\n\n\n\n<\/p>\r\n

\u0110\u1ec1 b\u00e0i:<\/h2>\r\n

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Communication through text messaging and other instant forms of online communication are short and basic. Some people think this will be the death of grammar and spelling. Do you agree or disagree?<\/p>\r\n

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C\u00e1c b\u01b0\u1edbc l\u00e0m b\u00e0i IELTS Writing Task 2 d\u00e0nh cho \u0111\u1ec1 b\u00e0i tr\u00ean<\/h2>\r\n

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Step 1: Understand our Task\u00a0<\/h3>\r\n

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Our task is to discuss the impact of text messaging and other instant forms of online communication on grammar and spelling. We need to present arguments for both agreeing and disagreeing with the statement that these forms of communication will lead to the decline of grammar and spelling, and then offer our own perspective on the matter.<\/p>\r\n

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B\u01b0\u1edbc 1: Hi\u1ec3u nhi\u1ec7m v\u1ee5 c\u1ee7a ch\u00fang ta\u00a0<\/em><\/strong><\/p>\r\n

\n\n\n\n<\/p>\r\n

Nhi\u1ec7m v\u1ee5 c\u1ee7a ch\u00fang ta l\u00e0 th\u1ea3o lu\u1eadn v\u1ec1 t\u00e1c \u0111\u1ed9ng c\u1ee7a tin nh\u1eafn v\u0103n b\u1ea3n v\u00e0 c\u00e1c h\u00ecnh th\u1ee9c giao ti\u1ebfp tr\u1ef1c tuy\u1ebfn t\u1ee9c th\u00ec kh\u00e1c \u0111\u1ed1i v\u1edbi ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3. Ch\u00fang ta c\u1ea7n tr\u00ecnh b\u00e0y c\u00e1c l\u00fd l\u1ebd cho c\u1ea3 vi\u1ec7c \u0111\u1ed3ng t\u00ecnh v\u00e0 kh\u00f4ng \u0111\u1ed3ng t\u00ecnh v\u1edbi tuy\u00ean b\u1ed1 r\u1eb1ng c\u00e1c h\u00ecnh th\u1ee9c giao ti\u1ebfp n\u00e0y s\u1ebd d\u1eabn \u0111\u1ebfn s\u1ef1 suy tho\u00e1i c\u1ee7a ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3, sau \u0111\u00f3 \u0111\u01b0a ra quan \u0111i\u1ec3m c\u1ee7a ri\u00eang ch\u00fang ta v\u1ec1 v\u1ea5n \u0111\u1ec1 n\u00e0y.<\/em><\/p>\r\n

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Step 2: Decide our Position\u00a0<\/h3>\r\n

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In my view, I partially agree with the statement that text messaging and other instant online communication can have a negative impact on grammar and spelling.<\/p>\r\n

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B\u01b0\u1edbc 2: Quy\u1ebft \u0111\u1ecbnh v\u1ecb tr\u00ed c\u1ee7a ch\u00fang ta\u00a0<\/em><\/strong><\/p>\r\n

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Theo quan \u0111i\u1ec3m c\u1ee7a t\u00f4i, t\u00f4i \u0111\u1ed3ng \u00fd m\u1ed9t ph\u1ea7n v\u1edbi tuy\u00ean b\u1ed1 r\u1eb1ng tin nh\u1eafn v\u0103n b\u1ea3n v\u00e0 c\u00e1c h\u00ecnh th\u1ee9c giao ti\u1ebfp tr\u1ef1c tuy\u1ebfn t\u1ee9c th\u00ec kh\u00e1c c\u00f3 th\u1ec3 c\u00f3 t\u00e1c \u0111\u1ed9ng ti\u00eau c\u1ef1c \u0111\u1ed1i v\u1edbi ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3.<\/em><\/p>\r\n

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Step 3: Extend our Answer\u00a0<\/h3>\r\n

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Arguments for Agreeing:<\/strong><\/p>\r\n

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\n\n
• Informal Language: Text messaging and online chats often prioritize brevity and speed over formal language. This can lead to the use of abbreviations, acronyms, and shortcuts, which may not adhere to traditional grammar and spelling rules.<\/li>\n\n\r\n\r\n\n
• Influence on Writing Habits: Constant exposure to informal language in digital communication can influence individuals’ writing habits, leading them to carry these habits into formal writing, such as essays and reports.<\/li>\n\n\r\n\r\n\n
• Educational Concerns: Teachers have expressed concerns about the decline in grammar and spelling skills among students, attributing it partly to their extensive use of text messaging and social media.<\/li>\n\n<\/ul>\r\n

