IELTS Academic Writing description Paper element
Description
Paper format
There are two Writing tasks and BOTH must be completed.
Timing
60 minutes
No. of questions
2
Task types
In Task 1 test takers are asked to describe some isual in!ormation "graph#table#chart#diagram$% and to present the description in their own words. The& need to write 1'0 words in about 20 minutes. In Task 2 test takers are presented with a point o! iew or argument or problem. The& need to write 2'0 words in about (0 minutes.
Ansering
)nswers must must be gien gien on the answer sheet sheet and must be written written in !ull. *otes or bullet points in whole or in part are not acceptable as answers. Test takers ma& write on the +uestion paper but this cannot be taken !rom the e,amination room and will not be seen b& the e,aminer.
Task 2 Task type and format
In Writing Task 2% test takers are gien a topic to write about. )nswers should be a discursie consideration o! the releant issues. Test takers should make sure that the& read the task care!ull& and proide a !ull and releant response. -or e,ample% i! the topic is a particular aspect o! computers% the& should !ocus on this aspect in their response. The& should not simpl& write about computers in general. The& should write in an academic or semi!ormal#neutral st&le. Test takers should spend no more than (0 minutes on this task. The& are asked to write at least 2'0 words and will be penalised i! their answer is too short. While test takers will not be penalised !or writing more than 2'0 words% i! the& write a er& long answer the& ma& not hae time !or checking and correcting at the end and some ideas ma& not be directl& releant to the
+uestion. The& ma& also produce handwriting which is unclear. Task 2 contributes twice as much to the !inal Writing band score as Task 1. There!ore% test takers who !ail to attempt to answer this task will greatl& reduce their chance o! achieing a good band. Test takers should also note that the& will be penalised !or irreleance i! the response is o!!topic or is not written as !ull% connected te,t "e.g. using bullet points in an& part o! the response% or note !orm% etc.$. The& will be seerel& penalised i! their writing is plagiarised "i.e. copied !rom another source$. -inall&% test takers should make sure that the& do not cop& directl& !rom the +uestion paper because this will not be assessed. Test takers must write their answers on the answer booklet.
Task focus
This task assesses the test takers/ abilit& to present a clear% releant% well organised argument% giing eidence or e,amples to support their ideas% and to use language accuratel&.
No. of questions
1
!arking and assessment
ach task is assessed independentl&. The assessment o! Task 2 carries more weight in marking than Ta Task sk 1. Writing responses are assessed b& certi!icated IT e,aminers. )ll IT e,aminers hold releant teaching +uali!ications and are recruited as e,aminers b& the test centres and approed b& British 3ouncil or I45 IT )ustralia. cores are reported in whole and hal! bands. 4etailed per!ormance descriptors hae been deeloped which describe written per!ormance at the nine IT bands. 5ublic ersions o! these descriptors are aailable on the "o IELTS IELTS is scored page. The descriptors appl& to both the )cademic and 7eneral Training 8odules and are based on the !ollowing criteria. Task 2 responses are assessed on •
Task 9esponse
•
3oherence and 3ohesion
+uestion. The& ma& also produce handwriting which is unclear. Task 2 contributes twice as much to the !inal Writing band score as Task 1. There!ore% test takers who !ail to attempt to answer this task will greatl& reduce their chance o! achieing a good band. Test takers should also note that the& will be penalised !or irreleance i! the response is o!!topic or is not written as !ull% connected te,t "e.g. using bullet points in an& part o! the response% or note !orm% etc.$. The& will be seerel& penalised i! their writing is plagiarised "i.e. copied !rom another source$. -inall&% test takers should make sure that the& do not cop& directl& !rom the +uestion paper because this will not be assessed. Test takers must write their answers on the answer booklet.
Task focus
This task assesses the test takers/ abilit& to present a clear% releant% well organised argument% giing eidence or e,amples to support their ideas% and to use language accuratel&.
