Writing Tips:

 Make sure that the style used is appropriate (formal language to be used in
essays or in formal letters/informal language to be used in the informal
letters)
 Make sure you answer the question
 There is no right or wrong answer as long as you answer the question. The
language is assessed not the ideas.
 Focus on both sides of the question (agree/disagree; positive/negative
aspects; advantages/ disadvantages; problems/solution; causes/ effects).
Writing Task 1.
Dos
1. Do find out what are your most comon mistakes
 Checking you work at the end is really important.
2. Do read the instructions carefully
 Take one minute to read the question a few times and really understand
what it is asking you to do.
3. Do paraphase the question.
 You will lose marks for copying the words in the answer and the examiner
is looking to see if you can paraphrase the question.
 To paraphrase, simply use synonyms to change keywords.
Example:
The graph below gives information about cinema attendance in the UK
between 1998 and the present, with projections to 2018.
Paraphased:
The diagram shows data of movie-goers in the United Kingdom from 1998
until now, with forecasts up to 2018.
4. Do use signposting language.
 These are words and phrases that tell the examiner what you are writing
aobut. They are sometimes called “discourse markers”
Example:
The graph/ table/ chart shows….
The msot significant change is…./ Another noticeable change/trend is….
/Overall
5. Do know how to describe change.
  You will pick up easy marks if you know how to accurately describe change.
From very small to very large
Examples:
Minimal – slight – gradual – moderate – considerable – significant –
substantial – enormous – dramatic
6. Do spend time organising and planning your answer.
A bar chart should look like this –
Paragraph 1 – Paraphrase
Paragraph 2 – Overview
Paragraph 3 – Describe main feature in detail
Paragraph 4 – Describe anotehr main feature in detail
7. Practice writing overviews.
 Your overview is probably the most important paragraph in the whole
essay. Write a good one and you are well on your way to getting a good
band score.
 An overview is a summary of the main features shown in the diagram.
 Part of ths is identifying the main trends in the diagram. For bar and line
charts ask yourself what is increasing. What is decreasing. What is
fluctuating? For processes ask yourself how many main stages there are
and what are the main changes and outcomes?
 Remember that your overview should not include any numbers because
you just describing the most significant aspects in general terms, the detail
comes in the next paragraphs.
8. Do consider which tense you are going to use.
9. Support your description with accurate data.
 You won’t use any numbers in the overview section but you will have to use
data to describe the main features in subsequent paragraphs. Make sure
you choose the correct data that is accurate.
DON’TS
1. Don’t use the same words for percentages and numbers
 For percentages use words like larg/small/higher/lower percentage of
 For numbers use words like many/more/few/ and fewer
2. Don’t give your opinion or speculate
 You should also not add any new information or draw any conclusion from
the data presented
  Only write what you see and don’t try to give reasons for the data unless
explicitly stated in the diagram. You will lose a lot of marks if you do this.
3. Don’t use bullet points, notes or abbreviations.
4. Don’t write every number or process you see.
 Only write the significant features.
5. Don’t copy words from the question or information from the diagram.
6. Don’t have messy handwriting.
7. Don’t use informal language.
8. Don’t just focus on line and bar graphs (other graphical presentations: pie
charts, maps, process diagrams)
9. Don’t panic.

Writing Task 2.
Dos
1. Answer the questions read the question carefully and do exactly what it
asks you to do. You can then make a plan to help you order your ideas
before you start to write.
2. Most question ask you what your opinion is about a certain topic. If they
do, make sure you make your opinion very clear throughout your essay.
3. Keep it simple.
4. Answer the Question Not the Topic
5. Analyse the Question properly
6. Plan
7. Use an Appropriate structure
 Paragraph 1 –
- Sentence 1 – Paraphrase sentence
- Sentence 2 – Outline sentence
 Paragraph 2
- Sentence 3 – State problem
- Sentence 4 – Explain Problem
- Sentence 5 – Result of Problem
- Sentence 6 – Example
 Paragraph 3
- Sentence 7 – State solution
 - Sentence 8 – Explain solution
- Sentence 9 – Example
 Paragraph 4
- Sentence 10 – Conclusion
- Sentence 11 – Recommendation / Prediction
8. Don’t show off
9. Make your opinion clear
 Most of the Task 2 questions ask you to give your opinon. You should make
this very clear in the introduction, conclusion and the main body
paragraphs. Make sure you state your opinion in the introduction, if asked
to do so, by saying:
- I believe that…
- It is agreed that…
- It is disagreed that…
- This essay agrees that…
- This essay does not agree that…
 The rest of your essay should then be used to demonstrate why you believe
this to be true.
10.Write slightly over the word limit.
11.Learn how to paraphrase and use synonyms
Comparison – also, equally, similarly, likewise, compared with
Addition – and, also, furthermore, too, what is more
Exemplification- for example, for instance, to illustrate, such as, namely
Sequencing – Firstf, second, next, then, after
Result – so, therefore, as a result, thus, because
Contrast – in comparison, in contrast, instead, on the contrary, conversely
Qualifying – but, however, although, except, unless
Reformulation- in other words, put more simply, that is to say, rather, in
simple terms
Highlighting – in particular, especially, mainly, particularly, above all
Transition, turning to, with regard to, with reference to, as far as X is
concerned
 These should not be overused.
ACADEMIC TRAINING

