Ielts Writing Task 1
Ielts Writing Task 1
Ielts Writing Task 1
The Ultimate Guide with Practice to Get a Target Band Score of 8.0+ In 10
Minutes a Day
-- By Rachel Mitchell --
Text Copyright © by Rachel Mitchell
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Table of Contents
Introduction
Ielts Writing Introduction
Ielts Writing Task 1
Effective Sentence Structures To Get An 8.0+
Language Of Trends: Sentence Structure And Vocabulary
Here, this is a type of a diagram called line chart or a line graph. It shows
changes over time/ over a period of time.
And here is a type of diagram called a table. You’re very familiar with
tables. Every time you go to restaurants, every time you’re looking at a menu,
you are looking at the table. Every time you go to the KFC, you’re looking at
a table. Every time you go to the airport, and you see the arrival time, the
departure time, you’re looking at a table. These are very common in our
lives.
So, what we’re looking at in task 1 writing is all these types of diagrams
including maps.
These are all types of diagrams that you need to be familiar with so you can
describe them in task 1 writing.
All right, when it comes to task 1 writing, there are a few rules you need to
pay your attention to. First of all, task 1 requires 150 words minimum. If
you write fewer than 150 words, you’re going to face a penalty. Therefore,
you should try to write at least 150 words. I will tell you that it will be
difficult for you to get a high score if you’re only writing 150 words. You
probably will need to write 200 or 210 words to get a high score (7.5 - 8.0).
For task 2 writing, it’s larger. It needs 250 words minimum, and the essay
is worth 2/3 of your score. It’s worth twice of task 1. Therefore, I would like
to tell you that you should write task 2 first and spend 40 minutes on it.
Now, we will focus on task 1 writing, we will be describing different kinds of
diagrams.
How are they marking you? How are they assessing you? How are they
giving you a score in task 1 writing?
Let’s look at the IELTS writing task 1 band score descriptors below:
I want you to know that IELTS keeps their scoring very secretive. IELTS
does not tell you how they score your writing. The information that we have
about how they score our writing is we have got pieces of information from
people over the years. They think that we all know about IELTS. Let’s talk
something that you need to know about how they mark your test.
First of all, the IELTS examiner will mark your test according to four
categories:
1. Task Achievement (25%)
2. Coherence and Cohesion (25%)
3. Lexical Resource (25%)
4. Grammatical Range and Accuracy (25%)
· CD sales increased steadily from 2005 until 2010, then fell slightly in
the following year.
· CD sales increased steadily from 2005 until 2010, before falling
slightly in the following year.
· After increasing steadily from 2005 until 2010, CD sales fell slightly in
the following year.
5. Vocabulary variations
Again, these variations increase the range of language you use, which can
make your writing more interesting and benefit your band score.
Vocabulary note
Note the way we use prepositions with numbers and dates:
1998 2000
45% 20%
We could talk about 1990 and 2000, or we could talk about January and June,
or we could talk about Monday and Friday. It doesn’t matter.
Note: if they give you a diagram with just one year, all we can do is just to
compare, we cannot use trend language “increase”, “decrease”,
“fluctuated”. In other words, we cannot talk about movement.
On the other hand, if they give you two years, three years, or four years, they
still want comparison, but now they also want trend language. They also
want you to talk about movement. These are really two basic groups of
language that you need to use to describe diagrams: comparison and trend
language.
Let’s build some vocabulary. Here is a list of verbs, adverbs, adjectives and
nouns that you need to use in task 1 writing.
LANGUAGE OF TRENDS: SENTENCE
STRUCTURE AND VOCABULARY
Examples:
The overall sale of the company slightly increased by 10% in 2005.
Note that “plunge” and “plummet” do not take adverbs because what they
mean is a big decrease.
We can say “decreased
considerably/sharply/dramatically/significantly/substantially” or “plunged”,
or “plummeted”.
But, we must not say,
“plummeted considerably/sharply/dramatically/significantly/substantially”
or
“plunged considerably/sharply/dramatically/significantly/substantially”
No need to use those two verbs “plunge” and “plummet” with an adverb.
Decreased sharply equals plummeted. They mean the same thing.
Likewise, “rocket” does not take adverbs. So to say increased significantly,
rose sharply, they mean the same thing as rocketed. A big/sharp increase, so
no adverbs for rocketed.
There are some things I need you to be aware of here. I want you to know
that steadily and gradually mean the same thing. Slightly is something means
different. Steadily and gradually mean over a period of time. Slightly means
how much deals with amount. Steadily and gradually mean a gradual change
like a child growth; he or she grows gradually/ he or she grows over time.
· What’s the verb tense? Or what are the verb tenses? (Past tense)
· Look at the summary, look at the diagram and ask yourself
- What is measured? (the number of tourists)
- Unit of Measurement? (thousand)
We need to be accurate about what is being measured and the unit of
measurement.
2. Analyze Trends:
· Look at the general trend. It’s quite easy. You simply look from the
beginning to the end. You don’t need to worry about the middle. You
only should look at the beginning and the end (did it increase?, did it
remain the same?, or did it decrease?)
· After looking at the general trend, you should look at a couple of the
other things. First of all you see if any peaks, any dips, any
fluctuations, anything is going in the middle between the beginning
and the end.
· Superlatives (highest, least, most, fewest). For example, which
country accounted for the most or and which country accounted for
the fewest visitors?
3. What are the main points? The main points are the most important
features (the most important trends, some general comparisons and some
general superlatives).
I should have an idea about what the whole diagram looks like – they’re on
your main points, and when it comes to the main points, I would say
“overall, the number of visitors from all five countries increased, meanwhile
the US and the UK accounted for the most tourists throughout the period” 2
sentences. Now, what I just gave you is going to give you a 7.0+ on the task
achievement. You need to give me general trends and some superlatives.
You need to have a general idea of trends and comparisons in your main
points.
4. The next thing you should be doing here is you need to organize your
paragraphs
I’ll tell you to do 3 paragraphs here: your introduction, your overview, and 2
body paragraphs.
Your introduction should be a paraphrased summary.
Your overview should be the main points that have trends and some
comparisons.