No. of questions
1
!arking and assessment
ach task is assessed independentl&. The assessment o! Task 2 carries more weight in marking than Ta Task sk 1. Writing responses are assessed b& certi!icated IT e,aminers. )ll IT e,aminers hold releant teaching +uali!ications and are recruited as e,aminers b& the test centres and approed b& British 3ouncil or I45 IT )ustralia. cores are reported in whole and hal! bands. 4etailed per!ormance descriptors hae been deeloped which describe written per!ormance at the nine IT bands. 5ublic ersions o! these descriptors are aailable on the "o IELTS IELTS is scored page. The descriptors appl& to both the )cademic and 7eneral Training 8odules and are based on the !ollowing criteria. Task 2 responses are assessed on •
Task 9esponse
•
3oherence and 3ohesion
•
e,ical 9esource
•
7rammatical 9ange and )ccurac&.
•
•
•
•
Task # Task response In both )cademic and 7eneral Training 8odules Task 2 re+uires the test takers to !ormulate and deelop a position in relation to a gien prompt in the !orm o! a +uestion or statement. Ideas should be supported b& eidence% and e,amples ma& be drawn !rom the test takers/ own e,perience. 9esponses must be at least 2'0 words in length. cripts under the re+uired minimum word limit will be penalised. $o%erence and co%esion This criterion is concerned with the oerall clarit& and !luenc& o! the message how the response organises and links in!ormation% ideas and language. 3oherence re!ers to the linking o! ideas through logical se+uencing. 3ohesion re!ers to the aried and appropriate use o! cohesie deices "!or e,ample% logical connectors% pronouns and con:unctions$ to assist in making the conceptual and re!erential relationships between and within sentences clear. Le&ical resource This criterion re!ers to the range o! ocabular& the test takers hae used and the accurac& and appropriac& o! that use in terms o! the speci!ic task. 'rammatical range and accuracy This criterion re!ers to the range and accurate use o! the test takers; grammatical resource as mani!ested in their test takers/s writing at the sentence leel.
( Types Types of Task Task # questions questions 1. Agree or Disagree Ex. Some Ex. Some people think that scientists experimenting experimenting with animals in a laboratory is the only way we can guarantee new products will be safe for human use. To what extent do you agree or disagree with this opinion? 2. Advantages/Benefts Advantages/Benefts outweigh Disadvantages/Drawbacks Disadvantages/Drawbacks Ex . In some countries, governments are encouraging industries and businesses to move to regional areas outside the big cities. Do the advantages of this trend outweigh outweigh the disadvantages? 3. Discu D iscuss ss two t wo view v iews s plus your opinion opinion Ex . Some people say that children no longer need to develop handwriting skills. thers believe that handwriting is still important. important. Discuss both these views views and give your opinion. opinion.
Discu ss two tw o views vie ws only o nly (no opinion) 4. Discuss Ex . !any people believe that an effective public transport system is a key component of a modern city. Discuss the advantages advantages and disadvantages disadvantages of public transport. transport. 5. Causes/Proble and !olution Ex. "rime Ex. "rime rates tend to be higher in cities than in smaller towns. #xplain some some possible reasons for this this problem and suggest some some solutions. ". #wo $uestions/ two%&art $uestions Ex . To some people people studying the past has has little value in the modern modern world. $hy do you think it is important to do so? $hat will be the effect if children are not taught history? '. (&inion Ex . %esearch indicates that the characteristics we are born with have much more influence on our personality and development than other experiences we may have in life. $hich do you consider to be the ma&or influence?
