🔶 Part 1 — Tutorial

Step 1 — Analyse the task & choose a position (Agree/Disagree)

Carefully read the full prompt and identify the question type (here: opinion—“To what extent do you agree or disagree?”). Decide whether the claim is broadly true, partly true, or largely false in your view. Clarify the topic scope (e.g., “news from social media vs. traditional outlets”) and the task focus (your extent of agreement). Note any time frame implied by the wording (e.g., “increasing numbers” suggests a trend) and consider whether the exam wants a general response or examples from specific contexts. Underline key terms that will shape your ideas (e.g., “news,” “social media,” “traditional outlets,” “reliability,” “speed”). Generate two to three clear reasons for your stance and test them for explainability and evidence potential. Avoid sitting on the fence: a clear thesis outperforms a vague middle position unless you can justify a nuanced view with balanced reasons. Aim for a position that you can support with concrete mini-examples (who/where/when/how). Keep the question visible while planning to maintain focus. If you partially agree, define exactly which part you accept and why, so the examiner can follow your logic without guessing.

Example Box — Decoding the Prompt

Prompt: “Increasing numbers of people now get news from social media rather than traditional outlets. To what extent do you agree or disagree?”
Focus: Trend (more people), Source shift (social media vs. traditional), Stance (extent).
Possible stances: (A) Largely agree (speed, access) but note reliability issues; (B) Partly agree (useful for headlines, but depth still from legacy media); (C) Disagree (algorithmic bias and misinformation outweigh convenience).

Step 2 — Plan a clear structure & argument flow

Use a classic four-paragraph structure for clarity and control. In the introduction, paraphrase the prompt in one sentence and give a direct thesis in the second. For Body 1, present your strongest reason first, explained step by step and grounded in a specific micro-example. For Body 2, present a second, distinct reason, again with explanation and concise evidence; if you hold a balanced view, Body 2 can acknowledge a limitation or opposing view before reaffirming your position. Ensure each body paragraph begins with a topic sentence that directly answers the question and signals the paragraph’s focus. Avoid listing points; instead, develop one central idea per paragraph. Link sentences logically with cause/effect and reference words (“this trend,” “such platforms”). In the conclusion, restate your answer in new words and summarise the core justification without adding new ideas. Allocate time: 8–10 minutes for planning, 28–30 minutes to write, and ~2 minutes to check. Keep an eye on word count (aim ~270–300) to ensure full development without rambling.

Example Box — Skeleton Plan

Intro: Paraphrase + clear thesis (e.g., “I largely agree because of speed and accessibility, though accuracy remains a concern.”)
Body 1 (Reason 1): Speed & real-time updates → explain → micro-example (breaking events).
Body 2 (Reason 2 + acknowledgement): Accessibility & citizen reporting; acknowledge misinformation → explain mitigation (verification).
Conclusion: Re-answer + synthesis, no new ideas.

Step 3 — Write high-impact paragraphs

Craft introductions that do two things only: rephrase the task and state an explicit thesis. Avoid definitions and background history. Begin each body paragraph with a topic sentence that answers the question, then move to a clear explanation and a brief, realistic example. Keep examples specific but compact (e.g., “During the 2020 wildfires…”), so they sound credible without consuming words. Use progression signals (“first,” “more importantly,” “as a result”) to guide the reader. Where appropriate, hedge carefully (“tends to,” “is likely to”) to sound academic. If you acknowledge the opposite side, keep it proportionate and reaffirm your main stance at the end of the paragraph. In the conclusion, avoid repetition; re-express the thesis and synthesise your two core reasons in one or two polished sentences. Finish with a precise final line answering “to what extent” in unmistakable terms.

Example Box — High-impact Sentences

Thesis (balanced agree): “I largely agree that social platforms have become primary news sources because they deliver real-time updates and broaden access, though concerns about accuracy cannot be ignored.”
Topic sentence (Body 1): “The main reason many users turn to social media first is speed, as major stories can surface within minutes.”
Micro-example: “For instance, during regional floods in 2023, residents posted road closures far sooner than broadcasters could.”
Conclusion line: “Overall, while fact-checking remains essential, the immediacy and reach of social platforms justify the shift for many audiences.”

