A glimpse of my "C2 Proficiency Writing" class 🌼🌼🌼

I am going to use a paragraph from my C2 Proficiency Writing class, but the comment and the suggestions are true for most types of writing.

📝 So here is the student's paragraph:

"There is no doubt that dumping things takes a toll on our planet. Despite the fact that ordinary people and eco-friendly organisations recycle things, we do not live in cities free from pollution. One factor contributing to this is the settled trend for fast fashion, which lures customers into buying more and in bulk. Craving for novelty, people discard their things instead of reusing or mending them."

The problem here is the word "things." The problem with the word "thing" is that it's really a placeholder - it can mean anything, which is not good for academic writing. Academic writing - and probably any writing - has to be specific.

📝 Here is my re-write:

"There is no doubt that the massive amounts of garbage we create take a toll on our planet. Despite the the recycling efforts by both ordinary people and eco-friendly organisations, we still do not live in cities free from pollution. One factor contributing to this is the settled trend for fast fashion, which lures customers into buying more and in bulk. Craving for novelty, people discard their clothes instead of reusing or mending them."

Doesn't the paragraph sound much better now?

A glimpse of my "C2 Proficiency Writing" class - a case of fixed cohesion 🌼🌼🌼

Although it's from my C2 Proficiency Writing class, the principles are true for all types of writing. Topic - tackling environmental issues.

📝 Original:
"I am inclined to believe it is not because we do not do enough. It is because new means of tackling this issue should be implemented. Cumbersome though it might seem, production of non-biodegradable plastic should be prohibited as well as junk paper based mail."

📝 My rewrite:
"I am inclined to believe it is not because we do not do enough. It is because we do not implement new ways of tackling this issue. One such way is prohibiting the production of non-biodegradable plastic."

Two cohesion fixes:
1. The first two sentences are now entirely parallel. In the original, the "it is because" parts were parallel, but the subjects weren't, so the subject "new means" came out of the blue.
2. "Cumbersome though it might seem" is a beautiful phrase, but it does not connect the sentences at all - nothing in the paragraph does. I've added "One such way" to refer to "new ways" in the previous sentence. Result? Fixed cohesion.

My C2 Profieciency Writing group was writing an essay on the topic of garbage. I have an impressive essay on this topic from a previous group. Enjoy!

https://iraluts.blogspot.com/2021/02/if-this-is-not-impressive-i-dont-know.html

A glimpse of my "IELTS Writing" classes 📈📈📈

All my IELTS writing groups have finished the line graph month, so here is a final potpourri of common line graph mistakes:

1️⃣ "Starting at 8.500, this figure showed ... "

In English, thousands are set off with commas, not periods. So, it should be "8,500." Curiously, this is exactly how the figures are written on the graph - yet people keep making this mistake.

2️⃣ "... this figure showed more than a twofold decline in 2012."

In English, "-fold" words are only used to describe increases. So numbers can increase tenfold, but not decrease.

3️⃣ "Petrol and oil remained the most popular fuel ..."

I often tell my students - words don't suddenly stop having their usual meanings when they are in W1. "Popular" means "liked or enjoyed by a lot of people" - do people really like and enjoy petrol? You will probably be able to use this word rarely - only about book genres or something like this, I guess. The fix is "Petrol and oil remained the most commonly used / the most consumed type of fuel... "

4️⃣ "... the figures showed a rise to 43 quadrillion in 2010 and they are predicted to continue rising to almost 50 by 2030."

"Continue rising to 50" means the figure started rising to 50 and then continued rising to 50. But when the figure starts rising, it has no intention of rising to 50. So, "... they are predicted to continue rising and to reach 50 by 2030." (Not the only possible fix.)

5️⃣ "This line showed the most significant growth."

These tasks are not about lines - they are about numbers, percentages etc. "Line" is just a visual representation. Numbers and percentages show growth, not lines.

We've just started Writing Task 2 "agree/disagree." Not too late to join the long courses:
https://vk.com/iralutse?w=product-47977221_3696544%2Fquery

A glimpse of my "C2 Proficiency Writing" class - a case of improved cohesion 🌼🌼🌼

Take a look at this paragraph and see where the flow gets a little broken.