12t opI EL TSwr i t i ngt i ps. 1.Readt hequest i on–answert hequest i on Rul en umb er1i st oan swert h equ es t i o n: r e adt heque st i onc ar e f ul l yandu dunde r l i ne al lt hei nf or mat i ony ouneedt oi nc l ude.Thi swor k sdi ff er ent l yi nt hees s ayandt he r epor t . I nt hees say , of t eny ouwi l l fi ndbac k gr oundi nf or mat i onandt heques t i oni t s el f .Mak e s u r ey o ua ns we rt h eq ues t i o n ( eg“ Doy ouagr ee?” )anddonotwr i t egener al l yaboutt het opi c .I fy ouc opyanot her es s ayy ouha v ewr i t t enont hes amet opi c ,y ouwi l l l os eal otofmar k s . I nt as k1,al l t hei nf or mat i ony ouneedt oi nc l udei si nt hec har t / gr aph:mak es ur ey ou i dent i f yt hek eypoi nt sbef or ey ous t ar t wr i t i ng. 2 .Don’ tst a r twr i t i ngt oos oon–t hi nka ndpl a n! I ti si mpor t antt ofi ni s hbot hpi ec esofwr i t i ng,butt hewayt odot hi si snotnec es s ar i l y s t ar t i ngt owr i t ei mmedi at el y .I fy oudot hat ,y oumaygethal fwayt hr ought hewr i t i ngand
r eal i s ey ouc annotfi ni s hi t .Onl ys t ar twr i t i ngwheny ouk nowhowy ouar egoi ngt o fi ni s h. I nt h ee s s ayt h i sc anme anu pt o 10mi nut esandi nt het a sk1r e por ti tc a nme anup t o5mi nut es.Themor ey out hi nk ,t hebet t erandmor equi c kl yyouwi l l wr i t e.2 / 3 mi nut esi sal mos tc er t ai nl ynotenough.Formor edet ai l ont hi s ,t r yl ook i ngatPl anni ng a nI EL T Se s s a y–t h e1 0mi nut es ol ut i on. 3.Wr i t eenoughwor ds 250mea nsATLEAST250and150means ATLEAST150. 4.Don’ twr i t et oomanywor ds The mor ewo r dsy o uwr i t e ,y o umo r emi s t a k esy o uar el i k e l yt omak e .Themor ewo r d sy ou wr i t e,t hel es seffic i enty oubec omeandt hequal i t ywi l l f al l .Thei deal i st oai mf or nt hee s s ayan d160nt her epor t . bet ween260–280wor dsi 180wor dsi 5 .Don’ tc op ywhol ese ct i onsoft heque st i on I fy ouc opywhol es ec t i onsoft heques t i on,t heex ami nerwi l l noti nc l udet hos ewor dsi n y o urwor dc oun t :2 60wor d sc anbe c ome23 0wo r d si fy o ua r eno tc ar e f u l . 6.Ti mei syourenemy–haveapl anandawat ch Ti mi ngc anbeapr obl em.I ti si mpor t antt ok eepmo vi ngands t i c kt oy ourt i mi ng.Don’ t b et e mp t e dt os p e ndmo r et h an4 0mi n ut e sony o ure s s a y–y o une ed2 0mi n ut e st o ans wert as k1pr oper l y . 7.Task1andt ask2–whi chdoyouanswerfir st ? Thees s ayi swor t ht wi c et hemar k soft her epor t .Onei deai st odot as k2( t hees s ay ) bef or et as k1( t her epor t ) ,j us tt oens ur ey oufi ni s ht hees s ay .Youdoneedt os pendat l eas t20mi nut esonpar t1t hough.Donott r yt oans weri ti n15mi nut es . 8 .Che cky ourwr i t i ng I ti si mpor t antt oc hec ky ourwr i t i ngf orgr ammat i c al er r or s .Youneedt ohav eac hec kl i s t bef or ey ouent ert heex am ofwhatmi s t ak esy out y pi c al l ymak e.Foral i t t l emor edet ai l ont hi s ,t r ychec ki ngt hi spos tabouthowt oc hec ky ourwr i t i ng 9 .Thi nka boutr a ngeofv oc abul a r y Yous houl dal s oc hec ky ourwr i t i ngf oru nnec es s ar ywor dr epe t i t i on–y o uar egr adedon t hev a r i e t yofy o url anguage.Yous houl dno t et hatt hi sdoesno tmeany oun eedt ous e l o ng,c ompl e xwor ds ,r at heri tmeansy ousho ul dus epr ec i s ewor ds .
