1 00:00:01,100 --> 00:00:06,740 So coming up next, problem for no sentence, variety or coherence. 2 00:00:08,880 --> 00:00:10,560 You need range. 3 00:00:11,010 --> 00:00:13,080 You have to be really conscious of this. 4 00:00:13,400 --> 00:00:18,480 Do not write three simple sentence structures in a row. 5 00:00:18,890 --> 00:00:19,230 Right. 6 00:00:19,230 --> 00:00:21,540 Show your variety. 7 00:00:24,250 --> 00:00:27,940 So if we look at this paragraph here, this is not a question. 8 00:00:27,940 --> 00:00:29,320 It's actually a paragraph. 9 00:00:29,920 --> 00:00:32,530 This paragraph is. 10 00:00:33,650 --> 00:00:38,070 You know, first here result in cancer, cancer results in death, smoking a result in bad lungs. 11 00:00:38,070 --> 00:00:39,060 The lungs are black. 12 00:00:39,090 --> 00:00:40,260 Here we see what this is. 13 00:00:40,350 --> 00:00:44,430 This is a simple sentence after a simple sentence example. 14 00:00:45,600 --> 00:00:46,200 Right. 15 00:00:46,230 --> 00:00:52,110 Simple sentence, simple sentence, simple sentence, simple sentence, if correctly written. 16 00:00:53,360 --> 00:00:55,700 There are no grammar mistakes. 17 00:00:56,480 --> 00:00:58,280 It's a perfect paragraph. 18 00:00:59,330 --> 00:01:02,150 It's a perfect paragraph in terms of grammar. 19 00:01:02,390 --> 00:01:09,920 It's perfect, but the level of writing is probably at a level at a four on the rubric. 20 00:01:11,090 --> 00:01:11,390 Right. 21 00:01:11,390 --> 00:01:13,400 The level of writing is a four on the rubric. 22 00:01:13,700 --> 00:01:18,800 And the reason why is there's no sentence variety. 23 00:01:20,260 --> 00:01:21,970 There's no sense of variety. 24 00:01:22,390 --> 00:01:26,830 Also, we can see in this paragraph the person is missing a topic sentence. 25 00:01:27,670 --> 00:01:29,920 There's no topic sentence in this paragraph. 26 00:01:31,650 --> 00:01:40,080 So one exercise that I want you to pause and I want you to work on is I want you to look at this paragraph 27 00:01:40,950 --> 00:01:44,580 and I want you to repair it because it's very it's very, very simple. 28 00:01:45,120 --> 00:01:45,990 I want you to repair it. 29 00:01:45,990 --> 00:01:48,270 I want you to put in a topic sentence. 30 00:01:48,720 --> 00:01:52,980 I want you to I want you to use the information to create a compound sentence. 31 00:01:53,730 --> 00:01:55,680 Put in a complex sentence. 32 00:01:56,800 --> 00:02:01,150 Put in a sentence using a correlative conjunction, either both and or not only. 33 00:02:01,150 --> 00:02:08,980 But also I want you to expand the reasoning about teeth, and I want you to use anti paraphrasing and 34 00:02:08,980 --> 00:02:10,900 synonyms for repeated language. 35 00:02:12,400 --> 00:02:15,940 And I want you to repeat replace any weak language. 36 00:02:17,230 --> 00:02:23,860 So if you want a really good exercise in upgrading or writing a really good exercise and upgrading your 37 00:02:23,860 --> 00:02:26,950 writing, go ahead and take 5 minutes. 38 00:02:27,970 --> 00:02:33,550 Take 5 minutes and try to completely upgrade or repair this paragraph. 39 00:02:34,030 --> 00:02:37,150 Doing all seven of the things that I mentioned below. 40 00:02:37,930 --> 00:02:44,260 Once you have completed your entire paragraph, you're more than welcome to share it in the chat box. 41 00:02:44,800 --> 00:02:45,110 Right? 42 00:02:45,160 --> 00:02:46,570 But don't don't put it, don't put it. 43 00:02:46,570 --> 00:02:52,900 Don't put it in the chat box sentence by sentence, complete your entire paragraph and then you can 44 00:02:52,900 --> 00:03:01,360 put it in the chat box, but try to do these seven things and upgrade this paragraph. 45 00:03:02,950 --> 00:03:09,190 So I'm going to I'm going to pause for 5 minutes and I'm going to give you 5 minutes to do this upgrade. 46 00:03:15,220 --> 00:03:15,370 Right. 