Everand Logo

Welcome to Everand!

  • Discover millions of ebooks, audiobooks, and so much more with a free trial

    Only $11.99/month after trial. Cancel anytime.

    IELTS Writing: A Comprehensive Guide
    IELTS Writing: A Comprehensive Guide
    IELTS Writing: A Comprehensive Guide
    Ebook357 pages4 hours

    IELTS Writing: A Comprehensive Guide

    By Mark Griffiths

    4/5

    ()

    Read preview

    About this ebook

    The first part of the book examines the format of the writing module, the assessment criteria, and the common problems that students face. It also looks at the requirements of the writing module in terms of the use of grammar and various parts of speech. The second part of the book demonstrates how to write reports, letters, and essays for the IELTS writing module and contains an extensive range of sample questions and answers.

    As a teacher, I was eager to produce a book which would be ‘teacher-friendly’. The book is laid out in such a way that teachers can work through the contents of the book in the same order that they are presented.

    The first section contains the answers to questions that students are likely to have. The pages devoted to grammar and structures are designed to ensure that students know what level of English is expected of them in the test.

    The three chapters dealing with report, letter, and essay writing approach the task from the standpoint of a student sitting the examination – from understanding the question through to writing the conclusion.

    LanguageEnglish
    PublisherMark Griffiths
    Release dateMay 8, 2013
    ISBN9781301033782
    IELTS Writing: A Comprehensive Guide
    Author

    Mark Griffiths

    I have been teaching English as a foreign language since 1990, mainly in the Czech Republic and China. I have written several books on IELTS that have been published in China, selling over 200,000 copies. My work has also been used to create various apps which have been downloaded tens of thousands of times.The books that I will be publishing on Smashwords are updates of my published works, modified for the international market.The majority of books will be in the 'English 101 Series' which has proven so popular in China.The cover photographs on the Smashwords editions are all by the author.

    Read more from Mark Griffiths

    Related to IELTS Writing

    Related ebooks

    ESL For You

    View More
    View More

    Related podcast episodes

    Related articles

    • Article

      It's All About Planning

      Mar 22, 2019

      The Central Board of Secondary Education (CBSE) will be conducting the National Eligibility-cum-Entrance Test (NEET) in May. Getting a good NEET score is important to secure admission into a top-ranking medical school. While there are students who've

      4 min read

    • Article

      Indian Students Spark IELTS Cheating Probe After Failing To Speak English In US Court

      Aug 5, 2022

      Police in western India investigating a fake certificate scam linked to English Language Testing System (IELTS) have found the surveillance cameras at some exam centres in Gujarat state were shut down to help students get high scores in the assessmen

      2 min read

    • Article

      Why Brits Are Monoglots

      Mar 5, 2021

      spectator.co.uk We Brits are often belittled for being terrible at learning foreign languages, says Rory Sutherland. But there is a reason for this. Consider the questions: do I need to learn another language? And what language should I learn? Swed

      1 min read

    • Article

      Good Foundation

      Apr 2, 2023

      Good Foundation
      4 min read

    • Article

      Rising Up To The Challenges

      Dec 14, 2018

      A recent study by ASSOCHAM reveals that only seven per cent of India's management graduates match industry expectations. Lakhs of MBA graduates come out of business schools every year in the country. Apart from the IIMs and a few other management ins

      3 min read

    • Article

      All About Summaries

      Oct 27, 2023

      All About Summaries
      3 min read

    • Article

      Embracing the Undecided

      May 15, 2022

      Embracing the Undecided
      3 min read

    • Article

      Good in Theory

      Jun 14, 2019

      Good in Theory
      8 min read

    • Article

      It’s Never To Late To Learn

      Apr 7, 2020

      It’s Never To Late To Learn
      2 min read

    • Article

      A New Gateway To The Campus

      Apr 2, 2022

      Come May and every aspirant to an undergraduate course in the Delhi University student starts losing their sleep over the impossibly high cutoffs for admission into a college and course of their choice. Not this academic session. This summer, nearly

      5 min read

    • Article

      Starting Out in an MFA Program?

      Aug 12, 2020

      I HAVE taught fiction writing for almost three decades and served as program director of two graduate programs—the MA program in creative writing and literature at Kansas State University and the MFA program in creative writing at Oregon State Univer

      9 min read

    • Article

      The End of Scantron Tests

      Sep 19, 2023

      The End of Scantron Tests
      6 min read

    • Article

      7 Ways to Detox Your Inbox

      Nov 1, 2014

      7 Ways to Detox Your Inbox
      3 min read

    • Article

      Global Classrooms | E-Learning

      Jul 12, 2019

      It doesn't matter which college you go to or what field your career is in; e-learning platforms can augment your skill set. Five experts on why massive online open courses are the way forward: There is a notable demand for educational programmes from

      4 min read

    • Article

      Who Benefits From The AI Education Revolution?

