguards, any residual drawbacks are outweighed by the cumulative gains in accuracy, pace, and access. In conclusion, when schools pair e-textbooks with sensible policies and support, they not only modernise resources but also create more equitable and efficient classrooms. On balance, the advantages predominate.
Why this answer is good (Band 7)

(1) The introduction offers a concise paraphrase and a clear outweigh thesis. (2) Two explicit reasons are previewed (efficiency and inclusion), guiding the reader. (3) Body 1 develops “currency and retrievability” with mechanism → result → micro-example. (4) The example (Year-10 science) is compact but precise, strengthening credibility. (5) Body 2 presents tool-based advantages (annotation, hyperlinks, highlighting) and links them to time savings. (6) Accessibility is framed as mainstream inclusion, not an afterthought. (7) Counter-arguments are acknowledged without straw-manning. (8) Mitigations are concrete (print packets, app-locking, offline caching). (9) The weighing sentence explicitly states that safeguards tip the balance. (10) Cohesion is managed with logical connectors (despite, given, collectively). (11) Topic sentences control paragraph focus, improving coherence. (12) Lexis is more precise (retrievability, affordances, equity programmes). (13) The register is consistently academic and objective. (14) Sentences vary in length and structure, aiding readability. (15) Word count exceeds 260 with fully developed ideas. (16) To move to Band 8, the argument could integrate more nuanced evaluation, e.g., licensing constraints or staff training, and finer grammatical range.

Band 8+ — Sample Answer

The rapid normalisation of digital textbooks has revived an old question in a new form: do the pedagogical gains justify the risks of screens and dependency on infrastructure? In most mainstream schools, they do. While e-texts introduce hazards—eye strain, distraction, and uneven device access—their capacity to keep curricula current, streamline retrieval, and operationalise accessibility means the advantages outweigh the disadvantages when paired with prudent policy. First, digital textbooks deliver pedagogical currency. In content-heavy subjects, outdated examples or corrected theories can persist in print for years; by contrast, e-texts can be patched within hours. This protects instructional time: instead of remediating legacy pages, teachers can redirect minutes toward feedback and guided practice. Retrieval is also transformed. Search, cross-references, and internal hyperlinks compress the path from query to evidence, strengthening students’ ability to connect ideas across chapters and build retrieval fluency. In a history unit on democratic transitions, for instance, learners jumped from a core explanation to primary-source extracts with one tap, then returned to the exercise set without losing their place. Secondly, e-textbooks embed universal-design affordances that print cannot replicate at scale. Adjustable typography, high-contrast modes, and text-to-speech reduce friction for students with visual strain or dyslexia without segregating them into alternative materials. Shared annotation layers, exportable highlights, and integrated dictionaries promote metacognition and create portable study records that travel across subjects. These tools do not simply “add convenience”; they recover time and attention that would otherwise be consumed by logistics. Sceptics raise important objections: blue-light exposure, off-task behaviour, outages, and household inequality. Yet these are tractable. Screen-break schedules, app-locking during assessments, offline caching, and device-pool lending are established responses. Where licensing or bandwidth is fragile, schools can pre-download chapters and retain print packs for long-form reading. With such safeguards in place, the residual risks are bounded, whereas the combined gains in accuracy, pace, and inclusion accrue daily. Therefore, on balance, digital textbooks, implemented with clear protocols, produce a net educational dividend that justifies their adoption.
Why this answer is good (Band 8+)

