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IELTS Writing Sample Answers Task 1

IELTS Writing Task 1: Map Diagram with Sample Answer

IELTS Writing Task 1: Question

A map diagram in IELTS Writing Task 1 is likely to be a before/after street plan that requires you to compare past and present. In this case, however, it’s present and future that you need to compare.

The diagram shows proposed changes to Foster Road.

Write a 150-word report describing the proposed changes for a local committee.

IELTS map diagram


IELTS Writing Task 1: Model Answer

The diagram shows proposals to transform Foster Road between SE 84th and 85th Avenue into a tree-lined avenue that is safer for pedestrians and cyclists.

First of all, the planners propose to widen the sidewalk on both sides of the road and add bicycle lanes. This will mean reducing the number of lanes for cars and other vehicles. A pedestrian crossing will also be installed at the lower end of the street, near the gas station. This crossing will include an island in the middle where people can wait in safety.

In addition to the safety measures above, planners also want to plant trees along both sides of the road. These trees will transform the appearance of the neighbourhood as well as provide vital extra shade for pedestrians.

To summarise, under these proposals, the needs of local residents will be better served by making Foster Road a safer and more pleasant environment.

(152 words, IELTS 9.0)


Why does this Task 1 answer get an IELTS Band 9 score?

Task achievement: The candidate writes at least 150 words and describes all of the proposed changes. The changes are summarised at the beginning and end, and described in detail in the body of the report. The changes are connected to their function and their location on the map is also clearly described.

Coherence and cohesion: The body of the report is divided into two paragraphs, one describing the changes that will improve safety, and another describing changes that will improve the environment. These paragraphs are clearly linked (“In addition to the safety measures above,…”). There are several uses of reference links such as this and these to refer back to a previous sentence.

Lexical resource: The candidate introduces relevant vocabulary not on the original maps such as pedestrian, cyclist, measures, and tree-lined. The candidate transforms certain words as in proposed > proposal and installation > installed. There are no spelling mistakes.

Grammatical range and accuracy: The model answer includes a range of complex sentence structures. Tense is always used correctly to show that the changes will occur in the future. There are no grammatical errors.


Teacher’s Notes

IELTS TeacherWhen describing changes to a map in IELTS Writing Task 1, you will usually start by comparing the diagrams, identify four or five changes that seem important, and write about these. But it’s worth taking 1-2 minutes first to reflect on why the changes are significant and if there is a common theme or themes. Being able to identify a common theme or tendency is one way to get a high score for Task Achievement.

 

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IELTS Listening IELTS Reading IELTS Speaking IELTS Writing

Do You Make These 8 Common Mistakes in IELTS?

Everyday I get messages from people who want to know why their IELTS score doesn’t improve. Often they have NO IDEA that their writing or speech is incomprehensible, or that their methods in listening or reading are all wrong!

Why does this happen? Well, for one thing, it shows the importance of studying with a teacher before you take the test. As an IELTS teacher myself, I would like to help people overcome the most common mistakes in IELTS before they decide to contact me, so here is my list of eight common mistakes to avoid.


Common mistakes in IELTS listening

Do you listen with open ears, so you easily miss the answers to the questions? Unfortunately it’s not about how much you understand overall. It’s about how many of those ten answers you anticipate and how many you catch when they are spoken. Preview the questions as much as possible before your listen, and concentrate only on listening for the answers.

Do you miss the next answer, because you’re still trying to answer a previous question? This can happen to anyone, and it’s the surest way to multiply the consequences of a mistake. Accept that you only need to get seven or eight of the ten answers, and don’t panic when you miss one. Concentrate on the next question, not the last question.


Common mistakes in IELTS Reading

Do you spend too much time reading, so that you hardly have time to answer the questions? Unfortunately, IELTS is not the time to take pleasure in reading! And there are no points for understanding the entire passage. Skim the text quickly to get an idea of the topic and organisation, and then move straight on to the questions. Maximum skim-reading time should be five minutes.

Do you easily get fooled by ‘distractors’, so that you’re shocked when your score is much lower than you expected? Distractors are answers that seem obviously correct, but turn out to be incorrect. They often make use of the same word as the original text. To avoid distractors, make sure you read all of the possible answers before deciding which is correct.