47 00:03:15,550 --> 00:03:19,870 One reason that policymakers should ban smoking relates to the associated health risk. 48 00:03:20,680 --> 00:03:26,350 So when a person reads that first sentence, they know we should ban smoking related to health risk. 49 00:03:27,000 --> 00:03:32,980 A primary reason to forbid smoking relates to it's accelerating cancer, which leads to a major cause 50 00:03:32,980 --> 00:03:33,640 of death. 51 00:03:34,330 --> 00:03:40,090 Another smoking ban related consequence connects with deficient lungs since the tar turns them black 52 00:03:40,090 --> 00:03:41,830 and reduces breathing capacity. 53 00:03:42,430 --> 00:03:47,200 Outside of the two aforementioned health problems, smoking brings about damaged teeth. 54 00:03:47,860 --> 00:03:52,480 According to most scientists, the gums are affected because smoking cause a lack of oxygen in the bloodstream. 55 00:03:52,930 --> 00:03:54,860 So the affected gums don't heal. 56 00:03:54,880 --> 00:03:59,950 Both poor, both poor eyesight and lower immunity derived from smoking. 57 00:04:00,100 --> 00:04:05,350 So the government should disallow smoking to maintain optimal citizens eyesight and physical health 58 00:04:05,350 --> 00:04:06,280 later in life. 59 00:04:07,030 --> 00:04:10,750 This sentence has the topic sentence as a compound complex. 60 00:04:10,760 --> 00:04:12,580 Expand the reasoning about teeth. 61 00:04:12,940 --> 00:04:15,400 Put in a sentence using a correlative conjunction. 62 00:04:15,820 --> 00:04:23,170 There's a lot of paraphrasing synonyms, lack of repeated language, and we're pleased we replace the 63 00:04:23,170 --> 00:04:24,250 weak language. 64 00:04:25,200 --> 00:04:25,350 Right. 65 00:04:25,570 --> 00:04:26,830 This is an example. 66 00:04:26,860 --> 00:04:29,800 And what Lin Vu did, Lin Vu did a good job also. 67 00:04:30,130 --> 00:04:39,760 There's a difference between level 5 to 6.5 writing and level 7.5 to 8 to nine level writing. 68 00:04:40,810 --> 00:04:43,990 There's a difference using weak verbs. 69 00:04:44,290 --> 00:04:46,870 Again, this deals with upgrading your writing. 70 00:04:47,380 --> 00:04:50,500 We have to stop using weak verbs. 71 00:04:52,060 --> 00:04:53,920 We have to eliminate weak writing. 72 00:04:55,910 --> 00:04:59,810 So each one of these sentences has a weak verb. 73 00:05:00,550 --> 00:05:00,880 Right. 74 00:05:00,880 --> 00:05:03,790 She is the manager of the account, is as a weak verb. 75 00:05:03,790 --> 00:05:05,650 It's a basic level word verb. 76 00:05:06,280 --> 00:05:08,860 It's a zero level English verb. 77 00:05:10,860 --> 00:05:12,480 She is defending the border. 78 00:05:13,320 --> 00:05:14,730 She defends the border. 79 00:05:16,580 --> 00:05:20,000 The play is inspiring to all those who struggle with depression. 80 00:05:20,450 --> 00:05:23,780 The display inspires those who struggle with depression. 81 00:05:25,100 --> 00:05:28,220 The monster was of the dark tunnel creeping. 82 00:05:28,520 --> 00:05:30,680 The monster crept down the dark tunnel. 83 00:05:31,820 --> 00:05:36,500 After we do our assignment, let's do the let's do the English homework. 84 00:05:37,610 --> 00:05:38,510 Number five. 85 00:05:38,930 --> 00:05:41,880 Number five, on your own, you can type your sentence in the chat box. 86 00:05:41,900 --> 00:05:42,710 Number five. 87 00:05:43,160 --> 00:05:44,930 Replace those weak verbs. 88 00:05:44,930 --> 00:05:46,730 Write doo doo. 89 00:05:46,730 --> 00:05:50,810 As a weak verb was as a weak verb is as a weak verb. 90 00:05:50,930 --> 00:05:54,500 Ah is was were have has having. 91 00:05:54,500 --> 00:05:55,640 B being. 92 00:05:56,120 --> 00:05:57,710 Those are all weak verbs. 93 00:05:58,850 --> 00:06:00,290 Well, for number five. 94 00:06:01,390 --> 00:06:07,570 Go ahead and replace those weak verbs with strong, accurate verbs. 95 00:06:08,560 --> 00:06:11,110 Replace those weak verbs in number five with strong. 96 00:06:11,170 --> 00:06:13,010 But if you're going to do it, write the whole sentence. 