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How To Write IELTS Essay PDF
How To Write IELTS Essay PDF
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How to write
IELTS Essays
by ROBERT LEWIS
M.A. LINGUISTICS
For
self-study, you should work through the book, from page one to the end, checking
your answers as you complete each of the exercises. Begin by reading the Introduction
and learn about the essay form, the key stages and the language features of the essay
that are important for this form of persuasive communication.
What is the best way to study?
First, find a quiet and comfortable place where you can work. You should feel good
working there. Do a minimum of 40 minutes each day. Try to make a regular time for
study, so that it becomes routine - the same time and place every day.
You will need a dictionary to check the meaning of new
vocabulary. At this level (advanced) you should use an
Advanced Learners dictionary of English - rather than a
bilingual dictionary. Whenever you find common or familiar
expressions that you dont know, learn these words first.
They are the building blocks for the more difficult
vocabulary you will learn later. Develop your vocabulary,
step by step. The best way to learn new words is to
guess their meaning from the context, check the meaning
in a dictionary, and practice using them in your writing.
The topics in this book are general topics selected to
help develop your academic vocabulary. You should also
read widely and become familiar with other topics and
issues. It is a good idea to read about topics that are
less familiar to you, but still relevant for a general English
test, like the IELTS.
By completing all
the exercises in this
book, you are taking
positive steps
towards achieving
your goals.
Remember - every
page completed is a
giant step toward
achieving success in
essay writing.
claim
context
diff.
- different
discuss
eg.
example
essay
etc.
etcetera : and so on
exposition
exam
- examination
formal language
gaps
genre
i.e.
that is
IELTS
intro
- introduction
- left
match
no.
- number
practice
- purposeful activity
proposition
p/w
- per week
Q.
- right
re./ref.
recommendation
recount
structure
strategy
s.o.
- some one
s.t.
- some thing
text
via
- through
viz.
- such as
contents
INTRODUCTION
The Essay
TOPIC 1 :
LANGUAGE LEARNING
8
12
Writing practice
16
23
25
31
Grammar : Be Authoritative
30
Writing practice
34
39
THE ENVIRONMENT
41
42
Grammar : Reason
46
Writing practice
49
56
57
58
Grammar : Be Cohesive
62
Writing practice
66
75
77
78
82
Writing practice
84
91
ANSWERS
93
TOPIC 2 :
TOPIC 3 :
TOPIC 4 :
TOPIC 5 :
introduction
What is an essay?
The essay is a form of academic writing widely used in secondary and higher education. The
general purpose of the essay is to demonstrate the importance of a given subject or issue, and
persuade an educated reader to consider the writers point of view on the issue.
What is an exam essay? What do they examine?
Exam essays, like the IELTS Task 2, test a students ability to think analytically, present
persuasive arguments and thus communicate effectively in an academic context. In other words,
the writer should show that they can :
- answer the question, which requires the careful analysis of the question,
- present and develop logical and reasonable arguments, and
- communicate clearly, using appropriate language (vocabulary and grammar).
What are the key stages of an essay?
It is important to remember that the exam essay is a response to a given question, so it should
answer the question clearly and decisively. To this end, the writer makes their position clear
from the start, and then presents a sequence of arguments in support of their position, before
finally restating their position. These are the three key stages of any essay.
KEY STAGES
INTRODUCTION
BODY
CONCLUSION
Position
Sequence of
Arguments
Restatement
The staging of the essay is (in itself) a persuasive device. Statement and repeated restatement
reinforce the writers position. Depending on the number, strength and logical development of
arguments, any given essay will be more or less persuasive and more or less successful.
Most essays include a few optional stages, such as a lead-in (which introduces the topic by
providing some very general background information/ideas), and the preview stage (which
previews the arguments that will follow). A recommendation is optional, depending on the essay
question. Though many essays will differ, in terms of optional staging, all essays display the
same key stages as above. The sample essay below illustrates a more complex staging of the
essay genre.
