Answer: It shows the writer has considered other views and is fair-minded, which builds credibility. It also answers the reader's own doubts before they can take hold, and a contention that survives the strongest objections appears more convincing.

Answer: Model: "Supporters of abolishing homework point to research suggesting that, for younger students especially, the academic benefits are small, while the costs to sleep, family time and wellbeing can be significant. On this view, learning is better protected by making class time more effective than by extending the school day into the evening."

Answer: Model: "Heavy social media use is associated with poorer mental health in some teenagers, particularly when it displaces sleep or involves constant comparison with others."

Answer: Model: "Although electric cars are still expensive to buy, they are cheaper to run over their lifetime." Also accept admittedly, granted, while, even so.

Answer: Any four: may, might, often, tends to, in many cases, arguably, suggests, is likely to, to some extent, generally, in most circumstances, provided that.

Answer: Weaknesses: the opposing view is vague (some people, good) and the rebuttal is a bare assertion with no reasons. Model rewrite: "Supporters of uniforms argue that they reduce visible differences in family income; however, the cost of compulsory uniform items can itself place pressure on low-income families."

Answer: Conceding admits that a limited part of the opposing view is valid while showing it does not outweigh your main argument. Abandoning the contention would mean accepting the opposing view overall. A good concession is followed by a turn (however, even so) that returns to the writer's position.

Model answer: Opponents of replacing exams with project work argue that exams are the fairest way to assess students, because every candidate answers the same questions under the same conditions, without help from parents, tutors or the internet. This concern deserves to be taken seriously: project work can be harder to verify, and students with more support at home may gain an advantage. Admittedly, exams also reward the ability to recall knowledge quickly, which remains valuable in many fields. However, the claim that exams are inherently fair assumes that identical conditions produce equal opportunities, when in reality anxiety, illness or a single bad day can distort a result that may shape a student's future. Exams also measure a narrow band of skills, largely memory and speed, while neglecting the research, collaboration and sustained thinking that universities and workplaces increasingly demand. The risk of unfair help with projects is real, but it can be reduced through supervised drafting sessions, short oral presentations of the work and teacher verification at key stages. Therefore, while exams may retain a limited role, project work, carefully designed and monitored, offers a more complete and arguably fairer picture of what students can do.