  \n\n\n\n<\/p>\r\n

  Arguments for Disagreeing:<\/strong><\/p>\r\n

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  \n\n
  • Adaptive Language: Language has always evolved over time, adapting to new communication technologies. Text messaging and online communication are no different, and they have generated their own set of linguistic norms, which can be seen as a natural evolution rather than a degradation of grammar and spelling.<\/li>\n\n\r\n\r\n\n
  • Separation of Context: Most individuals are capable of distinguishing between formal and informal language use. They understand that different contexts require different communication styles, and they can switch between them appropriately.<\/li>\n\n\r\n\r\n\n
  • Language Learning: Some argue that online communication can enhance language learning by exposing individuals to a wide range of vocabulary and language variations.<\/li>\n\n<\/ul>\r\n

    \n\n\n\n<\/p>\r\n

    B\u01b0\u1edbc 3: M\u1edf r\u1ed9ng \u00fd ki\u1ebfn c\u1ee7a ch\u00fang t\u00f4i<\/em><\/strong><\/p>\r\n

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    L\u1eadp lu\u1eadn \u1ee7ng h\u1ed9:<\/em><\/strong><\/p>\r\n

    \n\n\n\n<\/p>\r\n

    \n\n
    • Ng\u00f4n ng\u1eef kh\u00f4ng ch\u00ednh th\u1ed1ng: Tin nh\u1eafn v\u0103n b\u1ea3n v\u00e0 tr\u00f2 chuy\u1ec7n tr\u1ef1c tuy\u1ebfn th\u01b0\u1eddng \u01b0u ti\u00ean s\u1ef1 ng\u1eafn g\u1ecdn v\u00e0 t\u1ed1c \u0111\u1ed9 h\u01a1n l\u00e0 ng\u00f4n ng\u1eef ch\u00ednh th\u1ed1ng. \u0110i\u1ec1u n\u00e0y c\u00f3 th\u1ec3 d\u1eabn \u0111\u1ebfn vi\u1ec7c s\u1eed d\u1ee5ng vi\u1ebft t\u1eaft, ch\u1eef vi\u1ebft t\u1eaft v\u00e0 l\u1ed1i t\u1eaft \u0111\u01b0\u1eddng, c\u00f3 th\u1ec3 kh\u00f4ng tu\u00e2n theo c\u00e1c quy t\u1eafc ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3 truy\u1ec1n th\u1ed1ng.<\/em><\/li>\n\n\r\n\r\n\n
    • \u1ea2nh h\u01b0\u1edfng \u0111\u1ed1i v\u1edbi th\u00f3i quen vi\u1ebft: Ti\u1ebfp x\u00fac li\u00ean t\u1ee5c v\u1edbi ng\u00f4n ng\u1eef kh\u00f4ng ch\u00ednh th\u1ed1ng trong giao ti\u1ebfp s\u1ed1 h\u00f3a c\u00f3 th\u1ec3 \u1ea3nh h\u01b0\u1edfng \u0111\u1ebfn th\u00f3i quen vi\u1ebft c\u1ee7a c\u00e1 nh\u00e2n, d\u1eabn h\u1ecd \u0111em nh\u1eefng th\u00f3i quen n\u00e0y v\u00e0o vi\u1ebft ch\u00ednh th\u1ed1ng, ch\u1eb3ng h\u1ea1n nh\u01b0 vi\u1ebft b\u00e0i lu\u1eadn v\u00e0 b\u00e1o c\u00e1o.<\/em><\/li>\n\n\r\n\r\n\n
    • Lo ng\u1ea1i v\u1ec1 gi\u00e1o d\u1ee5c: Gi\u00e1o vi\u00ean \u0111\u00e3 b\u00e0y t\u1ecf lo ng\u1ea1i v\u1ec1 s\u1ef1 suy gi\u1ea3m k\u1ef9 n\u0103ng ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3 c\u1ee7a h\u1ecdc sinh, \u0111\u1ed3ng th\u1eddi cho r\u1eb1ng m\u1ed9t ph\u1ea7n nguy\u00ean nh\u00e2n l\u00e0 do vi\u1ec7c s\u1eed d\u1ee5ng r\u1ed9ng r\u00e3i tin nh\u1eafn v\u0103n b\u1ea3n v\u00e0 truy\u1ec1n th\u00f4ng x\u00e3 h\u1ed9i c\u1ee7a h\u1ecd.<\/em><\/li>\n\n<\/ul>\r\n