Common mistakes in IELTS Writing

Do you use too much fancy language, so your overall point is unclear? If the examiner thinks you’re just showing off some phrases you’ve memorised without fully understanding them, he or she will mark down your score. Also, do you believe the examiner will take the time to re-read your answer in order to figure out what you mean? Of course not. He or she will just lose patience and mark down your answer for coherence.

Do you write too casually, so you lose marks for inappropriate style? Fine if you’re taking the General Training version of IELTS, but not fine in the Academic version. Sure, examiners are nice people, but they aren’t your best friend and don’t want to read “Am I right?” and “Don’t you think so?” How do you know if your writing is too casual? Show it to a knowledgeable teacher and ask them if they think it would be suitable language for an academic report.


Common mistakes in IELTS Speaking

Do you hesitate for too long, because you’re planning the perfect answer in your own mind? You cannot get more than IELTS band 5 if you hesitate for an uncomfortable length of time while speaking. What is an uncomfortable amount of silence? For many English speakers, it can be as little as five seconds.

Do you speak with poor pronunciation, so the examiner has to struggle to understand your words? Perhaps your words are good words—the problem is that the examiner simply can’t catch what you’re trying to say! IELTS examiners are not supposed to reveal when candidates have performed poorly or made mistakes, so you may never know that your poor pronunciation is a problem. The solution is to practice IELTS speaking with a good teacher.


Would you like to practice your IELTS writing or IELTS speaking with an expert teacher? Eliminate common mistakes from your IELTS answers and find out the reason why your score hasn’t improved. See our current IELTS practice tests.

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IELTS Speaking IELTS Writing Promotions Study Tips

Here’s How to Improve Your IELTS Score

OK, so you’ve bought the books, watched the video tutorials, and read a million blogs. Getting that 6.5 or 7.0 in this weekend’s IELTS test shouldn’t be too hard, right?

But, like thousands of other people, you’ve discovered the awful truth that however much you ace the listening and reading sections, it can be VERY difficult indeed to raise your score by even 0.5 in the writing and speaking sections!

Why does this happen? Well, listening and reading scores depend greatly on knowledge in the form of vocabulary and grammar. This knowledge is usually built up over many years of study. Also, in the listening and reading sections of IELTS, an answer is either correct or incorrect, so it’s relatively easy to understand what went wrong.

However, writing and speaking are skills, which means they depend more on practice than knowledge. Evaluating how well you perform those skills is also more difficult if you’re not a native speaker, or if you don’t understand the more complex ways in which IELTS writing and speaking answers are scored.

Many people fail to improve their IELTS score because they repeat the classic ‘insanity’ symptom of attempting the same thing again and again while expecting different results. Sadly, the truth is that your many years of English study plus a few IELTS textbooks may never be enough to lift your IELTS scores in writing and speaking to the same level as your listening and reading scores.

What you really need is a teacher. Not just any teacher, but one who is qualified to advise on exactly where you’re going wrong. A good teacher will provide you with genuine IELTS speaking practice and the personally-tailored feedback you need to improve your IELTS writing score. In fact, there are many more reasons why it pays to study with a good teacher.

Five ways a good teacher can help you improve your IELTS score

  1. Correct use of grammar accounts for 25% of your score in both Writing and Speaking. A good IELTS teacher will point out your most common grammar mistakes and encourage you to self-correct.
  2. Some mistakes are inevitable, of course. The most important thing is to be understood, since writing or speaking coherent English is one of the basic requirements of a good IELTS score. A good teacher will let you know when you’ve written or said something incoherent and ask you to rephrase it.
  3. Dictionaries contain plenty of words, but it’s not always easy to know which are the most frequently used and which are appropriate in a situation like the IELTS test. A good teacher will suggest vocabulary that would have helped you to explain your ideas better in the writing or speaking sections of the test.
  4. A good IELTS teacher understands how IELTS scores are calculated and will focus their feedback on key skills like paragraphing and connecting ideas. These are the skills that take less time to acquire and can give the biggest boost to your IELTS score.
  5. Finally, a good IELTS teacher provides motivation, since they highlight things you do well and are professionally engaged in helping you improve your IELTS score. A good teacher is therefore also a good coach – and you can’t get that from a book or website!

How to find a good IELTS teacher

So now you’re ready to invest money in hiring a teacher, how do you know the person you’re about to hire is the right one to provide that big boost to your IELTS score?