You can use some expressions for your overview as below:
- The graph shows (information about) /indicates /illustrates /highlight (the
data about)…
- As the graph shows
- It is clear from the graph (that)
- As is shown by the graph
- It can be seen from the graph (that)
- As can be clearly seen from the graph,
- From the graph, it is clear (that)
- As is illustrated by the graph,
You will get marks on your main points. If you don’t include any main points
in your overview paragraph even though your grammar and vocabulary are
perfect, you are not going to get higher than a 5.0 in task achievement
because there is no clear overview. If you want to get a 7.0+ in task
achievement, you need to add the main points that have trends and some
comparisons.
Regarding novel sales, in January, the figure stood at just over 1500 before
declining steadily to a low of nearly 90,000.
· The income rate = the income level = the level of income = the rate of
income = the level of revenue = the revenue rate = the revenue level
· From 2000 to 2005 = between 2000 and 2005 = Over a period of (5)
years.
· Spending = expenditure.
· Information = data
STRUCTURE 3:
The number of car users are predicted/expected/projected/estimated/
anticipated/forecast to increase dramatically.
The price of food is predicted/expected/anticipated/forecast/estimated to
decline from 20 dollars in 2000 to 10 dollars in 2025.
The price of food is predicted/expected/anticipated/forecast/estimated to
experience a decline from 20 dollars in 2000 to 10 dollars in 2025.
FUTURE PERFECT: WILL + HAVE + PAST PARTICIPLE
Let’s talk about future perfect. I will not talk about future continuous, I will
only talk about future perfect because usually my students find it hard to give
me a range of structures as well as another verb form.
What is future perfect?
Future perfect is a verb form that we use to indicate a completed action at
some time in the future.
So if I say “tonight I will eat dinner”. This means some time in the evening,
I’ll be eating. It’s not clear.
But if I say “by 9 o’clock I will have eaten dinner”. That means at night
o’clock, I have finished my dinner. I’m done. The action is completed.
Note: with future perfect, we always need a time.
Instead of saying “the price of food is expected to decline to 20 dollars in
2020”
We can say “the price of food is expected to have declined to 20 dollars by
2020”
Or “the price of food is expected to have experienced a decline to 20 dollars
by 2020”
Or “it is expected that the price of food will have declined to 20 dollars by
2020”
Try to give a variety of structures, be accurate, use a variety of verbs, use the
future perfect, you will get a higher score.
Understand that we can use a combination of past and future tenses.
In 2010, the figure stood at… (Past tense)…, but it’s expected to increase
slightly to… (Future tense).
“Respectively” & “in turn”
Jack and Jill are tall and fat respectively.
Who is tall?
Answer: Jack
Who is fat?
Answer: Jill
My first and second pair of shoes are red and white respectively.
Examples:
32% of all tourists = nearly a third of all tourists.
47% of cars = just under half of cars.
63% of all funding = nearly two-thirds of all funding.
TASK 1 WRITING SAMPLES
LINE CHART
The graph below shows the differences in wheat exports over three different
areas. Write a report for a university lecturer describing the information
shown below. Write at least 150 words.
ANSWER:
The line graph compares three regions in terms of exports of wheat between
1985 and 1990.
Overall, the three regions experienced different trends in the time period.
While the wheat export in Canada and European countries rose with some
fluctuations, the export in Australia fell over time.
As the graph shows, Australia's wheat export figure started at 15 million tons
in 1985 followed by a small increase to around 16 million tons in 1986. Then,
it declined steadily until it fell to just over 10 million tons in 1990. Regarding
Canada's exports, in 1985 they shipped approximately 19 million tons of
wheat. This figure fell to about 17 million in 1986, but then their exports
experienced considerable growth to 25 million tons in 1988. Afterward, the
figure plunged to below 15 million in 1989, but then subsequently rose to just
under 20 million in 1990.
By contrast, the wheat exports from the European Community experienced an
increase in the six year period. In 1985, nearly 16 million tons were exported,
but this number fell to about 14 million in 1986. Then, the exports increased
to exactly 15 million tons in 1987 and 1988 before witnessing steady growth
to 19 million and 21 million tons in 1989 and 1990, respectively.
(209 words)
BAR CHART
SAMPLE 1:
The chart below shows the amount of leisure time enjoyed by men and women
of different employment status.
Write a report for a university lecturer describing the information shown
below.
You should write at least 150 words in 20 minutes for this task.
ANSWER:
The bar chart compares the amount of free time per week that males and
females of five categories of employment status had between 1998 and 1999.
It is clear that men enjoyed more hours of leisure time per week than women
in three out of five categories. However, only figures for women are shown in
two categories, namely employed part-time and housewives.
Regarding the full-time employed, obviously men had slightly more leisure
time than women, with approximately 45 hours of free time per week,
compared to around 38 hours for women. Obviously, unemployed and retired
people of both genders enjoyed the most hours of leisure time. Moreover, the
figures for retired males and females were exactly the same as those for the
unemployed, at around 85 and 78 hours of free time per week, respectively.
Housewives enjoyed 50 hours of spare time, a little more than part-time
working women who had just over 40 leisure hours each week. No data is
given for men in either of these categories.
169 words.
SAMPLE 2
You should spend about 20 minutes on this task.
The following bar chart shows the different modes of transport used to travel
to and from work in one European city in 1960, 1980 and 2000.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.
ANSWER:
The bar chart illustrates the information about the proportion of travelers who
used different types of vehicles to commute to work in a European city
during a period from 1960 to 2000.
Overall, the percentage of commuters who used cars rose steadily over the
period, while the proportion of people who travelled by other means of
transport fell.
In 1960, approximately 35% of people commuted to work on foot, compared
to only about 5% of people travelled by car. The percentage of those who
used bikes and buses were around 25% and 18% respectively. However, in
1980 travelling by bus was by far the most popular transport mode,
accounting for over 25% of total travelers, whereas only 17% of people
travelling on foot. The figures for bike and car were around 20% and 22%
respectively.
At the end of the period, more than 35% of commuters used cars to commute
to work in this city in 2000, which was much higher than the figure for bus
users, at around 16%. The percentage of those who travelled to work on foot
and by bike fell to 9% and 6% respectively.
