Should Public Transport Be Free?
Write a for-and-against essay on free public transport, using two given notes and an idea of your own, and reach a clear conclusion.
- Time
- 40 min
- Length
- 180-220 words
Writadia · B2 · Essays
NameClassDate
The situation
In your English class you have been talking about life in cities. Your teacher has asked you to write an essay.
Some people think public transport in cities should be completely free. Do you agree?
Notes. Write about:
- traffic and pollution
- cost to the city
- your own idea
Your task
Write your essay. Discuss both sides, cover the two notes and add your own idea, then give your opinion in the conclusion.
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Introduction: rephrase the question and say what the essay will discuss. Don't give your full opinion yet.
- Paragraph 2: traffic and pollution, with an example.
- Paragraph 3: the cost, and who would pay.
- Paragraph 4: your own idea (fairness, overcrowding, tourism...).
- Conclusion: weigh the points and give a clear opinion.
Useful phrases
Introduction
Developing points
Contrasting
Concluding
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- congestion
- too much traffic in a placeCongestion is worst at rush hour.
- fare
- the money you pay to travelBus fares went up again this year.
- subsidise
- pay part of the cost of somethingThe government subsidises train travel.
- overcrowded
- with too many peopleThe trains are overcrowded in the morning.
- on balance
- after thinking about everythingOn balance, the plan is a good one.
Model answer (178 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
In many cities, traffic jams and polluted air have become part of daily life. Supporters of free public transport argue that it would solve both problems, while critics worry about the cost.1
One clear advantage is that free buses and trains would persuade more people to leave their cars at home. Fewer cars would mean less congestion and cleaner air. Tallinn, for instance, made public transport free for residents in 2013, and the number of passengers rose.2
However, someone has to pay for it. If passengers no longer buy tickets, the money must come from taxes, and this could mean cuts to other services such as schools or parks.
Another point is that free transport might not be fair in practice. A business owner who could easily afford a ticket would travel free, while the system becomes more overcrowded for everyone.3
On balance, I believe that transport should be free for people who need it most, such as students and pensioners, rather than for everyone. This would reduce traffic without placing too much pressure on the city budget.4
- Introduction: the topic and both sides, but not the final opinion yet.
- One specific example is more convincing than general claims.
- Own idea: clearly signposted and developed.
- A clear opinion that follows from the arguments.
Teacher notes
Exam link: B2 First Writing Part 1 is always an essay with two notes plus your own idea, 140–190 words. Our range is slightly longer for practice; for mock exams, set 140–190.
Common weakness: the "own idea" paragraph is a repeat of note 1. Ask students to brainstorm three possible own ideas before choosing.
Fact check: Tallinn introduced free public transport for registered residents in 2013. Encourage students to use examples they know well rather than inventing statistics.
Extra challenge
Rewrite your conclusion so that it argues the opposite opinion. Which version is more convincing, and why?
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 10 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: congestion, fare, subsidise, overcrowded, on balance.
- 12 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “In many cities, ... has become a serious problem.”, “Supporters of the idea argue that ..., while critics point out that ...”, “One clear advantage is that ...”.
- 38 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (180-220 words)
- 10 minPeer review
Students swap texts and fill in the peer-review sheet.
- 5 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task and content | All points covered in detail; purpose and reader clear. | All points there, one is thin. | One point missing or some off-topic content. | Task mostly not met. | |
| Organisation and flow | Clear paragraphs; varied linking words. | Paragraphs present; linkers repetitive. | No paragraphs or jumpy flow. | Ideas scattered. | |
| Vocabulary | Topic-specific, varied vocabulary. | Adequate; some repetition. | Limited; some wrong word choices. | Very limited. | |
| Grammar and accuracy | Range of structures, few errors. | Some errors, meaning clear. | Frequent errors affect meaning. | Errors block understanding. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I covered both notes and added my own idea.
- Each paragraph has one main point.
- My conclusion gives a clear opinion.
- I used formal language (no contractions).
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- I covered both notes and added my own idea.
- Each paragraph has one main point.
- My conclusion gives a clear opinion.
- I used formal language (no contractions).
Writadia · B2 · Essays
Assessment rubric: Should Public Transport Be Free?
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task and content | All points covered in detail; purpose and reader clear. | All points there, one is thin. | One point missing or some off-topic content. | Task mostly not met. | |
| Organisation and flow | Clear paragraphs; varied linking words. | Paragraphs present; linkers repetitive. | No paragraphs or jumpy flow. | Ideas scattered. | |
| Vocabulary | Topic-specific, varied vocabulary. | Adequate; some repetition. | Limited; some wrong word choices. | Very limited. | |
| Grammar and accuracy | Range of structures, few errors. | Some errors, meaning clear. | Frequent errors affect meaning. | Errors block understanding. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I covered both notes and added my own idea.
- Each paragraph has one main point.
- My conclusion gives a clear opinion.
- I used formal language (no contractions).
Teacher comment
Writadia · B2 · Essays
Peer-review sheet: Should Public Transport Be Free?
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| I covered both notes and added my own idea. | |||
| Each paragraph has one main point. | |||
| My conclusion gives a clear opinion. | |||
| I used formal language (no contractions). |
Questions
- Does the text cover every point in the task?
- Are there paragraphs? What is each one about?
- Write two linking words the writer used.
- Is there a sentence you had to read twice?
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Writadia · B2 · Essays
Lesson plan: Should Public Transport Be Free?
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 10 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: congestion, fare, subsidise, overcrowded, on balance.
- 12 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “In many cities, ... has become a serious problem.”, “Supporters of the idea argue that ..., while critics point out that ...”, “One clear advantage is that ...”.
- 38 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (180-220 words)
- 10 minPeer review
Students swap texts and fill in the peer-review sheet.
- 5 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
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