A developed point has three layers: what you think, why you think it, and an example. Three short questions, “why?”, “for example?” and “what happened?”, turn a bare sentence into a developed point.
This lesson is part of individual long turn. Start with organising a response from prompts, because you need a point before you can develop it.
How do I add detail without rambling?
Ask yourself the three questions once for each point, then move on. Each answer adds one or two sentences. Stop when a listener who knows nothing about your life would understand the point.
Linking words help. “Because” gives the reason, “for example” introduces the example, and “so” shows the result.
Worked example: from plain to developed
Prompt point: why you like your school canteen.
Plain version: “My school canteen is good.”
Now apply the questions.
- Why? “The food is cheap and there is always something new.”
- For example? “Last Thursday they sold fried noodles with a fried egg on top.”
- What happened? “I queued with my friends and we shared a table by the window.”
Developed version: “My school canteen is good because the food is cheap and there is always something new. For example, last Thursday they sold fried noodles with a fried egg on top, so I queued with my friends and we shared a table by the window.”
The second version has the same idea but gives the listener a picture. It is also much longer, with no new vocabulary.
The mistake that costs marks
The common slip is to add words that sound impressive but give no information. The listener hears length but learns nothing.
| Plain point | Padding | Real detail |
|---|---|---|
| “I like reading.” | “Reading is very, very good and useful in many ways.” | “I finished a mystery novel last week and stayed up past midnight to find the ending.” |
The fix is a test: could another student say this exact sentence? If yes, add a detail that only you could say.
What if I cannot think of an example?
Use a small, true moment from the last week: a meal, a bus ride, a conversation. Small details sound natural because they are real.
Write two or three on a card and keep them ready for any topic.
Check yourself
Develop this point in three sentences using reason, example and result: “I think weekends are important.”
Answer
A possible answer: “I think weekends are important because I can rest after a long school week. For example, last Sunday I slept late and then helped my father wash the car. So on Monday I felt ready for school again.”
Reason, example and result are all present, and every sentence gives new information.
What to study next
Next, learn to plan your time in managing preparation and speaking time. Note the plain sentences you catch yourself saying in the mistake log and paper-error review. If you would like a teacher to ask you the follow-up questions, see online one-to-one English tuition.