189 words
TABLE
The table below gives information about the average annual spending of
university students in three different countries.
ANSWER
The pie charts compare the average household spending in Japan and
Malaysia in terms of five important categories in 2010.
Overall, it is clear that Japanese and Malaysian people spent the largest
proportion of their budget on just three categories, namely housing, food and
other goods and services. Moreover, the expenditures on healthcare and
transport in Japan were double the figures for Malaysia.
In the north: within an area. (California is in the west of the United States/
Phu My Hung is in the south of HCM city.)
To the north: to be used for comparison/ outside an area (China is to the
north of Vietnam/ Cambodia is to the west of Vietnam.)
In the southwest: Florida is in the southeast of the United States.
To the southwest: The entrance was moved to the southwest of the building.
LANGUAGE OF LOCATION:
Be located/situated in: The shopping mall was located/situated in the center
of the city was knocked down to make way for a new university.
Opposite: A restaurant has been built on the opposite side of the road where
the shop used to be.
Next to: A new car park has been constructed next to the hotel.
Along: there was a new sidewalk along the river.
Across from: The park is across from the school.
GRAMMAR:
The grammar for Map is quite simple that you should use passive voice in
paste tense.
VERBS TO DESCRIBE MAP:
Buildings: Demolished, knocked down, constructed, built, erected
The apartment was demolished.
The school located in the south of the city was knocked down/ demolished to
make way for a car park.
The building was erected on the bank of the river.
Areas:
A new residential area was built in place of the park.
A golf course was constructed to the west of the airport.
The park disappeared.
An airport appeared.
Pick a side of the town. Divide the town into two parts, the north and the
south or the east and the west. Find the way to divide the town.
On the west side of the river, in the north, trees were cut down/chopped
down and replaced by a stadium by 2010. In the south, an apartment
building/complex was constructed between some private homes and the river.
Looking at/To the east, a hotel was built/erected in the north, along the
river. (To the) east of this, an industrial area/zone was demolished and
replaced by / made way for / made way for the development of / transformed
into / converted into a golf course. In the center/central area, an airport was
established. Just to the west of the lake, by 2010, a residential area was
developed after trees were removed.
“To the north of this/next to the railway station, the residential area was
transformed into an industrial area.”
Noted: transformed into and converted into: this means to change something.
We cannot say “the apartment was transformed into the factory”
We cannot say “the trees were transformed into the airport”, we cannot
change a tree into an airport. Instead, we can say “the trees were chopped
down and replaced with the airport.”
We only can use transformed into and converted into when we are talking
about an area.
Ex: the park was transformed into the airport (because a park is an area of
land)
We can transform a rural area into an urban area.
The neighborhood was transformed completely.
The old houses were rebuilt.
Very few trees remained.
Trees were chopped down/ uprooted/ cleared/ cleared away.
The area was removed, but remained vacant/ remained undeveloped.
ARTICLE:
We use “a” for new, and “the” for old
Ex: in the south, the residential area was replaced by a warehouse (it’s new).
In the north, the residential area was removed to make way for the
development of a stadium (it’s new).
Don’t say “the left/right side of town”. But it’s ok for you to say “on the
left/right side of the map”
Apartment building = apartment complex
MAP SAMPLE
The maps show changes that took place in Youngsville in New Zealand over a
25 year period from 1980 to 2005.
ANSWER:
The maps illustrate the developments which took place in the coastal town of
Youngsville between 1980 and 2005.
Overall, a comparison of the two maps reveals a complete transformation
from a largely rural to a mainly urban area.
In the year 1980, the town was a much greener residential area with a large
number of trees and individual houses, but during the next 25 years, the town
saw a number of significant changes. The most noticeable is that all of the
trees in the south of the River Alanah were chopped down, with all the
houses along the railway line being demolished to make way for skyscrapers.
Moreover, a new industrial zone with warehouses and factories sprang up
around the school and airport.
In contrast, only a few trees in the north of the river remained. The woodland
was cleared and converted into a golf course, a park, and car parting facilities.
Further developments were the construction of a stadium next to the north-
east corner of the lake and the extension of the railway line from the river
running directly to the north. A Marina was also constructed at the mouth of
the river.
194 words.
PROCESS
Type 1: Man-made process: how things are made, how things are produced,
how things are manufactured, how things are done.
Type 2: Natural process: it’s the most difficult to learn and to teach because
there is no clear and exact way to teach you about the language. I could spend
a week talking about the natural process and still not feel prepared for the
exam.
One of the really nice things about man-made process report is the fact that
the grammar is very simple, what you need to do with your sentence structure
is very simple, however, there is a big challenge with these kinds of report.
The big challenge is you don’t know anything about how to make a chocolate
candy/brick…, and the vocabulary can be a little bit difficult.
Let’s learn about easy things about process reports. With process reports we
will be asked to analyze and illustrate a diagram and describe a man-made
process…how to do something, how to make something. For example, they
may show you how to bring water from the city to the countryside…
MAN-MADE PROCESS
1. You will be using passive present tense (is/are + V3). This is different
from what we have with MAPS. Maps we use with passive tense. Remember
we use passive tense because we don’t want to focus on the actor or the
subject of the sentence, we want to focus on the action or verb of the
sentence. We don’t care that the investors built the house, we only care about
how the house was built. Likewise. For man-made process, you may use
passive tense, but present tense (is/are, NOT was/were) because we don’t
care about who made the chocolate, we only care about how the chocolate is
made. You will be using passive present tense for your verbs to talk about
what happens.
2. You will be using sequencers. Sequencers are words telling us about
“when” or “how long” or “how often”. For example, these kinds of words are
sequencers:
First, you do something; then, you do something else; next, you do
something; before you do something else, you do something (before I boil the
water, I open the tea bag/ I boil the water until the chicken is ready…)
What about the words like “repeatedly”, or “twice”, or “several time”? These
words tell us that we are doing something more than once. So you might have
sequencers that tell you “when” like first, next, then, finally…or sequencers
tell you about “how long” such as “until/before” or words that tell you “how
often” like repeatedly, several times, twice. This is used to tell you several
things about time.