      Aug 28, 2023

      Artificial intelligence (AI) is transforming education. While there are fears of students getting AI to pen essays and course work, technological breakthroughs also provide huge opportunities. So could the benefits of AI in the classroom outweigh the

      2 min read

    • Article

      Making The Grade

      Nov 17, 2023

      Making The Grade
      8 min read

    Related categories

    Reviews for IELTS Writing

    4/5

    17 ratings2 reviews

    What did you think?

    Tap to rate

    Review must be at least 10 words

    • 4/5
      This book is very helpful in writing and learning in English.
    • 5/5
      it is very good book in english learning so i hope to have it

      1 person found this helpful

    Book preview

    IELTS Writing - Mark Griffiths

    IELTS Writing: A Comprehensive Guide

    Mark Griffiths

    Smashwords Edition

    Copyright 2010 Mark Griffiths

    Discover other titles by Mark Griffiths at Smashwords.com

    Smashwords Edition, License Notes

    This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

    Table of Contents

    Introduction

    The Format of the Writing Test

    Interpreting the Band Scores

    The Assessment Criteria

    Test Preparation and FAQ’s

    Use of English

    Academic Task 1

    Data Questions

    Process Questions

    Map Questions

    General Training Task 1

    Task 2 (Academic and General Training)

    1. Traffic jams

    2. The death penalty

    3. Government spending on the arts

    4. Boarding schools

    5. Journalists

    6. Waste

    7. Punishing children

    8. Animal experiments

    9. Nuclear technology

    10. Schools and success

    11. Paying for health care

    12. International immigration

    13. The status of women

    14. Technology and traditional cultures

    15. Smoking

    16. Reporting crime

    17. The future – better or worse?

    18. Predicting criminality

    19. Faster pace of life

    20. Prisons

    21. Rising crime

    22. Assessing teachers

    23. A global language

    24. Children from wealthy and poor families

    25. Shopping for leisure

    26. Sport and peace

    27. Global trade

    28. Advertising

    29. Using the Internet for education

    30. Food production

    31. Less face-to-face communication

    32. Technology and creativity

    33. Water shortages

    34. The teaching profession

    35. Suitable work for women

    36. Spending on animal protection

    37. A smaller world

    38. Public or private provision of services

    39. Tourism and international understanding

    40. Space research

    41. The closeness of families

    42. Work time and free time

    43. Academic and practical school subjects

    44. The purpose of schools

    45. Private health care

    46. Studying international news

    47. Male and female leaders

    48. Modern and traditional buildings

    49. Happiness and economic success

    50. Violence in films

    51. The retirement age

    52. Computer games

    53. Community service

    54. Using computers

    55. Watching TV

    56. The availability of information

    57. Working from home

    58. Learning technical subjects

    59 Paying for university studies

    60. The provision of medical services

    61. International aid

    62. Gap years

    63. Learning using computers

    64. Defence spending

    65. Road safety

    66. Older workers retiring early

    67. The Internet

    68. Music

    69. News editors

    70. Career paths

    71. Health care spending – on prevention or on cures?

    72. Taxing having children

    73. Zoos

    74. Cars

    75. Diet

    76. Urban development

    77. Radio

    78. Urban and rural standards of living

    79. Government spending

    80. The purposes of museums and art galleries

    81. Smoking – a social problem

    82. Lying

    83. What is happiness?

    84. Fashion

    85. Robots taking over from humans

    86. Limiting the time children spend watching TV

    87. Poor student behaviour

    88. The Internet and information/development

    About the author

    General Introduction

    Having been involved with IELTS for the past twelve years, I am familiar with the main problems students face when preparing for the IELTS Writing Module. This book aims to help students deal with these problems. The first part of the book examines the format of the writing module, the assessment criteria, and the common problems that students face. It also looks at the requirements of the writing module in terms of the use of grammar and various parts of speech. The second part of the book demonstrates how to write reports, letters, and essays for the IELTS writing module and contains an extensive range of sample questions and answers.

    Introduction for Teachers (Students should read this, too!)

    As a teacher, I was eager to produce a book which would be ‘teacher-friendly’. The book is laid out in such a way that teachers can work through the contents of the book in the same order that they are presented.