Step 4 — Language, coherence, and accuracy

Aim for precise, topic-appropriate vocabulary (e.g., “algorithmic curation,” “editorial standards,” “source triangulation”). Vary your grammar with complex sentences, but ensure control over punctuation and subject–verb agreement. Use referencing to maintain cohesion (“this shift,” “these outlets”). Avoid repetition by employing synonyms and pronoun references. Keep paragraphs unified; remove sentences that drift from the main line of argument. Use cautious language to avoid absolute claims when evidence is limited. Proofread for common errors (comma splices, article misuse, tense slips). Finally, ensure your tone is academic—objective, measured, and concise—while remaining decisive about your stance.

Example Box — Quality Checks (Quick List)

Clarity: Does each topic sentence answer the question?
Development: Is reason → explanation → example present?
Cohesion: Are linkers and references smooth, not overused?
Lexis: Any imprecise or repeated words replaced?
Accuracy: Grammar and punctuation error-free in key sentences?

Universal Fill-in-the-Gap Template — Opinion (Agree/Disagree)

Use carefully; adapt to the exact topic. Replace […] with your ideas. Keep sentences concise.

Sentence-by-Sentence Scaffold

Intro S1 (Paraphrase): In recent years, [topic restatement] has become increasingly prominent.

Intro S2 (Thesis): I [completely/largely/partly] [agree/disagree] that [main claim], chiefly because [Reason 1] and [Reason 2].

Body 1 S3 (Topic sentence): The first reason is that [Reason 1 stated succinctly].

Body 1 S4 (Explain): This matters because [clear cause/effect or mechanism].

Body 1 S5 (Micro-example): For example, [who/where/when/how—compact and credible].

Body 1 S6 (Link back): Therefore, [explicit link back to the question/stance].

Body 2 S7 (Topic sentence): A further consideration is [Reason 2 stated succinctly].

Body 2 S8 (Explain or Counter + Refocus): While [acknowledge limitation/counterpoint], this is outweighed by [your rationale].

Body 2 S9 (Micro-example): For instance, [brief supporting case or data].

Body 2 S10 (Link back): Consequently, [explicit link back to the question/stance].

Conclusion S11 (Restate answer): In summary, I [agree/disagree] that [re-state claim] to a [great/limited] extent.

Conclusion S12 (Synthesis): This is primarily because [Reason 1] and [Reason 2], despite [briefly note any caveat if used].

Paraphrase & Thesis — Ready-to-adapt Samples

Paraphrase Options

P1: A growing share of the public now turns to social platforms for updates rather than legacy broadcasters and newspapers.
P2: More people are relying on social media as their primary news source, replacing traditional channels for many audiences.

Thesis Options

Agree (strong): I fully agree with this shift because social platforms deliver rapid updates and widen access to diverse perspectives.
Agree (balanced): I largely agree, although accuracy concerns mean users must verify key claims.
Disagree: I disagree, since algorithmic bias and weak editorial oversight can distort public understanding.

🔶 Part 2 — Task

[IELTS Academic] [Writing Task 2] — Opinion Essay (Agree/Disagree)

The Question

Many people believe that working from home is more beneficial for employees than working from an office.
To what extent do you agree or disagree?

Essay Writing Area
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Title: [IELTS Academic] [Writing Task 2] — Working from Home
Question: Many people believe that working from home is more beneficial for employees than working from an office. To what extent do you agree or disagree?
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🔶 Part 3 — Sample Answers & Explanations

Sample Answer — Band 6

In recent years, remote work has become much more common, and many people say it is better for employees than office work. I largely agree with this view because working from home can save time and reduce stress, although there are some problems that people should manage carefully.

The first reason is that home working usually saves commuting time. This matters because many workers spend one or two hours each day travelling, which is tiring and expensive. When people avoid this routine, they can use the same time for exercise, sleep, or starting work early, so they feel fresher and more productive. For example, a junior accountant who once took a crowded train every morning may now begin at eight o’clock from her kitchen table and finish earlier, which improves her work–life balance. Therefore, removing the daily commute often makes employees less stressed and more focused on their tasks.