"However, without any doubt, there are a lot of cinematographic masterpieces - ones that reflect our society, transform opinions and inspire viewers all at the same time. With modern technologies, ideas can reach people from all over the world and start a dialogue between different nations, genders, or generations; they can raise our awareness of social, ecological, and moral issues. "Blackfish" (a piece on the life of an orca caged and mistreated in one of American oceanariums), for instance, shocked the audience and led to the cancellation of these inhumane shows."

"Blackfish" comes out of the blue. Technically, we do have cohesion here - "for instance." But it is too far in the sentence and it's not actually obvious what exactly "Blackfish" is an example of.

My fix:

"... ; they do more than raise our awareness of social, ecological, and moral issues - they can cause real change. Take, “Blackfish, for example - a documentary about the life of an orca caged and mistreated in one of American oceanariums. It shocked the audience so much that the inhuman shows with this animal have been cancelled."

The film has been introduced more smoothly and it's clear that the film is an example of real change. So the overall cohesion and progression are better. 🐬🐬🐬

The most important factors for achieving happiness? Read Anna Skopina's awesome IELTS essay to find out. 📝

Curiously, the essay was not written in my IELTS course - it was written in my "Writing with New Scientist" course. Anyways, it's awesome and it contains a beautiful range of cohesive devices (some of which I highlighted to make sure you notice).

https://iraluts.blogspot.com/2022/10/ielts-writing-task-2-most-important.html

Sentence clinic 📝📝📝

A bunch of awkward sentences from my "Writing with New Scientist" students + and my fixes.

1️⃣
✖️"Discarding things either with their useful life having ended or having become out of fashion seems an ordinary action for many consumers for a number of reasons."
✅ "Discarding things either when their useful life has ended or when they have gone out of fashion seems an ordinary action for many consumers for a number of reasons."

2️⃣
✖️"One reason is the abundance of commodities which is a feature that developed countries boast, while developing countries are eager to reach that point when their residents can easily afford everything they need."
✅ "One reason is the abundance of commodities which is a feature that developed countries boast and developing countries strive to attain." / "One reason is the abundance of commodities. While developed countries have already achieved it, developing countries are striving to, aiming for the point when their residents can easily afford everything they need."

3️⃣
✖️ "Breaking the current system requires the recycling technology to be improved and, hence, implemented, while some unsustainable materials to be sacrificed due to their complicated recycling process."
✅ "Breaking the current system requires the recycling technology to be function effectively and the unsustainable materials to be sacrificed due to their complicated recycling process."

4️⃣
✖️ "The problem is that we are taking from nature more than we need, while the solution is that by taking only necessary things humans will be able to be happy without killing the world around us."
✅ "The problem is that we are taking from nature more than we need, while the solution to take only the necessary things. By doing so, humans will be able to be happy without killing the world around them. "

Fixing awkward sentences is one of my favorite activities. My fixes are not the only possible fixes, of course. Can you think of some more?

A glimpse of my "IELTS Writing" class 📝📝📝

Kurt Vonnegut said, "Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you've been to college."

I agree. Not only in creative writing - in IELTS writing too.

We were discussing this essay topic today: "Some people believe that rich countries should provide poorer countries with help that is not financial aid. To what extent do you agree or disagree?" I have written two essays ("agree" and "disagree") on this topic myself. So what I did was 1) I split my complex sentences from one of my essays into tiny and simple ones; 2) I asked the students to join them into complex ones.

📝 Here is one example: "Even if the country providing the help decided to supervise the allocation and use of funds, it would be next to impossible. It would take a considerable amount of resources on their part. It would be prevented by the corrupt authorities."

📝 Here is one solution by a student: "Even if the country providing the help decided to supervise the allocation and use of funds, it would be next to impossible, since it would take a considerable amount of resources on their part; in addition, it would be prevented by the corrupt authorities." It's times like this that I remember Kurt's quote.

📝 Here is my original sentence: "Even if the country providing the help decided to supervise the allocation and use of funds, it would be next to impossible as it would either take a considerable amount of resources on their part or be prevented by the corrupt authorities."

Isn't it more elegant? The sentence looks smoother and more cohesive.

Both of my essays on this topic are available on VK Donut: https://vk.com/donut/iralutse (as well as many other IELTS writing materials). 🍩

A glimpse of my "Writing with New Scientist" class - a case of a sentence that was hard to read 🌼🌼🌼

A sentence can be hard to read for different reasons. The most common reason is highly complex grammar which makes it hard to track the subjects, the verbs, the connections, etc.

