IELTS

Guidance for Writing

 Guidance for Academic Writing

Format of Questions  Task 1 – Interpreting and describing a

graph/ chart/ table/ process
 Task 2 – Giving an opinion or
suggesting a solution to a problem.
Time allowed 60 minutes
Minimum word limit  150 words for task 1
 250 words for task 2

Assessment Criteria

Task Achievement (Task 1)  Presenting accurate information

Task Response (Task 2)
Coherence and Cohesion
Lexical Resource
Grammar Range and Accuracy
 Providing an overview
 Highlighting key features
 Supporting detail with the data
 Addressing the task (answering the
question
 Giving relevant main points which
are supported and developed.
 Giving a clear position (stating an
opinion when asked)
 Providing a conclusion
 Organising information / ideas into
paragraphs.
 Having one central idea in each
paragraph.
 Using a range of linking devices
 Using a range of words and
paraphrasing
 Using collocations
 spelling
 Using a range of sentence structures
 Using a range of grammar tenses
 Punctuation
 Avoiding errors
Task 1

General Tips and Task Guide for Task 1

 The task 1 questions may involve statistical information in the form of charts, tables,
or graphs. Some may also contain pictures or processes. There may be a combination
of elements too like a combination of table and a chart.
 You are required to select the most important information and summarise it.
Therefore look for the main points, general trends or the overall message.
 Do not list every fact and figure in your answer; include only the relevant points, with
relevant samples from the data. Do not include less important details.
 Do not get confused if there seems to be a lot of data. Even if there is more than one
chart, graph, etc., there will usually be only one or two main points.
 You are not required to do mathematics for this task. Do not waste time in adding or
subtracting numbers. Concentrate on general idea.
 If precise figures are not given in chart or graph, do not waste time in finding the
precise figures, use words and phrases like: approximately, about, roughly, just over,
nearly, etc.
 Do not write too much. Just make sure that you write 170-180 words.

Types of questions:

1. Line Graphs
2. Bar Charts
3. Pie Charts
4. Tables
5. Process/Development
6. Combination

1. Line Graphs
To describe a line graph, you must use vocabulary to give accurate descriptions of the main
changes over a period of time. IELTS require you to use a language and sentences that relate
to the information given in the graph.
Language to describe a line graph:
Adverbs: steadily, gradually, sharply, rapidly, steeply, slightly, dramatically, significantly,
considerably.
Adjectives: steady, gradual, sharp, rapid, steep, slight, dramatic, significant, considerable
Nouns: A rise, an increase, growth, a climb, a boom, a peak, a fall, a decline, a decrease, a
dip, a drop, a reduction, a slump, a levelling out, no change
Verbs: rise ( to ), increase ( to ), Grow ( to ), climb ( to ), boom, peak ( at ), fall ( to ), decline
( to ), Dip ( to ), drop ( to ), go down, reduce ( to ), level out, no change, remain stable ( at ) ,
remain steady ( at ), stay ( at ), stay constant ( at ), maintain the same level.
Time Phrases: over the next three years; three years later; in the following three years; the
next three years show; over the period from.........to........../ between..........and...........; the last
year; the final year; the first year; at the beginning of the period; at the end of the period.

Example: The line graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

Strategy
1. Introduce the graph
2. Give an overview
3. Give the detail

1. Introduce the Graph

You need to begin with one or two sentences that state what the line bar talks about. To do
this, paraphrase the title of the graph, making sure you put in a time frame if there is one.

Here is an example for the above line graph:

The line graph compares the fast food consumption of teenagers in Australia between
1975 and 2000, a period of 25 years.

You can see this says the same thing as the title, but in a different way.
 2. Give an Overview

You also need to state what the main trend or trends in the graph are. Don’t give detail such
as data here – you are just looking for something that describes what is happening overall.

One thing that stands out in this graph is that one type of fast food fell over a period, whilst
the other two increased, so this would be a good overview.

Here is an example:

Overall, the consumption of fish and chips declined over the period, whereas the
amount of pizza and hamburgers that were eaten increased.

This covers the main changes that took place over the whole period.

You may sometimes see this overview as a conclusion. It does not matter if you put it in the
conclusion or the introduction when you do an IELTS writing task 1, but you should provide
an overview in one of these places.