(1) The opening sentence reframes the prompt, signalling a sophisticated thesis. (2) The verdict is explicit and qualified by context (“most mainstream schools,” “with prudent policy”). (3) Argument depth is achieved through mechanisms (patching cycles, retrieval compression). (4) Content currency is connected to saved instructional time, not merely “newer pages.” (5) Retrieval fluency is named and linked to cross-chapter reasoning. (6) The micro-example (history unit) demonstrates seamless navigation between theory, sources, and tasks. (7) Universal Design for Learning ideas appear via typography, contrast, and text-to-speech. (8) Metacognitive study practices (shared annotations, exportable highlights) show advanced lexical resource. (9) The essay distinguishes “convenience” from “recovered time/attention,” strengthening analysis. (10) Counter-arguments are addressed as “tractable,” avoiding dismissal while setting up mitigation. (11) Mitigations are concrete and systemic (offline caching, device-pool lending, licensing cautions). (12) The weighing is precise: residual risks are bounded; gains accrue daily. (13) Cohesion relies on logical signalling (first, secondly, yet, therefore) rather than repetitive linkers. (14) Register is consistently academic and objective with occasional nominalisations used purposefully. (15) Grammar range includes non-finite clauses and balanced complex sentences with accurate punctuation. (16) Topic control is tight; each paragraph advances the central claim. (17) The conclusion synthesises and returns to “net educational dividend,” echoing the thesis lexically. (18) Overall, the response demonstrates sustained development well beyond 260 words while remaining concise.

🔶 Part 4 — Vocabulary

10 Key Words — Digital Textbooks Theme

Each item includes BrE/AmE IPA, parts of speech, patterns, a clear definition, an example with a brief gloss, useful synonyms, and common learner mistakes.

accessibility — BrE /əkˌsesɪˈbɪləti/ · AmE /ækˌsesəˈbɪləti/

Part(s) of speech: noun (uncountable)

Patterns: accessibility of + resource; accessibility to + users; make sth accessible to sb.

Definition: the ease with which people, including those with disabilities, can use a product, service, or environment.

Example: “Text-to-speech improves the accessibility of digital textbooks for students with visual strain.” (= It is easier for them to use.)

Synonyms: usability, ease of access, inclusiveness

Common mistakes: ❌ “accessibility for to users” → ✅ “accessibility to users”; ❌ using “availability” when you mean design for disabled users.

annotation — BrE /ˌænəˈteɪʃ(ə)n/ · AmE /ˌænəˈteɪʃən/

Part(s) of speech: noun (countable/uncountable); annotate (verb)

Patterns: make/add annotations to a text; annotation of data/images.

Definition: notes or comments added to a text to explain, highlight, or organise information.

Example: “Shared annotations let a teacher see where the class is confused.” (= Notes show problem areas.)

Synonyms: notes, commentary, markup

Common mistakes: ❌ “annotation on a text” (less common) → ✅ “annotation to a text”; avoid using it to mean “summary.”

portability — BrE /ˌpɔːtəˈbɪləti/ · AmE /ˌpɔːrtəˈbɪləti/

Part(s) of speech: noun (uncountable); portable (adjective)

Patterns: portability of files/data/content; make resources portable across devices.

Definition: the quality of being easy to carry, move, or use across different places or devices.

Example: “The portability of e-texts means students can revise on the bus.” (= Easy to carry and use.)

Synonyms: mobility, transferability

Common mistakes: Confusing “portable” (easy to carry) with “available.”

curriculum — BrE /kəˈrɪkjʊləm/ · AmE /kəˈrɪkjələm/

Part(s) of speech: noun (countable; plural curricula or curriculums)

Patterns: the curriculum for Year 10; changes/reforms to the curriculum; align with the curriculum.

Definition: the set of subjects and content taught in a school or course.

Example: “Digital updates keep the history curriculum aligned with new exam specs.” (= Content matches requirements.)

Synonyms: syllabus (note: syllabus = a particular course; curriculum = overall programme)

Common mistakes: Using “syllabus” and “curriculum” as perfect synonyms in all contexts.

mitigate — BrE /ˈmɪtɪɡeɪt/ · AmE /ˈmɪtɪˌɡeɪt/

Part(s) of speech: verb; mitigation (noun)

Patterns: mitigate + risk/impact/effects; mitigation of problems.

Definition: to make something bad less serious or less harmful.

Example: “Print packets can mitigate screen fatigue during long readings.” (= Reduce the negative effect.)