A further consideration is the flexibility that home working can offer. While it is true that some companies expect people to be online at fixed hours, many teams allow employees to plan parts of the day themselves. This is helpful for parents who need to do the school run or for people with medical appointments. For instance, a software tester might complete deep work in the morning, take a longer lunch to visit a clinic, and then finish tickets in the afternoon. Admittedly, remote work can also bring distractions and a feeling of isolation, which may harm performance. However, these risks are usually reduced by setting clear boundaries, creating a quiet workspace, and keeping regular video meetings with colleagues.

In summary, I agree to a great extent that working from home benefits employees. This is mainly because it saves commuting time and allows more flexible schedules, even though workers still need to control distractions and stay connected to their teams.

Why this works (Band 6)

1) The introduction paraphrases the question and gives a clear overall position (“I largely agree”).

2) The essay follows a logical four-paragraph structure: introduction, two body paragraphs, and a conclusion.

3) Topic sentences directly answer the task by stating reasons (commute time; flexibility).

4) Each reason is explained with cause–effect links (“saves time → reduces stress → improves focus”).

5) A concrete micro-example (junior accountant, software tester) increases credibility without becoming too long.

6) Cohesive devices are used (“The first reason…”, “A further consideration…”, “For example…”, “However…”).

7) The essay acknowledges a counterpoint (distractions, isolation) and proposes simple solutions (boundaries, meetings).

8) The conclusion restates the stance and summarises main reasons without adding new ideas.

9) Vocabulary is mostly accurate and appropriate for the topic (commuting, flexible schedules, deep work).

10) Grammar range includes complex sentences, though some structures remain basic and repetition occurs.

11) The tone is generally formal and suitable for IELTS Task 2.

12) Paragraphing is clear; each paragraph has one main idea developed with explanation and example.

13) Referencing words (“this”, “these risks”) help cohesion, though pronoun references could be tighter.

14) Hedging is present (“usually”, “often”), which sounds measured but could be more precise.

15) Overall development is adequate (>260 words) with room for more nuanced analysis or data support.

Sample Answer — Band 7

The rapid expansion of remote work has prompted debate about whether it genuinely serves employees better than office-based roles. I mostly agree that it does, because home working tends to enhance productivity by cutting low-value time and offers people greater control over their day, although it can undermine team cohesion if poorly managed.

The strongest argument in favour of working from home is the removal of commute time and the friction that surrounds it. Time spent travelling is rarely productive, and it drains energy before work even begins. By reclaiming that time, employees can build healthier routines—starting earlier, exercising, or preparing meals—which often translates into steadier focus during core hours. For instance, during a six-month hybrid pilot in my city, several small firms reported that staff who worked from home two or three days a week closed tasks faster and logged fewer sick days. It seems reasonable to conclude that fewer transitions and more autonomy support deeper concentration.

A further benefit is schedule flexibility, which allows people to align demanding tasks with their personal peak hours. While some managers worry that dispersed teams reduce spontaneous collaboration, this risk is largely organisational: if teams set predictable online “overlap” windows and use clear communication channels, ad-hoc problem-solving still occurs. To illustrate, product squads can reserve two short blocks daily for stand-ups and quick design checks, while leaving long, uninterrupted blocks for deep work. Admittedly, remote work can blur boundaries and intensify screen time; however, firms can mitigate this through output-based targets and mandatory breaks.

In conclusion, I agree to a large extent that working from home benefits employees. It removes wasteful commuting and lets individuals plan their day around peak focus, provided companies invest in smart coordination and protect against overwork.

Why this works (Band 7)

1) The thesis presents a clear stance (“mostly agree”) and signals two reasons plus a caveat.

2) Topic sentences announce paragraph focus (commuting/productivity; flexibility/coordination), aiding coherence.

3) Reason → explanation → example sequencing is consistent, which strengthens argument development.

4) The example references a realistic hybrid pilot and aggregates outcomes, sounding evidence-based without overclaiming.

5) Cohesion is supported by precise connectives (“The strongest argument…”, “A further benefit…”, “Admittedly…”, “however”).

6) Hedging (“tends to”, “seems reasonable”) maintains an academic tone and avoids absolute claims.

7) A balanced counterargument (team cohesion) is acknowledged and then addressed with practical solutions (overlap windows, channels).

8) Lexical resource is varied and topic-appropriate (friction, autonomy, overlap windows, output-based targets).

9) Complex sentence forms are used with generally secure control; punctuation supports clarity.

10) Paragraphs are unified; each explores a single central idea in depth rather than listing points.