10.Thi nkaboutt heexami ner–usepar agr aphswel l Thee x ami nerwi l l no ts pendv e r yl onggr adi ngy o urpaper .Youneedt oc r eat ean i mmedi at egoodi mpr es s i onandt hebes twa yt odot hi si st opr es entawel l s t r uc t ur ed pi ec eofwr i t i ngwi t hc l ear l yl ai doutpar agr aphs .Thi swayt heex ami neri sgoi ngt obeon y ours i de.I f ,howev er ,i tl ook sdi s or gani s ed,t heex ami neri snotgoi ngt obei mpr es sed. 11. Avoid all informal ways of writing There are some rules of writing you should follow. For example: no abbreviations, no 1st and 2nd pronoun or possessive (I, you, me, my, your, ex!ept in !on!lusion where you have to state your opinion . 12. Each body paragraph has to include The topi! sentence, supporting sentences (2"# senten!es, development sentences (eviden!e: example, experien!e, data. In many languages ($nglish in!luded, there are many ways to develop a body paragraph, whi!h results in a situation where that topi! senten!e is not the first senten!e. %ut you are advised to put the topi! senten!e at the beginning of ea!h body paragraph. &on't be !reative in this !ase.
"o to rite an effecti)e introduction for riting task # This will help &ou write better introductions in &our Task 2 IT essa&s and show the speci!ic sentences The introduction is the !irst part o! the essa& the e,aminer will read and it will gie them a good !irst impression o! what to e,pect in the rest o! the essa&.
*ust like in person+ first impressions last.
$ommon Pro,lems Talking too generally a,out t%e topic. 8ost o! these essa&s start o!! with <*owada&s==/ or
This is the most important sentence in the essa&. *ot including one will lose &ou marks in seeral di!!erent wa&s. 2. Not outlining %at you are going to do I! &ou don/t include a sentence outlining what &our essa& will sa&% the e,aminer doesn/t reall& know what &ou are going to write about in the rest o! &our essa&. This will also lose &ou marks >. Trying to rite a -%ook or ,e entertaining 9emember this is an IT e,am% not a uniersit& essa&. There are no e,tra points !or being
interesting% in !act being boring will probabl& help &ou. This will help &ou aoid
'ood and 0ad E&les 1uestion2 T%ere is a good deal of e)idence t%at increasing car use is contri,uting to glo,al arming and %a)ing ot%er undesira,le effects on peoples %ealt% and ell3,eing. To %at e&tent do you agree or disagree it% t%is statement4
'ood Introduction Rising global temperatures and human health and fitness issues are often viewed as being caused by the expanding use of automobiles. This essay agrees that increasing use of motor vehicles is contributing to rising global temperatures and certain health issues. Firstly, this essay will discuss the production of greenhouse gases by vehicles and secondly, it will discuss other toxic chemicals released by internal combustion engines.
0ad Introduction Nowadays, cars are a very popular way of getting around. Day by day many more people drive cars around but others feel that they cause global warming. Global warming is one of the most serious issues in modern life. They also affect peoples health and well!being which is also a serious issue. As you can see t%e ,ad e&le talks a,out t%e topic )ery generally+ copies ords and p%rases from t%e question and doesnt include a t%esis statement or outline statement.
Structure of a 'ood Introduction I! &ou use this structure &ou will not onl& score higher marks but &ou will also sae time in the e,am. I! &ou practice enough% introductions will become eas& and &ou will do them in :ust a !ew minutes. This will leae &ou lots o! time to !ocus on the main bod& paragraphs where &ou can pick up lots o! mark. )n IT writing task 2 opinion essay should hae t%ree sentences and these three sentences should be
5
Parap%rase question
5
T%esis statement
5
6utline statement
That/s it. imple@ et/s look at each sentence in more detail.
7. Parap%rase 1uestion Parap%rasing means stating t%e question again+ but it% different ords so that it has the same meaning. We do this b& using synonyms and flipping t%e order o! the sentences around.