Synonyms: lessen, reduce, alleviate

Common mistakes: ❌ “mitigate against” → ✅ “mitigate something”; avoid confusing with “alleviate pain” (different objects).

distraction — BrE/AmE /dɪˈstrækʃən/

Part(s) of speech: noun (countable/uncountable); distract (verb), distracted (adj.)

Patterns: a distraction from work; be distracted by notifications.

Definition: something that takes your attention away from what you should be doing.

Example: “App-locking reduces distractions during tests.” (= Fewer things steal attention.)

Synonyms: diversion, interruption

Common mistakes: Using “destruction” instead of “distraction” (false friend); missing prepositions (“distraction from homework”).

equity — BrE /ˈekwɪti/ · AmE /ˈekwəti/

Part(s) of speech: noun (uncountable)

Patterns: equity in education; promote/advance educational equity.

Definition: fairness in outcomes and opportunities, especially for learners with different needs or resources.

Example: “Loaner devices improve equity by giving all students access to the same materials.” (= Fairer chance to succeed.)

Synonyms: fairness, justice (context: education)

Common mistakes: Confusing equity (fairness) with equality (sameness); using it to mean “company shares” in academic contexts.

retrieval — BrE/AmE /rɪˈtriːvəl/

Part(s) of speech: noun (uncountable); retrieve (verb)

Patterns: retrieval of information/data; improve retrieval speed.

Definition: the process of finding and bringing back information stored in memory or in a system.

Example: “Search tools speed up retrieval of definitions and examples.” (= Students find information faster.)

Synonyms: recovery, recall (in memory), lookup

Common mistakes: Using “retreival” (spelling) → ✅ “retrieval”; confusing with “retrieval practice” (a learning technique) versus just searching.

licensing — BrE /ˈlaɪs(ə)nsɪŋ/ · AmE /ˈlaɪsənsɪŋ/

Part(s) of speech: noun (uncountable); licence (BrE n.), license (AmE n.; BrE/AmE v. “license”)

Patterns: licensing for digital content; license to use materials; licence/license agreement.

Definition: permission granted (often by contract) to use software or content under certain conditions.

Example: “Schools must check licensing terms before sharing e-textbook chapters.” (= Legal permission rules.)

Synonyms: authorisation, permission, rights

Common mistakes: Spelling: BrE noun “licence” vs AmE noun “license”; using it to mean “free” access.

inclusion — BrE /ɪnˈkluːʒ(ə)n/ · AmE /ɪnˈkluːʒən/

Part(s) of speech: noun (uncountable); inclusive (adj.), include (v.)

Patterns: inclusion of learners with special needs; promote inclusive practice.

Definition: the practice of ensuring all learners can participate fully and fairly.

Example: “Adjustable fonts support inclusion by helping dyslexic students read comfortably.” (= More students can join effectively.)

Synonyms: integration, participation

Common mistakes: Using “inclusion” to mean “diversity” in general; forgetting the preposition (“inclusion of all learners”).

🔶 Part 5 — Phrases / Expressions

10 Phrases & Expressions — Digital Textbooks Theme

Each item includes BrE/AmE IPA, parts of speech, patterns, a clear definition, an example with a brief gloss, useful synonyms, and common learner mistakes. All text is black and panels are dark-blue outlined.

on balance — BrE /ɒn ˈbæləns/ · AmE /ɑːn ˈbæləns/

Part(s) of speech: fixed adverbial phrase

Patterns: On balance, + clause; judge A vs B on balance.

Definition: after considering all the pros and cons, overall.

Example: “On balance, digital textbooks improve access enough to outweigh screen-time concerns.” (= Overall, benefits win.)

Synonyms: overall, all things considered

Common mistakes: ❌ “in balance” for this meaning → ✅ “on balance”.

to a large extent — BrE /tʊ ə lɑːdʒ ɪkˈstent/ · AmE /tə ə lɑːrdʒ ɪkˈstent/

Part(s) of speech: adverbial phrase

Patterns: to a large/greater/considerable extent + clause.

Definition: mostly; for the most part.

Example: “Outcomes depend, to a large extent, on how schools train teachers to use e-texts.” (= Mostly dependent.)

