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Jawaid's 4F Formula for IELTS Writing Task 2

Experiment Findings · November 2016

DOI: 10.13140/RG.2.2.28017.89443

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Arif Jawaid
KTG EDUCATION GROUP
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Benchmarking in TESOL: Jawaid’s 4F Formula for Writing Task 2 of IELTS

Introduction
My readers (students and teachers) need to know that this very specific writing course has been
designed for tertiary International IELTS students at Linton University College, Malaysia. These
students mainly come from various countries such as China, Nigeria, Equatorial Guinea,
Malaysia, Pakistan, India, Bangladesh, Saudi Arabia, Iraq and Yemen. Many of them join the
English Language Centre with very limited English language proficiency in listening, speaking,
reading and writing (Elementary).

To help the above students learn fast we have collected writing benchmarks drawn from Jawaid’s
(2014) TESOL Quality Framework: Benchmarking for Curriculum Improvement and his
empirical experience. The objective of this write-up is to familiarise the English for Academic
Purpose (EAP) students and teachers with this practical fit for purpose writing course. For
instance, our tertiary students learn IELTS Writing Task 2 (Agree or Disagree) very fast. They
have been generating new ideas based upon a template “Smoking is Bad Habit” since July 2008.
This template is followed by a similar set of 20 titles (including both negative and affirmative).
This planned writing practice enables the students to write cohesive, clear and logical essays.
They are not only proficient to write for IELTS examination but also for their future writing
assignments.

This is a very specific writing course for EAP beginners. It does not undermine many full-
fledged writing development courses available in the market. It is my pleasure to inform that the
workable strategies, handwriting improvement tips, quality standards of effective writing,
paragraph writing strategies and 4F formula have been drawn from diverse disciplines such as
quality, education, TESOL, science, cognitive development and management. It has considered
baseline assessment, initiation, student-teacher involvement, real life functions, active language
practice, transition (sentence to paragraph to essay) and continuous improvement. These aspects
facilitate the students to get automation in writing very fast and they start leading their own
writing.

Workable Strategies used are:

Aim to bring fluency in writing (speed writing)
Exploitation of I-ness (I plan, I do, I review, I act, I can, I am, etc.)
Use of very simple language
Use of short sentences
Simple to a developed write-up
Exploitation of Real-life functions (e.g. I can make tea. I can make sandwich.)

Note: Avoidance of ‘a’ and ‘an’, and, but, if, because, when, moreover, however and so on.
Handwriting Improvement Tips
Writing on ruled paper
Use of one line for one sentence (initially)
Use of finger space between the words
Writing in an upright manner
Writing alphabet on the line (touching the line)
Writing equal size of letters
Pressing the pen/pencil while writing
Providing soft surface (by putting a lot of paper underneath) to get maturity of handwriting faster
Writing bold and proper alphabet (not half alphabet)

Note: Minimise cursive writing if it leads to illegibility

Some ‘Quality Standards’ of Effective writing
Understanding of topic/title
Introduction of the topic
Justification of the topic
Organisation of the ideas
Conclusions and suggestions
Plural sentences (smokers do, people do, they do, we do)
Variety of verbs
Variety of diction (wide choice of words)
Minimum use of ‘be’
Minimum use of articles (‘a’ and ‘an’)
Minimum use of conjunctions
Short sentences (three to four words for one sentence)
Strengthening of (SVO/SVOA)
Input and output of ideas (smaller theme to main theme)
Organisation of the ideas by mind mapping
Completing of a loop

Note: Minimising euphemism, bombastic words and exaggeration

The Students must Know Paragraph Writing Strategies

One sentence is one complete idea
One paragraph is one developed idea (I has beginning, middle part and an ending)
Indentation
Inflections (management of word ending)
Sub-topic

4F Formula for writing a standard paragraph

F1 = Forceful sentence (in the beginning)
F2 = Follow up sentence (s) (explain the forceful sentence)
F3 = For example (provide example)
F4 = Final sentence (concluding sentence)
The writing template is provided below for your use:
 SMOKING IS A BAD HABIT
Step 1: Read and understand the topic.
Step 2: Make a mind map as suggested below.

Health (1) People (2)

SMOKING IS A BAD HABIT
Messy
Waste of Money (3)
Environment (4)
Step 3: Introduce the topic.
Introduction
I agree to the statement. ‘Smoking is a bad habit’. It is one of the diseases of our society. It is source of
many problems. I have many reasons to prove this. These reasons are health, people, waste of money and
messy environment. I shall explain more.