But the sentence below is hard to read for e different reason. Think what it might be as you read.

📝 Original:

"While the manufacturers extract, produce and dispose of resources, draining the planet's subsurface, customers feeding off a sense of novelty, purchase and dispose of tons of goods, creating landfills on land and in water."

The reason is it's jammed full of verbs. "What's wrong with verbs," you might say. I love verbs. They are my favorite part of speech. Verbs are very meaningful. So when we have too many of them, we have too much meaning to process.

📝 Possible fixes:

1️⃣ "Both manufacturers and customers are to blame. Manufacturers drain the planet's subsurface as they extract resources for production. Customers, in turn, contribute to pollution by purchasing and discarding tons of goods."

2️⃣ "Manufacturers drain the planet's subsurface as they extract resources for production, while customers, driven but the desire for novelty, purchase and discard tons of goods, thus contributing to pollution."

Can you think of other fixes?

A glimpse of my "Writing with New Scientist" class - a case of improved cohesion 🌼🌼🌼

📝 Original:

"The more businesses sell, the more profits they obtain. Business owners pour money in smart advertising campaigns full of enticing images and slogans, promising no less than happiness, in their attempts to make people succumb to temptation and buy."

There seems to be little cohesion between the sentences: one sentence ends with profits and the next one begins with advertising. Of course, the ideas are connected - businesses sell and obtain profits with the help of advertising. But why don't we add specific words to connect the ideas?

📝 Suggested fixes:

1️⃣ "The more businesses sell, the more profits they obtain. It's for this purpose that business owners pour money in smart advertising campaigns full of enticing images and slogans, promising no less than happiness."

2️⃣ "The more businesses sell, the more profits they obtain. In their attempts do that and make people buy as much as possible, business owners pour money in smart advertising campaigns full of enticing images and slogans, promising no less than happiness."

Can you think of other fixes? 🧐

A common IELTS Writing Task 2 mistake 📝📝📝

Scrutinize the following sentences from our students' essays and think about what the mistake might be.

1. "For example, it could be difficult to make a correct and clear machine translation for idioms and proverbs, because software could translate word by word, which could be wrong."
2. "It is likely people believe that universities can give fundamental knowledge."
3. "Additionally, it might be thought that studying at university or college might benefit in the future."

The mistake is over-hedging, i.e. using hedging excessively or even unnecessarily. Hedging is used in academic writing to sound cautious or uncertain and is necessary to leave space for alternative opinions. For example, you might say, "it might not be necessary to learn languages any more as translation software is very advanced now" or "a formal degree might not longer be a prerequisite for getting a good job" because you know that some people will disagree and it's not always the case anyway.

But some things don't require hedging even in academic writing - some things are just facts or common knowledge. But even if you want to leave space for uncertainty, one word for that is enough.

Here are my re-writes of the sentences above:
1. Machine translation of idioms and proverbs is often erroneous because machines translate them word-for-word.
2. Many people believe that universities give fundamental knowledge.
3. Additionally, some people might think studying at university or college is beneficial for their future.

Do hedge, but don't over-hedge. 💪

❓Is it worth having each of your #IELTS writing answers assessed in the exam format to track your progress? ❓

I don't think so. Why not?

The way IELTS assessment works is you can't progress to the next score after one work or a small number of works.

If your current level is 6 and your target is 7, you might think the journey will be short because 6 and 7 are right next to each other. But they are, in fact, months of hard work apart. How come?

Let's take grammar (aka "Grammatical Range and Accuracy"). Band 6 means you use a mix of simple and complex structures. Band 7 means you use a variety of complex structures. If you could use a variety of structures, you would be doing it already. If you aren't doing it, it means you can't and you need to master it. This will take time simply because "variety" means "many different structures" and "many different" anything cannot be possibly mastered quickly. So chances are if you got 6 for grammar today, you will also get 6 tomorrow.

