Skills for IELTS Writing Module
You need to spend 2-3 minutes working out exactly what you are going to do. You should pay attention to the following points:
- Study the question carefully. Most Task 1 writing involves writing a report which describes some information given. You may wish to note the instructions with a high-lighting pen.
- Think carefully about the topic. Outline some pertinent points.
- Ensure that your ideas are arranged logically.
Writing (about 15 minutes)
When writing a Task 1 report, include:
- introductory sentence
- body paragraphs (1-3)
- concluding sentence (optional)
Introductory sentence
The introductory sentence explains what you are describing, for example:
‘The table compares the population growth and interstate migration in each Australian state for 12 months to the end of 1994.'
‘The graph shows the growth of computers in Australia between 1975 and 1995.'
‘The pie chart represents the proportion of gases contained in natural gas.'
Body paragraphs
When discussing the date presented in the task, identify significant trends and give examples that relate directly to the given information to support your statements. If you are explaining a process or an object and how it works, you need to group your information so that it follows a definite logical order.
Remember that the use of verbs expressed in the present passive voice is often appropriate when giving a description of a process or procedure, for example:
‘Coffee beans are pulped to remove their casing. They are then soaked in water, rinsed thoroughly and dried. After the beans are sorted, they are roasted in a kiln and blended. Next, they are packed and dispatched to shops and supermarkets.'
Concluding sentence (optional)
A simple concluding statement could include any of the following, where relevant:
- significant comments
- a potential solution
- an overall summary of the ideas
- future implications.
Editing (about 2 minutes)
Make sure that you have followed the instructions carefully. Be sure that you have written what you intended and that no important ideas are missing.
In the last few minutes, check for obvious errors, such as spelling or grammatical errors.
Format of IELTS Writing Module
IELTS Academic Writing lasts a total of 60 minutes. It consists of 2 tasks (Writing Task 1 and Writing Task 2) and candidates must answer BOTH tasks.
Answer format
Candidates write their answers in pen or pencil on Answer Sheets provided.
Timing
Students are advised to spend 20 minutes on Task 1 and 40 minutes on Task 2. They must complete both tasks in one hour.
Task 1
For Writing Task 1 candidates are given some visual information which may be presented in the form of one or more related diagrams, charts, graphs or tables. Candidates are asked to describe the information or data. They must write at least 150 words on this task.
Writing Task 1 is assessed based on the following criteria:
1) Task Achievement
2) Coherence and Cohesion
3) Lexical Resource
4) Grammatical Range and Accuracy
Task 2
For Writing Task 2, candidates are presented with an opinion, problem or issue which they must discuss. They may be asked to present the solution to a problem, present and justify an opinion, compare and contrast evidence or opinions, or evaluate and challenge an argument or idea. Candidates must write at least 250 words and are advised to spend 40 minutes on this task.
Writing Task 2 is assessed based on the following criteria:
1) Task Response
2) Coherence and Cohesion
3) Lexical Resource
4) Grammatical Range and Accuracy
Each of the tasks is assessed separately by a trained and qualified examiner and given a score. Writing Task 2 is worth more marks than Writing Task 1 so candidates should be sure to leave plenty of time to complete Writing Task 2. There are no half bands in IELTS Academic Writing so all Writing scores are reported in whole bands.
IELTS Academic Writing lasts a total of 60 minutes. It consists of 2 tasks (Writing Task 1 and Writing Task 2) and candidates must answer BOTH tasks.
Answer format
Candidates write their answers in pen or pencil on Answer Sheets provided.
Timing
Students are advised to spend 20 minutes on Task 1 and 40 minutes on Task 2. They must complete both tasks in one hour.
Task 1
For Writing Task 1 candidates are given some visual information which may be presented in the form of one or more related diagrams, charts, graphs or tables. Candidates are asked to describe the information or data. They must write at least 150 words on this task.
Writing Task 1 is assessed based on the following criteria:
1) Task Achievement
2) Coherence and Cohesion
3) Lexical Resource
4) Grammatical Range and Accuracy
Task 2
For Writing Task 2, candidates are presented with an opinion, problem or issue which they must discuss. They may be asked to present the solution to a problem, present and justify an opinion, compare and contrast evidence or opinions, or evaluate and challenge an argument or idea. Candidates must write at least 250 words and are advised to spend 40 minutes on this task.