3. Finish the purpose by using non-defining relative clauses. These are used
to add extra information about whatever you want to tell. In this case, the
extra information will be the purpose, tell us about “why” for example, why
are we melting the chocolate?, why are we crushing the rocks?. …which kills
the bacteria, or….which prepares the tea.
Try to use more academic words to talk about a reason for something like “in
order to kill the bacteria”, or “so as to kill the bacteria”, or “to make sure/
to ensure the bacteria is killed”.
We can use non-defining relative clauses to show where something is. For
example “next, the milk is sent to the factory, where it will be turned into the
cheese and ice cream”
These are very useful, I want you to know that the process report contains
something similar to the main point. Give the summary of what other steps
are. That only can work if you give a brief list of steps. Don’t give a big list
of steps.
The grammar is easy: your sentences in man-made process should contain
sequencers, passive present tense, non-defining relative clauses and indefinite
purpose, so that’s easy.
The tough part is the verb, you don’t know how to do these things. IELTS
knows that you don’t know how to make chocolate...so they are going to give
you all the information you need in the form of these diagrams, they are
going to give you the illustration and the verbs and the words, nouns and all
that information. You need to look carefully at each step and think exactly
what is happening. Take the verb that they give you and put it into your own
word. Think about exactly what they are showing you. Think about some
logic, use logic “why do we heat things? – to melt, to cook, to warm”
Look at all these steps, make sure that you take notes on each step and give
your own ideas about what is happening, the verbs and why it is happening.
PARAPHRASING:
Paraphrase the main things in the process:
Ice cream = frozen yogurt
Fruit is picked by hand = fruit is manually collected
Manually collected = collected by hand
Fruit quality checking = the fruit is checked for quality = the fruit is checked
to ensure it’s free of bruises and not rotten.
PROCESS SAMPLE
The diagram illustrates the process that is used to manufacture bricks for the
building industry.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
The flow chart shows the way in which bricks are made for the building
industry.
Overall, there are 7 stages in the whole brick producing process, beginning
with the digging up of clay and ending with the delivery of the bricks to the
customers.
To begin, the clay used to make the bricks is dug up from the ground by a
large digger. This clay is then placed onto a metal grid, which is used to
break up the clay into smaller pieces. A roller assists in this process.
Following this, sand and water are added to the clay, and this mixture is
turned into bricks by either placing it into a mould or using a wire cut. Next,
these bricks are placed in a drying oven to dry for 24 – 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process.
They are heated in a kiln at a moderate and then a high temperature (ranging
from 200c to 1300c), followed by a cooling process in a cooling chamber for
48 – 72 hours. Finally, the bricks are packed and delivered to their
destinations.
(188 words).
NATURAL PROCESS
This type of process relates to nature. This may come up in the exam, life
cycle, water cycle, an animal, a plant. You might have to describe something
related to the climate, weather pattern…
Natural process: one of the things about natural process that makes it
challenging is they do expect you to have some basic science knowledge
about these natural processes, they do expect that a natural process that you
understand.
In the man-made process you can talk about the beginning and the end (the
1st step, the 2nd step, the final step). However, most natural processes are
typically a cycle. So, if you are describing a natural process, you will not say
the 1st step…2nd step… you should figure out which place to start. Natural
processes usually use active voice, not passive voice because people are not
usually involved in the natural process, so actions are not being done by
somebody. It could be used passive tense sometimes for example “clouds are
flown by the winds”, but most of the time we use active tense for natural
processes.
We use the non-defining relative clauses, sequencers (instead of using the
first step, the second step, next and then,…we might use structures like
gradually, overtime, eventually, other things related to process time such as,
overtime, the plants grow…eventually, it produces…)
In terms of the purpose, we might use indefinite purpose “in order to, so as
to…” but not often because in nature, it’s difficult to say why something
happens.
An introduction contains two pieces of information: a paraphrase of the
summary and the main point.
The summary is what they give you in the diagram. The summary tells you
what you are looking at. You paraphrase the question and you are changing
the words.
What is the purpose of the main point?
It tells you something specific about the diagram, but it does not tell you
about something so specific like “snow moves down the mountain sides..”
If you don’t know anything about the water cycle, it’s quite difficult for you
to do the reports natural process.
What is the purpose of the introduction?
It tells the readers this is what we are talking about, and this is something we
can expect to give details in the coming paragraphs.
· Gradually,
· In order to,
· As a result of this,
· Having completed all of these steps,
· The step after this,
· The final stage of the cycle is when,
· At this point in the cycle,
· Overtime,
ORDERING
· Eventually,
· This step involves verb-ing
· After this stage is complete,
· The next step is when + noun + verb
· By this stage,
· The step after this + verb
· At the same time,
· While/as
· Once A has finished, B is able to start
LAST STAGE
· As a result,
· This results in + noun
· A results from B/in B
· A happens, which results in B
· A happens, which leads to B
· A happens, which causes B
· A happens, with the result that B happens
NATURAL PROCESS SAMPLE
Life Cycle of a Frog
The flow chart illustrates the development of a frog from egg during its life
cycle.
Overall, it is clear that there are six distinct stages illustrated in the process,
commencing with producing eggs in the water and ending with the
development of a mature frog.
The first stage is when the eggs, shown as frogspawn, float on the surface of
the lake. The next step after this is the emergence of the small tadpole after
the frogspawn hatches. At this point in the cycle, the small tadpole has a
small body with a long tail. Over time, the tadpole grows and its body
becomes bigger while the tail becomes longer. At the same time, the legs
begin to form so as to prepare the tadpole’s future life on land. Eventually,
the tadpole starts to grow into a young frog with a wider mouth, a shorter tail
and larger legs although it continues to live in the water. Gradually, the frog
becomes mature, ready to leave the water and moves onto the land. When
being on land, it starts to breathe air and loses the tail. The final stage of the
cycle is when the adult frog finds a mate in order to lay eggs. Having
completed all these steps, the lifecycle will then begin again.