One problem is that there is no licence to teach IELTS. Instead, you should look for someone with a solid teaching background who can demonstrate good knowledge of the IELTS scoring criteria. Don’t be afraid to ask direct questions like How many IELTS students have you taught before? and What advice do you usually give your students to improve their IELTS score? You are the client and you should not hesitate to check a teacher’s professional credentials before spending your money.

Some common methods of finding a teacher are as follows:

1. Online noticeboards

This is most people’s first choice of where to look for a private teacher. There are general ‘classifieds’ sites like Craigslist and many countries and cities also have a local equivalent. Just be sure to ask the questions above!

2. Language Schools

Most major cities have at least one language school that offers an IELTS course. However, be warned that you may not experience all the benefits above if you study IELTS in a group. Before signing up for any course, ask if your writing tasks will be graded and corrected, and confirm if there will be individual speaking practice with the teacher.

3. IELTS Examiners

It’s important to know that IELTS examiners are not allowed to advertise their examiner status in their teaching careers. After you meet with an IELTS teacher, however, they will usually not mind telling you discretely if they are also working as an examiner. If they don’t mention it, just ask!

4. Online Teachers

One advantage of having an online teacher is that your choices are no longer restricted to the teachers in your local area and you can now pick from the very best the world has to offer! Some people worry that studying online isn’t the same, but if you’ve ever used Skype or Google Docs you’ll know that instant messaging and editing tools can actually help you get even more out of the experience.

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IELTS Writing Sample Answers Task 1

IELTS Writing Task 1: Describe a Process with Sample Answer

IELTS Writing Task 1: Question

Today’s example of a process diagram is just for fun. It’s unlikely that you would be asked to describe a process this difficult in the real test!

The illustration below shows the process of tying a bow tie.

Write a report explaining to a university lecturer how to tie his bow tie.

Write at least 150 words.

IELTS Writing Process


IELTS Writing Task 1: Model Answer

The diagram illustrates how to knot a bow tie in eight stages.

To begin with, the tie should be placed around the neck, with one end slightly longer than the other. Then place the longer end over the other and pass it upwards and behind the point where the two ends cross.

Next, take the other end of the tie and bend it twice to form an ‘S’ shape. Bring the longer end down and in front, so that it holds the ‘S’ curve in place. Now comes the trickiest part of the process. Take the long end of the tie and form a similar ‘S’ shape before passing it through the narrow gap behind the other end. This creates a knot and the bow should now be held securely in place.

Finally, adjust both sides of the bow to make it symmetrical and prepare to be the envy of your friends.

(152 words, IELTS 9.0)


Why does this Task 1 answer get an IELTS Band 9 score?

Task achievement: The model answer fully satisfies all requirements of the task by describing each stage in the process.

Coherence and cohesion: The model answer uses a range of sequencing expressions to describe the order in which the actions should be carried out. The answer is divided into several paragraphs for ease of understanding, with the inclusion of a general sentence – Now comes the trickiest part of the process – to aid coherence.

Lexical resource: A range of appropriate vocabulary is introduced, including action verbs such as knot, bend, pass and adjust.

Grammatical range and accuracy: The correct forms – imperatives, modals – are used to give instructions. Sentence patterns vary and are always grammatically accurate.


Teacher’s Notes

IELTS TeacherAs I mentioned in my introduction above, this IELTS Writing Task 1 question is not entirely serious. It would be quite shocking to have to describe a process like this one in the real exam. It does illustrate a serious point though. Almost every diagram in IELTS Writing Task 1 contains some vocabulary in the form of labels. The vocabulary is there to help you, not to make the task more complex. So be grateful for all those labels!

Would you like me to check your IELTS writing answers and give you expert feedback based on the official scoring criteria? My online IELTS Writing Practice Test will show you how to improve by a whole band score in just two days. Read more.