97 00:06:13,030 --> 00:06:14,380 Don't just give me the verbs. 98 00:06:15,700 --> 00:06:16,030 Right. 99 00:06:16,030 --> 00:06:17,110 The whole sentence. 100 00:06:17,350 --> 00:06:18,520 We have to complete our assignment. 101 00:06:18,520 --> 00:06:22,390 Let's tackle, deal with, plunge into the English homework. 102 00:06:23,030 --> 00:06:23,320 Right. 103 00:06:23,320 --> 00:06:26,860 But upgrading your writing, scoring better. 104 00:06:27,190 --> 00:06:29,200 Stop using weak verbs. 105 00:06:30,900 --> 00:06:32,460 We have the same thing here. 106 00:06:33,980 --> 00:06:36,260 It is my intention to transfer. 107 00:06:36,710 --> 00:06:38,870 There were some important findings. 108 00:06:39,860 --> 00:06:40,360 Right. 109 00:06:40,550 --> 00:06:44,500 So, again, we have to replace the weak verbs. 110 00:06:44,810 --> 00:06:45,860 How would you how would you. 111 00:06:45,890 --> 00:06:46,790 How would you rewrite? 112 00:06:46,820 --> 00:06:48,850 Number six, I intend. 113 00:06:48,870 --> 00:06:49,370 Yeah. 114 00:06:49,400 --> 00:06:53,150 When you engage in replacing weak verbs. 115 00:06:53,540 --> 00:06:56,090 Something really great happens to your writing. 116 00:06:58,140 --> 00:06:58,510 Right. 117 00:06:58,530 --> 00:07:00,540 Something really good happens to your writing. 118 00:07:01,410 --> 00:07:10,050 You write more concisely, you don't use as much functional language when you reduce your functional 119 00:07:10,050 --> 00:07:12,460 language and write more concisely. 120 00:07:12,480 --> 00:07:13,860 You score better. 121 00:07:14,190 --> 00:07:19,380 The only way to do that is by eliminating weak verbs. 122 00:07:19,410 --> 00:07:19,880 Right. 123 00:07:19,890 --> 00:07:22,350 He struggled with the paper assigned by the professor. 124 00:07:22,800 --> 00:07:25,230 The experiment resulted in some important findings. 125 00:07:25,470 --> 00:07:28,860 Electric car technology existed as early as 1830. 126 00:07:29,550 --> 00:07:33,960 So when you replace weak verbs, you're going to score better. 127 00:07:34,270 --> 00:07:35,780 Oh, that's something you can do. 128 00:07:35,790 --> 00:07:37,320 Upgrade your weak writing. 129 00:07:37,740 --> 00:07:44,550 Here we have one, two, three, four simple sentences for simple sentences in a row. 130 00:07:45,410 --> 00:07:45,680 All right. 131 00:07:45,680 --> 00:07:50,720 What I want you to do is I want you to combine all of this into one sentence. 132 00:07:50,720 --> 00:07:58,850 So when you're going through your own writing, right, when you're going through your own essays and 133 00:07:58,850 --> 00:08:04,400 you're looking at your own essays, you should be going through them and upgrading your writing. 134 00:08:05,380 --> 00:08:07,630 There's a there's an upgrade of number 11. 135 00:08:11,840 --> 00:08:13,790 Here's an upgrade of number 12. 136 00:08:15,960 --> 00:08:19,740 The restaurant suffers from a narrow parking lot with only a few cramped spaces. 137 00:08:23,510 --> 00:08:25,640 Here's an upgrade of number 13. 138 00:08:25,910 --> 00:08:27,380 And last we have. 139 00:08:29,190 --> 00:08:31,920 An upgrade of number 14. 140 00:08:33,240 --> 00:08:33,540 Right. 141 00:08:33,540 --> 00:08:37,860 So being able to upgrade your writing. 142 00:08:39,460 --> 00:08:39,730 Right. 143 00:08:40,210 --> 00:08:47,680 And if you practice, the more you practice correcting your old writing, the more you practice correcting 144 00:08:47,680 --> 00:08:52,180 your old writing and upgrading it, the better ability. 145 00:08:52,180 --> 00:08:57,790 You're going to have to naturally do this the first time you write it without having to go back and 146 00:08:57,790 --> 00:08:58,510 correct it. 147 00:08:58,990 --> 00:09:02,290 But it starts with being able to go back and upgrade your own writing. 148 00:09:05,410 --> 00:09:05,580 All right. 