The same is true for lexis (aka "Lexical Resource"). In LR, you need to use a range of vocabulary and less common lexical items. Again, if you could do it, you would be doing it already. If you aren't, you need to learn that range. OK, which lexis exactly do you need to learn? Well, lexis is a bottomless abyss. Plus, each topic requires new lexis. Say, you learn "have an innate ability" and "are predisposed to" and you use them masterfully in your essay about learning languages. But then the next essay is about the environment. So suddenly your previous lexis is useless, and you need new lexis, which you don't have at your disposal. Again, you got 6 today and you will get 6 tomorrow.

As a result, each assessment will likely be more or less the same for some time.

But! There is one crucial "but" - if you keep getting the same score every class, it doesn't mean you aren't progressing! Maybe you've learned a new grammar structure or a new lexical item - those don't give you 7 immediately, but they are a step towards 7. The journey to 7 will consist of many small steps rather than one giant lifehack. (And the higher score you need, the longer the journey.)

So, no, I don't think frequent assessments are a good idea. The way IELTS scores work is there is no one thing that will immediately take you to the next band. Each criterion will take a combination of things which cannot be mastered all at once. At the same time, progress might still be happening even if you get 6666 for four essays in a row. It's just that the progress will be too small for the IELTS system to discern it.

Detailed assessments are definitely a good idea. But how frequent should they be?❓

Do modern companies even communicate by email in their everyday practice? They do - very much so. ✉️

What's a good email like? Here are some tips we put into practice in our latest "Writing Incubator" workshop by Anastasia Glebova:

1. Get the Ask Clear: what is it you want?
2. Write for Your Reader: what's in it for the reader?
3. Start Strong and Specific: say what you want right off the bat.
4. Be Concise:
- Watch for passive voice (X is done by Y → Y does X)
- Watch for prepositional phrases (in many circumstances → often)
- Watch for nominalizations (reach an agreement→ agree)
- Consider rewriting sentences that begin with there is, there are, it is.
5. Delete Extraneous Content: does the reader really need to know all those tiny little details?
6. Write in Plain English: watch for buzzwords that have little meaning.
7. If Something Feels Wrong, Fix It: check for confidentiality, tone, punctuation etc.

As a person who has a lot of written communication, I can say one thing for sure: a well-written email/message has the potential to give you what you need, while a badly-written one can leave you with a "No" or no answer at all. 💌

Suggested reading:
1. Brown L. "The Only Business Writing Book You'll Ever Need" (the source of the wonderful tips above)
2. Payal M. "Better Communication for Managers"
3. Newport C. "A World Without Email: Reimagining Work in the Age of Overload"
4. How to Write Professional Emails That Get the Results You Want https://www.themuse.com/advice/how-to-write-professional-email-examples
5. An Editor's Guide to Writing Ridiculously Good Emails https://www.themuse.com/advice/an-editors-guide-to-writing-ridiculously-good-emails

Next workshop: 20 November. 📅
https://vk.com/market-47977221?w=product-47977221_4475973%2Fquery

IELTS One Skill Retake - a great idea? ❓

The idea might soon materialize. But what would be the advantages and disadvantages? Listen to the podcast to find out more.

I will also jump at the chance to recommend the "My IELTS Classroom" podcast by the awesome Shelly and Nick. In their latest episode, they are discussing the possible introduction of the one skill retake option.

https://blog.myieltsclassroom.com/what-is-the-new-ielts-one-skill-retake/

A glimpse of my "C2 Proficiency Writing" class 🌼🌼🌼

While most people think CPE writing is about fancy words like "insouciance" or "magnanimous," I think it's about a play on words and extended metaphors.

Today I asked my students to come up with a noscript that will include a play on words. I provided the foundation for the play - the quote: "That's one small step for man, one giant leap for mankind." The article is about the effects of global communications on our cultural identity.

Look at what they came up with on the spot:
1️⃣ One giant leap for mankind - one step back for cultural diversity
2️⃣ One giant leap for mankind, one small step back for identity
3️⃣ One small change for a person, one giant blend for humanity

And here is a version students from an old group came up with:
4️⃣ A giant leap forward for technology, one step back for culture

Isn't this beautiful? Isn't this what real proficiency in writing is? And rest assured, such things are much harder than inserting "magnanimous" into your text - and therefore more valuable! 💜

A glimpse of my "C2 Proficiency Writing" class 🌼🌼🌼

A rewrite that involves reordering ideas and getting rid of comma splices ever-so elegantly.