1uestion2 T%ere is a good deal of e)idence t%at increasing car use is contri,uting to glo,al arming and %a)ing ot%er undesira,le effects on peoples %ealt% and ell3,eing. Paraphrase" Rising global temperatures and human health and fitness issues are often viewed as being caused by the expanding use of automobiles. The synonyms that are used Increasing e,panding $ar use use o! automobiles 'lo,al arming rising global temperatures Peoples %ealt% and ell3,eing human health and !itness ")s &ou can see% then switched the order o! the sentence around. There!ore &ou demonstrate to the e,aminer that &ou can paraphrase and hae a wide range o! ocabular&. These are two o! the things that the e,aminer is speci!icall& looking !or and &ou will gain marks !or including them.$
#. T%esis Statement This is the most important sentence in &our essa&. This is &our main idea and it should be o!ten described to students as how &ou !eel about the whole issue in one sentence. It tells the e,aminer that &ou hae understood the +uestion and will lead to a clear and coherent essa&. et/s look at the thesis sentence !rom the preious e,ample
Thesis statement " This essay agrees that increasing use of motor vehicles is contributing to rising global temperatures and certain health issues. It is alwa&s :ust one sentence long so &ou will hae to practice summing up &our opinion in one sentence. It should also address the microke&words and not the topic in general. ?ou should start &our thesis statement with T%is essay agrees t%at8.. or t%is essay disagrees t%at =.. "6pinion essays$
T%e main cause9s: of t%is issue is8.. 9$auses and solutions: T%e principal ad)antage9s: is 9&&&&&: and t%e main disad)antage is 9&&&&&&:. 9Ad)antage and disad)antages:. -or a discussion "of to points of )ie: essa& &ou should state ,ot% points of )ie clearly. Lets look at anot%er e&le2
Some aspects of cele,rity culture %a)e a ,ad influence on young people. To %at e&tent do you agree or disagree it% t%is statement4 To keep things simple% we hae two options Agree t%at some aspects of cele,rity culture %a)e a ,ad influence on young people. Disagree t%at some aspects of cele,rity culture %a)e a ,ad influence on young people. I! &our essa& will argue that celebrit& culture does hae a bad in!luence then &our thesis statement will there be This essay agrees that the some famous peoples lifestyles have a detrimental effect on the youth of today. It will be stated &our opinion in one sentence and used s&non&ms to make sure &ou don/t :ust repeat the +uestion. Thesis statements are er& important but onl& in +uestion that ask &ou !or &our opinion. ome IT +uestions do not ask &ou !or &our opinion and in these cases &ou can leae it out.
;. 6utline Statement *ow that &ou hae paraphrased the +uestion and told the e,aminer what &ou think in &our thesis sentence% &ou are now going to tell the e,aminer what &ou will discuss in the main bod& paragraphs. In other words% &ou will outline what the e,aminer will read in the rest o! the essa&. This should be one sentence onl&.
E&le2 1uestion2 T%ere is a good deal of e)idence t%at increasing car use is contri,uting to glo,al arming and %a)ing ot%er undesira,le effects on peoples %ealt% and ell3,eing. Outline statement " Firstly, this essay will discuss the production of greenhouse gases by vehicles and secondly, it will discuss other toxic chemicals released by internal combustion engines. 9o what has been done is :ust look at main bod& paragraphs and wrote about what the& contain. ?ou should hae onl& one main idea per paragraph. In this essa&% we hae onl& two main bod& paragraphs% so &ou onl& need to sa& two things in the outline statement .:
!ain ,ody paragrap% 7 production o! greenhouse gases b& cars. !ain ,ody paragrap% #3 to,ic chemical produced b& car engines. )gain% &our main bod& paragraphs should hae onl& one main idea so it should be eas& to spot these and then write a sentence about them.
!trong Body Paragra&hs A strong body &aragra&h explains) &roves) and/or su&&orts your &a&er*s arguentative clai or thesis stateent . If you’re not sure how to craft one, try using this handy guide!
1.