3. Give the Detail

You can now give more specific detail in the body paragraphs.

When you give the detail in your body paragraphs in your IELTS writing task 1, you must
make reference to the data.The key to organizing your body paragraphs for an IELTS writing
task 1 is to group data together where there are patterns.

To do this you need to identify the similarities and differences.

Look at the graph – what things are similar and what things are different?

As we have already identified in the overview, the consumption of fish and chips declined
over the period, whereas the amount of pizza and hamburgers that were eaten increased.

So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips
were different. On this basis, you can use these as your ‘groups’, and focus one paragraph on
fish and chip and the other one on pizza and hamburgers.

Here is an example of the first paragraph:

In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far higher than Pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise again from
1980 to 1985, the consumption of fish and chips gradually declined over the 25 year
timescale to finish at just under 40.

As you can see, the focus is on fish and chips. This does not mean you should not mention
the other two foods, as you should still make comparisons of the data as the question asks.

The second body paragraph then focuses on the other foods:

In sharp contrast to this, teenagers ate the other two fast foods at much higher levels.
Pizza consumption increased gradually until it overtook the consumption of fish and
chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was seen in
hamburgers as the occasions they were eaten increased sharply throughout the 1970’s
and 1980’s, exceeding that of fish and chips in 1985. It finished at the same level as that
of fish and chips began, with consumption at 100 times a year.

Bar Chart

Bar Chart essential tips:

1. Introduction: Keep the introduction paragraph simple. Just paraphrase the

information given in the question. It is usually one sentence. It is also possible to
comment on the units of measurement in the chart “units are measured in..........”

2. The Overview: Look at your bar chart and choose the key features. These might be
highs, lows, main differences etc. Collect them together and present them in
overview. You must remember that the examiner is looking for the overview and it is
an essential part of your task achievement mark. The criterion is 25% of your marks.

3. Body paragraphs: Make sure that you have more than one body paragraph. The
usual is two body paragraphs. Decide how you will divide the information in the bar
chart into different body paragraphs. You must organise your body paragraphs into a
logical order.

4. Support sentences with data: Your body paragraphs must have numbers to support
them. If you fail to have numbers with your sentences in the body paragraphs, you
might get only a 5 band in task achievement.

5. Complex sentences: You must write your task 1 using a range of complex sentences.

6. Linking devices: You should use a range of linking devices. For example, while /
whereas / as opposed to/ in comparison with. All these will help you get a higher
score in coherence and cohesion which is 25% of your marks. Make sure you use
them correctly.

The strategy to respond for a bar graph would be the same as that of the line graph or
any other graph under task 1. The only difference lies in the presentation of data and
the complexity of the correlation between the data provided.

So let’s review a few examples under this category.

 Example:

The chart illustratesthe amount of money spent on five consumer goods (cars, computers,
books, perfumes, and cameras ) in France and UK in 2010. Units are measured in pounds
sterling.
Overall, the UK spent more money on consumer goods than France in the period given. Both
the British and the French spent most of their money on cars whereas the least amount of
money was spent on perfume in the UK compared to cameras in France. Furthermore, the
most significantdifference in expenditure between the two countries was on cameras.
In terms of cars, people in the UK spent about 450,000 pounds on this as opposed to the
French at 400,000 pounds. Similarly,the British expenditure was higher on books than the
French (around400,000 pounds and 300,000 pounds respectively). In the UK, expenditure on
cameras (just over 350,000 pounds) was over double than that of France which was only
150,000 pounds in the UK.
On the other hand, the amount of money paid out on the remaining goods was higher in
France. Above 350,000 pounds was spent by the French on computers which was slightly
more than the British who spent exactly 350,000 pounds. Neither of the countries spent much
on perfume which accounted for 200,000 pounds of expenditure in France but under 150,000
pounds in the UK.

Tables
Describing an IELTS table is similar to describing charts or graphs. The same structures
of comparison and contrast are used or language of change if the table is over time.