11) Referencing ties ideas together logically (“this risk”, “that time”, “it”), improving flow.

12) The conclusion directly answers “to what extent” and synthesises the argument succinctly.

13) Register is consistently formal, avoiding conversational phrases and unsupported generalisations.

14) Minor assumptions are framed as organisational choices, showing nuance rather than blaming workers.

15) Word count allows full development (>260 words) while remaining concise and purposeful.

Sample Answer — Band 8+

The shift to remote work has done more than relocate employees; it has restructured the working day and, in many cases, the employment relationship itself. I largely agree that working from home benefits staff, chiefly because it creates longer, protected windows for deep work and broadens participation in the labour market; nevertheless, these gains depend on deliberate safeguards against overload and professional isolation.

First, remote settings reduce transition costs—commutes, interruptions, and context switching—that fragment attention in open offices. When those frictions are removed, employees can sequence cognitively demanding tasks at their personal peak times, which typically improves throughput and quality. Consider analysts who schedule modelling in the morning and reserve afternoons for stakeholder calls: by aligning work with circadian peaks, they report fewer errors and quicker iterations. More importantly, autonomy over time and place signals trust, which tends to increase intrinsic motivation and, ultimately, performance.

Second, home working expands access to stable employment for groups previously constrained by geography or routine care duties. Talented contributors outside major cities, people with limited mobility, and parents of young children can now compete on output rather than presence. This inclusivity enriches teams with diverse perspectives and reduces recruitment lead-times. However, distance can weaken weak ties—the casual interactions that spark mentorship and cross-pollination. To counter that, organisations should institute predictable overlap hours, lightweight rituals (virtual coffee, office-day rotations), and output-based evaluation that rewards results while capping after-hours communications. With these safeguards, the net effect remains clearly positive.

In sum, I agree to a considerable extent that remote work benefits employees. By cutting transition costs and widening access to meaningful roles, it elevates productivity and fairness, provided firms intentionally design for connection and sustainable workloads.

Why this works (Band 8+)

1) The thesis is explicit, nuanced, and directly addresses “to what extent,” signalling two core reasons and a conditional caveat.

2) Topic sentences encapsulate the logic of each body paragraph and map cleanly to the thesis.

3) Ideas are developed through mechanism-first explanations (transition costs → attention → output), not just assertions.

4) Micro-examples are context-rich yet concise (analysts’ scheduling; diverse recruitment), demonstrating realistic scenarios.

5) The essay uses precise, field-appropriate lexis (transition costs, context switching, intrinsic motivation, weak ties).

6) Hedging is sophisticated (“tends to,” “with these safeguards”), preserving academic caution while staying decisive.

7) Counterarguments are framed structurally (erosion of weak ties) and resolved with actionable policies (overlap hours, rituals, caps).

8) Cohesion is maintained with parallelism and logical connectors that guide the reader without mechanical repetition.

9) Sentence variety and clause embedding show advanced grammatical control with minimal errors.

10) The tone is analytical yet readable, balancing abstraction with concrete operational details.

11) Each paragraph focuses on a single, fully developed idea, avoiding list-like progression.

12) The conclusion synthesises the argument and restates the extent clearly, avoiding new information.

13) Referencing (“these safeguards,” “this inclusivity”) tightens cohesion and reduces redundancy.

14) The argument considers both productivity and equity, demonstrating higher-level evaluation.

15) Word count supports depth while remaining concise, fitting IELTS timing and development expectations.

🔶 Part 4 — Vocabulary (10 Key Words from the Task)

How to use this section

Below are ten topic-specific words frequently needed for essays about working from home vs. office work. Each item shows British & American IPA, part(s) of speech, common patterns, a clear definition, a concise example with a gloss (meaning), one or two useful synonyms, and typical learner mistakes to avoid. All text is black; boxes use a dark-blue outline to match the template.

1) Commute

BrE IPA: /kəˈmjuːt/   AmE IPA: /kəˈmjuːt/

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

Patterns: commute to/from [place]; commute between A and B; a long/short daily commute (n.)

Definition: To travel regularly between one’s home and workplace, often over some distance.

Example: “Employees who work remotely avoid a two-hour commute each day.” (Meaning: They save time and energy by not travelling.)

Synonyms: travel (to work), journey (n.)