This essay (below) is a good example because it has a clear position statement, previews the
arguments that follow, and proceeds to develop argumentation logically and coherently. The
recommendation stage follows logically from the essay question, as the writer is required to
discuss solutions to the problem of gambling.
Q.
What are the causes, effects and possible solutions to the problem of gambling?
STAGING
sample essay
GAMBLING
Lead-in
POSITION
Preview
than 20 billion dollars was spent on gambling in the year 2000. However,
Sequence of
ARGUMENTS
1.
of gambling-related
problems. Many gamblers lose money and some get into debt very
quickly. They may spend all their savings, and then borrow more money,
to try and get out of debt. In this way, they may get into further debt.
The effects of gambling
their families. If gamblers get into serious debt, their families may suffer
2.
whom they abandon while they spend time gambling in casinos. If they
are caught, the authorities might take their children away. Still others
might take out their frustration on their friends or families, and possibly
become violent.
3.
Restatement
Recommendation
In an assessment of a candidates essay the examiner will consider (i) whether the writer
answers the question, (ii) their expression (grammatical accuracy and vocabulary), and (iii) the
cohesion of the text (including whether arguments are logically developed). Therefore, when
preparing for a writing exam, it is a good idea to practice developing arguments on many
different issues and topics.
The language features of an essay reflect the writers purpose, namely, to persuade the reader
of their position (opinion) on a given issue. We have already mentioned that the staging of the
essay is itself a persuasive device by repeatedly stating and expanding on their arguments, the
writer is being persuasive.
The language features of an essay also reflect the persuasive strategies commonly used in
argumentation : be logical, reason effectively, sound authoritative and reasonable (dont
exaggerate), and communicate effectively (precisely and cohesively). The relevant strategies and
language features are summarised in the table below :
PERSUASIVE
STRATEGIES
1. Be LOGICAL
2. Be AUTHORITATIVE
3. REASON
4. Be COHESIVE
5. Sound REASONABLE
Language Features
CONJUNCTIONS for Listing, Addition etc.
REFERENCE WORDS
Language of GENERALISATION
Each chapter of this book discusses one of these five persuasive strategies and relevant
language features as outlined above. In the Grammar unit of each chapter, further
explanation and exercises are provided to help the reader become more familiar with the
key language features and their effective use in writing short exam essays.
topic 1
language learning
in this chapter
a Bizzy moment
1.2
2. context
b) situation, circumstances
3. memorise
4. method
5. advantage
6. interaction
f) suggest, advise
7. recommend
8. distinction
9. comparatively
i) purpose, aim
10. goal
j) ability to function
k) clear difference
12. depends
1.3
Adjective
Noun
Verb
Adverb
1.
study
2.
3.
learnt
4.
5.
___________
6.
7.
copy
___________
8.
9.
understand
10.
11.
memory/isation
12.
13.
enjoyable
14.
15.
16.
repetitive
17.
18.
19.
20.
acquisition
21.
22.
23.
24.
instruct
25.
26.
27.
teach
28.
29.
functional/ing
30.
31.
32.
33.
34.
35.
dependently
36.
interaction
37.
38.
39..
recommendation
40.
___________
contextual
41.
42.
___________
43.
advantage
44.
serious
46.
48.
49..
text
___________
50.
proficiency
51.
___________
conversational
52.
53.
___________
54.
speech
55.
___________
necessary
56.
57.
___________
___________
___________
methodically
45.
47.
58.
10
(355 words)
1.4
T / F
T / F
T / F
T / F
T / F
T / F
T / F
T / F
T / F
10. When students learn in the foreign country they have a strong
reason to practice communication.
T / F
T / F
T / F
11
grammar : be logical
The grammar focus of this unit is how to be LOGICAL or express ideas logically. Conjunctions, or
joining words, express the logical relations between ideas, and therefore help us structure and
develop our arguments. There are two types: SENTENCE-LEVEL and STRUCTURAL CONJUNCTIONS.
(i)
1.5
12
1.6
BEGINNINGS
1. Although the task is not easy
ENDINGS
a) if you are confused.
g) it is unhealthy.
o) if prices increase.