A table is just another way to present information. It does not require that you learn a new
type of language or a new way to organize things.
Analysing the IELTS Table
As with all graphs and charts, when describing tables:

 Do not describe all the data presented - present the main points of each feature (you
should make sure you mention each feature though)
 Look for significant data; e.g. the highest, the lowest etc
 Try and group the data. This may require you to use some general knowledge about the
world, such as recognising developed and developing countries
 What is the table measuring?
 What type of language do you need to use (Change? Compare and contrast?)
 What tense would you use?
 Which country (category , group) has the highest data?
 What information could you use for an overview / conclusion?
 How could you group the information?
 How many paragraphs would you have and what you would write about in each one?

Making a Plan
 You should always ask yourself these kinds of questions before you write your task one.
You can then use the answer to these questions to make yourself a quick plan.
 Here are some notes for the planning stage

PLAN

 Topic – consumer spending, 5 countries

 Language – comparison
 Time / tense – 2002 = past
 Overview – higher expenditure on food , drinks, and tobacco, Turkey =higher in
expenditure
 Groups – in terms of categories/countries

Example :

 The table below gives information about consumer spending on different items in
five different countries in 2002
The table illustrates the proportion of national expenditure in Ireland, Italy, Spain, Sweden
and Turkey on three categories of items in 2002.

Overall all the countries spent the most on food, drinks and tobacco which was almost three
times that of the other items. The lowest expenditure was on leisure and education in the five
countries. The expenditure of Turkey overall was higher than the other countries.

In terms of food, drink and tobacco, Turkey spent the most 32.14%. The expenditure of
Ireland was also high 28.91% compared to Sweden which spent the least 15.77%. Spain and
Italy spent 18.80% and 16.36% respectively.

Italy spent more than the other countries on clothing and footwear (9%) as opposed to the
lowest expenditure which could be seen in Sweden at 5.40%. The other three countries spent
on average around 6.5%.

The lowest expenditure was on leisure and education which accounted for under 5% in all
countries. Turkey spent most on these items at just 4.35% of their national expenditure which
is around double that of Spain which spent the least at just 1.98%

Pie Charts
Choose the most important points to write about first
These will be the largest ones. Mention the categories in the order of importance. If the
reasons are given choose the most important reason.

Items such as ‘other’ are usually less important and account for small amounts, so can be left
till the end.

Make it easy to read

When you write about pie charts or any task 1 response, you should always group
information in a logical way to make it easy to follow and read.

With an IELTS pie chart, the most logical thing to do is usually to compare categories
together across the charts, focusing on similarities and differences, rather than writing about
each chart separately.

If you write about each one separately, the person reading it will have to keep looking
between the paragraphs in order to see how each category differs.

Vary your language

As with any task 1, this is important. You should not keep repeating the same structures.
The key language when you write about pie charts is proportions and percentages.

Common phrases to see are "the proportion of…" or "the percentage of…"

However, you can also use other words and fractions. These are some examples:
A large number of people
over a quarter of people
a small minority
a significant number of people
less than a fifth

Percentage Fraction
80% four-fifths
75% three-quarters
70% seven in ten
65% two-thirds
60% three-fifths
55% more than half
50% Half
45% more than two fifths
40% two-fifths
35% more than a third
30% less than a third
25% a quarter
20% a fifth
15% less than a fifth
10% one in ten
5% one in twenty

Percentage Qualifier
77% just over three quarters
77% approximately three quarters
49% just under a half
49% nearly a half
32% almost a third

proportion / number / amount

Percentage
/ majority / minority
75% - 85% a very large majority
65% - 75% a significant proportion
10% - 15% a minority
5% a very small number
Example :
The pie chart below show the comparison of different kinds of energy production of
France in two years.

The two pie charts illustrate the proportion of five types of energy production in France in
1995 and 2005.
Overall, in both years, the most significant sources of energy were gas and coal, which
together accounted for over half the production of energy, while nuclear and other kinds of
energy sources generated the least amount of energy in France. In all types of energy
production there was only minimal change over the 10 year period.
Energy produced by coal comprised of 29.80% in the first year and this showed only a very
slight increase of about a mere 1% to 30.90% in 2005.Likewise, in 1995, gas generated
energy was 29.63% which rose marginally to 30.1% 10 years later.
With regards to the remaining methods of producing energy, there was an approximate 5%
growth in production from both nuclear power and other sources to 10.10%and 9.10%
respectively . Petrol, on the other hand was the only source of energy which decreased in
production from 29.27% in 1995 to around a fifth (19.55%) in 2005.