 

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Classroom Resources Free Downloads IELTS Writing

IELTS Writing Answer Sheet: Free Download

A practice version of the official IELTS writing answer sheet

This practice version is modified for teacher/student use and available only on IELTS Academic as a free PDF download. Unlike the official IELTS writing answer sheet, the practice version includes 12-point double-spaced lines for easier correction and annotation. There are also other features that make the practice version better suited to classroom use:

IELTS Writing Answer Sheet (Practice Version)
Keep track of student assignments with fields for name, class, teacher, and date

IELTS Writing Answer Sheet (Practice Version)
Fully articulated scoring rubric and space for teacher feedback

Click here to download this IELTS Writing Answer Sheet

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IELTS Writing Task 2 Writing Techniques

IELTS Writing Task 2: How to Organise Your Answer

Use the following guide to plan, organise and paragraph an essay in IELTS Writing Task 2. This applies to both General Training and Academic IELTS Writing modules, but there are different ways of organising an answer depending on the question type.

First paragraph: Introduction

Key technique: Don’t begin with your thesis statement.

Never begin an essay with I believe, I agree, or In my opinion in IELTS Writing Task 2. These indicate your thesis statement and should go at the END of your introduction, after you have introduced the topic and problem to be discussed. As a rule, start generally and take several sentences to build to your main idea. Note that the style of thesis statement will vary depending on the question type. Study the question carefully first to determine if you should give your opinion in the introduction or in the conclusion.

  • Introductory sentence: What topic is to be discussed? Recently, there have been…
  • Narrow the focus: What issue concerning the topic is to be resolved? However, some people argue that…
  • Thesis statement (opinion essay): What is your opinion on this issue? This essay will argue that…
  • Thesis statement (argument essay): What will happen in this essay? This essay will look at both sides of the argument before stating my own opinion.
  • Thesis statement (problem/solution essay): What are you going to write about? The main problems are X and Y and I will propose solutions to both in this essay.

Hint: You can choose either to write in the first person (I believe...) or third person (This essay will…). The third person sounds more objective and academic.

Hint: Don’t include your main reasons or arguments in the introduction, these should go in each of the body paragraphs.

Body paragraphs

Key technique: Make a paragraph plan

In IELTS Writing Task 2, you will need to write between two and four body paragraphs. Each paragraph should express one main idea in relation to the thesis statement (see above) and how you order these paragraphs is also important for the overall coherence of the essay.

In an opinion essay, if you express a strong opinion (I firmly believe…), then all body paragraphs should support it. However, if your opinion is weak (I agree to some extent…), consider writing one paragraph against followed by two paragraphs in favour (see hint below).

In an argument essay, it is best to give equal space to both sides of the argument, which means writing either two or four body paragraphs. If you write three body paragraphs, i.e. there is clearly a bias towards one side of the argument, make sure your final opinion is in favour of that side!

In a problem/solution essay, make sure you give equal treatment to all parts of the question. Two problems and two solutions are enough. It is best not to write about problems you can’t offer solutions to. There are many ways to organise such an essay. You can write about a problem and its solution in one paragraph or you can deal with all the problems first and the solutions later.

Once you have decided on a paragraph plan, make sure each paragraph is organised as follows:

  • Link to the previous paragraph: First, Furthermore, On the other hand, etc.
  • Topic sentence: Describe the main idea of the paragraph in general terms.
  • Supporting sentences: Use examples or further explanation to support the claim made in the topic sentence.
  • Qualifying sentence: Sometimes it is clear that an idea isn’t perfect or there may be exceptions. You can point this out as long as you don’t destroy your main idea completely.
  • Summarising sentence: If you have included a qualifying sentence, or if you have written several supporting sentences, consider returning to your main point by paraphrasing your topic sentence at the end.

Hint: If one of your body paragraphs goes against your main idea, put this paragraph first so that the remaining body paragraphs flow logically to your conclusion. The same is true in an argument essay. Discuss the side you don’t agree with first, so that the opinion expressed in your conclusion follows naturally from what has come before.

Final paragraph: Conclusion

Key technique: Give your reader something to consider.

One habit of IELTS test-takers is to end with a simple summary of their opinion and main ideas. This is absolutely fine and can add essential extra coherence, but try also adding some kind of concluding comment. This will leave the examiner with a powerful final impression of your essay when he or she comes to score it. A full conclusion should contain:

  • Concluding signal: In conclusion, In summary, Overall, etc.
  • (Re)state opinion: In an opinion essay, you can simply paraphrase your original thesis statement. In an argument essay, this is where you state your opinion, often using a phrase such as Having considered both sides of the argument, I believe…
  • Summary: Paraphrase the main idea of each body paragraph in very brief terms. Never include examples or explanations. These go in the body of the essay.
  • Concluding comment: Give the reader something to think about. Highlight the importance of the issue you have just discussed. Ask the reader to consider the future consequences if the issue is not resolved. Recommend a course of action that the reader or society should follow.