    Some basic English structures are presented in the first section of the book. Bear in mind that this is not primarily intended to be a grammar book and that the grammar and structures contained in the first section are really designed to serve as a reminder for students.

    Deal comprehensively with the test format and criteria so that students know exactly what they are facing. The first section contains the answers to questions that students are likely to have. The pages devoted to grammar and structures are designed to ensure that students know what level of English is expected of them in the test.

    The three chapters dealing with report, letter, and essay writing approach the task from the standpoint of a student sitting the examination – from understanding the question through to writing the conclusion.

    It is unlikely that you will have enough time to go through all of the essay topics in the class. This doesn't matter as the essays can easily be read by students outside class. Students should be encouraged to write their own answers, using the model essays as guides where appropriate.

    Encourage students to be imaginative and thoughtful. The Task 2 topics give students plenty of scope for original, highly individual answers. Writing in class gives students the feel of working in a controlled environment (particularly with regard to time limits), whereas working at home allows them to explore new ideas and check new vocabulary. Students should also be encouraged to debate issues. Debating issues before meeting them in the test allows students to test ideas and arguments.

    back to top

    The Format of the Writing Module

    The format of the IELTS Writing Module is very simple. It lasts for 60 minutes. It is strongly recommended that you spend 20 minutes on Task 1 and 40 minutes on Task 2. You may do Task 1 first or Task 2 first – the choice is yours. Many candidates prefer to do Task 2 first as it is worth more. Task 2 is worth two-thirds of the total IELTS Writing Module score, with Task 1 being worth one-third. It is vital that candidates are aware of how much time they have remaining to complete the tasks. Bear in mind that the 60 minutes includes time for preparation and time for checking your work (e.g. for grammatical errors and spelling mistakes).

    Time is not the only factor you must bear in mind. Task 1 must be at least 150 words long. Task 2 must be at least 250 words long. These are the minimum lengths stated by the test developers. In my experience, a Task 1 report or letter should ideally be around 180 words long, whilst a well-developed Task 2 essay should be around 300 words long. Most candidates can achieve these targets without great difficulty after a little practise.

    The Answer Sheet

    Each candidate receives a four-page answer sheet. Pages 1 and 2 are for Task 1, whilst pages 3 and 4 are for Task 2. Candidates have to write some information (name, candidate number, test centre, date, and module) on page 1 before the test begins.

    At the bottom of the answer sheet, candidates can see the following:

    These parts of the answer sheet are used by examiners when they assess the answers. The part where 'Examiner 1' writes scores can be torn off if a second examiner is required to assess the essays. This means that the second examiner does not see the scores given by the first examiner (and is therefore not influenced by them).

    The abbreviations refer to the criteria (TA = Task Achievement, TR = Task Response, CC = Coherence and Cohesion, LR = Lexical Resource, i.e. vocabulary, and GRA = Grammatical Range and Accuracy).

    Task Achievement (TA) is used in Task 1

    Task Response (TR) is used in Task 2

    The other references are as follows:

    Underlength – The examiner will tick this box if the essay is under 150 words (Task 1) or under 250 words (Task 2).

    Number of words – If the examiner has counted the number of words in an essay, the total is entered here. This is not required if the number of words exceeds the minimum requirement, but is necessary if an essay is short.

    Penalty – If the essays are short, there is an automatic score deduction from Task Achievement (TA) or Task Response (TR). The deductions are as follows:

    Task 1

    under 50 words – a penalty of -3 on TA

    51 to 100 words – a penalty of -2 on TA

    101 to 140 words – a penalty of -1 on TA

    Task 2

    under 100 words – a penalty of -3 on TR

    101 to 175 words – a penalty of -2 on TR

    176 to 240 words – a penalty of -1 on TR

    Notice that an essay can be very slightly underlength and not be given a penalty (141 to 149 words on Task 1 and 241 to 249 words on Task 2).

    There are no automatic deductions from the other three criteria, however, examiners are told during training that deductions may be made from the other criteria on the basis of lack of range.

    Guidelines for Word Counts

    Examiners use the following for reference when counting the number of words in essays.

    Words that are normally written as one word but have been written by the candidate as two words (some times, can not) should count as one word (because this is an error).

    Compounds that are normally written as two words (rail station) but have been written by the candidate as one word, should count as one word (again this acts as a penalty for error).

    Words that can be written as one or two words, depending on the dictionary used or on general usage, should be counted as they are written on the answer sheet by the candidate (life style = 2 words / lifestyle = 1 word).

    Hyphenated words and contractions should count as one word.

    In GT task 1, the salutation at the beginning and the name at the end of the letter should not form part of the word count.