D) if we have a toothache.
13
(ii)
For example:
Both types, sentence-level and structural conjunctions, are important and widely
used in academic writing. They can be classified as per the table below.
CONJUNCTIONS
1. LISTING
First of all / To begin with
When / If / In order to
2. ADDING / REINFORCING
6. CAUSE/EFFECT
Another / Besides
Furthermore / Moreover
Therefore
3. CONTRASTING
7. SUMMARISING
However / In comparison
To sum up / To conclude
In conclusion / In summary
4. EXEMPLIFICATION
8. GIVING ALTERNATIVES
such as / including
NOTE
14
5. CONCESSIVE/CONDITIONAL
1.7
LEARNING ENGLISH
In my opinion, learning English is difficult. There are a number of reasons why I
think this is true.
another
so
firstly
therefore
also
but
whereas
another
another
consequently
additionally
also
also
notably
15
writing practice
This unit looks at how to interpret the essay question, and then choose your response/position.
It is important to begin with the essay question, and understand that, depending on the type of
question there may be a number of possible ways to answer the question. To begin with, there
are (3) BASIC TYPES of essay question:
examples
1. EXPLAIN
This type of question usually begins with a WHquestion word. Here, the writer must explain their
view, supported by reasons, facts and examples.
2. ARGUE
The question usually includes a quote or
proposition, followed by the Yes/No question, or
prompt: Give your opinion. The writer chooses to
either AGREE or DISAGREE, and presents one point
of view.
1.8
NOTE
16
3. DISCUSS
The key word here is discuss. Usually, the writer
must present two sides of the issue. There is
however the possibility to choose just one point
of view, as in B.
1. A/D
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Explain essays do not give you a real choice about an issue or topic.
You must answer the question/s or the parts of the question fully.
With Discuss and Argue questions, you can choose your position, for or against.
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1.9
Write down the 3 possible answers for each of these essay questions.
Note: The VERB in the question is picked up in the Y/N answers.
QUESTION/S
a) Should both parents work if they have
children?
POSSIBLE
POSITION STATEMENTS
17
writing practice
In this unit, we interpret the essay question for this chapter, and develop ideas for
writing a response. Here is the question:
Q.
(1) Issue-proposition
(2) Question-prompt
IN TERPRETATION
Your Answer could be :
YES, I agree
NO, I disagree
PARTLY
Yes & No
IF you decide that the proposition is PARTLY true, then you must explain:
o why learning a foreign language in the foreign country is good, and
o what others ways are also good for learning a foreign language, and why
The easiest way to answer questions like this is to take ONE SIDE (yes OR no),
and then develop each supporting reason/argument into a paragraph.
IF, however, you decide that you disagree with the proposition, then you must say
what other ways there are that are more effective, and why.
Heres one argument/paragraph to support the NO position on the issue :
One way to learn a foreign language is by reading foreign language books. With
the aid of a dictionary, you can learn the meaning of new words. Subsequently,
by writing about the story you have read, you can be sure that you are really
learning these new expressions. Reading stories is fun, and this is a good way to
build your vocabulary and knowledge of stories.
18
This next exercise will give you some ideas for the essay in this chapter.
1.10
Now, cross (X) the reasons for NOT learning a language in a foreign country.
19
writing practice
Take 40 minutes to complete this task.
Make a plan, and write your essay.
Q.
20
21
ASK A TEACHER TO CORRECT YOUR WRITING. COMPARE WITH SAMPLE IN THE BACK OF THE BOOK.
22
review
language learning
checklist
Did you read the essay question carefully?
Did you make a plan, and follow it?
Did you write a clear POSITION statement?
Did you have clear paragraphs?
Did you use LISTING conjunctions?