Hint: Don’t include anything in the introduction that is completely new or requires detailed explanation. This is also true for the concluding comment. Keep it obvious. Don’t write an idea that you then need to explain.

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IELTS Writing Task 1 Writing Techniques

IELTS Writing Task 1: How to Organise Your Answer

This is a quick guide on how to organise an IELTS Writing Task 1 answer into paragraphs. This applies only to the Academic module in which Task 1 involves describing a diagram or set of data. Note that the organisation of the answer may change depending on the question type.

First paragraph: Introduction

Key technique: Be direct.

When writing an introduction to IELTS Writing Task 1, get straight to the point as you only have 20 minutes to write your answer. One or two sentences are often sufficient. Two things you should try to include in the introduction are:

  • Paraphrase of the question: What does the diagram show? (Don’t describe the results yet!)
  • General description: Are the differences great or small, many or few? Is there one very obvious trend or feature that stands out?

Hint: Many people make the mistake of continuing with all the details. Stop here and begin your first body paragraph.

Body paragraphs

Key technique: Divide the body into two or three paragraphs.

Use a logical way to divide the body of your report into two or three paragraphs. Are there two or more sets of data? Great, then write a paragraph about each one. Is there only one set of data? Count the variables and divide them into two or three groups. You can divide by natural similarity (e.g. some academic subjects are sciences; others are arts.) Or you can divide by similarity of results (e.g. some exam scores went up; others went down.) Or you can divide a process, a time period or age range into two or three stages (e.g. the 20th Century can be divided into the early, mid, and late 20th Century.)

Now that you have a paragraphing system, make sure each paragraph is organised as follows:

  • Link to the previous paragraph: By contrast, turning to, finally, etc.
  • Topic sentence: Describe the main point, change or comparison in general terms without giving specific information.
  • Supporting sentence(s): Quote a figure or other evidence that supports the claim made in the topic sentence.

Hint: If you find yourself writing more than two consecutive supporting sentences, include a general sentence (e.g. There were also significant differences in…) to guide the reader, or consider starting a new paragraph.

Final paragraph: Conclusion

Key technique: Add overall coherence.

Due to lack of time, many people will omit the conclusion from IELTS Writing Task 1. However, there are several reasons you should write a conclusion. One is that writing a summarising sentence takes very little time and may push you past the 150-word limit. Another is that a good summary can add coherence to your answer, which could rescue your score if you have drifted a lot. Finally, since the purpose of Task 1 is usually to compare, the conclusion allows you to make direct comparisons of the different sets of data, which is especially important if you have described them in separate body paragraphs. Here are some things that can go in the conclusion to Task 1:

  • Concluding signal: In conclusion, in summary, overall, etc.
  • Summary: Paraphrase the overall trend or the two or three main points made in the body. Never include statistics or other evidence in the conclusion.
  • Direct comparison: If there are several sets of data, here is your chance to make a connection between them. Don’t go into too much detail.
  • Prediction: If the data includes a timeframe, you could make a prediction about what is likely to happen next.
  • Concluding comment: If you really need some extra words, you could add a comment on the data. Is it surprisingly, alarming, expected? Comments such as these are not required by the question but are better than incurring a penalty for not meeting the word requirement.

Hint: You don’t need to include all of the above in your conclusion. Two sentences are generally enough.

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IELTS Writing Sample Answers Task 1

IELTS Writing Task 1: Cycle Diagram with Sample Answer

IELTS Writing Task 1: Question

A cycle diagram is a variation on the process diagram in which the process repeats itself. So it’s a good idea to make that point in your answer.

The diagram below illustrates the carbon cycle in nature.

Write a 150-word description of this diagram for a university lecturer.

Carbon Cycle
© The National Center for Atmospheric Research

IELTS Writing Task 1: Model Answer

The diagram shows how carbon moves through various stages to form a complete cycle. This report will give a brief description of the main stages in this cycle.

First, we can see that energy from the sun is transformed into organic carbon through a process in plants known as photosynthesis. This organic carbon is then transferred underground when plants, and the animals that feed on them, die and decay. Some of this carbon is trapped underground in the form of fossils and fossil fuels.