(215 words)
IELTS WRITING TASK 2 INTRODUCTION
In task 2 writing, you have to write 250 words minimum. If you write fewer
than 250 words, you will lower your score because you will not explain your
ideas very well. You should need to be a super hero, try to produce a lot of
good words. If you write 340 words, you are not being organized. Also, the
longer your essay is, the more grammar mistakes you might make, and the
less time you have to write your task 1 writing, and what easier for the
examiner to follow and read? A shorter essay or longer essay? Of course, the
shorter essay will make them easier to follow. There is no benefit to write
supper long essays. Task 2 writing is worth 2/3 your overall score, and you
spend 40 minutes on it.
In task 2 writing, we will focus on 4 types here:
The four most common types are argument, thesis led, problem solution
essays, two-part questions essay. The language and organization are super
important, just like task 1 writing. The organization is huge for task 1 and
task 2. In task 1, I gave you the language that you need, I gave you the
grammar that you need. The language and grammar you need for task 1
writing are relatively short; and for the ideas, you don’t need any ideas for
task 1 writing. Everything is available from graphs or diagrams. Task 2 is
different, the language and grammar you need for task 2 writing are more
complicated. The big thing here is to pay attention to the sentence structure
(concession & contrast; cause and effect statements; this may lead to, as a
result…), pay attention to the structures that you’ve learned for task 1
writing, because you will use a lot of those structures for task 2 writing. What
the big deal here? The big deal is that the overall thing you need to
understand is “every sentence has its own purpose”. These are going to the
engineer of your piece of writing. You need to plan them, you need to make
sure every piece fits together, and everything is close. You can still get a high
score if you make grammar mistakes. Try to be clear, be organized, be
concise, and write at least 250 words, and done.
MOST COMMON MISTAKES STUDENTS
MAKE IN IELTS WRITING TASK 2
1. Do not use (...) (etc) when writing a list. Instead, lists of examples should
follow the pattern; (A and B), (A, B, and C), or (A, B, C, and D). For
example: one of the biggest problems in big cities is unemployment, crime
and pollution.
2. No question mark in your essay: Do not ask the reader any questions in
your essays. For example; “How do you think we can solve the problem of
over-crowding in cities?”
3. Do not use exclamation points in your essays. Don’t yell at the reader.
For example; “In my opinion, it's the best solution to over-crowding in
cities!”
4. Phrases like “more and more”, “bigger and bigger”, “greater and
greater” are too informal, and only good for speaking, not good for
academic writing. Instead of writing “more and more people are driving cars
these days”, you could use trend language in task 1 writing to write this
sentence like “increasing numbers of people are using cars these days” “a
significantly larger number of people using cars these days” “a growing
increase in the number of people using cars these days”, “nowadays, the
number of people who own cars has increased”; “increasing numbers of
students are going abroad for university study”; “the number of cities that
suffer from pollution has increased tremendously in recent decades”. That’s
much better than “more and more”. In addition, instead of using the
structure such as “much more”, you can say “a great deal larger”. Also,
“big” is too informal for reports and essays, we should use “large”
“sizeable” “significant” instead.
5. Do not begin sentences with “And”, “But”, “Or”. Instead use linking
phrases that sound more academic such as “In addition/Furthermore”,
“However”, “Since”, “As a result”.
6. The first sentence of each body paragraph should be a topic sentence, it
should define the content of the paragraph in general terms. The number one
job of the topic sentence is to tell the readers what they are going to read in
that paragraph. It’s a signal to the readers. A topic sentence can do other
things, but its number one job is to send the signal to the readers.
18. Active tense can be changed to passive tense to omit the pronoun.
19. Effect is a noun. Affect is a verb.
20. In the introduction, do not tell the reader what you’re going to do.
For example: “In this essay I will discuss the advantages and disadvantages
of studying abroad”. No need. The way that I will teach you how to give an
introduction is going to be incredibly clear, and incredibly high level. I’m not
just teaching you how to write essays for a 5.5 in the exam, I’m teaching you
how to write essays that will be good for any university in the world. So, my
method is incredibly clear, but helps you with your organization. So, instead
you could write a concise thesis statement like “This essay will show both the
positive and negative benefits of studying abroad”.
21. Avoid using absolutes such as; all, every, none, only, always, never,
completely, totally. For example: when everyone goes abroad, they always
suffer home sickness. Be careful of using 100% and 0% statements.
22. Don’t use the word “thing” to name the object or action you're writing
about. For example, instead of writing “when students go abroad, they have
opportunities to experience many different things”, you should write “when
students go abroad, they have opportunities to experience many different
things, such as new cultures and make new friends”. That’s ok, because you
are giving two specific examples about what things you are talking about.
Review this list. When you’ve done with your first essay, go through the list
to make sure you are not making some of these mistakes.
THE LIST OF IMPERSONAL OPINION
· It cannot be denied that: It cannot be denied that money plays an
important role in people’s lives.
· It is often claimed: It is often claimed that money cannot buy
happiness.
· People often claim that: People often claim that children cannot grow
up perfectly without a parental present.
· Some people argue that: Some people argue that it is more important
to have an enjoyable job than to earn a lot of money.
· Many argue that: Many argue that old workers should be permitted to
work even after reaching the retirement age.
· It is true to say that: It is true to say that the global warming is caused
by pollution and other environmental damage.
· It is undeniable: It is undeniable that watching TV programs has both
positive and negative effects on people.
THE LIST OF PERSONAL OPINION
· In my opinion/view: In my opinion/view, men and women should have
the same educational opportunities.
· To my mind: To my mind, everyone should be encouraged to stay in
school until 18.
· To my way of thinking: To my way of thinking, there are various
reasons why people decide to live in big cities.
· As far as I am concerned: As far as I am concerned, shopping online
is very convenient.
· It seems to me that: It seems to me that death penalty is essential to
prevent human from committing serious crimes.
· I believe that: I believe that it is more beneficial for children to have
homework.
LANGUAGE TO INTRODUCE EXAMPLES
· For example: ... For example, I'm going to buy a new suit for the party
tonight.
· For instance: …. For instance, a father who has good skill in sports
would have children with good skills in sports as well.
· ...such as: Some countries in Europe such as the UK, Italy, and
France,....
