- Hey there, Chris here
from IELTS Advantage, and this is Anna. Anna recently got an
amazing 8.5 in her writing. So if you consider that
the average score worldwide for writing is just 5.5 and that most students
struggle to even get a seven, an 8.5 is a pretty amazing thing. So I had an idea. Instead of doing a normal
success story video where we talked to Anna one-on-one and talked about how she did it, I decided to do things
a little bit differently and do a one-on-one interview with her but get Anna to write out her essay, the real question that
she got on the test, and write it nearly exactly the same as she did in the real test, and then go through it
sentence by sentence and talk about what she
did, why she did that, and show you guys what
an 8.5 essay looks like, and we're also gonna talk about how she prepared for the test, how she generated ideas, what her practice routine was, all the things that you guys need to know to help you improve your scores. So without further ado,
I'll introduce you to Anna. Okay, Anna, so when you saw this question for the first time, "Some think that only those people "who have worked for a
company for many years "should be promoted to a higher position. "Do you agree?" what was going through your head? What were you thinking
when you saw this one? - Well, first of all, I wasn't worried because that very topic
was one of my favorite because I, immediately, I realized that I did have a lot of good vocabulary and quite clear ideas because it's not
something, you know, vague or something too complicated. Everyone can have good ideas about this. So and then, I followed your strategy which you usually mention
during your course, which is not to support
your real viewpoints, your real, you know, perception of life, because initially, I don't think so. I do think that senior employees actually, actually should be promoted a bit, you know, a bit more, but so, I decided to stick to the ideas which I can clearly and easily understand without spending a lot of time on just going through a lot of ideas and thinking how to put it together. So it wasn't my real opinion, but it was something
which is easy to describe. - Yeah, whatever makes
it easy for you to write is the best choice. So you might totally disagree
with that in real life, but if you agree with it and you can easily write about it because you have good ideas,
good examples, good vocabulary, just use that. The examiner is not testing
your personal opinion. They're testing whether you can write effectively in English, so that's right.
- And also, I got a life hack, sort
of a so-called life hack, also from your course is
to stick to simple ideas. So they weren't at all complicated. They were obvious because
I do know from your course that we should show ability to explain, to deliver our thoughts, not our scientific knowledge. - Exactly, it's not a
- That's why-- - knowledge test, and they're not testing how complex your ideas are. They're testing whether
you can think of ideas that actually answer the question, which is normally the simplest
ideas that come to mind, and there's a game show
in the UK and the U.S. It's called "Family Fortunes," and they ask a question and they say, "We asked 100 people this question," and the game show
contestants have to guess the most popular answer. Normally, the most popular answers were the most straightforward
or obvious answers or the easiest to use. Would you agree with that?
- Mm-hmm. Yeah, totally. - Excellent, excellent. So how did you generate ideas? Was there any technique, or did they just pop into your head because it was a very obvious question or? - So I followed the
strategy to stick to one, to a one-sided opinion. So first, I chose my side, which was against senior employees, and then, I just immediately
thought about two main points which are easy to describe. That's it. - Exactly. There's a lot of strategies, like we have the coffee
shop method on the course. A lot of teachers teach brainstorming, but often, sometimes,
you will get a question where the answers or the
ideas just pop into your head. They're very obvious, and you don't need to go through that whole technique and strategy. They're helpful if you
can't immediately think of what is going on, but if they pop into your
head, just use those. - Yeah, and also, also I think it's important to, you know, to write a lot of essays to practice this very skill because before that, like, one year ago, it took me much more time
just to think of ideas. I was really stuck looking
at some essay topics, but just practicing this skill is, it may be developed. It's not something, you know, unique. - Yeah, it's like if you wanted to learn how to play football or learn how to improve
your cooking or singing, you have to do those things, and writing is a doing thing. Often, people will ask me, "Well, why is my listening
and reading very high, "but my writing is very low?" And I say, "Well, you've been listening "to English your whole life, "but you never write in English," and so, and even smaller things
like analyzing the question, idea generation, planning, these are all skills
that you should practice before, before you, so
that's great advice. So did you do any planning, or did you just think of the ideas and immediately start writing? - Yeah, because of that practice, quite intense practice, I didn't have to write down my ideas. It was a computer-delivered test, so I did have a list, a sheet of paper to write down my ideas, but I didn't need it because
they just were in my head, and in fact, I put it in my introduction, so they were in front of me. - Exactly, exactly. So you had the structure
already in your head, and because you had done it so many times, you could just immediately start? Yeah, and we'll talk
- Yeah. - about that in a second
where we teach you to kind of plan your essay
in your introduction, and your introduction is a mini-plan. - Yeah.