Process
There are generally two different types of process question: natural and man-made.

Natural processes include things like the life cycle of a butterfly or frog, pregnancy, the water
cycle or how cows produce milk.

You might also be asked to describe a man-made process like how coffee, tea, beer or wine
are made, how cement or bricks are produced or how an ATM or the internet works.
It does not matter if it is man-made or a natural process. The same skills and system we use to
answer process questions are the same for both.

Strategy:

To understand the task and quickly make a plan to answer process questions you should
follow the 5 steps below:

1. Understand the process. Find the start and the end of the process. Count how many
stages there are and understand what each stage does and the relationship it has with
the stage before and after it.
2. Paraphrase the question.
3. Describe what is happening generally in 2 sentences. This is your overview paragraph
and I will show you how to write this in more detail below.
4. Divide the process in two and write two separate paragraphs detailing each stage of the
process.
5. Check your work.

Understand the Process:

One of the most challenging things about these questions is having to write about something
you have never seen or heard of before.

You can quickly understand any process by asking yourself these questions:

1. Where does the process start and where does it end?

2. How many stages are there?
3. Is it a man-made process or natural process?
4. Is it a cyclical (in a circle) or linear (one start point and one end point) process?
5. Are there any materials that need to be added to the process?
6. What is produced?
7. What does each stage of the process do?
8. What are the relationships between each stage?

The processes you will be asked to write about in the IELTS test will not be very complicated
and you should be able to easily answer all of the questions above. When you do this you will
completely understand what is happening and you will be able to start writing your answer.

Paraphrase the Question

Every process question follows the same format. First, it tells you some general information
about the process and then it instructs you to ‘Summarise the information by selecting and
reporting the main features.’
Example:

Question 1: The diagram below shows the process of photosynthesis.

Paraphrased: The illustration demonstrates how plants produce energy from sunlight.

Question 2: The diagram below shows how electricity is produced in a nuclear power
station.

Paraphrased: The illustration below shows the process of how nuclear power plants make
electricity.

Overview of Process
The overview is probably the most important paragraph in the whole essay. If you do not
write an overview it is extremely difficult to get a high mark in IELTS Task 1, however, if
you learn how to write a good one, you are far more likely to get the score you deserve.

Overviews for process questions can be done quite easily by asking yourself a few questions.
The answers to these questions will allow you to form 2 overview sentences.

1. Is it a man-made or natural process?

2. How many stages are there?
3. What is produced?
4. Where does it start and where does it end?
5. Is it cyclical or linear?
6. Are any materials added?

You might not be able to answer all of these for each process question, but you will always
be able to answer enough of them to be able to write a good overview.

Detail Each Stage of the Process

Now that we have paraphrased the question and provided an overview we need to tell the
examiner about each stage in more detail.

You can:

 say what each stage does

 what it produces
 if any materials are added
 and/or discuss the relationship with the previous or subsequent stages.
Sequencing the Process

Try to sequence your language and make your details easier to read by using language like:

 Firstly
 First of all
 Secondly
 After that
 From this
 Where
 Following that
 Subsequently
 Before that
 In turn
 Then

Make sure you know the meaning and grammar of the words and phrases above before you
use them. Do not use them if you are not 100% sure about how they should be used in a
sentence.

Check Your Response

You should try to leave 3-4 minutes at the end to check and improve your work. Many
students do not do this because they feel they do not have enough time, however, it is better
to try and get everything done in 15 minutes and then check and refine your work, than do
everything in 20 minutes.

Things that you should check are:

1. Are there any spelling or punctuation mistakes?

2. Are the verbs the correct tense?
3. Does the process described make sense? Does it match the diagram?
4. Is there any vocabulary repetition we could remove with synonyms?
5. Do I have 4 clear paragraphs?
6. Did I write over 150 words?
7. Have I included things only obvious from the diagram?
8. Have I included the main features in the overview?
Example:

The diagram below shows the stages and equipment used in the cement- making
process, and how the cement is used to produce concrete for building purposes.