📝 Original:
"Food is a basic necessity for every living creature. But it is our unique relationship with it that sets mankind apart from the animal kingdom - we don’t simply eat out of instinct, it’s not just the matter of providing nutrients to our bodies, we are emotionally connected to food."

📝 My rewrite:
"Food is a basic necessity for every living creature. But what sets us apart from the animal kingdom is our unique relationship with it. We don’t simply eat out of instinct, nor do we simply provide nutrients to our bodies - we are emotionally connected to food."

Fix 1️⃣
I reordered ideas in the second sentence to put "unique relationship" at the end. What have I achieved? Now "living creature" and "sets us apart from the animal kingdom" are close to each other as they are logically connected. On top of that, "unique relationship" is now closer to the sentence which actually explains the relationship (the last sentence).

Fix 2️⃣
The last sentence in the original had comma splices and lacked parallelism - two clauses began with "we," while one began with "it." In my rewrite, all three begin with "we." The comma splices were fixed with the help of "nor" and a dash.

I love working on such things - they are so subtle. To me, this is what writing is about. 💜

There is no IELTS in Russia, but is there a silver lining?❓

In short, yes. IELTS is still available to us in nearby, visa-free countries. However, it is extremely expensive and time-consuming to take it - you have to take several days off, buy tickets, and book accommodation.

Believe it or not, I see a silver lining here. I hope, maybe, this will make people take preparation more seriously. There is a whole cohort of people who take IELTS many times - by "many" I mean in the region of seven or ten. They are the people who need a certain score for each part - a high score - for emigration or studies. Why do they do that? Because it's cheap and easy, but preparing is long and hard.

In the past, when IELTS cost 14,000-20,000 RUB, many people in St Pete or Moscow could afford to take it every two-three months. So, there were people who instead of investing time into quality preparation, would do just that - take IELTS over and over again hoping for some lifehacks to work and for examiners to finally give them a higher score.

I specifically remember two students like that. They needed very high scores for emigration (getting 8 is no mean feat). Yet, they would come to class every week and answer "No" to all of my questions: "Did you watch that TED talk? Did you write that essay? Did you rewrite your old essay? Did you do anything in English at all?" But then they would ask their own question: "By the way, I read this lifehack on the internet. Would you say it's a good thing to do?" Since they could afford it, they simply kept taking IELTS - and not getting the scores they needed.

These students were by no means an exception. But the stakes have risen. Quality preparation has become more important. Relying on life hacks has become riskier.

How is that for a silver lining? Will IELTS return?❓

🦩 On the "on the contrary" 🦩

This is one of the most common mistakes I have to correct. Here is the deal: "on the contrary" does not mean "however" or "on the other hand." I repeat - it does not mean that. "On the contrary" means "the opposite of what has just been said is true."

✅ Here are some examples of its correct use. These come from a bunch of dictionaries.
- It is not an idea around which the community can unite. On the contrary, I see it as one that will divide us.
- "People just don't do things like that." "On the contrary, they do them all the time."
- The risk of infection hasn’t diminished – on the contrary, it has increased.
- "It must have been terrible." "On the contrary, I enjoyed every minute of it."

⛔️ Here are some examples of its incorrect use. These were written by me, but they closely imitate what was written by my IELTS students.

Writing task 1
# 1
In Italy, the oldest age group made up the largest proportion of the population in both years. On the contrary, in Yemen, it was the youngest age group.
# 2
CO2 emissions in Italy increased tenfold by 1968, remaining stable for the last ten years. On the contrary, in Sweden, they showed a steady decline, halving by the end of the period.

Writing task 2
# 3
Financial aid to developed countries is bound to be wasted or embezzled. On the contrary, humanitarian aid will be more beneficial, helping to tackle such problems as unemployment and famine.
# 4
Although higher prices may seem to be a good way to encourage people to consume less sugar, this measure cannot change people's genuine desires, and, on the contrary, may have negative effects on people's health.

✅ Here are my re-writes of the incorrect sentences above:

# 1
While in Italy the oldest age group made up the largest proportion of the population in both years, in Yemen it was the youngest age group.
# 2
CO2 emissions in Italy increased tenfold by 1968, remaining stable for the last ten years. However, in Sweden, they showed a steady decline, halving by the end of the period.
# 3
Financial aid to developed countries is bound to be wasted or embezzled. Humanitarian aid, on the other hand, will help to tackle such problems as unemployment or famine and will therefore be more beneficial.
# 4
Although higher prices may seem to be a good way to encourage people to consume less sugar, this measure cannot change people's genuine desires and may even have negative effects on people's health.