149 00:09:05,620 --> 00:09:08,710 So next, I'm going to problem six passive voice. 150 00:09:10,180 --> 00:09:12,250 I don't like the passive voice. 151 00:09:13,300 --> 00:09:16,510 I don't know why you all insist on writing in the passive voice. 152 00:09:16,580 --> 00:09:19,000 What's the problem with the passive voice? 153 00:09:19,870 --> 00:09:21,130 Does anybody know the problem? 154 00:09:21,160 --> 00:09:22,210 There are two reasons why. 155 00:09:22,210 --> 00:09:25,630 Actually, Mansoura, you captured my number one problem. 156 00:09:25,630 --> 00:09:33,670 Answer It creates wordy verbal sentences with a lot of unnecessary functional language. 157 00:09:34,520 --> 00:09:41,950 The vast majority of university professors that teach writing will tell you, use the active voice, 158 00:09:43,260 --> 00:09:43,460 right? 159 00:09:43,690 --> 00:09:49,580 Use the active voice, you'll write better, you'll score better, you'll write more concisely. 160 00:09:49,670 --> 00:09:51,520 When you do that, write. 161 00:09:51,530 --> 00:09:54,380 These are the rules for using the passive voice. 162 00:09:54,890 --> 00:09:57,650 Write emphasis on what happened, not who did it. 163 00:09:58,580 --> 00:10:00,680 You don't know who did the action, who does it? 164 00:10:00,680 --> 00:10:04,440 It's unimportant to stay or appear objective like I told you. 165 00:10:04,460 --> 00:10:05,540 So that's the main reason. 166 00:10:05,540 --> 00:10:08,210 Number four, to appear diplomatic. 167 00:10:09,530 --> 00:10:12,980 But most people are not even. 168 00:10:16,380 --> 00:10:16,740 Yeah. 169 00:10:16,770 --> 00:10:17,100 Okay. 170 00:10:17,100 --> 00:10:17,950 So, Linh Vu. 171 00:10:19,080 --> 00:10:20,970 Task one, Lenovo. 172 00:10:21,270 --> 00:10:27,690 I'm glad you mentioned that the Anvil task one is more related to a scientific process, right? 173 00:10:28,260 --> 00:10:29,850 It's more of report writing. 174 00:10:31,030 --> 00:10:34,990 So if you're using it in task one, that's okay. 175 00:10:35,620 --> 00:10:37,630 But today I'm not talking about task one. 176 00:10:37,630 --> 00:10:39,140 I'm talking about task two. 177 00:10:39,160 --> 00:10:40,540 I'm talking about essay writing. 178 00:10:42,400 --> 00:10:50,050 And Task One good question involved in task one is you should use it in task one, especially if you're 179 00:10:50,050 --> 00:10:56,710 if you're doing the academic exam and you're looking at charts and graphs that's academic, scientific, 180 00:10:56,890 --> 00:11:01,910 that's related to academic science, technical, logical, right. 181 00:11:02,000 --> 00:11:07,090 The using it there is appropriate for academic task one. 182 00:11:08,560 --> 00:11:12,790 But again, today, I'm talking about task to essay writing. 183 00:11:13,060 --> 00:11:14,530 But good question, Leon. 184 00:11:15,220 --> 00:11:20,710 Take one minute and write your sentence and try to change from the passive to the active voice. 185 00:11:20,740 --> 00:11:21,460 All right, good job. 186 00:11:21,460 --> 00:11:23,350 I could see a lot of you are doing it correctly. 187 00:11:23,720 --> 00:11:23,920 All right. 188 00:11:23,920 --> 00:11:26,710 There is number one revised into the active voice. 189 00:11:29,460 --> 00:11:30,450 Number two. 190 00:11:30,480 --> 00:11:31,710 Look, I want more concise. 191 00:11:31,710 --> 00:11:32,520 It is. 192 00:11:34,890 --> 00:11:37,080 All that extra language is gone. 193 00:11:37,260 --> 00:11:42,690 And for the revised when you could just say for number four, the criminals stole the money, make it 194 00:11:42,690 --> 00:11:43,470 even better. 195 00:11:43,500 --> 00:11:43,800 All right. 196 00:11:43,800 --> 00:11:47,580 Problem seven, low level of linking or over linking? 197 00:11:51,570 --> 00:11:56,670 So sometimes I see things like this in a paragraph. 198 00:11:57,240 --> 00:11:57,870 First. 199 00:11:57,870 --> 00:11:58,380 Next. 200 00:11:58,380 --> 00:11:58,860 Second. 