Writing Task 2 is assessed based on the following criteria:
1) Task Response
2) Coherence and Cohesion
3) Lexical Resource
4) Grammatical Range and Accuracy
Each of the tasks is assessed separately by a trained and qualified examiner and given a score. Writing Task 2 is worth more marks than Writing Task 1 so candidates should be sure to leave plenty of time to complete Writing Task 2. There are no half bands in IELTS Academic Writing so all Writing scores are reported in whole bands.
Organizing a high-quality paragraph in English is very EASY because there are only two rules that you need to follow:
- Put the paragraph’s main idea into the first sentence.
- All of the other sentences in the paragraph must support, or give reasons for, that opening sentence.
Here is an example of a paragraph which follows these two rules:
During the past 50 years, black Americans have made remarkable progress. Since 1964, laws have guaranteed equality at work, and government policies have tried to help black people. Today, the salaries of young, well-educated black and white Americans are nearly identical. Two out of three black people belong to the American middle or upper economic classes. Black and white people work together in most companies. The vast majority of white people have neutral or positive feelings toward most black people, and vice versa.
Notice how the first sentence says the main idea of the paragraph: the fact that the situation for black Americans has improved recently. Then, the second through There are exceptions to the above two rules. For example, the first paragraph of an essay or a business letter probably will not follow this format. Also, fiction writing has basically no rules concerning paragraph organization. (See other sections of this Internet site for details.) But the above two rules hold for most paragraphs.
How to Write a Good Paragraph
Organizing a high-quality paragraph in English is very EASY because there are only two rules that you need to follow:
- Put the paragraph’s main idea into the first sentence.
- All of the other sentences in the paragraph must support, or give reasons for, that opening sentence.
Here is an example of a paragraph which follows these two rules:
During the past 50 years, black Americans have made remarkable progress. Since 1964, laws have guaranteed equality at work, and government policies have tried to help black people. Today, the salaries of young, well-educated black and white Americans are nearly identical. Two out of three black people belong to the American middle or upper economic classes. Black and white people work together in most companies. The vast majority of white people have neutral or positive feelings toward most black people, and vice versa.
Notice how the first sentence says the main idea of the paragraph: the fact that the situation for black Americans has improved recently. Then, the second through There are exceptions to the above two rules. For example, the first paragraph of an essay or a business letter probably will not follow this format. Also, fiction writing has basically no rules concerning paragraph organization. (See other sections of this Internet site for details.) But the above two rules hold for most paragraphs.
Useful Expressions for IELTS Writing
One of the biggest problems students have with IELTS is timing.It is very difficult to finish the paper in the time you are given. You need to keep practising to improve your timing.
We have found that these useful expresions can be realy helpful inTask 2. If you use them regularly in your essays, you will memorise them. Then you can use them in the exam and they will help you to improve your timing and finish more quickly.
Here are some useful expressions. Do they come at the beginning, middle or end of Task 2?
It may indeed be true to say that .….(statement from the question); what, however, are the factors involved?
It may indeed be the case that……(statement from the question); this subject,however, requires further analysis.
…Noun…. has/have been….verb+ing for many years now. Has this had generally beneficial effects, or have they been largely negative?
e.g. Governments have been sending criminals to prison etc……
e.g. Governments have been sending criminals to prison etc……
You can also use a passive structure:
Noun has/have been + past participle for many years now. Has this had generally beneficial effects, or have they been largely negative?
e.g. Criminals have been sent toprison etc….
Noun has/have been + past participle for many years now. Has this had generally beneficial effects, or have they been largely negative?
e.g. Criminals have been sent toprison etc….
At first sight, noun/verb+ing appear/appears to be entirely positive/beneficial. However,further analysis reveals draw backs to this way of thinking.
When all is said and done, there are no clear solutions to this problem and it is for governments/ individuals/ the public/ students/etc to weighup both sides of the case and come to their own conclusions.
Noun/verb+ing is one of the most controversial isues of our times. What are the arguments that need to be considered?