- Excellent, so let's get into it, and let's have a look
at your first sentence. So your first sentence, "There is an opinion that
primarily staff members "who've dedicated many years "to working for a particular company "should be given executive
positions in a company." So what the examiner is looking for there is your ability to paraphrase, and they'll be looking at two things. Number one, does that
sentence mean the same as the sentence in the
question, which it does, and is your grammar and
vocabulary accurate, and you have, and have you varied
your vocabulary enough? And you did that perfectly,
and you did an excellent job. So the examiner's looking at that, and immediately, they know
you know how to paraphrase. You've understood the question. Your grammar is good. Your vocabulary is good. So that would give the,
immediately give the examiner an indication that you
know what you're doing. So the second sentence starts off with, "I disagree with this viewpoint". So what that does is it
indicates to the examiner here is my opinion. My opinion is, I know exactly
what I want to talk about. My opinion is extremely
clear from the beginning. That helps the examiner
understand the viewpoint but also helps Anna, when she's writing, stick to that viewpoint and make sure the rest of
the essay links up with that and is nice and coherent and cohesive. Now, the second thing that
she's done in that sentence is she has listed her two main
ideas, her two reasons, "In as much as younger
workers may have more skills "and if not provided with an
opportunity for a promotion, "they will become demotivated." So Anna has put two main ideas here. Number one, younger
workers have more skill, and number two, if they're not promoted, they'll become demotivated. So it's very clear to the
examiner here is my opinion, and here are the two reasons
to support my opinion, and as Anna said before, that acts as a mini-plan for the rest of the Anna's essay because the first main
idea, lack of skill, she's gonna use that in
main body paragraph one, and then, the second
main idea, demotivated, she's gonna use that
as her second main idea in her second main body paragraph. Does that, is that what you did? Is that what you were thinking about while you were writing it, Anna? - Yeah, I thought--
- Sorry for talking so much. It's your video, but. (both chuckling)
- It's our video. (both chuckling)
Yeah, yeah, that was exactly my approach. - Excellent, excellent, and did you proofread the introduction, or did you just immediately
then go into the? - Yeah, it was a computer-based test. - Okay.
- That's why. I used to do a lot of spelling mistakes because of my typing. When I write by hand, I don't
do so many spelling mistakes, but when it comes to typing, I do have to check each
sentence right on the spot. It helps me because maybe by the end of the test, I may
not have any time to check it, so that's why I,
- Exactly. - I do it right after
I finish my paragraph. - Yeah, I would recommend at
the end of every sentence, check your work. At the end of every
paragraph, check your work, and then, when you have time at the end, check your work again, so you check three
times, so that went good. So let's move on to the
first main body paragraph, and what we can see here is
in the very first sentence, this is Anna's topic sentence, and what the topic sentence does is it tells the examiner this is the main idea of this paragraph. This is the main thing
that I want to talk about. So she says, "Although
senior employees have proved "to be reliable and loyal, "more often than not, "it is novices who have a wider
cluster of actual skills." So a wider cluster of actual skills, that matches up with the main point that she listed in her introduction, which is younger workers
may have more skills. So she's taken the main
idea from her introduction and put it into her topic sentence, which is exactly what
we teach on the course because it makes everything
very, very clear to the examiner and easy for Anna to write about in her main body paragraph. It makes everything coherent and cohesive. Would you agree with that, Anna? - Yeah, totally, and I
also decided to mention that I understand the opposite viewpoint, which is about senior employees
who are reliable and loyal, because it didn't take
a lot of time and space. It was clear. That's why I thought it
would be a good emphasis, like making a contrast. - Yeah, I mean, it's fine to do that. What I would, if anyone's watching this, what I would avoid doing is trying to do that in a very elaborate way. - Yeah. - At the end of the paragraph, trying to show the opposite view, or maybe have like five or
six main body paragraphs that you, in an agree
or disagree question, you can show a balanced view, but it's very easy to mess it up. So what we teach our students is just make it really simple
by agreeing with one side, either agree or disagree, and just sticking to that side. Anna briefly talked about the other side, but you don't need to do that. It's not essential, and but--
- Yeah, it was my, it was my experiment with the language to write complicated--
- Yeah, Anna, and it helped you with complex sentences well, so that was great. - [Anna] Mm-hmm. - All right, the other thing
that Anna did very, very well was she didn't just stop
there and list one idea. She then fully developed that idea by explaining her reasoning behind that. A good way to think about
this is someone saying to you, "Well, I understand that idea, "but how does it actually
answer the question? "Give me reasons. "Give me justification," and she did that very well here. "This is because young specialists
exert their full effort "in mastering their hard and soft skills "in order to meet the requirements "of today's highly
competitive job market." So she's explained why skills, a wide range of skills, are useful for the job market and then continues with that. "Therefore, having been promoted, "such workers may bring innovation "and help to better incorporate "the latest technological
advances into business processes "which is irreplaceable for