Synonyms: largely, predominantly

Common mistakes: Overuse; vary with “to some extent,” “in many cases.”

weigh (the) advantages against (the) disadvantages — BrE /weɪ/ · AmE /weɪ/

Part(s) of speech: verb phrase

Patterns: weigh A against B; weigh up options.

Definition: to compare pros and cons carefully before deciding.

Example: “Policymakers must weigh the advantages against the disadvantages of replacing print entirely.” (= Compare both sides.)

Synonyms: evaluate, balance, assess

Common mistakes: Missing preposition: ❌ “weigh the advantages with the disadvantages” → ✅ “against”.

pose a risk (to) — BrE/AmE /pəʊz/ (BrE) · /poʊz/ (AmE)

Part(s) of speech: verb phrase

Patterns: pose a/an risk/threat/challenge to + noun.

Definition: to create a possible danger or problem for someone/something.

Example: “Extended screen time can pose a risk to students’ eye comfort.” (= May harm.)

Synonyms: present, create, constitute (a risk)

Common mistakes: Article errors: use “a risk,” not “risk” alone in most cases.

keep (something) up to date / stay up to date — BrE /ˌʌp tə ˈdeɪt/ · AmE /ˌʌp tə ˈdeɪt/

Part(s) of speech: verb phrase

Patterns: keep/stay up to date with X; keep materials up to date.

Definition: to remain current; ensure information is the latest.

Example: “Publishers can keep chapters up to date when exam specs change.” (= Maintain currency.)

Synonyms: update, maintain currency

Common mistakes: ❌ “up-to-dated” (incorrect adjective) → ✅ “up-to-date”.

in real time — BrE /ɪn ˌrɪəl ˈtaɪm/ · AmE /ɪn ˌriːəl ˈtaɪm/

Part(s) of speech: adverbial phrase

Patterns: track/monitor/update in real time.

Definition: immediately as events happen, without delay.

Example: “Analytics show reading progress in real time, so teachers can intervene early.” (= Instantly visible.)

Synonyms: instantly, live

Common mistakes: Hyphenation: don’t hyphenate when used adverbially here.

access to (something) — BrE /ˈækses/ (n.), /əkˈses/ (v.) · AmE /ˈæksɛs/ (n.), /ækˈsɛs/ (v.)

Part(s) of speech: noun + prepositional phrase; also verb “access”

Patterns: have/gain/expand access to + resource; access files/materials.

Definition: the ability or right to use or reach something.

Example: “Loaner tablets expand access to core materials for low-income learners.” (= More can use them.)

Synonyms: availability, provision (context-dependent)

Common mistakes: ❌ “access for materials” → ✅ “access to materials”.

implement (a) policy / policies — BrE /ˈɪmplɪˌment/ · AmE /ˈɪmpləˌment/

Part(s) of speech: verb phrase

Patterns: implement + policy/strategy/plan; implement policies on X.

Definition: to put a plan or rule into action.

Example: “Schools should implement policies on screen breaks and app-locking.” (= Make rules work.)

Synonyms: enforce, execute, put into effect

Common mistakes: Confusing with “imply”; wrong preposition: use “policies on”.

at scale — BrE/AmE /æt skeɪl/

Part(s) of speech: adverbial phrase

Patterns: adopt/use/roll out X at scale.

Definition: widely or in large quantities across a system.

Example: “Districts adopting e-textbooks at scale must plan device maintenance.” (= For many users.)

Synonyms: widely, system-wide, extensively

Common mistakes: Using “in scale” instead of “at scale”.

trade-off between A and B — BrE /ˈtreɪd ɒf/ · AmE /ˈtreɪd ɔːf/

Part(s) of speech: noun phrase

Patterns: a trade-off between X and Y; make/accept a trade-off.

Definition: a situation where gaining one benefit requires giving up part of another.

Example: “There is a trade-off between interactivity and potential distraction.” (= More of one may mean more of the other.)

Synonyms: compromise, balance

Common mistakes: Pluralisation: “trade-offs”; keep the prepositions “between … and …”.