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      L\u1eadp lu\u1eadn ph\u1ea3n \u0111\u1ed1i:<\/em><\/strong><\/p>\r\n

      \n\n\n\n<\/p>\r\n

      \n\n
      • Ng\u00f4n ng\u1eef th\u00edch \u1ee9ng: Ng\u00f4n ng\u1eef lu\u00f4n lu\u00f4n thay \u0111\u1ed5i theo th\u1eddi gian, th\u00edch \u1ee9ng v\u1edbi c\u00f4ng ngh\u1ec7 truy\u1ec1n th\u00f4ng m\u1edbi. Tin nh\u1eafn v\u0103n b\u1ea3n v\u00e0 giao ti\u1ebfp tr\u1ef1c tuy\u1ebfn c\u0169ng kh\u00f4ng ngo\u1ea1i l\u1ec7, v\u00e0 ch\u00fang \u0111\u00e3 t\u1ea1o ra b\u1ed9 quy t\u1eafc ng\u00f4n ng\u1eef ri\u00eang c\u1ee7a h\u1ecd, c\u00f3 th\u1ec3 \u0111\u01b0\u1ee3c xem l\u00e0 m\u1ed9t s\u1ef1 ti\u1ebfn h\u00f3a t\u1ef1 nhi\u00ean thay v\u00ec s\u1ef1 suy gi\u1ea3m c\u1ee7a ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3.<\/em><\/li>\n\n\r\n\r\n\n
      • T\u00e1ch bi\u1ec7t b\u1ed1i c\u1ea3nh: H\u1ea7u h\u1ebft m\u1ecdi ng\u01b0\u1eddi c\u00f3 kh\u1ea3 n\u0103ng ph\u00e2n bi\u1ec7t gi\u1eefa vi\u1ec7c s\u1eed d\u1ee5ng ng\u00f4n ng\u1eef ch\u00ednh th\u1ed1ng v\u00e0 kh\u00f4ng ch\u00ednh th\u1ed1ng. H\u1ecd hi\u1ec3u r\u1eb1ng c\u00e1c b\u1ed1i c\u1ea3nh kh\u00e1c nhau \u0111\u00f2i h\u1ecfi phong c\u00e1ch giao ti\u1ebfp kh\u00e1c nhau, v\u00e0 h\u1ecd c\u00f3 th\u1ec3 chuy\u1ec3n \u0111\u1ed5i gi\u1eefa ch\u00fang m\u1ed9t c\u00e1ch th\u00edch h\u1ee3p.<\/em><\/li>\n\n\r\n\r\n\n
      • H\u1ecdc ng\u00f4n ng\u1eef: M\u1ed9t s\u1ed1 ng\u01b0\u1eddi cho r\u1eb1ng giao ti\u1ebfp tr\u1ef1c tuy\u1ebfn c\u00f3 th\u1ec3 n\u00e2ng cao qu\u00e1 tr\u00ecnh h\u1ecdc ng\u00f4n ng\u1eef b\u1eb1ng c\u00e1ch ph\u01a1i b\u00e0y ng\u01b0\u1eddi d\u00f9ng \u0111\u1ebfn m\u1ed9t lo\u1ea1t t\u1eeb v\u1ef1ng v\u00e0 bi\u1ebfn th\u1ec3 ng\u00f4n ng\u1eef kh\u00e1c nhau.<\/em><\/li>\n\n<\/ul>\r\n

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        <\/figure>\r\n

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        Full sample Essay<\/h3>\r\n

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        Introduction\u00a0<\/em><\/strong><\/p>\r\n

        \n\n\n\n<\/p>\r\n

        The rise of text messaging and other instant forms of online communication has revolutionized the way we interact with written language. This essay delves into the impact of these digital mediums on grammar and spelling. Specifically, we will explore the question of whether these communication methods will lead to the decline of grammar and spelling skills.<\/p>\r\n

        \n\n\n\n<\/p>\r\n

        Body Paragraph 1 (Agreeing)<\/em><\/strong><\/p>\r\n

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        One cannot deny that text messaging and instant online communication tend to prioritize brevity and convenience over grammatical accuracy and proper spelling. Abbreviations, acronyms, and shortcuts have become commonplace in these digital conversations, leading to instances of linguistic shortcuts. These deviations from formal grammar and spelling rules can have a detrimental impact, particularly when individuals carry these habits into formal writing.<\/p>\r\n

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        Body Paragraph 2 (Disagreeing)<\/em><\/strong><\/p>\r\n

