You are on page 1of 5

Writing You have 60 minutes to complete the IELTS writing module.

There are two tasks where you will be asked to write at least 150 words for one and at least 250 words for the other. In task one of the Academic version you will need to describe a chart!graph!flow chart. In task two you will be asked to write a supported opinionated response to a given social issue. "otes and!or point form is not acceptable. In task one of the General Training version you will need to write a letter in response to a given situation. In task two you will be asked to write a supported opinionated response to a given social issue. How you are marked #ertified IELTS e$aminers will mark your writing tasks against a descriptive standard that they are trained in. You are marked on%

Response & This refers to how thoroughly and appropriately you answer the 'uestion. (o you provide supporting details that are accurate and relevant to the situations or topic) (o you write more than the minimum words re'uirement *+,-!.,-/) Organization This refers to the overall clarity and organi0ation of the response. 1re ideas linked smoothly) Is paragraphing used appropriately) !oca"ulary This refers to the range and accuracy of vocabulary used in the response. 1re errors minimal) 1re there different forms of e$pression used appropriately) Grammar This refers to the degree of accuracy and comple$ity of sentences used. 1re sentence structures varied) 1re tenses used correctly)

Task . is weighted more heavily in marking than task one but you will need a good answer in both to receive a good mark. It is suggested you spend .- minutes on task one and 2- minutes on task .. To achieve a high score in writing you do not necessarily need to provide a writing sample that sounds highly intelligent and is perfect grammatically. It is important to use natural language that is appropriate to the situation or topic. #onnecti$e %ords It is important to use a variety of connective words to link your ideas together. It is not a good idea to use one every sentence but they can be effective when used every few sentences. 1lso it can be a good idea to try to use them not only at the beginning of a sentence but the middle or end as well.

&'ample (middle) 3ecently the economy has not been doing very well. The technology sector however is still going strong.

*e+uencing,-isting 4 5To begin with . . . 4 5In the first place . .

.se to make a list o/ items or se+uence w0at you are saying1

4 56irst . . .Second . . .Third . . 4 56irst . . "e$t . . Then . . .1fter that . . 6inally .. Rein/orcing 4 1lso . . . 4 In addition . . . 4 6urthermore . . 4 7oreover . . . &+uating .se to s0ow similarity to w0at 0as "een said1 .se to add to and t0us strengt0en w0at you are saying1

4 In the same way . . . 4 Likewise . . . 4 Similarly . . . *ummarising .se to introduce a generalisation,conclusion to w0at you 0a$e said1

4 5In conclusion . . . 4 5In summary . . . 4 5To conclude . . . 4 5To sum up . . Re/erring (e1g1) .se to indicate t0at you will gi$e an e'ample1 (i1e1) .se to indicate an e'planation to w0at you 0a$e said1

4 6or e$ample . . . 4 6or instance . . 4 In particular . . 4 particularly . . 4 . . .such as . . . 4 . . that is . . .! . . . that is to say . . . 4 . . .namely . . . *0owing Results 4 1s a result . . . 4 #onse'uently . . . 4 So . . . 4 Therefore . . 4 Thus . . 2n/erring .se to deduce /rom w0at you 0a$e said (eit0er w0at mig0t or mig0t not 0a$e 0appened3 is 0appening3 or will 0appen)1 4 In other words . . . 4 In that case . . . 4 Then . . . 4 8therwise . . . Gi$ing Alternati$es 4 1lternatively . . . 4 8n the other hand . . . 4 Then again . . . 4 6rom the another perspective . . . .se to re/er to an alternati$e to w0at you 0a$e said1 .se to say t0e conse+uence o/ w0at you 0a$e said1

Restating

.se to say w0at you 0a$e said in anot0er way (usually more simply)

4 In other words . . 4 That is to say . . . 4 To put simply . . . #ontrasting .se to compare or contrast wit0 w0at you 0a$e said1

4 #onversely . . 4 In comparison . . 4 In contrast to this . . . 4 3ather . . . 4 Instead . . 4 9owever . . 4 . . . whereas . . . 4 . . .while . . . #onceding .se to indicate ot0er ways o/ considering w0at you 0a$e said1

4 1lthough!Though!Even though . . . 4 Even if . . 4 9owever . . . 4 (espite this!that . . . 4 "evertheless . . . 4 Still . . . 4T0ese p0rases,words are not used in t0e middle o/ a sentence (normally)1 2ntroduction o/ essay 8ften students mistakenly think that writing good body paragraphs for the IELTS task two 'uestion involves thinking of a lot of ideas. This can result in an essay that is

basically a list of those ideas without supporting e$amples or e$planations. Look at this e$ample body paragraph about :unhealthy lifestyles.; 5oor Topic 6e$elopment (&'ample)7 People in modern society are not very healthy because they are very busy with work. In addition, they have to look after their families. Furthermore, people nowadays can easily stop and eat fast food which is unhealthy. 1lthough there is nothing wrong with the grammar or vocabulary of the above sentences there is no development of these ideas. "ow read the following e$ample about the same topic. Good Topic 6e$elopment (&'ample) There are two fundamental reasons why so many people in our modern society are unhealthy. The first one is that people have little time to cook healthy meals because of their busy work schedules. My wife and I for instance work from 9 and do not !et home on weekdays until " pm. #s a result, we find it easier to $ust pick up some fast food on our way home which obviously is not a healthy habit. #nother factor to consider is ... This e$ample develops the idea by giving a specific e$ample. <ecause of this it is much clearer to the reader. In terms of ideas% think 'uality not 'uantity=