every company to flourish." So it explains why
companies would want that, how young people with lots of skills would benefit a company, and that helps to really
develop her answer. What were you thinking when
you were writing that bit? - Frankly speaking, I was
thinking how to put together everything I know about this topic (Chris chuckles)
and to a bit show off my vocabulary, but then, I realized that, actually, I don't need to, I don't need to show it off because I already had a
lot of good expressions, and they come out of me naturally, so I just gave up that idea and then move on in explaining, and then, I thought, "Okay, I need an example
here, but I don't have time." I decided to write this essay at the end of the test because my weak side was the first part, so I started off with it, and then, I had only 37
minutes for the essay. That's why I just decided to leave it here or to leave it there like this, and if I had time, I would come back and then add an example, but I didn't have time. - Yeah, so I've added an example in here. This is the only amendment, only change that I have
made to Anna's essay. I've put it in a yellow here. I put in, "For example, the average age "of a new hire at Facebook is only 23 "for this very purpose." So Anna didn't add in an example because she was running out of time, and I think that's a
really good point to make, that sometimes, you have to
be a little bit strategic with your timing. So what happens with a lot
of people is they think, "I have to put an example in," and they can't think of an example, and then, they waste five
minutes or 10 minutes, or they add an example in. People often do that
with vocabulary as well, especially when paraphrasing. They rack hard away, change this word, and they waste a lot of time. So Anna had already developed her main body paragraph sufficiently. An example would have improved things, and I've added that in just to show how someone could add a
very, very short example that would take just 30
seconds or one minute to write, but I think if Anna had've
added in a good example, it would've even brought it up to a nine. That's one of the reasons why I think it is at an 8.5 instead of a nine, but 8.5's pretty good for
writing, anyway, Anna. So I don't think you should be too hard on yourself, is it? (both chuckle)
- Yeah, yeah. I also thought that, in fact, I had quite explicit and
well developed explanations. - You did.
- That's why it might have worked as an example, so I decided to move on and
just to finish the essay. - I mean, for anybody watching, definitely do try and put a good example into each main body paragraph, and but in real life,
you know, in the real, under real exam conditions,
often things can go wrong. You might, you know, have
to repeat a word sometimes or leave out an example
or something like that. Try and make it as perfect as you can and follow the system
that we're giving you, but sometimes, you have to make a trade-off, you know? You can't do everything perfectly. So let's move on to your
second main body paragraph, and people'll see a big thing in red here, which Anna added in, but we'll talk about that in a second, but what Anna has done
here in her topic sentence, "Yet another reason why less
experienced staff members "should have even chances for a promotion "is that otherwise they
will not be motivated "to do their best." Again, so she has taken demotivated, her main idea from her introduction, and she has added that
in to her topic sentence. We've already talked about
why that is a good idea, so we can move on. Explanation, "Knowing that
however hard they try, "they still will not be given "a higher position in a company, "young employees are
likely to grow reluctant "to go the extra mile, "which may negatively
affect a company's revenue "and curb its development." So a good way to think
about explanations is imagine somebody saying, "Well, so what? "Well, what does that mean? "So they'll not be motivated. "So what?" So I used to have an
English teacher in my, when I was in high school, and he would past us and
look over our shoulders when we were writing essays, and he would point and say, "So what?" And what he was trying to get us to do was elaborate and give reasons. Rather than just state our opinion, give reasons for our opinion, and I think Anna did that
very, very well there. Did you use that little trick
for writing explanations? - Yeah, yeah, and were
it not for your course, I wouldn't do it at all
because I wasn't like that. I thought, initially, I thought, "Ah, I guess one sentence is enough. "Why should I write more?" But when I sent, like, 10
or 12 essays for correction, (Chris chuckles)
then I realized, yeah, I have to elaborate my ideas. - Yeah, I think it's a difference between speaking and writing. When you're speaking to someone, they can ask you follow-up questions. They can say, "What do
you mean?" or "So what?" or "Can you tell me more?" But when you're writing something, the person reading that
doesn't have the chance to ask you follow-up questions, so you have to leave
everything on the page and kind of anticipate follow-up questions that they might have. One of the great things about your essay is you wrote an excellent example here in the second main body paragraph. "To illustrate, a prominent
IT entrepreneur Pavel Durov," I don't know if I'm
pronouncing that correctly, but sorry if I'm mispronouncing it, "had to leave his first workplace "since despite his outstanding abilities, "he was not rewarded with a leading role. "As a result, he has successfully
set up his own business "while his employer lost his company "due to a lack of highly
qualified workers." So is that a real example
that you read about in a newspaper or a magazine
- No, no, no. - or something? - I'm not so rounded. (both chuckle) I just came across Pavel Durov's page on Instagram, and I do know that he's
a prominent IT specialist and he's one of the most successful entrepreneurs in the world, but I really don't know about
his work and background, about his story. Yeah, it was just made up for the, just to show an example. That's it.