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        While it is true that text messaging and online chats often employ informal language, it is important to recognize that language has always evolved in response to changing communication technologies. Text messaging is simply another step in this evolutionary process, creating its own set of linguistic norms. Most individuals are adept at distinguishing between formal and informal language contexts and adjust their communication accordingly.<\/p>\r\n

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        Conclusion<\/em><\/strong><\/p>\r\n

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        In conclusion, text messaging and instant online communication have undoubtedly introduced changes to language use, emphasizing brevity and convenience. While these changes may influence informal communication, they need not signify the death of grammar and spelling. Language is adaptable, and individuals can maintain proficiency in formal language when necessary. The key lies in understanding the appropriate context for different language styles and ensuring that language evolution does not hinder effective communication.<\/p>\r\n

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        Useful Phrases\/Collocations (with Vietnamese meanings):<\/h3>\r\n

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        \n\n
        • Prioritize brevity and speed – \u01afu ti\u00ean s\u1ef1 ng\u1eafn g\u1ecdn v\u00e0 t\u1ed1c \u0111\u1ed9.<\/li>\n\n\r\n\r\n\n
        • Abbreviations and acronyms – Vi\u1ebft t\u1eaft v\u00e0 ch\u1eef vi\u1ebft t\u1eaft.<\/li>\n\n\r\n\r\n\n
        • Degradation of grammar and spelling – S\u1ef1 suy tho\u00e1i v\u1ec1 ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3.<\/li>\n\n\r\n\r\n\n
        • Linguistic shortcuts – C\u00e1ch vi\u1ebft t\u1eaft ng\u00f4n ng\u1eef h\u1ecdc.<\/li>\n\n\r\n\r\n\n
        • Distinguishing between formal and informal language – Ph\u00e2n bi\u1ec7t gi\u1eefa ng\u00f4n ng\u1eef ch\u00ednh th\u1ed1ng v\u00e0 kh\u00f4ng ch\u00ednh th\u1ed1ng.<\/li>\n\n\r\n\r\n\n
        • Adaptive language – Ng\u00f4n ng\u1eef th\u00edch nghi.<\/li>\n\n\r\n\r\n\n
        • Maintain proficiency in formal language – Duy tr\u00ec s\u1ef1 th\u00e0nh th\u1ea1o trong ng\u00f4n ng\u1eef ch\u00ednh th\u1ed1ng<\/li>\n\n<\/ul>\r\n

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          Xem th\u00eam c\u00e1c b\u00e0i vi\u1ebft IELTS Writing Task 2 kh\u00e1c T\u1ea0I \u0110\u00c2Y<\/a><\/strong><\/p>\r\n

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          T\u1ed5ng k\u1ebft<\/h2>\r\n

          Cu\u1ed1i c\u00f9ng, qua b\u00e0i vi\u1ebft n\u00e0y, ch\u00fang ta \u0111\u00e3 c\u00f9ng nhau xem x\u00e9t v\u1ec1 \u01b0u \u0111i\u1ec3m v\u00e0 h\u1ea1n ch\u1ebf c\u1ee7a vi\u1ec7c giao ti\u1ebfp tr\u1ef1c tuy\u1ebfn th\u00f4ng qua tin nh\u1eafn v\u0103n b\u1ea3n v\u00e0 t\u00e1c \u0111\u1ed9ng c\u1ee7a n\u00f3 \u0111\u1ebfn ng\u1eef ph\u00e1p v\u00e0 ch\u00ednh t\u1ea3. S\u1ef1 thay \u0111\u1ed5i trong c\u00e1ch ch\u00fang ta giao ti\u1ebfp \u0111\u00e3 \u0111\u00e1nh d\u1ea5u m\u1ed9t s\u1ef1 ph\u00e1t tri\u1ec3n quan tr\u1ecdng trong th\u1ebf gi\u1edbi k\u1ef9 thu\u1eadt s\u1ed1 ng\u00e0y nay.<\/p>\r\n

          Tuy nhi\u00ean, vi\u1ec7c s\u1eed d\u1ee5ng t\u1eeb v\u1ef1ng phong ph\u00fa, c\u1ea5u tr\u00fac c\u00e2u logic v\u00e0 kh\u1ea3 n\u0103ng ph\u00e2n t\u00edch m\u1ed9t v\u1ea5n \u0111\u1ec1 \u0111a chi\u1ec1u s\u1ebd gi\u00fap b\u1ea1n t\u1ef1 tin h\u01a1n khi \u0111\u1ed1i m\u1eb7t v\u1edbi c\u00e1c d\u1ea1ng b\u00e0i lu\u1eadn nh\u01b0 v\u1eady trong k\u1ef3 thi IELTS.<\/p>\r\n