Carbon is also released back into the atmosphere, however, through various means. One is when animals and plants respire, and another is when humans burn fossil fuels in cars and factories. All this carbon enters the atmosphere as CO2. It is then reabsorbed by plants, and the cycle begins again.

Overall, we can see that carbon moves in a natural cycle, although human factors may now be affecting the balance.

(154 words, IELTS 8.0)


Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer selects and describes most components of the cycle diagram except for waste products and ocean uptake. There is an overall description of the cycle followed by a clearly sequenced and divided description of the stages. The summary identifies something noteworthy about the diagram. The length is sufficient.

Coherence and cohesion: The model answer is divided into clear paragraphs with a logical separation between the body paragraphs and connective markers first, thenhowever, and overall. There is a general overview in paragraph 1 and a summary in paragraph 4. Referencing techniques such as ellipsis (one is…) are used to avoid over-repetition of key words.

Lexical resource: The writer makes good use of the language in the cycle diagram and is also able to change forms in the case of respiration > respire. The writer also introduces a range of verbs for describing a process or cycle such as transform, transfer and release.

Grammatical range and accuracy: The model answer uses a wide range of forms accurately including countable/uncountable nouns, active/passive structures, and transitive/intransitive verbs.


Teacher’s Notes

IELTS TeacherCycle diagrams are almost always natural processes: nature is one big wheel after all. Usually you will find that the labels on the diagram contains lots of unfamiliar scientific nouns. If you think you know the verb forms, then use them as this will definitely contribute to a higher score. Otherwise you’ll have to rely on phrases such as “in a process known as Animal Respiration”.

 

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IELTS Writing Sample answers Task 2

IELTS Writing Task 2: Problem Solution Essay with Sample Answer

IELTS Writing Task 2: Question

Try this problem solution essay about the internet. I’m sure you can think of many problems but I suggest you write about only two. You have only 40 minutes in which to write your answer.

The internet has transformed the way information is shared and consumed, but it has also created problems that did not exist before.

What are the most serious problems associated with the internet and what solutions can you suggest?


IELTS Writing Task 2: Model Answer

There is no doubt that the internet has revolutionised communication and information-sharing in the same way that the telegraph and the television did before it. However, societies have had to cope with unanticipated new problems, including crimes which traditional laws are powerless to prevent. This essay will address some of the illegal acts enabled by the internet and propose solutions.

To begin with, the global scale of the internet means that national laws are no longer adequate to control what happens online. Take restrictions on legal reporting, for example. In some countries, the media is prohibited from revealing details of a defendant’s past in case this prejudices a fair trial. However, such restrictions are no longer enforceable now that information may be freely published in other countries and accessed by all. The only solution here, it seems, is to adopt global standards. Since the internet traverses national borders, the flow of information can only be controlled if all nations agree on what can and cannot be shared.

Another problem concerns anonymity, as internet users can easily conceal their identity and even impersonate others. Many crimes such as identity theft and child abuse result from the ease with which criminals can operate anonymously online. Some have proposed a system of online identification, similar to a passport, which would allow all internet users to be verified and traced. I believe this idea should be explored further, though there are clearly concerns about the security of those who use the internet to protest against oppressive regimes.

In conclusion, the only long-term solution to the problem of internet crime is greater international cooperation. Since the problem is global is scale, the solution must also be global. A new agency of the United Nations should be created to tackle the problems described here.

(298 words, IELTS 8.5)


Why does this Task 2 answer get an IELTS Band 8 score?

Task response: The model answer fully answers the question by stating two distinct problems caused by the internet together with relevant solutions to each problem. Each problem is illustrated with examples. The style is appropriate to academic writing and the answer is at least 250 words in length.

Coherence and cohesion: The introduction to this problem solution essay ends with a clear thesis statement. Each body paragraph deals with a different problem and its solution. Examples are signalled with logical connectives like for example and such as. The conclusion contains a clear recommendation which follows from the body.

Lexical resource: There are many instances of higher-level vocabulary such as prohibited, verified and oppressive. Examples of good collocation include prejudices a fair trial and tackle the problems. There are no spelling errors and correct word forms are used throughout.