- Yeah, that's it. That's a really good point 'cause sometimes, you'll be
able to think of a real example that is 100% true. Sometimes, you won't be able
to think of a real example, and in that situation,
you can make up an example as long as the example makes
sense and it fits the question and it's not, like some people write, 99% of, you know, or they
make up some crazy statistic, but yours was false, but it, you did a very good job of
exemplifying that point, and so, it's fine to make up examples as long as they make sense, so. - Yeah, in fact, it was
the most difficult part in the writing practice because it was very hard for me to come up with the ideas. I'm not--
- With examples? - Yeah, for ideas for examples. I'm no good at all in making up things. (Chris chuckles)
Sorry, I did a lot to master this skill (chuckles). - And for anybody watching this who feels the same way as Anna does, a really great way of doing this is to go onto the BBC
News or "The Guardian" or some good news source, and you will find technology
news, the environment news, education news, health news, and those are the common topics that come up again and again and again for writing task two. So if you just read one
newspaper article a day for, you know, two or three
months while you're preparing, you'll get lots of ideas
and lots of examples, and it'll help with
vocabulary and everything. Takes, you know, 10 minutes
a day, 20 minutes a day, but can make a huge,
huge difference to you, to your overall score. So let's finish off where, whoa. Before we get into the conclusion, Anna left in a spelling mistake, and she put this in red, entrepreneur. Entrepreneur is a difficult word to spell. Most native English
speakers mess it up as well, but it was great that Anna left that in to show that she made a small mistake because a lot of people think
that band 8.5 or band nine, like, Anna got 8.5, which means that she got a band nine in at least two of the criteria, and to get a band nine, you can
make small grammar mistakes. You can make small
slips, not many of them, and they're just slips. Same with vocabulary. You can make a slight spelling
mistake here or there. You should try and minimize
those as much as possible, but many people watching this, even when I post sample essays, someone will see one comma out of place, and they're, (gasps) "You made a mistake! "That's terrible!" It's like this, everyone's human. You know, you're writing
under exam conditions. Try and minimize your
mistakes as much as possible, but even band nine
students make little slips, and it even says that
in the marking criteria. So you're not, for most students, I wouldn't focus on the small details as much as focusing on getting
the big things correct, like, for example, paraphrasing, your idea being clear throughout, your structure looking good, clear topic sentences, clear explanations, good examples, good conclusions. The big things are the
things that really matter, not things like a lot of people focus on, "Oh, you used one personal pronoun," or, "You misspelled one word. "You must be a band five." It's like, no, that's not realistic. That's not how the
examiners think about it. - Mm-hmm, by the way,
what I think about the, the viewpoint, I've heard
it a couple of times that such, there are such things like the so-called native speaker mistakes, and they actually don't
lower your score as much as other types of mistakes in general. Have you--
- Can you give me an example? I don't really know what you mean by making a native-- - Like native speakers usually
mess up less and fewer. - Mm-hmm, mm-hmm, yep. - So if you do this in your essay, and this is just one out of, or only one or you could
have only two mistakes throughout the whole essay, it won't affect your score that much because even native speakers do this. - I mean, if you listen
- And if you-- - to native, if you go and live in London or New York or Sydney, and you listen to how native
English speakers talk, they make little grammar mistakes a lot. There's countable, uncountable
nouns, for example, or verb-subject agreement, and but they don't make them that often, and that is what is referred
in the marking criteria as a slip, an occasional slip. So it wouldn't be like a massive mistake like getting a tense wrong or, you know, ranks or a systematic mistake which is you make a mistake, every time you use that grammar point, you make that mistake. Articles or prepositions is
a very good example of that. So somebody who has a big
problem with articles, especially Russian speakers, every article is wrong. That would be a systematic error, and that would lead to a band six because it just shows that your grammar is not up to the level it needs to be, but if you got one article
wrong in your whole essay, that's no big deal. That's just a slip. So yeah, that's a very good point. It's a very good point. I do live lessons all the time, and I make little slips