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          N\u1ebfu b\u1ea1n \u0111ang t\u00ecm ki\u1ebfm m\u1ed9t trung t\u00e2m Anh ng\u1eef uy t\u00edn v\u00e0 ch\u1ea5t l\u01b0\u1ee3ng, H\u00e0 English l\u00e0 m\u1ed9t s\u1ef1 l\u1ef1a ch\u1ecdn tuy\u1ec7t v\u1eddi. V\u1edbi h\u01a1n 10 n\u0103m kinh nghi\u1ec7m trong l\u0129nh v\u1ef1c gi\u1ea3ng d\u1ea1y ti\u1ebfng Anh, trung t\u00e2m \u0111\u00e3 \u0111\u1ea1t \u0111\u01b0\u1ee3c uy t\u00edn cao trong vi\u1ec7c \u0111\u00e0o t\u1ea1o h\u1ecdc vi\u00ean v\u1ec1 ngo\u1ea1i ng\u1eef.<\/p>\r\n

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          <\/figure>\r\n

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          H\u00e0 English t\u1ef1 h\u00e0o l\u00e0 m\u1ed9t m\u00f4i tr\u01b0\u1eddng h\u1ecdc t\u1eadp chuy\u00ean nghi\u1ec7p v\u00e0 th\u00e2n thi\u1ec7n, v\u1edbi \u0111\u1ed9i ng\u0169 gi\u00e1o vi\u00ean c\u00f3 tr\u00ecnh \u0111\u1ed9 cao v\u00e0 gi\u00e0u kinh nghi\u1ec7m. Nh\u1eefng gi\u1ea3ng vi\u00ean t\u1ea1i trung t\u00e2m kh\u00f4ng ch\u1ec9 s\u1edf h\u1eefu ki\u1ebfn th\u1ee9c chuy\u00ean m\u00f4n v\u1eefng v\u00e0ng m\u00e0 c\u00f2n c\u00f3 kh\u1ea3 n\u0103ng t\u1ea1o \u0111\u1ed9ng l\u1ef1c v\u00e0 s\u1ef1 h\u1ee9ng th\u00fa trong qu\u00e1 tr\u00ecnh h\u1ecdc t\u1eadp c\u1ee7a h\u1ecdc vi\u00ean.<\/p>\r\n

          \n\n\n\n<\/p>\r\n

          D\u1ea1y t\u1eeb t\u00e2m – n\u00e2ng t\u1ea7m tri th\u1ee9c<\/a><\/em><\/p>\r\n\n \u0110\u0103ng k\u00ed t\u01b0 v\u1ea5n nh\u1eadn l\u1ed9 tr\u00ecnh h\u1ecdc ph\u00f9 h\u1ee3p t\u1eeb H\u00e0 English ngay!<\/span>\n <\/a>\n","protected":false},"excerpt":{"rendered":"

          Xin ch\u00e0o m\u1ecdi ng\u01b0\u1eddi v\u00e0 c\u00e1c b\u1ea1n th\u00e2n y\u00eau c\u1ee7a H\u00e0 English! H\u00f4m nay, ch\u00fang t\u00f4i xin gi\u1edbi thi\u1ec7u \u0111\u1ebfn b\u1ea1n \u0111\u1ecdc m\u1ed9t b\u00e0i vi\u1ebft quan tr\u1ecdng v\u1ec1 ch\u1ee7 \u0111\u1ec1 IELTS Writing Task 2 – “Communication & Personality,” v\u1edbi d\u1ea1ng b\u00e0i lu\u1eadn “Advantage\/Disadvantage.” Trong th\u1eddi \u0111\u1ea1i k\u1ef9 thu\u1eadt s\u1ed1 ng\u00e0y nay, vi\u1ec7c giao ti\u1ebfp th\u00f4ng<\/p>\n","protected":false},"author":1,"featured_media":5139,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[90],"tags":[],"class_list":["post-5136","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ielts-writing-task-2"],"_links":{"self":[{"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/posts\/5136","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/comments?post=5136"}],"version-history":[{"count":7,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/posts\/5136\/revisions"}],"predecessor-version":[{"id":5165,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/posts\/5136\/revisions\/5165"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/media\/5139"}],"wp:attachment":[{"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/media?parent=5136"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/categories?post=5136"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/haenglish.edu.vn\/wp-json\/wp\/v2\/tags?post=5136"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}