Generally, you won't ever need "on the contrary" in Writing Task 1 and hardly ever in Writing Task 2. Because - why would you write something that is not true and then disprove it? In #IELTS, you'll probably write something that is true immediately.

A glimpse of my "Writing with New Scientist" class 🌼🌼🌼

One comment I've given to several students on their essays that were already great was "add depth."

Have a look at one paragraph answering the question: "In many Western countries narcissism is on the rise. What are the reasons for this?" What kind of "depth" do you think could be added?❓

"This situation arises from two main reasons. One is that Western culture has become more and more encouraging individualism. This is not surprising since the only way to success in the modern ruthlessly competitive world is to be favourably distinguishable from all others with some exceptional talents or skills. As a result, people tend to constantly compare themselves with others and try to prove themselves to be better in every possible way, often overestimating their attractive qualities. The second reason is the shift in parenting styles. Too many parents nowadays are excessively concerned about the drawbacks and potential harm of low self-esteem, and this makes them do their best to nurture the sense of specialty in their children."

The paragraph is already great, but the second reason definitely lacks "depth." What could we add? We could develop the idea of the shift in the parenting styles - when it happened and why. We could also give examples of how parents nurture the sense of being special in their children.

I called this aspect "depth," but in the words of the assessment criteria, it would be "the ideas are fully developed" (IELTS) and "the reader is fully informed" (C2 Proficiency).

I've said it before and I'll say it again - writing is not only about fancy language or my beloved cohesion. It's first and foremost about ideas. 💜

A glimpse of my "C2 Proficiency Writing" class 🌼🌼🌼

Every time I give my CPE writing students a new writing prompt, I also challenge them to using a new technique.

Today we looked at this sentence from a book review on The Guardian: "Perry can undoubtedly be a pain in the backside but in “Friends, Lovers and the Big Terrible Thing” he wears his big, bruised heart on his sleeve."

The sentence contains two sides of the same technique: modifying an idiom or a set expression. The real expressions are "a pain in the a**" and "wear your heart on your sleeve."

This is what my students will be trying to implement in their next review. But why? Is it even a useful technique for CPE? If you look at the assessment criteria carefully, you will see this phrasing, "Uses a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style." If you think about it, CPE writing is not actually about using sophisticated vocabulary. It's about using vocabulary with sophistication and style. And this is exactly what the technique above will help you do.

Here is the link to the review we used:
https://www.theguardian.com/books/2022/nov/16/friends-lovers-and-the-big-terrible-thing-by-matthew-perry-review-being-chandler-bing

📈 #IELTS Writing Task 2: (mis)understanding the topic 📈

Sometimes people fail Task Response simply because they misunderstand the topic. Here is one example.

📝 Topic: "In recent years, many small local shops have closed because customers travel to large shopping centres or malls to do their shopping. Do you think this is a positive or negative development?"

The paragraph below was written by me, but it closely imitates what was written by a student. What's wrong?

📝 "This is a positive development. One reason for this is that it is very convenient to shop in large shopping malls as people can buy many different items in the same place. On top of that, shopping centers offer a wide range of goods - for example, they can offer the same product by many different brands. This makes it easier for the customers to buy exactly what they need. It is thus beneficial for customers to do their shopping in huge malls."

Basically, the paragraph answers the question, "Why do people shop in malls?" But let's take a closer look at the topic again - what exactly is positive or negative? It's actually "many small shops have closed." You need to say if it's good or bad that small shops have closed - but they aren't featured in the paragraph at all! And the preference for shopping malls is given to you for context - it's not something you should assess as positive or negative.

Now, arguing why small shops closing is a negative development is easy: people lose their businesses, neighborhoods lose their special allure, customers can't buy something small urgently, customers can't buy fresh local produce, etc. But why could this be a positive development? I have some ideas, but do share in the comments.

On my subnoscription platforms - VK Donut and Boosty - I share not only the model answers I write, but also such explanations and common mistakes.
📈 VK Donut: https://vk.com/donut/iralutse
📈 Boosty: https://boosty.to/irinalutsenko