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<p>If you're studying in a different country, it can be difficult to keep up to date with the British school and university systems. Whether you're sitting GCSEs and A-Levels, or you want to apply to the British university system, you probably can't access UK tutors as easily as you might like. That's why a MyTutorWeb tutor might right for you.</p>
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Laura has been such a great help. She is flexible, supportive and approachable. Laura's knowledge on the subject (A Level English Language) is incredibly good and she has elevated a great deal of stress from me with her concise guidance. Look forward in continuing working with Laura.

Sonya, Parent from East ham

A very patient tutor. Mayur will pre-plan a lesson in advance if required, this way the lesson begins exactly where you need. Response to messages is immediate and efficiency at the very highest. A most enjoyable and informative lesson. I would highly recommend this tutor to students of all levels; this was my third successful lesson.

Elizabeth, Student

Today's secession was really helpful to me. Lucy showed me where i made mistakes in my C grade essay and how with a few changes, such as developing my A02 i could improve my grade to an A. It was really helpful talking through research evidence and evaluation points and how to link them together and to the overall essay question. Great secession as always

Heather, Student

Why limit yourself to someone who lives nearby, when you can choose from tutors across the UK?

By removing time spent travelling, you make tuition more convenient, flexible and affordable

We've combined live video with a shared whiteboard, so you can work through problems together

All your Online Lessons are recorded. Make the most out of your live session, then play it back after

Usually we cover both subject knowledge and exam technique, although that can change depending on each individual student. Then we go through diagrams, and they ask questions, and we go from there.

Lots of students say that the classes are too big in school, or that they don't have time to ask teachers after Online Lessons. In my Online Lessons, we take time to explore things in a little in a bit more detail.

I always look up the board my students are taking so the Online Lessons are really relevant. Then we go through past papers or set texts, whatever the student finds helpful.

I use the shared whiteboard. We make diagrams together and label them, and often the student prints it off because they know it's right and they completely understand it.

After tutoring one girl went and told all her friends the new explanation I gave her. And she was so excited about what she wrote in the exam she emailed me immediately afterwards.

There was one girl who had her exam on Monday. She wanted tuition on Friday, Saturday and Sunday beforehand. It was very intense, but she said the exam went well.

The easiest way to approach an essay is to follow the standard formula: “introduction + development + conclusion”. The number of paragraphs you should aim for will depend on the specific task. For example, for the typical question asked in the A levels (250 to 400 words) I would recommend to use four or five of them. Let’s see an example:
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“El mundo del transporte va a cambiar mucho debido a las innovaciones tecnológicas. ¿Qué
opinas tú?”
En el primer párrafo de introducción, compararía brevemente los sistemas de transporte actuales frente a los de finales del siglo XIX, y mencionaría como, en el pasado, dicha evolución ha ido ligada al desarrollo industrial. En el segundo párrafo hablaría de las necesidades del sistema actual, y expondría por qué creo/no creo que un avance tecnológico puede mejorarlo. En el tercer párrafo trataría ejemplos concretos a favor de mi tesis. Finalmente, en el cuarto párrafo añadiría un último ejemplo (o un resumen de los anteriores) y concluiría resaltando de nuevo la tesis.
However, you should bear in mind that there is not a single way to answer an essay question. It is also very common to use a deductive structure, in which we start by stating the thesis (as a universal truth). Then we support this with a series of examples.
Spanish
How should I structure an opinion essay?
The easiest way to approach an essay is to follow the standard formula: “introduction + development + conclusion”. The number of paragraphs you should aim for will depend on the specific task. For example, for the typical question asked in the A levels (250 to 400 words) I would recommend to use four or five of them. Let’s see an example:
-----
“El mundo del transporte va a cambiar mucho debido a las innovaciones tecnológicas. ¿Qué
opinas tú?”
En el primer párrafo de introducción, compararía brevemente los sistemas de transporte actuales frente a los de finales del siglo XIX, y mencionaría como, en el pasado, dicha evolución ha ido ligada al desarrollo industrial. En el segundo párrafo hablaría de las necesidades del sistema actual, y expondría por qué creo/no creo que un avance tecnológico puede mejorarlo. En el tercer párrafo trataría ejemplos concretos a favor de mi tesis. Finalmente, en el cuarto párrafo añadiría un último ejemplo (o un resumen de los anteriores) y concluiría resaltando la tesis.
--------------------
However, you should bear in mind that there is not a single way to answer an essay question. It is also very common to use a deductive structure, in which we start by stating the thesis (as a universal truth). Then we support this with a series of examples.

Answered by Aida S.