· ...namely: Minor crimes, namely pick pocketing and traffic offenses,
should not have the same penalty as serious crimes, such as
manslaughter and murder.
· ...particularly: This course is particularly suitable for science
students, particularly those in engineering.
LANGUAGE TO ADD MORE POINTS TO
THE SAME TOPIC
· What is more: ……What is more, I think the most important benefit of
visiting a new place is that you could develop your understanding of
the world.
· Furthermore: …. Furthermore, children expect to be taken on holiday
when they are off school during the summer.
· Moreover: ….. Moreover, the shortage of state budget may cause the
lack of investment in upgrading schools' equipment and
infrastructure.
· In addition: ... In addition, TED helps to keep people informed with
the latest technology…
· ...as well: ….international tourism has disadvantages as well.
· Not only...but also...: The nicotine in cigarettes not only causes
cancer but also leads to several other serious diseases.
LANGUAGE TO MAKE CONTRASTING
POINTS
· However,…: We live in a technological age. However, technology
cannot solve all the world's problems.
· While/whereas: Males spend 30 minutes a day doing the cooking
while/ whereas females spend 65 minutes a day on this activity.
· Nonetheless/Nevertheless: While they don’t trust each other,
nonetheless/nevertheless they have worked together for many years.
· Though/although: Although/though Tom has a lot of money, he lives
in a small, old house.
· In contrast/By contrast: In contrast/by contrast, the percentage of
people who walked to/from work decreased.
· Despite the fact that... Despite the fact that he studied hard, he
couldn't pass the test.
LANGUAGE FOR
BALANCE/CONTRASTING STATEMENTS
· While it is true to say that..., in fact/actually...: While it is true to say
that the city is noisy, dirty and overcrowded, in fact/actually, it is a
very interesting place to visit.
LANGUAGE TO TALK ABOUT “REALITY”
· Indeed: Indeed, traditional culture is slowly being wiped out by the
strong current of technology.
· Actually: Actually, it's quite an old, historic town.
· In fact: In fact, my brother and I don't have much in common at all.
· As a matter of fact: As a matter of fact, exchanging gifts is not our
traditional practice.
· The fact of the matter is (that): the fact of the matter is that the
number of old workers has increased these days.
LANGUAGE TO EMPHASIZE A POINT
· Of course: Of course, the most effective way for you to improve your
writing skill is through practice.
· Obviously: Obviously, this method can help people reduce stress and
negative feelings.
· Needless to say: Needless to say the number of criminals increases in
many countries nowadays.
· Essentially: Essentially, unemployed people need to find a way to
make a living.
LANGUAGE TO PROVIDE CAUSE OR
REASON
· This is because: A vast majority of people prefer cycling. This is
because riding a bicycle to work is healthier than driving.
· This may be caused by: ….. This may be caused by the effects of
global warming.
· This can be explained by: This can be explained by the fact that
movies have been considered to be fashionable and entertaining.
This can be explained by a huge amount of homework assigned by
teachers.
· The reason for this is that: The reason for this is that happiness means
different thing to different people.
LANGUAGE TO TALK ABOUT
“RESULT/EFFECT”
· Cause: The unlimited use of cars may cause many problems.
· May/Might lead to/result in: Urbanization might lead to crime, traffic
congestion, and pollution in cities.
An increase in the number of the elderly in recent years may lead to
an aging population.
Qualifications and skills may/might result in promotions.
· As a result: As a result of tourism and the increasing number of
people traveling, there is a growing demand for flights.
· Consequently: He forgot to pay his phone bill. Consequently, they
turned off his service.
· One result of this is that: One result of this is that these individuals
prefer driving cars rather than walking for exercise
HOW TO MANAGE YOUR TIME IN TASK 2
WRITING
Time management is difficult but very important in the writing exam. It's
quite easy to spend too long on one task, or even on one part of a single piece
of writing. This certainly will lead to having serious consequence. This
prevents you from finishing both 2 tasks of your writing within 60 minutes.
The best way to avoid this is to divide your time wisely and strictly as
following:
It might seem odd if you spend so long preparing at the beginning. Instead,
you should spend only 25 minutes or so writing your essay - but remember
the most important stage is actually the amount of time you are going to
spend on planning before writing your essay.
If you use this time wisely to generate plenty of good ideas, you will be able
to write a good essay quickly. In contrast, if you start writing too early, there
is a possibility that you will misunderstand the question, organize your
information badly, fill your essay poorly or run out of ideas. Any of these
things will definitely result in a low band score.
Remember that if you follow the timings above, you only need to write at a
speed of ten words per minute to reach the minimum word count.
TASK 2 WRITING TYPES
Let’s talk about the basic organization: the two most common essay types we
have here. One of them is called THE ARGUMENT LED (EVIDENCE
LED), and the other one is called THE THESIS LED. There are very clear
differences and very clear similarities between these two types of essay. Let’s
talk about them.
The first rule is that they won’t tell you what type of essay to write. IELTS
does not say “write the thesis led”. No, they will give you a topic, and you
need to decide what the best way to organize the essay. There is some
flexibility there. Sometimes, you can write the thesis led, or write the
argument led. It’s up to you.
But, right now, let’s understand the difference:
THE ARGUMENT LED (EVIDENCE LED)
I want you to think about you are a judge in a court room. What you are
going to do is you are going to hear an argument between two sides. How
does it work?
Well, you are going to give an introduction that contains some very clear
information. First of all, your first sentence is going to introduce the topic. It
is going to be a general statement, this is not having an opinion, but it is a
general and true statement that tells the reader what the topic is? So you
might say something like:
“In conclusion, going abroad is becoming very popular. I think it’s a good
idea for children to go overseas because it increases the chances of getting a
better education, gain access to different cultures, and becoming more
mature.”
Do you need to give examples in your essay?
No need, if you are a very good writer with over 300 words in 40 minutes,
you can give examples in your essay. However, if you have a hard time
writing over 300 words in 40 minutes, and being accurate with your
grammar, I would say that you should avoid many specific examples.