+,!-# A #(P+C !-,#-,C-: Encapsulates and organizes an
entire paragraph. Although topic sentences ay appear anywhere in a paragraph, in acadeic essays they often appear at the eginning "hen creating a to&ic sentence , as# yourself what$ s going on in your paragraph. "hy you chosen to include the inforation you ha%e& "hy is the paragraph iportant in the context of your arguent or thesis stateent& "hat point are your trying to a#e& It should e noted that relating your topic sentences to your thesis can help strengthen the coherence of your essay. 'or exaple, you ight e ale to oit a topic sentence in a paragraph that narrates a series of e%ents, if a paragraph continues de%eloping an idea that you
introduced (with a topic sentence) in the pre%ious paragraph, or if all the sentences and details in a paragraph clearly refer*perhaps indirectly*to a ain point.
2. -P0A+, 1( #(P+C !-,#-,C-: +oes your topic sentence reuire further explanation& If so, add another 1- sentences explaining your topic sentence here.
3. +,#(DC- 1( -+D-,C-: /ost acadeic papers reuire students to integrate e%idence (often uotes, ut it can also include statistics) fgures) coon sense e4a&les) etc.) to support the clai(s) ade in the paragraph and0or the paper as a whole. "hen including e%idence, a#e sure it is integrated soothly into the text of the paper. eaders should e ale to o%e fro your words to your e%idence without feeling a logical or echanical 2olt. "hen introducing uotes, always a identi6y the source and b suari7e to &rovide conte4t. /any ters ay e used to introduce uoted aterial: asserts) believes) clais) coents) confrs) declares) defnes) describes) e4&lains) indicates) akes clear) &ro&oses) etc . 3owe%er, these ters are not interchangeale. /a#e your choice ased on your eaning.
8. +,!-# 1( -+D-,C-: Insert0drop-in your supporting e%idence (often uotes ut again) evidence can also be in the 6or o6 &ersonal e4a&les) 6acts) statistics) etc ..
5. ,PAC9 1( -+D-,C-: Explain what the uote eans and why its iportant to your arguent. he author should agree with how you su up the uotation*this will help you estalish crediility, y deonstrating that you do #now what the author is saying e%en if you don$ t agree. 5ften 1- sentences tops (unless you e%idence is particularly long or coplicated that is).
". -P0A+, 1( -+D-,C-: 6o atter how good your e%idence is, it won $t help your arguent uch if your reader does n t #now why it $s iportant. As# yourself: how does this e%idence pro%e the point you are trying to a#e in this paragraph and0or your paper as a whole& 7an e opinion ased and is often at least 1-8 sentences. 9
'. +,!-# A C(,C0D+,; !-,#-,C-:
9
!o) to reca&< =. +nsert a #o&ic !entence 2. -4&lain 1our #o&ic !entence 3. +ntroduce 1our -vidence 8. +nsert 1our -vidence 5. n&ack 1our -vidence ". -4&lain 1our -vidence '. +nsert a Concluding !entence -4a&le
End your paragraph with a concluding sentence or sentences that reasserts how your paragraph contriutes to the de%elopent of your arguent as a whole .
Body Paragraphs Each body paragraph will have basic structure. Body paragraphs are the middle paragraphs that lie between the introduction and conclusion. The key building blocks of essays are the paragraphs as they represent distinct logical steps within the whole argument. The body paragraphs typically have:
9 opic ;entence < (possily) ransition 9 ;upporting Inforation 9
7onclusion ;entence < (possily) ransition
Topic Sentences & (possible) Transitions eaders like to know why they=re reading a particular passage as soon as &ossible. hat=s why topic sentences are placed at the eginnings of paragraphs. A topic sentence should contain the ain idea of the paragraph, and should follow the sae rules as the thesis stateent. "riters should start y writing down one of the ain ideas, in sentence for> the topic sentence should 6rae the &aragra&h.
ransitions are a crucial part of e%ery ody paragraph, ut not all to&ic sentences re$uire a transition . If writers are coposing their 1st ody paragraph, a transition within that ?rst topic sentence will proaly e useful. @ut if writers are coposing their nd or 8rd ody paragraph, a transition ay not e necessary ecause the pre%ious paragraph ight ha%e een concluded with a transition. "riters will ha%e to decide where a transitional word or phrase ?ts est.