Studies Natural Sciences at Cambridge

The discriminant for a quadratic polynomial of the form f(x) = ax^2 + bx + c is given by b^2 - 4ac. If the discriminant is strictly greater than 2, the quadratic has 2 real distinct roots, i.e 2 unique x-values for which f(x) = 0. This fact can be used to solve the question. First of all, rearrange the above quadratic and equate to 0. Next use the equation of the discriminant to get a polynomial in k. Find the critical values of k and hence calculate the constraints on k.
(1) X^2 + (2-2K)X + (11+K) = 0; (2) 4k^2 - 12k - 40 > 0, k^2 - 4k - 10 > 0; (3) k < -2, k > 5

Glycolysis is the first stage of aerobic and anaerobic respiration. Glycolysis occurs in the cytoplasm of a cell as glucose can't pass the mitochondrial membranes and the enzymes needed for its breakdown are only in the cytoplasm. Glycolysis occurs in three main steps.
1. Glucose is phosphorylated - two phosphate groups are added to glucose using two ATP's. This makes glucose diphosphate.
2. Glucose diphosphate splits into two molecules of triose phosphate
3. The triose phosphates are dehydrogenated (hydrogen is removed) so they are oxidised to pyruvate. This also makes two NADH molecules (one from each triose phosphate). These steps also release enough energy to synthesize four ATP molecules - that is a net of two ATP's made as two were used earlier.
If oxygen is present, then each of the NADH molecules made has the potential to make 3 ATP's in the electron transport chain. This means another six ATP's will be synthesized due to glycolysis, but only in aerobic conditions. Pyruvate will also be used in the Krebs cycle is oxygen is present.

Critics debate the role of madness in Shakespeare's tragedy, and the extent to which this can be described as an internal turmoil, or a psychological reflection of the corruption and disarray within the court. Essentially we can ask, is Shakespeare's exploration into madness a comment on Hamlet's melancholy disposition, or the result of a 'noble' mind spoilt by the corruption, which pervades all aspects of the play?
One argument is that Hamlet's madness is used by Shakespeare to develop the theme of isolation, central to ideas of kingship and betrayal in the play. Essentially this suggests, that madness is not an 'antic disposition' or lunacy of the mind, but rather a manifestation of Hamlet’s distance from the court and the displacement of his legitimate place as king. This idea is strongly demonstrated, when comparing the ‘wild and whirling’ words of Hamlet’s language in court, with the steady resigned misery of his soliloquies. It can be argued Shakespeare deliberately contrasts this stilted, irregular pentameter of speech associated with Hamlet’s conversation to the regular measured pentameter of his inner dialogue. In doing so, it is clear Shakespeare highlights a sense of deception, where Hamlet’s ‘anti disposition’ is an act, necessary in a court where he is increasingly distrustful. Thus essentially, madness can be seen not as an inner struggle but rather the result of an external circumstance.

La mia giornata ideale sarebbe piuttosto ordinaria, basta che io la passi in compagnia della mia famiglia o dei miei amici. Mi piace svegliarmi riposata, per cui dormirei almeno nove ore. Farei colazione con mia madre prima di andare a scuola, berrei latte e mangerei biscotti con gocce di cioccolato. Sull’autobus leggerei un libro, ascoltando musica, e così al ritorno verso casa, a meno che io non prenda l’autobus con un’amica. In quel caso, parlerei con lei del più e del meno. Una volta tornata a casa, mi riposerei per un po’ prima di mettermi a studiare. Uscirei poi con i miei amici, andando magari al parco, a fare merenda in un bar o in giro per negozi a fare compere. Passerei la serata con la mia famiglia: ceneremmo tutti insieme guardando un film divertente. Prima di andare a dormire, io e mia sorella porteremmo fuori il cane facendo una passeggiata. Questa è la mia giornata ideale.

This is an example of an inequalities question from FP2. For this, we will need to use the tools learned in this chapter. To start with, it may be tempting to multiply both sides of the inequality by (x+3) to get rid of the fraction, but doing this is wrong since in the case that (x+3) is negative (when x < -3), the direction of the inequality will not be preserved. Hence, we proceed by multiplying both sides by (x+3)^{2} (which is always non-negative). We then arrive at (x+3)^{2}(x+4) > 2(x+3). Using algebraic rearrangement and factorisation we can then get to (x+3)[(x+3)(x+4)-2] > 0. This is a good place to get to, since we can see that there is a quadratic (which we can factorise) in the second term. Expanding this out we reach (x+3)(x^{2}+7x+10) > 0. Now we can factorise the quadratic (we find 2 numbers 5 and 2 that add to 7 and multiply to 10) to get (x+3)(x+5)(x+2) > 0. We can clearly see this is a cubic expression on the left hand side. Now we can draw the graph y = (x+3)(x+5)(x+2), which must intersect the x axis at x = -5, -3 and -2 (since these value of x give a y value of 0). Now, looking at the annotated graph, we can see that the desired region (where y < 0) must be where x > -2 or -5 < x < -3. Note that we use strict inequality here and not equality aswell since if x were eqeal to these values, y would be equal to 0, which is outside of the constraint.

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