201 00:11:58,860 --> 00:11:59,730 Furthermore. 202 00:12:01,930 --> 00:12:06,220 This is what we call low level thinking and sometimes overthinking. 203 00:12:06,220 --> 00:12:11,890 For some reason, students think that I have to use these kind of words in every single sentence. 204 00:12:13,700 --> 00:12:17,960 And that's not really I mean, that's that's okay. 205 00:12:18,470 --> 00:12:22,010 But this is really an example of overthinking. 206 00:12:22,920 --> 00:12:30,030 And you want to be able to use coherent language that connects the ideas together much better than this. 207 00:12:30,360 --> 00:12:39,960 Again, if you go into any basic level English class, if you go into any basic level English class, 208 00:12:39,990 --> 00:12:47,110 you will see the students using first, second, third, first, next, furthermore, first, second, 209 00:12:47,160 --> 00:12:48,360 the same thing. 210 00:12:49,560 --> 00:12:55,320 If you're doing the same thing as a basic level student, you're not writing at an advanced level of 211 00:12:55,320 --> 00:12:56,010 English. 212 00:12:56,130 --> 00:12:58,620 You're not fulfilling the goals of the rubric. 213 00:13:01,110 --> 00:13:01,270 Right. 214 00:13:01,480 --> 00:13:05,230 This is this is a paragraph with better linking. 215 00:13:06,400 --> 00:13:07,600 Proper linking. 216 00:13:08,620 --> 00:13:14,610 In short, by and large, along with this notwithstanding. 217 00:13:15,110 --> 00:13:15,750 Right. 218 00:13:15,760 --> 00:13:19,060 This is this is much higher level linking. 219 00:13:19,330 --> 00:13:26,650 And also, it's not just using the same repeated pattern of first, second, third, first, second, 220 00:13:26,650 --> 00:13:27,670 third, fourth. 221 00:13:28,990 --> 00:13:29,180 Right. 222 00:13:29,190 --> 00:13:34,290 So we have to learn how to do more proper linking and you'll score better. 223 00:13:34,560 --> 00:13:35,460 Problem eight. 224 00:13:35,490 --> 00:13:38,040 Unsupported claims and assertions. 225 00:13:44,860 --> 00:13:50,140 This is an example of a paragraph that has unsupported claims and assertions. 226 00:13:51,200 --> 00:13:52,670 Now on his face. 227 00:13:53,390 --> 00:13:56,450 On his face, you all may look at this paragraph and say, Hey. 228 00:13:57,320 --> 00:13:58,910 Hey, this looks pretty good. 229 00:14:00,600 --> 00:14:04,680 Those who believe strongly in the role of genetics in determining future behavior can point to case 230 00:14:04,680 --> 00:14:05,550 examples. 231 00:14:06,030 --> 00:14:10,590 It is very common for the children of violent criminals to display some degree of abnormal behavior 232 00:14:10,590 --> 00:14:13,620 as children and later in life. 233 00:14:14,310 --> 00:14:19,650 In addition, genetic material from parents associated with traits generally low level intelligence, 234 00:14:19,680 --> 00:14:24,030 poor diet, impulsivity and hyperactivity can be passed on to children. 235 00:14:24,900 --> 00:14:30,030 The above reference claims then support to those favoring genetics as the main cause of criminal conduct. 236 00:14:33,140 --> 00:14:36,440 Do you see the unsupported claim, unsupported assertion? 237 00:14:36,440 --> 00:14:40,370 If you're writing this way and you're like, Why am I not going above a seven? 238 00:14:40,490 --> 00:14:46,940 This first sentence right here to the second sentence, the first detailed sentence, it has to have 239 00:14:46,940 --> 00:14:53,650 an additional sentence that explains it or extends it the second sentence. 240 00:14:53,660 --> 00:15:02,240 Second sentence about getting genetic material for diet hyperactivity passed on the children is not 241 00:15:02,240 --> 00:15:02,870 explained. 242 00:15:02,880 --> 00:15:04,040 It's not extended. 243 00:15:06,420 --> 00:15:09,300 How does poor diet relate to becoming a criminal? 244 00:15:09,780 --> 00:15:12,510 How does hyperactivity relate to becoming a criminal? 