    Numbers (currency, percentage, temperature, distance, weight, dates) if they are written using numbers and symbols (15,000,000, 15m, £20, 20%) and two plus words if they are written using numbers and words (15 million, 20 pounds, 20 percent).

    Symbols/abbreviations (& or e.g.) count as one word.

    Dates count as one (3/5/2004), two (June 1995, 23rd December) or three (23rd of December) words.

    Titles and headings are not included in the word count.

    Fully copied rubrics, or sentences that copy the rubrics with minimal word order or lexical alterations, should be discounted from the word count.

    Off-topic – The examiner ticks this box if the essay does not answer the question that has been asked. This is only done if the essay completely (or almost completely) fails to answer the question. In this case, the examiner can give a maximum score of 5 for TA or TR. This is mentioned in the band descriptors given to examiners.

    Memorised – The examiner ticks this box if he/she can demonstrate that the essay has been copied (largely or entirely) from other sources. The examiner must then mark the essay to indicate which parts of the essay are memorised (copied). If the whole essay has been memorised or copied, then the scores for all four criteria (TA/TR, CC, LR, GRA) are automatically reduced to 0.

    If only parts of the essay have been memorised or copied, then the total number of words is reduced by the number of words in the memorised or copied sections. If the total is then lower than the minimum requirement, the score is reduced as mentioned above.

    Example 1: The total number of words for a Task 2 essay is 280. The examiner finds that 60 words have been copied from a model answer available on the Internet. 280 – 60 = 220. The score is therefore reduced by one band in the TR criteria after the examiner has assessed the parts of the essay that have not been copied.

    Example 2: The total number of words for a Task 1 report is 190. The examiner finds that 35 words have been copied from a model answer in a book. 190 – 35 = 155. The score is not affected as the number of words exceeds the minimum requirement for a Task 1 answer (155 is greater than 150).

    Illegible – The examiner ticks this box if he/she cannot make a fair assessment of the essay because the candidate's writing is too difficult to read. In this case, the examiner supervisor will give the essay to another (usually very experienced examiner) to look at. If three examiners (the original plus two others) all agree that the essay cannot be read, the candidate is automatically given band 1 for all four criteria. If even one of the examiners is able to read the essay, it will be marked normally and there will not be any penalty at all. I can honestly say that I have never experienced a situation where a candidate's handwriting has been illegible.

    back to top

    Interpreting the Band Scores

    The test creators publish quite detailed band descriptors for each of the writing criteria and descriptors for overall band scores given to students who take IELTS. Here are the detailed descriptors.

    Task 1

    Band 9

    Task Achievement – Fully satisfies all the requirements of the task. Clearly presents a fully developed response.

    Coherence and Cohesion – Uses cohesion in such a way that it attracts no attention. Skilfully manages paragraphing.

    Lexical Resource – Uses a wide range of vocabulary with very natural and sophisticated control of lexical features. Rare minor errors occur only as ‘slips’.

    Grammatical Range and Accuracy – Uses a wide range of structures with full flexibility and accuracy. Rare minor errors occur only as ‘slips’.

    Band 8

    Task Achievement – Covers all requirements of the task sufficiently. Presents, highlights and illustrates key features or bullet points clearly and appropriately.

    Coherence and Cohesion – Sequences information and ideas logically. Manages all aspects of cohesion well. Uses paragraphing sufficiently and appropriately.

    Lexical Resource – Uses a wide range of vocabulary fluently and flexibly to convey precise meanings. Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation. Produces rare errors in spelling and/or word formation.

    Grammatical Range and Accuracy – Uses a wide range of structures. The majority of sentences are error-free. Makes only very occasional errors or inappropriacies.

    Band 7

    Task Achievement – Covers the requirements of the task. (Academic) presents a clear overview of main trends, differences or stages. (General Training) presents a clear purpose, with the tone consistent and appropriate. Clearly presents and highlights key features / bullet points but could be more fully extended.

    Coherence and Cohesion – Logically organises information and ideas; there is clear progression throughout. Uses a range of cohesive devices appropriately although there may be some under-/over-use.

    Lexical Resource – Uses a sufficient range of vocabulary to allow some flexibility and precision. Uses less common lexical items with some awareness of style and collocation> May produce occasional errors in word choice, spelling and/or word formation.

    Grammatical Range and Accuracy – Uses a variety of complex structures. Produces frequent error-free sentences. Has good control of grammar and punctuation but may make a few errors.

    Band 6

    Task Achievement – Addresses the requirements of the task. (Academic) presents an overview with

    information appropriately selected. (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone. Presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate.