Transitions that Introduce New Ideas: 'irst...second...third 'inally, /oreo%er... is also... In addition, 6ext...then...after... 'urtherore Bre%iously
Supporting Information & Evidence Baragraphs should e constructed with soe sense of internal order, so after the topic sentence, writers will need to deli%er their ?rst su&&orting detail. ;upporting details should e facts, statistics, exaples, uotes, transitions, and other sentences which support the topic sentence. To support the topic sentence, writers should: e4&lain the ?rst supporting detail, then gi%e an e4a&le of this detail (see exaple transitions elow), next writers should un&ack this exaple in a sentence or two, and then re&eat this three-step process aout two ore ties "riters should reeer to transition between new supporting details within the paragraph. (;ee transitions ao%e). Good Transitions for Giving Examples: 'or instance ;peci?cally In particular 6aely Another 5ther In addition o illustrate
Conclusions & (possibly) Transition Statements
;oe writers ay want to include a suary sentence concluding each &aragra&h . 7onclusions for each paragraph are not generally needed, howe%er, ecause such sentences can ha%e a tendency to sound stilted, therefore writers are cautioned aout using the. If a conclusion stateent is deeed necessary, writers ight consider setting u& 6or the ne4t body &aragra&h y eans of a transition stateent. @ut again, writers will ha%e to a#e a discretionary decision on whether or not such sentences are reuired. If writing a conclusion stateent, writers ay also want to >ag that they?re concluding the paragraph y oCering aconcluding transition. Transitions for Concluding tatements: herefore, hus, 7onseuently, As a result, Transitions to set!up the next paragraph: Another... is not the only...
!a&le Body Paragra&h
........@#o&ic !entence Berhaps the cheapest and ost eDcient security ethod is a so-called ;afe ra%eler 7ard or national I+ card. @!u&&ort +n6o.A ;afe ra%eler 7ard or national I+ card would e aout the size of a credit card, contain a coputer chip, and cost little to produce. In soe ways, these cards are li#e the E Bass de%ices that enale people to dri%e on highways, ridges, and tunnels without ha%ing to stop and pay tolls (FGH). @n&ack !u&&orting +n6o @y scanning the card, airport security oDcials would e ale to otain ac#ground inforation fro go%ernent dataases for e%ery passenger: ying history, residence, credit-card spending, tra%el haits, phone records, criinal ac#ground, and ?ngerprint and iris patterns (;a?re FJK). @Concluding !tateent It is easy to see how such a card could expedite security chec#s at airports one could tell at a glance whether a person should e searched or let through.
Linkers Cause and effect – key IELTS vocabulary Thel anguageofc aus eandeff ec ti sc r i t i c al t oI EL TS–bot hi nwr i t i nga nds pe ak i ng.Th e r eas onf ort hi si st hati thel psans wer st heques t i on“Why ?” an da l l o wsy out og i v ean e x t e nd eda ndc o he r e nta ns we r .
Because Ob vi ous l yt hewor dy ouwi l l us emos ti s“because”butt her ear es omeus ef ul v ar i at i ons .
Notes ' because” , ‘as a result ”and “as a consequence” are used with a verb and “because
of ( ,( as a result of” and “as a consequence of” with a noun ).
Some people believe you shouldn*t start sentences with “because”. This is rubbish but
in the exam it may be sensible not to do it +.