245 00:15:13,530 --> 00:15:23,430 If you're not, where is an example of abnormal behavior as a child being later seen as criminal behavior 246 00:15:23,430 --> 00:15:24,660 in an adult? 247 00:15:24,900 --> 00:15:26,250 It's not extended. 248 00:15:26,250 --> 00:15:27,660 It's not explained. 249 00:15:27,660 --> 00:15:35,670 When you're writing, do not write in a way where you have unanswered and unsupported claims and assertions. 250 00:15:35,910 --> 00:15:39,270 That's something that is stopping you from getting the score that you want. 251 00:15:39,540 --> 00:15:44,580 So this is what it means by to support your claims and support your assertions. 252 00:15:45,000 --> 00:15:48,840 What you're looking at there is a proper high scoring paragraph. 253 00:15:49,500 --> 00:15:49,830 All right. 254 00:15:49,830 --> 00:15:55,560 Problem nine imprecise or no subject specific vocabulary. 255 00:16:00,350 --> 00:16:00,730 Right. 256 00:16:00,740 --> 00:16:03,890 Here's an example of a paragraph, an introduction. 257 00:16:06,210 --> 00:16:10,170 And this introduction has really high scoring vocabulary. 258 00:16:11,700 --> 00:16:13,020 Collocations. 259 00:16:13,140 --> 00:16:15,180 More advanced grammar structure. 260 00:16:16,380 --> 00:16:18,680 Correct use of idiomatic expressions. 261 00:16:18,690 --> 00:16:20,190 Every man for himself. 262 00:16:21,210 --> 00:16:22,260 Proper style. 263 00:16:22,260 --> 00:16:23,580 Helping their neighbor. 264 00:16:24,540 --> 00:16:27,720 The following essay signaling the direction we're going to take. 265 00:16:28,650 --> 00:16:28,840 Right. 266 00:16:29,010 --> 00:16:36,240 So this introduction has high scoring vocabulary, precise vocabulary. 267 00:16:45,290 --> 00:16:49,700 And again, when you look at it, it's only three sentences. 268 00:16:49,820 --> 00:16:51,410 It's only three sentences. 269 00:16:52,310 --> 00:16:55,610 But it's about what you do within those three sentences. 270 00:16:56,270 --> 00:16:57,650 Writing more. 271 00:16:57,680 --> 00:16:59,780 Five, six, seven sentences. 272 00:17:00,610 --> 00:17:04,090 Is not going to score better than somebody that writes three sentences this way. 273 00:17:05,770 --> 00:17:08,080 Because examiners can see the skill level. 274 00:17:09,140 --> 00:17:10,820 That's your goal when you're writing. 275 00:17:11,030 --> 00:17:12,560 They need to see the skill level. 276 00:17:17,570 --> 00:17:24,740 Here's an example of this the body paragraph with precise high scoring language, wealth distribution, 277 00:17:24,980 --> 00:17:28,580 higher sense of well being less economically fortunate. 278 00:17:28,580 --> 00:17:35,870 Those are all really great collocations when people can use proper collocations. 279 00:17:37,100 --> 00:17:39,650 Then you score really, really well. 280 00:17:41,610 --> 00:17:41,860 Right. 281 00:17:41,880 --> 00:17:43,290 Social ends. 282 00:17:43,530 --> 00:17:46,830 This is an example of less common expressions. 283 00:17:47,400 --> 00:17:55,810 For some reason, students think less common expression means use some very ridiculous vocabulary word 284 00:17:55,840 --> 00:17:57,270 that nobody uses. 285 00:17:58,950 --> 00:18:02,760 Less common expressions deals with manner of expressions. 286 00:18:03,210 --> 00:18:07,170 Not ridiculous vocabulary that's never used. 287 00:18:09,180 --> 00:18:15,690 Economically challenged variation of the language, leveling the playing field. 288 00:18:16,370 --> 00:18:16,540 All right. 289 00:18:16,560 --> 00:18:19,350 That's a idiomatic expression, properly used. 290 00:18:20,310 --> 00:18:23,970 Rich and poor alike, more sophisticated than both. 291 00:18:25,200 --> 00:18:34,590 So again, this is an example of what we mean by subject, specific vocabulary and high scoring vocabulary 292 00:18:35,310 --> 00:18:36,690 collocations. 293 00:18:37,500 --> 00:18:39,420 Delicate matter of expressions. 294 00:18:41,460 --> 00:18:43,140 That's what you want to be able to use.