Common mistakes: (1) ✘ “Commute to home” → say “commute home”. (2) Overusing it for tiny distances inside a building. (3) Wrong preposition: use to/from, not “in”.

2) Productivity

BrE IPA: /ˌprɒdʌkˈtɪvɪti/   AmE IPA: /ˌproʊdəkˈtɪvəti/

Part(s) of speech: noun (uncountable)

Patterns: boost/improve/lower productivity; productivity gains/losses

Definition: The rate or quality of useful work produced in a given time.

Example: “Cutting the commute often boosts productivity during core hours.” (Meaning: Output/quality rises.)

Synonyms: output, efficiency

Common mistakes: (1) Confusing with “production” (factory goods). (2) Using as countable (*a productivity* ✘). (3) Saying “more productivity level” → say “a higher level of productivity”.

3) Flexibility

BrE IPA: /ˌfleksɪˈbɪləti/   AmE IPA: /ˌfleksəˈbɪləti/

Part(s) of speech: noun (uncountable)

Patterns: offer/allow/provide flexibility; flexibility in [schedule/location]

Definition: The ability to choose or adjust working time/place to suit needs.

Example: “Remote policies give parents greater flexibility in planning school runs.” (Meaning: They can adjust hours easily.)

Synonyms: adaptability, leeway

Common mistakes: (1) Making it countable (*a flexibility* ✘). (2) Using wrong preposition: prefer “flexibility in doing X”. (3) Confusing with “to be flexible” (adjective).

4) Autonomy

BrE IPA: /ɔːˈtɒnəmi/   AmE IPA: /ɔˈtɑnəmi/

Part(s) of speech: noun (uncountable)

Patterns: grant/encourage/autonomy; autonomy over [tasks/schedule/location]

Definition: The freedom to make decisions about one’s work without constant supervision.

Example: “Teams that trust staff with scheduling autonomy often see stronger results.” (Meaning: Freedom supports performance.)

Synonyms: independence, self-direction

Common mistakes: (1) Writing “an autonomy” ✘. (2) Using it as an adjective (*autonomy schedule* ✘ → “autonomous scheduling”). (3) Confusing with “authority”.

5) Deep work

BrE IPA: /diːp wɜːk/   AmE IPA: /diːp wɝːk/

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

Patterns: do/block time for deep work; protect deep-work windows

Definition: Long, uninterrupted periods focused on cognitively demanding tasks.

Example: “Home offices help engineers protect deep work in the morning.” (Meaning: They can concentrate without interruptions.)

Synonyms: focused work, concentrated effort

Common mistakes: (1) Treating it as countable (*a deep work* ✘). (2) Using hyphen inconsistently (“deep-work” only when compound modifier). (3) Equating it with long hours (quality ≠ quantity).

6) Work–life balance

BrE IPA: /ˌwɜːk laɪf ˈbæləns/   AmE IPA: /ˌwɝːk laɪf ˈbæləns/

Part(s) of speech: noun (uncountable)

Patterns: improve/ruin/protect work–life balance; a healthy work–life balance

Definition: A sustainable relationship between professional duties and personal life.

Example: “Skipping traffic can improve work–life balance for caregivers.” (Meaning: More time/energy for family.)

Synonyms: life–work harmony, personal–professional balance

Common mistakes: (1) Hyphen omissions in compound modifier (“work-life”). (2) Making it countable (*a balanceS* ✘). (3) Using as adjective without hyphen: write “work-life-balance policies”.

7) Hybrid model

BrE IPA: /ˈhaɪbrɪd ˈmɒdl/   AmE IPA: /ˈhaɪbrɪd ˈmɑːdəl/

Part(s) of speech: noun (countable)

Patterns: a hybrid model of [X and Y]; adopt/roll out a hybrid model

Definition: A work arrangement combining remote and in-office days.

Example: “Many firms pilot a hybrid model with two office days per week.” (Meaning: Mixed location schedule.)

Synonyms: mixed arrangement, blended schedule

Common mistakes: (1) Capitalising randomly (*Hybrid Model* ✘). (2) Using “hybrid” alone when you mean the structure. (3) Confusing with “flexi-time” (time vs. place).