COMPARE your essay with the sample answer at the back of the book. Can you
see any differences between the two? Can you see any mistakes you have
made? Note the mistakes, and think about exercises that might help you to
correct your mistakes? IF you have difficulty checking your writing, you might like
to ask a teacher to help!
summary
This chapter looked at how to answer the essay question. The student always
has choices, and must decide on a clear position. The beginning or introduction
of any essay should contain a clear POSITION statement. When planning your
answer, choose your arguments carefully, and then use CONJUNCTIONS to
sequence your arguments logically and effectively. This chapter introduced
vocabulary on the topic of Language Learning.
23
24
ANSWERS
topic 1 : language learning
1.1
1. e
2. b
3. d
4. c
5. a.
6. g
7. f
8. l
9. j
10. k
11. h
12. i
1.2
1. goal
2. functional
proficiency
3. depends
4. context
5. memorise
6. comparatively
7. method
8. recommends
9. interaction
10. advantage,
11. distinction
12. effectively
1.3
1. studied/ious
2. study
3. studiously
4. learning
5. learn
6. copied
7. copying
8. understood
9. understanding
10.understandably
11.memorised
12. memorise
13. memorably
14. enjoyment
15. enjoy
16. enjoyably
17. repetition
18. repeat
19.repeatedly
20. acquisitive
21. acquire
22. acquisitively
23. instructive
24. instruction
25. instructively
26. taught
27. teaching
28. methodical
29. method
30. function
31. function
32.functionally
33.dependent
34.dependent
35.depend
36.interactive
37.interact
38.interactively
39.recommended
40.recommend
41.context
42.contextualise
43.advantageous
44.advance
45.advantageously
46.seriousness
47.seriously
48.textual
49.text
50.proficient
51.proficiently
52. conversation
53. converse
54. spoken
55. speak
56. necessity
57. necessitate
58. necessarily
1.4
1.T
2.T
3.F
4.F
5.F
6.T
7.F
8.F
9.F
10.T
11.T
12.F
1.5
1.and
2.because
3.but
4.because
5.and
6.but
7.but
8.but
9.Because
10.and
11When
12.Although
13.so
14.so
15.When
16.although
17.when
18.when
19.When
20.Although
1.6
1.d
2.a
3.b
4.c
5.h
6.e
7.j
8.f
9.i
10.g
11.p
12.k
13.l
14.t
15.m
16.n17.o
18.q
19.r
20.s
21.u
22.x
23.w
24.w
25.z
26.B
27.y
28.D
29.A
30.C
1.7
(1) Firstly
(2) also
(3) but/whereas
(4) In addition
(5) Therefore/As
such
(6) Another
(7) so
(8) Another
(9) Finally/
In conclusion
(10) also
(11) By contrast/
However
(12)but
1.8
1.A/D
2.E
3.A
4.A/D
5.E
6.E
7.D
8.A/D
9.A/D
10.E
11.A/D
12.E
1.9 b) Credit cards are risky. / Credit cards are not risky. / Credit cards might involve some
risk, but they are generally quite safe.
c) Too much hard work is boring. / Hard work isnt boring. / Hard work can be boring.
d) The environment should be protected. / The environment shouldnt be protected. / The
environment should be protected, though some areas should not be protected.
e) Advertising is visual pollution. / Advertising is not visual pollution. / Some advertising is visual
pollution.
f) Fair trade between rich and poor countries is impossible. / Fair trade between rich and poor
countries is possible. / Fair trade between rich and poor countries is possible within certain
limits.
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25
g) Married couples should share household duties. / Household duties should not be shared by
married couples. / Some household duties should be shared by married couples, but not all.
h) Modern technology makes a great nation. / Modern technology does not make a great
nation. / Modern technology does not make a great nation, but it helps.
1.10 a), b)X, c), d)X, e), f)X, g)X, h), i), j), k), l)X, m)X, n)/X, o)X, p), q)X, r), s)X, t)X,
u)X, v)X, w), x), y)X, z)/X
26
builds vocabulary
on key academic topics
The Author
Robert Lewis is an EAP specialist and IELTS Examiner, with over 20 years experience
teaching English to students from many countries throughout the world,
across primary and secondary schools as well as universities.