“Due to” is normally used with negative situations and ' thanks to with “positive
situations”
Cause verbs
useful variation is to use “because” as a verb. -ere are the 3 ain variations notes
“
notes ).you cause something to happen but it results in something happening
!ther related verbs These verbs can also sometimes be used to describe cause and effect
Notes 1.Please note the spelling of “affect” as a verb and do not confuse it with “effect” the noun. Just to confuse you, the pronunciation is identical Nouns The essential nouns are of course “cause” and “effect’ b ut there are alternatives here
Notes 1.You talk about the cause of somethin but the reason for it
See the mistake and understand the !roblem !f you read this highlighted version you should see the proble" i""ediately. There is way too "uch repetition. This "atters because to get a good score in gra""ar and vocabulary you need range or variety. There are various reasons wh" more people are suffering from stress today. ne reason is that because of the pace of life nowadays we do not find time to relax. nother reason is the fact that many people find it hard to achieve a good worklife balance because they are under so much pressure to produce results in their &ob. The final reason is the fact that people feel increased stress because they need to earn money because the world we live in is more and more commercial. The proble" is #ust one structure is use "eason → because
See a much better e#am!le This paragraph uses e$actly the sa"e ideas and "ost of the sa"e language. !t is though "uch. "uch better. There are various reasons why more people are suffering from stress today. !ne isthat the
pace of life nowada"s eans that we do not always find time to relax. #ikewise it is difficult to find a good worklife balance due to the pressure to produce results at work. $nother related cause of stress is the need to earn one" to survive in our
ore and ore coercial world . %ou should see that there is a "uch wider variety of gra""ar and vocabulary here & not #ust one repeated structure' "easons
(ere are three different lin)ing phrases to avoid using reason. !f you loo) at "y notes, they use slightly different techni*ues each ti"e.
!ne reason is → ne is +#ust delete the word & it’s surprising how often this wor)s $nother reason reason is → /ikewise +use a connecting word to avoid repeating the word %he final reason is → nother related cause +use another word
=oca,ulary for Academic IELTS Writing Task # 9part 7: IT academic writing task 2 " IT ssa& Writing$ re+uires a candidate to use a large range o! ocabular&. 3onnectie words and phrases are er& important to !inish the academic writing task 2 essa& in a logical and coherent wa&. ?ou must use the transitional or connectie words in &our task 2 as it is counted as one o! the important !actors to achiee a better score in academic IT writing 2. The essa& writing !or IT re+uire &ou show &our logics% reasonings% e,amples% points and to make &our standing stronger and to show eidences or e,amples in a coherent and logical wa& &ou hae to use these connectie words. Howeer do not oer use the linking phrases or connectie phrases :ust to show that &ou know so man& o! them. Ase those connectie phrases# words or linking phrases# words properl&. T%e general format for riting academic riting task #> IELTS Essay is as follos2 5
Introduction &our opinion# &our thinking# &our point o! iew# whether &ou agree
or disagree# main adantages or disadantages C
2nd 2nd para paragr grap aph h with with e,am e,ampl ple% e% e,pl e,plan anat atio ion% n% eid eiden ence ce and and e,tr e,tra a deta detail ils s
C
>rd >rd para paragr grap aph h with ith e,am e,ampl ple% e% e,pl e,plan anat atio ion% n% eid eiden ence ce and and e,tr e,tra a deta detail ils s
C
(th (th para paragr grap aph h with with e,am e,ampl ple% e% e,pl e,plan anat atio ion% n% eid eiden ence ce and and e,tr e,tra a deta detail ils s
................. ................. C
3onc 3onclu lusi sion on res resta tati ting ng the the main main poin pointt o! &our &our dis discu cuss ssio ion# n# &our &our pos posit itio ion n on on the the
issue.
=oca,ulary =oca,ulary for t%e Introduction Part2 In the introduction part o! &our IT essa& &ou should write sentences releant to the topic gien and generall& accepted ideas about it. Ase &our best nglish here as it will attract or bore &our reader about the whole writing. ?ou will make or break &our impression in this paragraph. Be er& cautious about the introduction part. *eer :ust cop& the sentence o! the +uestion. I! &ou reall& need to% use s&non&ms and di!!erent sentence structure .
E&le2 1$ 8obile phone and Internet are two great innoation o! science !or communication and had been !acilitating people !or a long time. These two technologies are widel& used in almost all the countries o! the world and had become parts o! our dail& lies. We can;t den& the use!ulness o! these technologies as the& had made our li!e easier than it was eer be!ore. In m& opinion the adantages o! these two deices !ar outweigh the demerits the& hae.
=oca,ulary =oca,ulary for t%e opinion Part2