all the time, you know? Nobody's perfect. Even in class, I'd be writing on the board and talking at the same time, and I'd make a little mistake, and some students would say, "Oh, you know nothing, Teacher." It's like, no, I'm human. (chuckling) You know, I'm a human being, so that's a good point. So your conclusion, what we're looking for in the conclusion is the examiner's
looking for no new ideas. They don't want to see new ideas or anything that hasn't been talked about in the rest the essay. The examiner's looking
for a clear opinion. Again, your opinion must be
clear throughout the essay, in your introduction, in your
main body, in your conclusion, so Anna did that in her conclusion, and a summary of her main points. So taking the same two
ideas from the introduction and the same two ideas from the main body and stating them again in the conclusion, Anna, a lot of people
have a problem with this. Every time I teach this, people will say, "Well, how can, you're repeating ideas." Like, well, that's what a conclusion is. A conclusion is this is
what I just talked about. This is a summary of
what I just talked about, and that will improve your
coherence and cohesion 'cause everything links together
and is very, very clear, and how you do that is you need to your improve your vocabulary 'cause you can only do that if you have a wide-ranging vocabulary and you can vary the language. You should avoid repeating the same word again and again and again and again, although if that happens, it's not as big of a deal as people think, but you can repeat the same
ideas in your introduction, main body paragraph, and your conclusion. So is that what you were thinking about? You're thinking about paraphrasing whenever you got to your conclusion? - Yeah, yeah, I just, I used to look at my introduction just to remind myself of my own ideas, and then, I decided to
put that concession, which I did in that first body paragraph, just to stick to, you know, one rule. If I made it once, so I
decided to repeat it to, just to be on the safe side. I know I could avoid this, but I decided it wouldn't damage my score, so I did it here. - Excellent, excellent. So there's two more things that I want to talk
about before we finish, talk about why this is such a good essay and why it's at such a high level. The first one is grammar. So the number one thing you're looking for to get a band eight, to get a band nine is not so much range,
although that's important. It's accuracy, the avoidance
of making lots of mistakes. So Anna has mostly, nearly all error-free sentences, and that is what the
examiner is looking for. They're looking for lots
and lots of sentences with no grammatical
errors in them whatsoever. Also, Anna has used a range of
simple and complex sentences. She doesn't, every sentence
does not need to be complex, but most of her sentences are complex, and a range of different
grammar structures, but what is very impressive
about Anna's work is you can tell that she hasn't
tried to show off her grammar. She's tried to answer
the question clearly, and as a result of doing that, she has naturally used
a range of structures, complex sentences, and kept
her grammar extremely accurate. One of the things that a lot of people say about band nine, band 8.5 essays is, "Oh, it looks very simple. "How can it be such a high band?" It's not about showing off and
using complicated language. It's about answering the question clearly. Is that what you tried to focus on, Anna? - Yeah, and I, during the exam, I realized that all the time I spent on mastering my grammar actually helped me because I practiced inversions a lot, and but I, of course, I
didn't use them all the time, and during this essay, this inversion, like "knowing that however hard they try" or "it is novices who," they just came up naturally,
so I wasn't thinking, "Oh, now, there should be an inversion." - Yeah, or some people think, "I need to write an inversion here "and then a passive sentence "and then a conditional," and then, you know, and they, imagine trying to write a normal
email like that, you know? Instead of just writing an
email to your boss or someone, you're like, "I'm gonna try
and use the future tense "and the past tense and
the progressive tense," and it's just very confusing
and difficult to do. Instead, just answer the question, focus on accuracy, and the
rest will take care of itself. - Yeah, and I also practiced by, practiced a lot by forcing
to use this complex grammar, but also, for my essays, just in my writing practice at home and just my, my essays which I didn't send for, for an assessment. So yeah, I did force myself
before the exam a lot, but during the exam, I avoided this. - Yeah, that's what I suggest