The diagrams illustrate the way in which cement is made and how it is then used in the
process of making concrete.

Overall, limestone and clay pass through four stages before being bagged ready for use as
cement which then accounts for 15% of the four materials used to produce concrete. While
the process of making cement uses a number of tools, the production of concrete mixer.

In the first stage of making cement, limestone and clay are crushed together to form a
powder. This powder is then combined in a mixture before passing into a rotating heater
which has constant heat applied at one end of the tube. The resulting mixture is ground in
order to make cement. The final product is afterwards put into the bags ready to be used.

Regarding the second diagram, concrete consists of mainly gravel, which is small stones, and
this makes up 50% of the ingredients. The other materials used are sand (25%), cement
(15%) and water (10%). These are all poured into a concrete mixture which continually
rotates to combine the materials and ultimately produces concrete.
Combination/ Multiple charts or graphs

Paragraph 1 – Paraphrase the question.

When writing your own introduction of one or two sentences paraphrase the question and
add detail.

Paragraph 2 – overview of the main features.

You need to be able to give a broad summary of the information. This is best started with –
Overall............then giving the main features you can see. You can write this in one or two
sentences, which describe the main features of the information that is presented in the charts.
Think about the main features that you can see in the chart no 1, and then write about the
main features that you can see in chart no 2. You should then make any comparisons if
relevant.

Paragraph 3 – Specific details of the main features in chart no 1.

Write about the specific details that you can see – looking closely at the main features of
chart no 1 and include detail. Then make any comparison if relevant.

Paragraph 4 - Specific details of the main features in chart no 2.

Write about the specific details that you can see – looking closely at the main features of
chart no 1 and include detail. Then make any comparison if relevant.

Example:

The pie charts and the table give information about the total value and sources of fish
imported to the US between 1988 and 2000
Sample answer
The table shows the value of fishthat was imported to the US (measured in billion of dollars)
in 1988, 1992, and 2000, while the three pie charts illustrate the amount of fish that the US
brought in from China, Canada, and the other countries in the same three years.
Overall, the value of imports rose by almost double over the period given. At the start of the
period, US imported fish predominantly from Canada, but by the final year other countries
had become the main source.
Regarding the table, the value of imports started at $6.57 billion in the first year, increasing
to $8.52 billion in 1992 and reaching $10.72 billion in the last year.
In terms of the source of the fish importation, Canada supplied the overwhelming majorityin
1988 (60%) compared to China and other countries which provided only 13% and 27%
respectively. By 1992, other countries had replaced Canada as the main supplier and made
up 46% of all the imports in 1992 and 42% by 2000. US imports from Canada fell over the
period by just over a half to 28% as opposed to China that witnessed an increase to 30% in
2000.

Writing Task 2

Question Types:

The five most common IELTS Writing Task 2 questions are:

1. Opinion (Agree or Disagree)

2. Advantages and Disadvantages
3. Problem and Solution
4. Discussion (Discuss both view)
5. Two-part Question
Basic Structure of an Essay:

Knowing how to structure your IELTS Writing Task 2 essay is an essential skill that can
make the difference between the getting and not getting the band score you deserve. Please
find the basic structure of a Task 2 below.

 Introduction

 Body paragraphs

1. Supporting paragraph 1

2. Supporting paragraph 2

 Conclusion

Question type 1:

Opinion Essays (Agree or Disagree)

In an Opinion essay, you need to clearly express what you personally feel about the given
topic. If you are asked direct questions, then it is up to you how balanced or one-sided you
choose to answer. You can address both parts of the question equally or focus mainly on one
side, depending on your point of view.

In a task where you are asked to what extent you agree or disagree, it is very important that
you state this explicitly at the beginning and then again at the end of your essay. Do you
agree fully, mainly, partly or not at all?

Remember: this is also considered an ‘argument’ essay and you should try to convince the
reader that your opinion is right. In this case, your essay structure should look something like
this:

Introduction

 Paraphrase the question (your own words)

 Thesis statement (state your agreement or disagreement)
 Essay overview (optional)
 Paragraph 1 and 2(body paragraphs)

 Topic sentence (state a position)

 Explain this further (maybe give a reason)
 Give an example
 Summarise paragraph

Conclusion

 Summarise main ideas

 Reiterate your opinion

Example: Governments should spend more money on education than on recreation and
sports. Do you agree or disagree?