    Coherence and Cohesion – Arranges information and ideas coherently and there is a clear overall progression. Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical. May not always use referencing clearly or appropriately.

    Lexical Resource – Uses an adequate range of vocabulary for the task. Attempts to use less common vocabulary but with some inaccuracy. Makes some errors in spelling and/or word formation, but they do not impede communication.

    Grammatical Range and Accuracy – Uses a mix of simple and complex sentence forms. Makes some errors in grammar and punctuation but they rarely reduce communication.

    Band 5

    Task Achievement – Generally addresses the task; the format may be inappropriate in places. (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description. (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate. Presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details.

    Coherence and Cohesion – Presents information with some organisation but there may be a lack of overall progression. Makes inadequate, inaccurate or over-use of cohesive devices. May be repetitive because of lack of referencing and substitution.

    Lexical Resource – Uses a limited range of vocabulary, but this is minimally adequate for the task. May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader.

    Grammatical Range and accuracy – Uses only a limited range of structures. Attempts complex sentences but these tend to be less accurate than simple sentences. May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader.

    Band 4

    Task Achievement – Attempts to address the task but does not cover all key features / bullet points; the format may be inappropriate. (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate. May confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate.

    Coherence and cohesion – Presents information and ideas but these are not arranged coherently and there is no clear progression in the response. Uses some basic cohesive devices but these may be inaccurate or repetitive

    Lexical Resource – Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task. Has limited control of word formation and/or spelling; errors may cause strain for the reader.

    Grammatical Range and Accuracy – Uses only a very limited range of structures with only rare use of subordinate clauses. Some structures are accurate but errors predominate, and punctuation is often faulty.

    Band 3

    Task Achievement – Fails to address the task, which may have been completely misunderstood. Presents limited ideas which may be largely irrelevant/repetitive. Does not organise ideas logically. May use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas.

    Lexical Resource – Uses only a very limited range of words and expressions with very limited control of word formation and/or spelling. Errors may severely distort the message.

    Grammatical Range and accuracy – Attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning.

    Band 2

    Task Achievement – Answer is barely related to the task.

    Coherence and Cohesion – Has very little control of organisational features.

    Lexical Resource – Uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling.

    Grammatical Range and Accuracy – Cannot use sentence forms except in memorised phrases.

    Band 1

    Task Achievement – Answer is completely unrelated to the task.

    Coherence and Cohesion – Fails to communicate any message.

    Lexical Resource – Can only use a few isolated words.

    Grammatical Range and Accuracy – Cannot use sentence forms at all.

    Band 0

    Does not attend. Does not attempt the task in any way. Writes a totally memorised response.

    Task 2

    Band 9

    Task Response – Fully addresses all parts of the task. Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas.

    Coherence and Cohesion – Uses cohesion in such a way that it attracts no attention. Skilfully manages paragraphing.

    Lexical Resource – Uses a wide range of vocabulary with very natural and sophisticated control of lexical features. Rare minor errors occur only as ‘slips’.

    Grammatical Range and Accuracy – Uses a wide range of structures with full flexibility and accuracy. Rare minor errors occur only as ‘slips’.

    Band 8

    Task Response – Sufficiently addresses all parts of the task. Presents a clear position throughout the response. Presents a well developed response to the question with relevant, extended and supported ideas.

    Coherence and Cohesion – Sequences information and ideas logically. Manages all aspects of cohesion well. Uses paragraphing sufficiently and appropriately.

    Lexical Resource – Uses a wide range of vocabulary fluently and flexibly to convey precise meanings. Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation. Produces rare errors in spelling and/or word formation.

    Grammatical Range and Accuracy – Uses a wide range of structures. The majority of sentences are error-free. Makes only very occasional errors or inappropriacies.

    Band 7

    Task Response – Addresses all parts of the task. Presents a clear position throughout the response. Presents, extends and supports main ideas, but there may be a tendency to over-generalise and/or supporting ideas may lack focus.

    Coherence and Cohesion – Logically organises information and ideas; there is clear progression throughout. Uses a range of cohesive devices appropriately although there may be some under-/over-use.

    Lexical Resource – Uses a sufficient range of vocabulary to allow some flexibility and precision. Uses less common lexical items with some awareness of style and collocation> May produce occasional errors in word choice, spelling and/or word formation.

    Grammatical Range and Accuracy – Uses a variety of complex structures. Produces frequent error-free sentences. Has good control of grammar and punctuation but may make a few errors.

    Band 6

    Task Response

    Enjoying the preview?
    Page 1 of 1