with grammar and vocabulary. During your preparations, take chances, push yourself out of your comfort zone. Try and get better, but
on exam day, play it safe. A good analogy is when they
send astronauts up into space. They try and break
everything before they go when it's safe on Earth, but when they're up in the space station, they take no chances, (Anna chuckles)
and they play it very, very safe, and which is a good way to think about essay writing as well. So finally, again, we'll
talk about vocabulary. Again, when people look at a band eight or a band nine essay, they often say, "Oh, it's not good "because the vocabulary is simple," but then, what I do with that is I highlight all the good vocabulary, and then, they go, "Oh,
actually, it is very good." So if we look here, "staff members," "dedicated many years to working
for a particular company," "executive positions," "younger workers," "provided with an
opportunity for a promotion," "demotivated," "senior employees," "reliable and loyal," "novices", and it just goes on and on and on and on, and the two things that
are very impressive about Anna's vocabulary, number one, it's extremely accurate, which is what you're trying to do. You're not trying to use
big, complicated words that are wrong. You're trying to use words that help you answer the
question that are correct. The second thing is she has an extremely wide-ranging vocabulary because she's using so
many topic-specific words, words that you only really use to talk about this specific topic, such as "staff members,"
"executive position," "younger workers," "reliable and loyal," "senior employees,"
"hard and soft skills", "meet the requirements," "highly competitive job market," "bring innovation," "business processes," "irreplaceable," "flourish." You don't use those words
to talk about the weather or to talk about what
you did last weekend, and what that demonstrates
to the examiner is if this person can talk about this topic with such a wide-ranging
vocabulary and accurate vocabulary, it's a good indication that
they can do that for any topic. So sometimes, you might get lucky, and like, for example, if you're a doctor, you might get a health question. If you're a teacher, you might
get an education question, but it is a very good indication, if you can use those topic-specific words, that you have a wide-ranging vocabulary, and did you work on your vocabulary before the test for a long time, or what did you do
- Yeah, yeah. - to try and help you in that area? - It was a lot of effort from my side. I studied every day. I did an exception. I had a weekend, like once
a month, and that's it. I read a lot of, tons of articles. I've written a list of more than 2,000 words and idioms, and I've had an English-speaking friend to bounce ideas off of. So yeah, I really pushed it. - Mm-hmm, yeah. Most of the really successful Russian students I've worked with, they really systematically,
like every day, improved, that try and do something
to improve their vocabulary, and--
- Yeah, and what, and what I did is that I followed the so-called bottom-up approach, which means that you
learn chunks by heart, and then, they come out of you naturally, both in writing--
- In collocations? - Collocations and chunks like. - So if we look at your
"dedicated many years," - Yeah.
- "provided with "an opportunity for a promotion." - [Anna] Yeah, "bring innovation." - "Meet the requirements," yeah, so that's how are brains
normally learn vocabulary when we're children or
when we're adults as well, but we don't learn single words. We learn chunks of language. So that's very good advice as well. - Well, it does take up a lot of time, but it's really well, well worth it. - Definitely, definitely. As I said, there's no tricks or tips or. - Yeah.
- I can't give someone a list of words the day before their exam and say, "Use these in the exam," because you need to learn how to use them, not learn them, memorize them. It's not a memorization test. It's a writing test. - Yeah. - So Anna, thank you so
much for sharing your essay and giving that advice. It's such a privilege to
work with a student like you who's worked very hard, and now, you can see the results, an 8.5, and that will hopefully
lead to much success in the future for you as well. - Thank you, Chris, for your association and for the course, of course. I will follow the videos, and I will try to take up some new things. So yeah, I do enjoy the
simplicity of your explanations, and I can, now, I can tell everyone that the strategies really work. - Mm-hmm, keep it simple as I say (chuckles).
- Yeah, yeah. - I'm sure you're sick of
hearing me say keep it simple, but anyway (chuckles). Well, thank you, thank you again, Anna, and I'm sure everyone
will get a lot of benefit from this video, and I hope that you have the
best of luck in the future. - Thank you very much. - All right.
- Bye. (upbeat music)