Introduction :

 Paraphrase the question (your own words)

Whether governments should spend higher amount of money on education than on recreation
and sports is a contentious issue.

 Thesis statement (state your agreement or disagreement)

In my view, governments should allocate a higher budget for education compared to

recreation and sports and education should get a higher priority.

Body Paragraphs:

Paragraph 1

 Topic sentence (state a position)

Firstly, the governments should provide an affordable education system for the citizens,
sports and recreation can come later.

 Explain this further (give a reason)

If more people are educated in a country, there would be skilled employment available
throughout the world.

Moreover, education is more important than recreation and sports because it is more
essential, as people in order to earn their living need to be educated. In other words,
education enables people to satisfy their basic needs.
  Give an example

As per a published report, Singapore has a lower unemployment rate as its government
provides quality education to its citizens.

Paragraph 2

Recreation, while significant, is by definition a secondary activity, and thus meaningless in

the absence of a primary activity.

Through education, people get access to various opportunities and higher incomes; these
incomes, in turn, provide resources for recreation and sports too.

 Summarise paragraph

Thus, it is apparent that a government’s enhanced focus on improving education is beneficial

for the country. Secondly, the improved literacy rate of a country can reduce the crime rate of
the country and make it free of many social evils.

Conclusion:

 Summarise main ideas

In conclusion, education should take precedence over recreation and sports when it comes to
funding by the government due to the many socio-economic benefits associated with better
education.

 Reiterate your opinion

I totally support the idea that governments should pump in more money for better and
affordable education in schools and universities in order to realize eclectic long term goals.

Question Type 2:

Advantages and Disadvantages essays:

In an Advantages and Disadvantages essay, you need to discuss the positive and
negative perspectives equally and to clearly explain why you think something is an advantage
or a disadvantage. It is common to start Paragraph 1 with the advantages, however this is
optional.
A possible structure for this type of question is:

Introduction

 Paraphrase the question

 Outline your main ideas
 State your opinion (if the question asks)

Paragraph 1

 State one advantage

 Explain the benefits of this advantage
 Give an example or a result

Paragraph 2

 State one disadvantage

 Explain the negative aspect of this disadvantage
 Give an example or a result

Conclusion

 Summarise your main ideas

 Give your opinion (if asked)

Example: Internet has revolutionized the way world operates. However, some people
believe that it has more disadvantages than advantages. Do you think the advantages
outnumber the disadvantages?

Introduction

 Paraphrase the question

Internet has dramatically revolutionized many fields and has become a global means of
communication.

 Outline your main ideas

From booking tickets to paying bills, everything has gone online.

 State your opinion (if the question asks)

Though this change has also a downside, I think the positive effects of internet still not only
just outnumber but also outweigh the drawbacks.
 Paragraph 1

 State one advantage

Firstly, internet search engines are the best information retrieval systems.

Secondly, internet has provided us with some of the most effective ways of communication.
Furthermore, it is the internet that has rather made the world a global village.

 Explain the benefits of this advantage

One can find information about local restaurants, major events around the globe, the flights
available and just any happening in the world.

Furthermore, it is the internet that has rather made the world a global village.

 Give an example or a result

For example, a student in India can now access the courses offered by Harvard University
without any hindrance.

Paragraph 2

 State one disadvantage

Despite the profusion of advantages, internet, just like anything else, comes with its own
disadvantages. Firstly, it has opened up a whole new world of vulnerabilities as everyone
now has access to everything.

 Explain the negative aspect of this disadvantage

The downside of this exposure is that often people get access to things that are not meant for
them and that may be damaging.
Secondly, the addiction to social media tends to disturb the balance between a person’s
personal and professional life.

 Give an example or a result

Children gain access to porn websites and adult films

Conclusion

 Summarise your main ideas

To sum it up, internet has been a boon to the world though it may be harmful in certain
aspects.
  Give your opinion (if asked)

In my opinion, just like a knife can be used to cut an apple or commit a murder, the use of
internet for constructive or destructive purposes depends on the user. If used properly, the
advantages surely outnumber and outweigh the disadvantages.

