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. Notes 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 Certified IELTS examiners 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 question. Do you provide supporting details that are accurate and relevant to the situations or topic? Do you write more than the minimum words requirement (150/250)? Organization This refers to the overall clarity and organization of the response. Are ideas linked smoothly? Is paragraphing used appropriately? Vocabulary This refers to the range and accuracy of vocabulary used in the response. Are errors minimal? Are there different forms of expression used appropriately? Grammar This refers to the degree of accuracy and complexity of sentences used. Are sentence structures varied? Are tenses used correctly?

Task 2 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 20 minutes on task one and 40 minutes on task 2. 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. Connective Words 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. Also, 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.

Example (middle) Recently, the economy has not been doing very well. The technology sector, however, is still going strong.

Sequencing/Listing Use to make a list of items or sequence what you are saying. *To begin with . . . *In the first place, . . *First, . . .Second, . . .Third, . . *First, . . Next, . . Then, . . .After that, . . Finally, .. Reinforcing Use to add to and thus strengthen what you are saying. Also, . . . In addition, . . . Furthermore, . . Moreover, . . . Equating Use to show similarity to what has been said. In the same way, . . . Likewise, . . . Similarly, . . . Summarising Use to introduce a generalisation/conclusion to what you have said. *In conclusion, . . . *In summary, . . . *To conclude, . . . *To sum up, . . Referring (e.g.) Use to indicate that you will give an example. (i.e.) Use to indicate an explanation to what you have said.

 For example, . . . For instance, . . In particular, . . particularly, . . . . .such as . . . . ., that is, . . ./ . . .,that is to say, . . . . . .namely, . . . Showing Results Use to say the consequence of what you have said. As a result, . . . Consequently, . . . So, . . . Therefore, . . Thus, . . Inferring Use to deduce from what you have said (either what might or might not have happened, is happening, or will happen). In other words, . . . In that case, . . . Then, . . . Otherwise, . . . Giving Alternatives Use to refer to an alternative to what you have said. Alternatively, . . . On the other hand, . . . Then again, . . . From the another perspective, . . .

Restating Use to say what you have said in another way (usually more simply) In other words, . . That is to say, . . . To put simply, . . . Contrasting Use to compare or contrast with what you have said. Conversely, . . In comparison, . . In contrast to this, . . . Rather, . . . Instead, . . However, . . . . ., whereas . . . . . .while . . . Conceding Use to indicate other ways of considering what you have said. Although/Though/Even though . . . Even if . . However, . . . Despite this/that . . . Nevertheless, . . . Still, . . . *These phrases/words are not used in the middle of a sentence (normally). Introduction of essay Often students mistakenly think that writing good body paragraphs for the IELTS task two question involves thinking of a lot of ideas. This can result in an essay that is

basically a list of those ideas without supporting examples or explanations. Look at this example body paragraph about unhealthy lifestyles. Poor Topic Development (Example): 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. Although there is nothing wrong with the grammar or vocabulary of the above sentences, there is no development of these ideas. Now read the following example about the same topic. Good Topic Development (Example) 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 5 and do not get home on weekdays until 6 pm. As a result, we find it easier to just pick up some fast food on our way home which obviously is not a healthy habit. Another factor to consider is ... This example develops the idea by giving a specific example. Because of this, it is much clearer to the reader. In terms of ideas: think quality, not quantity!