Noun/Verb+ing, as is the case with many issues, has both negative and positive aspects.
On balance, it is my own personal view that the advantages of noun/verb+ing far/heavily/slightly outweigh the disadvantages.
Over recent years, attitudes to noun/verb+ing have changed considerably. What are the reasons for this change, and whatare the implications for the future?
Noun/verb+ing has/have been an important part of many cultures/ Western cultures/ developing countries/ school-life/ working life/etc. for many years now. What are the reasons for this, and what changes are likely or possible in the future?
Free IELTS Writing Practice Sample
The following are some free practice samples for IELTS writing module and can be used with any type of essays.
It may indeed be true to say that ….(statement from the question); what,however, are the factors involved?
Beginning - this would be a good first sentence for yourTask 2,for example: It may indeed be true to say that youth crime and drug abuse is rising; what,however are the factors involved?
Beginning - this would be a good first sentence for yourTask 2,for example: It may indeed be true to say that youth crime and drug abuse is rising; what,however are the factors involved?
It may indeed be the case that……(statement from the question); this subject, however, requires further analysis.
Beginning- this would be a good first sentence for your Task 2.
Beginning- this would be a good first sentence for your Task 2.
…Noun….has/have been ….verb+ing for many years now. Has this had generally beneficial effects, or have they been largely negative?
Beginning- this would be a good first sentence for your Task 2. It is suitable for any Task 2 questions asking you to discuss advantages and disadvantages. It is also usefull in questions that ask "To what extent do you agree?" This means- how much do you agree?
Beginning- this would be a good first sentence for your Task 2. It is suitable for any Task 2 questions asking you to discuss advantages and disadvantages. It is also usefull in questions that ask "To what extent do you agree?" This means- how much do you agree?
At first sight, noun/verb+ing appear/appears to be entirely positive/beneficial. Beginning - you could use this sentence at the beginning of a paragraph about advantages.
However, further analysis reveals drawbacks to this way of thinking.
Middle - to start the next paragraph about disadvantages.
However, further analysis reveals drawbacks to this way of thinking.
Middle - to start the next paragraph about disadvantages.
When all is said and done, there are no clear solutions to this problem and it is for governments/ individuals/ the public/ students/etc to weigh up both sides of the case and come to their own conclusions.
End - a usefull general conclusion.
"weigh up" means "consider carefuly"
End - a usefull general conclusion.
"weigh up" means "consider carefuly"
Noun/verb+ing is one of the most controversial isuess of our times. What are the arguments that need to be considered?
Beginning- this would be a good first sentence for your Task 2.
Beginning- this would be a good first sentence for your Task 2.
Noun/Verb+ing, as is the case with many isues, has both negative and positive aspects.
Beginning – this would be a good first sentence for your Task 2. It is suitable for any Task 2 questions asking you to discuss advantages and disadvantages.
Beginning – this would be a good first sentence for your Task 2. It is suitable for any Task 2 questions asking you to discuss advantages and disadvantages.
On balance, it is my own personal view that the advantages of noun/verb+ing far/heavily /slightly out weigh the disadvantages.
End -a usefull general conclusion for advantages/ disadvantages Task 2 questions.
End -a usefull general conclusion for advantages/ disadvantages Task 2 questions.
Over recent years, attitudes to noun/verb+ing have changed considerably. What are the reasons for this change, and what are the implications for the future?
Beginning - this would be a good first sentence for your Task 2.It is suitable for any Task 2 questions asking you to discus changes and the future results of those changes.
Beginning - this would be a good first sentence for your Task 2.It is suitable for any Task 2 questions asking you to discus changes and the future results of those changes.
Noun/verb+ing has/have been an important part of many cultures/Western cultures/developing countries/school-life/working life/etc. for many years now. What are the reasons for this, and what changes are likely or possible in the future?
Beginning- this would be agood first sentence for your Task 2. It is suitable for any Task 2 questions asking you to discuss present situations/issues and possible future changes.
Beginning- this would be agood first sentence for your Task 2. It is suitable for any Task 2 questions asking you to discuss present situations/issues and possible future changes.
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