Question Type 3

Problem and Solution essays:

In a Problem and Solution essay, you need to think carefully about how to respond to the
questions posed. It is also important that you address all parts of the task. The first question
will refer to the problem or cause and the second question will refer to the solution. Try to
limit yourself to answering these questions only and don’t introduce any further
questions/points of your own otherwise you might stray off task.

Try this structure to organise your essay:

Introduction

 Paraphrase the question

 Outline your main ideas

Paragraph 1

 State the problem

 Explain the problem
 Explain the consequence (result) of this problem
 Give an example

Paragraph 2

 State the solution

 Explain the solution
 Give an example

Conclusion

 Summarise your main ideas

Example: In the developed world, average life expectancy is increasing. What problems
will this cause for individuals and society? Suggest some measures that could be taken
to reduce the impact of ageing populations.

Introduction

 Paraphrase the question

It is true that people in developed countries can expect to live longer than ever before.

 Outline your main ideas

Although, undoubtedly, there will be some negative consequences of this trend,

governments can take several steps to mitigate those potential problems.

Paragraph 1

 State the problem

As people live longer and the populations of developed countries grow older, several related
problems can be anticipated.

 Explain the problem

The main issue is that, obviously, there will be more people of retirement age who will be
eligible to receive pension.

 Explain the consequence (result) of this problem

The proportion of younger, working adults will be smaller, and governments will, therefore,
receive less revenue in the form of taxes. In other words, an ageing population will mean a
greater tax burden for working adults

 Give an example

For example, pressures will include a rise in the demand for healthcare and old-age homes,
and young adults will increasingly have to look after their elderly parents and other relatives.

Paragraph 2

 State the solution

There are several actions that governments could take to solve the problems described above.
Firstly, a simple solution would be to increase the retirement age for working adults, perhaps
from 65 to 70.
Governments could encourage selective immigration in order to increase the number of
working adults who pay taxes.

The governments should come up with viable private pension schemes to take care of the
aged.

 Explain the solution

Nowadays, people of this age tend to be healthy enough to continue a productive working
life.

 Give an example

For example, even people above sixty can work as consultants, as they have rich experience
in their field, and continue to be productive

Conclusion

 Summarise your main ideas

In conclusion, various measures can be taken to tackle the problems that are certain to arise
as the populations of countries grow older.

Question Type 4

Discussion essays:

In a Discussion essay, you will be presented with two sides of an issue and you will need to
examine both perspectives equally before giving your own conclusion.

In this case, your essay structure could look like this:

Introduction

 Paraphrase the question AND/OR state both points of view

 Give your thesis statement (which view you prefer)

Paragraph 1

 State first point of view

 Discuss this perspective
 Give a reason why you agree or disagree with this viewpoint
 Give an example to support your view
 Paragraph 2

 State second point of view

 Discuss this perspective
 Give a reason why you agree or disagree with this viewpoint
 Give an example to support your view

Conclusion

 Summarise your main ideas

 Restate your opinion

Some people think that TV is a source of information and education. Others believe that
TV is useful for entertainment only. Discuss both views and give your opinion.

Introduction

 Paraphrase the question AND/OR state both points of view

The question whether TV is a source of education or merely a means of amusement is

unnecessarily controversial. Some people regard TV as an ‘idiot box’ that provides mindless
entertainment and can never serve any educational purpose. Others point out that TV is also a
most effective medium of education.

 Give your thesis statement (which view you prefer)

I believe they are right, for TV has enabled the dissemination of news and information on a
scale unprecedented in history.

Paragraph 1

 State first point of view

TV is indubitably the major source of entertainment in the modern world. Channels have
proliferated, as has the variety of programming, catering to all possible tastes.

 Discuss this perspective

There are many programmes broadcasted on TV which are full of information and increase
the awareness among the masses.

 Give a reason why you agree or disagree with this viewpoint

Many of these not only entertain viewers but also allow them to participate in regular games
and contests.
  Give an example to support your view

One can, for instance, watch drama serials, feature films, sports and reality shows. The range
of offerings and the interactivity explain why TV is so popular.