8) Burnout

BrE IPA: /ˈbɜːnaʊt/   AmE IPA: /ˈbɝːnaʊt/

Part(s) of speech: noun (uncountable)

Patterns: risk of burnout; prevent/mitigate burnout

Definition: Extreme work-related exhaustion that lowers motivation and effectiveness.

Example: “Always-online culture can cause burnout unless hours are capped.” (Meaning: Overwork leads to exhaustion.)

Synonyms: exhaustion, fatigue

Common mistakes: (1) Making it countable (*a burnout* ✘). (2) Treating it as only physical (it is also emotional/cognitive). (3) Using with “of” incorrectly: say “risk of burnout”.

9) Deliverable(s)

BrE IPA: /dɪˈlɪvərəbl/   AmE IPA: /dɪˈlɪvərəbəl/

Part(s) of speech: noun (countable, usually plural)

Patterns: key deliverables; meet/hit deliverables; deliverables for [project/sprint]

Definition: Specific outputs or results that must be completed by a deadline.

Example: “Output-based targets define weekly deliverables instead of tracking hours.” (Meaning: Goals focus on results, not presence.)

Synonyms: outputs, required results

Common mistakes: (1) Using as uncountable (*much deliverables* ✘). (2) Mixing with “objectives” (intent vs. product). (3) Capitalising in general prose.

10) Output-based evaluation

BrE IPA: /ˈaʊtpʊt beɪst ɪˌvæljuˈeɪʃn/   AmE IPA: /ˈaʊtpʊt beɪst ɪˌvæljuˈeɪʃən/

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

Patterns: move to/output-based evaluation; adopt output-based evaluation for [team/role]

Definition: Assessing staff mainly by results achieved rather than hours or physical presence.

Example: “Firms that use output-based evaluation report fewer after-hours emails.” (Meaning: Measuring results reduces presenteeism.)

Synonyms: results-oriented assessment, performance-based review

Common mistakes: (1) Writing “outputs-based” inconsistently; standard is “output-based”. (2) Treating as countable (*an evaluationS* ✘). (3) Confusing with “performance review” (a meeting) vs. a metric system.

🔶 Part 5 — Phrases & Expressions (10 Items)

How to use this section

These ten expressions frequently appear in essays about working from home vs. office work. Each item shows BrE/AmE IPA, part(s) of speech, common patterns, a clear definition, a concise example with a gloss (meaning), useful synonyms, and typical learner mistakes. All text is black; boxes use a dark-blue outline to match the template.

1) work remotely

BrE IPA: /wɜːk rɪˈməʊtli/   AmE IPA: /wɝːk rɪˈmoʊtli/

Part(s) of speech: verb phrase

Patterns: work remotely (from + place); work remotely on + project/task

Definition: To do one’s job away from the employer’s office, usually from home.

Example: “Most developers now work remotely two days a week.” (Meaning: They do their job from home for part of the week.)

Synonyms: telework, work from home (WFH)

Common mistakes: (1) “Work in remotely” ✘ → drop “in”. (2) Using it for field roles that are not office jobs. (3) Capitalising randomly (“Remote”).

2) hybrid working / hybrid work

BrE IPA: /ˈhaɪbrɪd ˈwɜːkɪŋ/   AmE IPA: /ˈhaɪbrɪd ˈwɝːkɪŋ/

Part(s) of speech: noun phrase

Patterns: adopt/roll out hybrid working; a hybrid work policy/model

Definition: An arrangement mixing remote days with in-office days.

Example: “The firm introduced hybrid working with three office days.” (Meaning: Staff split time between home and office.)

Synonyms: blended work, mixed-location schedule

Common mistakes: (1) Writing “hybridly working” ✘. (2) Confusing time flexibility with place flexibility. (3) Unnecessary caps (“Hybrid Working”).

3) cut down on commuting

BrE IPA: /kʌt daʊn ɒn kəˈmjuːtɪŋ/   AmE IPA: /kʌt daʊn ɑn kəˈmjuːtɪŋ/

Part(s) of speech: phrasal-verb expression

Patterns: cut down on + gerund/noun (e.g., commuting, travel time)

Definition: To reduce the time or frequency spent travelling to work.

Example: “Remote policies help staff cut down on commuting significantly.” (Meaning: They travel less and save time.)

Synonyms: reduce travel, shorten the commute

Common mistakes: (1) “Cut down commuting” → add “on”. (2) Using it for increasing distances ✘. (3) Treating “commuting” as countable.