Grammatical range and accuracy: The candidate uses a wide range of conjunctions to link ideas into more complex sentences. Where necessary, the candidate uses a shorter sentence to emphasise a point more strongly. Verb tenses, including modals, are always accurate. Punctuation is handled skillfully throughout.


Teacher’s Note

IELTS TeacherAn IELTS problem solution essay will usually ask for problems and solutions (note plural), so try to include two of each. This leads logically to an essay with two body paragraphs, like the model answer above. Try to describe each solution together with the problem it solves in order to be as coherent as possible. And remember, your solutions don’t have to be original, or even realistic, in order to get a high score. The IELTS examiner is only interested in your use of language, not in the quality of your ideas.

 

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IELTS Listening IELTS Writing Vocabulary

Common Spelling Mistakes in IELTS

Spelling is huge concern for my IELTS students. Writing scores are 25% determined by vocabulary, which includes spelling accuracy. Too many spelling mistakes can also seriously bring down your score in IELTS Listening.

This list of common IELTS spelling mistakes includes some of the words most likely to appear in the test. Try to master these basic rules in order to minimise poor spelling in IELTS. 


Single and double consonants

Spelling mistakes are common when single or double consonants occur nearby in a word.

A single consonant is followed by a double consonant:
Across, Process, Harass, Disappoint, Recommend, Tomorrow, Professor, Necessary

A double consonant is followed by a single consonant:
Parallel, Apparent, Exaggerate, Occasion, Occur (but Occurred), Commit (but Committed)

Some common words with two pairs of consonants:
Success, Possess, Access, Assess, Address, Accommodation, Embarrass, Millennium


Weak vowel sounds

Some words are difficult to spell because they contain the schwa or [ə], a weak vowel sound. It is almost impossible to know how to spell such words from their sound alone.

Examples of words containing more than one schwa include:
Separate (adj.), Definite, Desperate, Temperature, Literature, General, Relevant, Category

Other problematic schwa words include:
Describe, Decline, Despite; but Dispute, Discrete, Display
Capable, Achievable, Understandable; but Possible, Visible, Accessible
Performance, Attendance, Ignorance; but Independence, Sentence, Existence

Sometimes the schwa sound conceals a barely-pronounced [r]:
Opportunity, Pursue, Persuade, Surprise


Changes of spelling when words change form

A consonant can change when a noun becomes an adjective:
Benefit > Beneficial; Influence > Influential; Circumstance > Circumstantial

A vowel can change or be lost when a verb becomes a noun:
Maintain > Maintenance; Pronounce > Pronunciation, Argue > Argument

A vowel may double when a noun becomes a verb:
Success > Succeed; Excess > Exceed; Process > Proceed

A final consonant is often doubled when a verb changes form:
Occur > Occurred; Refer > Referred; Begin > Beginning


Silent letters in consonant clusters

[nm] in Environment, Government
[nm] in Column, Autumn
[sc] in Science, Conscious, Discipline, Fascinate, Ascend, Descend
[xc] in Excite, Exceed, Exception, Excellent, Excited
[dg] in Knowledge, Acknowledge (but just [g] in Privilege, Oblige)
[th] clusters in ordinals: Eighth, Twelfth, Hundredth


Pairs of frequently confused spellings in IELTS

Till ≠ Until (not *untill)
Lose ≠ Loose (one is a verb; the other is an adjective)
Affect ≠ Effect (one is a common verb; the other is its noun form)
Forth ≠ Fourth (one means ‘forward’; the other means ‘number four’)
Fourth but Forty (not *fourty)
High but Height (not *hight)
Great but Grateful (not *greatful)
Precede ≠ Proceed (one means ‘go before’; the other means ‘go ahead’)
Principle ≠ Principal (one means ‘truth’; the other means ‘main’)
Site ≠ Sight (one is a place; the other is something to see, as in sightseeing not *siteseeing)
Copywriter ≠ Copyright (one writes advertising; the other means ‘intellectual property’)


Finally, some notoriously tricky spellings in English

Here are 10 English words of foreign origin that even native speakers have difficulty spelling!

Amateur, Entrepreneur, Hierarchy, Liaison, Medieval, Miscellaneous, Queue, Questionnaire, Rhythm, Vacuum

Do you make these IELTS spelling mistakes? Have I missed any important words from the list? Tell us what you think in the space below.


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