Paragraph 2

 State second point of view

However, the fact that TV is so entertaining does not mean it cannot be educational too. In
fact, the very qualities that make TV an engaging medium for entertainment make it equally
effective for education too.

 Discuss this perspective

TV provides information in a lively manner that keeps viewers interested and involved.

 Give a reason why you agree or disagree with this viewpoint

News channels on television also inform us of news around the globe, and they are the first
stop for many people who do not watch entertainment programmes.

 Give an example to support your view

This is proven by the popularity of channels such as Discovery, National Geographic and
B.B.C, which telecast documentaries on a wide range of subjects.

Conclusion

 Summarise your main ideas

Clearly, television is useful both for education and for gathering information.

TV triggers the imagination and stimulates curiosity.

 Restate your opinion

In addition to its role as a provider of entertainment, it is definitely a powerful medium of

education and an efficient learning tool.
 Question Type 5

Two-part essays:

In a Two-part question essay, you will get two questions. You must answer both
questions fully otherwise you risk getting a low score for Task Achievement.

So, in this case, I suggest organising your ideas in the following way:

Introduction

 Paraphrase the question

 Briefly answer both questions

Paragraph 1

 Answer the first question directly

 Explain your reason(s)/ Ways
 Expand your argument (evidence, examples, personal experience)

Paragraph 2

 Answer the second question directly

 Explain your reason(s)
 Expand your argument (evidence, examples, personal experience)

Conclusion

 Summarise your main ideas

Example: Tourists rather than local people mainly visit many museums and historical
sites. Why is this? What can be done to encourage local people to visit museums and
historical sites?

Introduction

 Paraphrase the question

It is true that local populace show less inclination towards places of historical backgrounds
and museums than tourists do.

 Briefly answer both questions

There are several reasons for this trend and various measures can be taken by governments to
improve this situation.
 Paragraph 1

 Answer the first question directly

The driving force behind this trend is different motivations of tourists and local people. It is
obvious that the sense of curiosity about local history and culture strongly motivates tourists
to check out history-related places like museums in a city or town during their stay.

 Explain your reason(s)

In addition, tourists are on holiday and have set aside time and money for these activities. On
the other hand, high cost of entrance fee and monotonous atmosphere discourage indigenous
people to go these places.

 Expand your argument (evidence, examples, personal experience)

Since local have basic knowledge about the history of their country, there is nothing
interesting in persuading them to visit there. Therefore, these places can be found waste of
money and time entirely.

Paragraph 2

 Answer the second question directly

Despite this, attendance of local people could be encouraged in a variety of ways.

 Explain your reason(s)/ Ways

Museums should be designed to be visually spectacular, and may have interactive activities
or even games as part of its exhibitions.

 Expand your argument (evidence, examples, personal experience)

For example, these places could hold cultural festivals or galas for the community to
celebrate a unique aspect of that particular place. Another possibility is to have special
promotions, such as a reduced price or free tickets provided in local newspapers and
magazines. Related to this, concession cards could also be provided to local people so they
are encouraged to come more regularly.

Conclusion

 Summarise your main ideas

In conclusion, though different motivating factors lead the native residents to keep
distance from museums and historical sites, engaging cultural events and promotions
can make the difference.
Some of the connectives to use while writing an essay :

 Similarity connectives:
As well as, likewise, etc.
 Adding information
Moreover, Furthermore, in addition to, Besides, also, etc.
 For Sequence
Second, third, initially, finally, after that, thereafter, afterwards, next, following to the
earlier point, etc.
 For Contrast
On the other hand, on the contrary, however, despite, inspite of , although, though,
whereas, nevertheless, but, even though, on the flip side, on the other side, in the
dichotomy, etc.
 For Consequences
Therefore, as a result, resulting to which, consequently, subsequently, eventually, so
apparently, etc.
 For Condition
If, if only, unless, provided that, in case of , until , till, etc.
 For Reason
Since, because, because of, due to, for this reason, the reason why, owing to,
pertaining to
 Certainty
Beyond doubt, certainly, of course, undoubtedly, obviously, for obvious reasons,
absolutely, for sure, exactly, precisely, specifically, etc.