4) blur the boundaries (between X and Y)

BrE IPA: /blɜː ðə ˈbaʊndəriz/   AmE IPA: /blɝ ðə ˈbaʊndəriz/

Part(s) of speech: verb phrase

Patterns: blur the boundaries between work and home / leisure and labour

Definition: To make the line separating two areas less clear.

Example: “Constant emails can blur the boundaries between work and family time.” (Meaning: The separation becomes unclear.)

Synonyms: erode the line, dissolve separation

Common mistakes: (1) “Blurred the boundary” for a general trend; prefer plural when two domains are involved. (2) Wrong preposition (“among” ✘ → “between”).

5) peak (productivity) hours

BrE IPA: /piːk ˈaʊəz/   AmE IPA: /piːk ˈaʊɚz/

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

Patterns: work during/at one’s peak hours; align tasks with peak hours

Definition: Times of day when someone typically performs at their best.

Example: “Designers schedule deep tasks in their peak hours.” (Meaning: They plan demanding work when most alert.)

Synonyms: prime hours, high-focus windows

Common mistakes: (1) Using singular (*a peak hour* for routine) ✘. (2) Confusing with “peak time” for transport crowding.

6) spontaneous collaboration

BrE IPA: /spɒnˈteɪniəs kəˌlæbəˈreɪʃn/   AmE IPA: /spɑnˈteɪniəs kəˌlæbəˈreɪʃən/

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

Patterns: enable/lose spontaneous collaboration; spontaneous collaboration across/within teams

Definition: Unplanned teamwork that happens naturally through quick interactions.

Example: “Some fear remote work reduces spontaneous collaboration.” (Meaning: Fewer impromptu ideas together.)

Synonyms: ad-hoc teamwork, informal co-creation

Common mistakes: (1) Making it countable (*a collaborationS* ✘). (2) Overusing as a catch-all for any meeting.

7) output-based targets

BrE IPA: /ˈaʊtpʊt beɪst ˈtɑːɡɪts/   AmE IPA: /ˈaʊtpʊt beɪst ˈtɑːrɡɪts/

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

Patterns: set/meet output-based targets; targets for + team/sprint

Definition: Measurable goals focused on results rather than hours online.

Example: “Managers used output-based targets to limit after-hours emails.” (Meaning: Results matter more than presence.)

Synonyms: results-oriented goals, deliverable-driven targets

Common mistakes: (1) “Outputs-based” spelling inconsistency. (2) Treating targets as singular mass nouns.

8) overlap hours

BrE IPA: /ˈəʊvəlæp ˈaʊəz/   AmE IPA: /ˈoʊvərlæp ˈaʊɚz/

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

Patterns: set/agree overlap hours; two-hour overlap window

Definition: Agreed times when all team members are online for coordination.

Example: “Global teams schedule daily overlap hours for stand-ups.” (Meaning: Everyone is available then.)

Synonyms: shared online window, common availability

Common mistakes: (1) Using singular for routine policy. (2) Confusing with “core hours” (may be longer and fixed).

9) deep work blocks

BrE IPA: /diːp wɜːk blɒks/   AmE IPA: /diːp wɝːk blɑːks/

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

Patterns: protect/schedule 90-minute deep work blocks

Definition: Pre-planned periods reserved for uninterrupted, demanding tasks.

Example: “Analysts book morning deep work blocks for modelling.” (Meaning: Time is protected for focus.)

Synonyms: focus sessions, protected windows

Common mistakes: (1) Treating as singular for a weekly routine. (2) Equating with long hours rather than quality focus.

10) always-on culture

BrE IPA: /ˈɔːlweɪz ɒn ˈkʌltʃə/   AmE IPA: /ˈɔlweɪz ɑn ˈkʌltʃər/

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

Patterns: promote/avoid always-on culture; an always-on culture of messaging

Definition: A workplace norm where employees feel pressure to be reachable at all times.

Example: “Clear boundaries prevent an always-on culture that leads to burnout.” (Meaning: Limits stop constant availability.)

Synonyms: 24/7 availability norm, perpetual connectivity

Common mistakes: (1) Hyphen omission (“always on culture”). (2) Treating it as a positive by default in academic tone.