Step 4: Explain the four reasons by writing one paragraph on each reason as follows.

Health

Smoking is not good for health. Smokers destroy their health. They get many diseases. For example, they
damage their lungs. They spoil their health. They slow down their blood flow. They can get cancer very fast.
They face many other problems. For instance, some of them are whooping cough, sore throat, lung cancer and
blood cancer. They become unhealthy. Finally, they go to hospital. (write 10 more sentences like this)

People

Smoking is hazardous for people. Many people hate smoking. They dislike smokers. The smokers
disturb many people. For example, they bother their parents. They influence their brothers and sisters.
People dislike smokers. They avoid them. They sit far away from them. The smokers lose their respect. Many
people do not like smokers’ company. They feel very uncomfortable in smokers’ presence. (write 10 sentences)

Waste of Money

Smokers waste a lot of money. They are unaware of their wrong doing. They do not value money. For
example, they buy cigarettes. They burn money. They fail to spend on good food. They can buy fruit instead
of cigarettes. They waste a lot of money. Sometimes they beg money from friends. They also borrow money
from unknown people. They remain hand to mouth. (write 10 more sentences)

Messy Environment

Smokers mess up the place. They spoil air, water and the whole environment. They make a lot of mess.
For example, they throw papers, wrappers, smoke, ash, cigarette butts and packets everywhere. They affect
the environment. They increase cleaners’ work. These smokers smell very bad. They are storehouse of stink
and bad smell. Smokers are mobile smoke producing factories. (write 10 more sentences)

Step 5: Write conclusions of this write-up.

Conclusions
Finally, I strongly agree to the statement, ‘Smoking is Bad Habit’. Smokers lose their health. They carry
many diseases. People hate smokers because they disturb the people. Smokers waste a lot of money. They go
bankrupt. They pollute the environment. Their bodies have stinking smell. Finally, smoking is very damaging
practice. One should not smoke at all.
 SMOKING IS A BAD HABIT

Write ten more sentences at the end of every paragraph.

Here is an example for you to follow. This will help you to use a variety of verbs.
I. Health
1. Smokers have many diseases.
2. They do not have good health.
3. They spoil their health.
4. They do not live for long time.
5. They can get diseases.
6. They cannot work hard.
7. They are sick.
8. They are not healthy.
9. Finally, they become very sick.
10. They do not get well.
III Waste of Money
11. Smokers have less money.
12. They do not have money.
13. They waste money.
14. They do not save money.
15. They can lose money.
16. They cannot keep money.
17. They are money wasters.
18. They are not money savers.
19. They become very poor.
20. They do not become rich.

II. People IV Dirty the Place

21. Smokers have bad habits. 31. Smokers have bad behaviour.
22. They do not have good habits. 32. They do not have manners.
23. They disturb people. 33. They dirty the place.
24. They do not respect people. 34. They do not clean the area.
25. They can lose friends. 35. They can get fine.
26. They cannot make friends. 36. They cannot get fresh air.
27. They are bad people. 37. They are wrong doers.
28. They are not good people. 38. They are not clean themselves.
29. People become very angry. 39. They become ill-disciplined.
30. They do not become nice. 40. They do not become disciplined.

What is a paragraph?
The learners need to know about a paragraph. First, a sentence is a complete idea, for example, (I
(Subject) eat (verb) bread (object) daily (adverb)). A paragraph is one developed idea. It develops
just one idea. For example, it has a starting, a middle part and an ending. Generally a paragraph
has four parts (4Fs). These are forceful sentence (F1) follow up sentences (explanation)(F2),
for example (F3) and final sentence (F4). Hopefully, following topics will give learners ample
practice to write a paragraph and a write-up (writing task 2).
STAGE 1
Positive topics for writing Negative topics for writing
1. Learning English is good 1. Smoking is bad
2. Sports are good 2. Overeating is bad
3. Exercises are good 3. Oversleeping is bad
4. Email is good 4. Watching TV is bad
5. Internet is good
5. Eating outside is bad
6. Studying abroad is good
7. Eating/Cooking at home is good 6. Fast food is bad
8. City life is good 7. Computer is bad
9. Village life is good 8. Facebook is bad
10. Computer is good 9. City life is bad
10. Internet is bad

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