When it comes to the introduction. No surprise here:
“In recent decades, there has been tremendously economic development (is
that true? YES). However, the gap between the rich and the poor nations
remains considerable (is that true? YES).”
What structure am I using here? Concession & contrast
It’s true that people make more money. However, there are still a lot of poor
people in the world. So I’m saying something is true; however, something
else is true.
You can use concession & contrast in your introduction, your body
paragraphs as well as in your conclusion, you can use it everywhere.
Don’t try to show the reader how smart you are. Don’t write like a writer.
Try to be clear.
Why should you use might, may, could, can?
To show something that can happen. Don’t make a statement sound like
100% or 0%, show that things are possible by saying “maybe it could/
maybe it can.”
A system of a wealthy nation could be very beneficial……. because it may be
the best chance to develop.
The first sentence of each paragraph, we should tell the reader what the topic
is; tell the reader what you think about the topic.
Keep your ideas short, clear and well linked, and well signal “because, for
instance, moreover” it helps everyone understand your writing.
THESIS-LED ESSAY STRUCTURE
Remember there is no big difference between thesis-led and argument-led.
The only difference is the organization and where the information is. The first
paragraph will be obviously the introduction.
INTRODUCTION:
What do we want to have in the introduction?
The context: Personal opinion usually be written following the impersonal
opinions
BODY PARAGRAPHS: no personal opinion in the body paragraph
The language meets the criteria (natural and appropriate). The essay
contained some good topic vocabulary: become addicted to watching
television, become over-reliant on television for entertainment, engagement
in outdoor activities, find it hard to play or live in harmony with others, feel
discouraged from having real interactions, etc.
+ Grammatical range and accuracy:
You certainly used a good range of grammar, including adverb clauses,
relative clauses, conditional forms, comparatives and other useful
constructions. So, this section again achieves a maximum score.
SAMPLE 2
Some people believe that people have the right to university education, and
government should make it free no matter what their financial background.
To what extent do you agree or disagree?
MODEL ESSAY:
It is true that some people argue for the universal right to free university
education. While I accept that this may suit many people, I believe that it is
impractical for governments to implement such a policy.
On the one hand, it will benefit the education of most children if they are
encouraged to learn a foreign language during their school years. Firstly,
through studying the language they will learn about the culture of that
country, and some schools even arrange exchange visits, to enable students to
briefly immerse themselves in the culture of the foreign country whose
language they are learning. Secondly, children can access information in
another language. For example, if they are studying English, they can enjoy
websites which are only available in English on any topic in which they are
interested. Finally, children can be encouraged to learn a foreign language
through the range of enjoyable and fun materials available nowadays,
especially interactive online learning.
On the other hand, it would be counterproductive to forcibly oblige
schoolchildren to learn a foreign language. One reason is that children will
not learn effectively through compulsion alone. They must be motivated to
do so and this is only achieved through enthusiastic teachers who select
stimulating language-learning activities. Another reason is that
schoolchildren will be reluctant to learn a foreign language if they cannot see
why it might be relevant to their present or future lives. For example,
individual Vietnamese pupils should not be forced to learn English if they are
certain that they will never need or want to use it in the future.
In conclusion, I would argue that schools should encourage, but not compel,
children to learn a foreign language.
292 words
ADVANTAGES AND DISADVANTAGES
ESSAY
You might also see a question in the exam that asks you to discuss the
advantages and/or disadvantages of a topic. For example:
Evidence 1
Argument 2
Evidence 2
CONCLUSION:
Summarise key arguments (paraphrasing them)
Your conclusion should contain no new information.
Note:
Arguments are introduced by using impersonal opinions.
Evidence can include examples, explanations, facts or consequences. When
giving evidence, it is often helpful to start general, then go more specific.
ADVANTAGES AND DISADVANTAGES
SAMPLE
International travel has many advantages to both travelers and the country
that they visited. Do Advantages outweigh the disadvantages?
MODEL ANSWER:
It is true that the growth of the international travel industry has brought many
benefits to both travelers and the host nations which receive them. While
there are serious negative consequences of this development, I would argue
that these are outweighed by the advantages.
On the one hand, there are some aspects of international travel. Principally
the tourist trade, which raises cause for concern. In terms of the tourists
themselves, they often arrive at an overseas destination only to find that the
prices of everything are grossly inflated. They may be overcharged for
everything from a taxi, a meal in a restaurant or buying a souvenir. In terms
of the host country, the problems of waste disposal, pollution and unregulated
construction of hotels and tourist attractions often result in permanent
damage to the environment. Many beach resorts in Thailand and Malaysia,
for example, have become “concrete jungles” of high-rise hotels and
apartments to accommodate mass tourism from Europe.
On the other hand, despite such grave issues, these are not insurmountable
and must be considered against the advantages of the growing international
travel industry. Firstly, there is ever-greater competition among tour
operators to provide value for money holidays, so that holiday-makers can
enjoy their experience of a foreign country and culture to the full. Secondly,
the influx of foreign tourists brings money to the host country through the
provision of jobs and services for the developing hotel and construction
industries. Employees in these sectors generally benefit from higher wages
and improved living standards.
In conclusion, I believe that the advantages of international travel for both
travelers and host countries are greater than the drawbacks, serious though
these are.
277 words
2 PART QUESTION ESSAY
Money is important to most people’s lives (fact)
They will ask you 2 specific questions based on that topic. When it comes to
organization, your answer must include the introduction, and your
introduction will have at least three pieces of information in it.
INTRODUCTION: tell the reader what you are writing about. You are
going to answer:
In many countries, people are buying more imported food and there are a
number of reasons to explain why this is happening. Firstly, the attractive
marketing and presentation of imported food products give them an appealing
and appetizing appearance. Consumers then come to expect certain high
standards of packaging, so that food looks tasty, safe, hygienic and, in the
case of some products, easy to prepare. Secondly, the availability of a wide
range of imported food enables people to vary their diet and experiment with
new recipes. This may provide a welcome change from eating the same meals
every day, which inevitably becomes tedious and no longer stimulates the
taste buds.
It is possible, however, to take steps to encourage the consumption of locally
produced food. Local growers should ensure that their products always look
clean and fresh. In Vietnam, for example, all the fruit and vegetables, meat
and fish on display at local markets must be presented in scrupulously
hygienic conditions, protected by plastic wrapping to keep away dust or flies.
The government should enforce strict food safety regulations. Another
measure could be to increase the variety of food produced by local farmers,
which would then eliminate the need to import those foods from other
countries. This would stimulate the local economy and reduce the
environmental costs of transportation known as food miles.
In conclusion, while are some obvious reasons to explain the rise in
popularity of imported food, some simple measures should be adopted by
local food growers to meet this challenge.
294 words
SAMPLE 2:
Today, more people are traveling than ever before. Why is this the case?
What are the benefits of traveling for the traveler?
MODEL ESSAY:
It is true that in many countries the number of people traveling has increased
over recent years. There are reasons which can be identified to account for
this trend and travelers undoubtedly benefit from the chance to travel more
frequently and to visit even the most far-flung destinations.
The topic sentences were ideal. You identified your arguments perfectly in
paragraph 2 and paragraph 3. As your sentences were also linked very
smoothly, and for coherence/cohesion, my score is 9.
+ Lexical resource:
I think that one of the strong points is this essay is your awareness of words
which combine together well (“collocations”): far-flung destinations, have a
wide choice of places to go, to be immensely popular with, etc.
+ Grammatical range and accuracy:
You use a range of structures both simple and complex. As with lexis, this
area of your writing is strong.
PROBLEM & SOLUTION ESSAY
Let’s talk about problem & solution essay
The language that we use for part 3 speaking is really the same as the
language we use for the essay (cause and effect, comparison, conditionals…)
INTRODUCTION:
Your first sentence is going to be a context. There are two ways you can do
this:
You can present the problem and the context (nowadays, traffic in cities is
becoming a serious problem.../ nowadays/in recent times, the number of
vehicles in cities has increased tremendously (context). As a result, the
pollution from these vehicles is causing a serious problem. This problem is
leading to respiratory illness for urban residents and visitors.)
If you tell the reader your introduction, you will bring up a problem (the
reader will expect that you will be explaining the problem, and then they
need you to give some solutions to solve the problem.)
Using conditionals:
1st STRUCTURE:
BODY 1:
Problem 1 + Problem 2
BODY 1:
Solution 1 + Solution 2
2nd STRUCTURE:
BODY 1:
Problem 1 + Solution 1
BODY 2:
Problem 2 + Solution 2
CONCLUSION:
Give the context, summarize what the problem is? And what the solutions
are?
If you want or if you have time, you can make a prediction.
So in your conclusion, you are very much going to be repeating what you
said in the introduction (remind the reader of the problem; remind the reader
of the solutions you suggested; and if you want/ if you have time, give a
prediction).
In conclusion, the large number of vehicles are reducing people’s mental and
physical health. Governments should/ought to/ need to spend more money on
public transportation, and people must actually use them. Unless people take
the environment more seriously, and governments start investing in this
problem, it’s likely that we won’t see any reduction in this issue. (A 4-
sentence conclusion: a context + problem + solution + prediction).
PROBLEM & SOLUTION SAMPLE
The gap between the rich and the poor is increasingly wide, as rich people
become richer and poor people grow poorer. What problems could this
situation cause? What are the solutions to address those problems?
MODEL ESSAY:
It is true that the gap between the rich and the poor is growing wider in many
regions of the world. While the problems that result are complex,
fundamental solutions based on expanding education should be adopted to
tackle this problem.
Increasing levels of poverty and rising wealth inequalities impact on the
economic growth of a country and the security of its citizens. In economic
terms, the existence of a large mass of unemployed or low-paid workers
directly affects domestic businesses, such as local shops and factories. As
nobody has money to buy their products, they are themselves forced to close,
creating further unemployment. In terms of public security, without the
means of obtaining money through work, the poor may turn to crimes such as
drug trafficking, prostitution, robbery and violent attacks on others. Youth
unemployment has, in particular, been linked with rising crime rates.
Governments must, therefore, expand educational opportunities to benefit all
their citizens, in order to reduce the gap between the rich and the poor. The
provision of a better standard of schooling in slum areas of cities and in poor
rural regions would enable children to reach a higher level of educational
attainment. Grants and scholarships could be used to help students to remain
in education for longer and gain qualifications. In particular, technical
education could be expanded, helping poorer children to learn trades. In
construction, engineering, and agriculture, a highly-educated workforce will
be needed in the future, and skilled workers will be able to command high
salaries and enjoy a decent standard of living. As work opportunities
improve, crime rates will fall.
Thus, dealing with the problem at its roots, by expanding educational
opportunities, the authorities would be able to reduce the gap between the
wealthy and poor sectors of society.
293 words.
IELTS EXAMINER COMMENTS
+ Task response:
Certainly, this essay meets most of the criteria for a very high band score. I
would characterize your response as “well-developed, with relevant, extended
and supported ideas”. Correctly, you did not try to discuss too many reasons
for the problem [you focused on two important reasons in paragraph 2].
ADVERBS OF FREQUENCY
Obviously, you can use adverbs of frequency.
If I say “globalization is an effective mean to stimulate economic growth.”
(This is a 100% statement)
Every time globalization is involved, it boosts economy. (This is a 100%
statement.)
It’s better if I say “globalization is usually/frequently/often/sometimes an
effective mean to stimulate economic growth.” (I am making a weaker claim,
it’s not a strong one. It’s not a 100% statement, but it is a lot harder for you to
prove me wrong).
ADVERBS OF PROBABILITY
Adverbs of probability: Reading my book leads to an 8.0 (sounds like a
promise/guarantee). It’s dangerous to say something like that.
It’s much better if you say:
Reading my book is likely to lead to an 8.0
Reading my book possibly leads to an 8.0
Reading my book perhaps leads to an 8.0
MODAL VERBS
Email can/could/may/might lead to extra work and stress (we use modal
verbs to show a possibility or unclear future).
SYNONYMS FOR PARAPHRASING
· Enough: to be sufficient, to be adequate
· Many: numerous, various, a variety of, large number of, a range of, an
increasing number/ amount, countless
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