PRACTICE TEST 8: TASK 2

You should spend about 40 minutes on this task.

Some people think that the range of
technology available to people is
 increasing the gap between the rich
and the poor. Other think it has an
opposite effect.

Discuss both view and give your opinion.

Write at least 250 words.

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ACADEMIC TRAINING

PRACTICE TEST 7: TASK 2

 You should spend about 40 minutes on this task.
Some people think that space
exploration is a waste of money and the funds should
be relocated to other more needed areas.

To what extent do you agree?

Write at least 250 words.

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GENERAL TRAINING

PRACTICE TEST 8: TASK 2

 You should spend about 40 minutes on this task.
Some students travel abroad
for one year before starting university.

What are the advantages and

disadvantages of doing this?

Write at least 250 words.

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ACADEMIC TRAINING

PRACTICE TEST 5: TASK 1

ACADEMIC TRAINING

PRACTICE TEST 6: TASK 1

 ACAD TASK 1 WITH SAMPLE ANSWER

Answer by IELTS candidate with estimated band score: 6.5

The line chart compares the proportion of women in the Parliament in five European nations, namely
Germany, Italy, France, UK and Belgium during a 12-year period from 2000 and to 2012.

Overall, the trend in the percentage of female Parliament members among those countries was obviously
upward, and but the figure for the UK experienced the most significant increase.

Specifically, the Parliament in Germany and France both saw gradual rises in the proportion of women
representatives over the period under, study studied, being at approximately 36% for the former and a
third of that for the latter in 2012. Meanwhile, the figure for Italy went through a similar growth pattern
but more sharply, from around 25% to 38%, which oustripped its Germany counterpart by the end of the
period.
As regards, Regarding Belgium and the UK, starting at 17% and 4% respectively, the rates of women in the
Parliament went up steadily by 5% after the first four years. However, from the 2004 onwards, the gap
between those countries was narrowed until 2012, both the figures met at the 24% level.

Task response – 6.0 * Some inaccurate information

 Some inaccurate overview

 Highlight key features adequately

Cohesion and coherence - 7.0 * Organized information coherently

 Reasonable paragraphing
 Reasonable use of linking devices/errors

Vocabulary - 6.5 * No spelling mistake

 Adequate range of vocabulary although

there are still repetitions
 Be careful about word choice

Grammar - 6.5 * Clear communicaiton

 Grammatical errors
 Use mix of simple and complex structure
 Sometime complicated that makes it hard
to comprehend

OVERALL – 6.5

BANDSCORE BAND 8.

(Introduction) The line graph illustrates the proportion of women elected to the Parliaments in five
different European countires including Germany, the UK, Belgium, France and Italy between 2000
to 2012.
(Overview) Over the period shown, all the five European counties mentioned experienced upward
trends in their percentages of the female members of Parliaments (MPs). While the percentage
of female MPs in Germany was by far highest overall, the figure for France was lowest in each
year shown.
(Detail) In 2000, Germany had the highest percentage of female MPs, at around 33%, followed
by the UK, Belgium and Italy having approximately 27%, 25%, and 22% respectively. The figure
for France was nearly one seventh of that for Germany, at merely 5%. Between 2000 and 2010,
the figure for Germany increased slowly, WHILE that of the UK saw a significant rise.
In 2010, the UK overtook Germany as the country having the highest percentage of female MPs
among five nations mentioned in the graph. Over the given period, Belgium and Italy witnessed a
steady rise in the percentage of female MPs. By 2012, the figures for these two countries had
increased by 7% and 3% respectively. From 2000 to 2008, the figure for France increased
fourfold/quadrupled. Over the rest of the period shown, the proportion of women elected to the
parliament in France remained relatively stable, at around 20%.

Academic Writing: Practice Test 5. Task 2

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Academic Writing: Practice Test 6. Task 2

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GENERAL TRAINING

PRACTICE TEST 6: TASK 1

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GENERAL TRAINING

PRACTICE TEST 6: TASK 2

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GENERAL TRAINING

PRACTICE TEST 7: TASK 1

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GENERAL TRAINING

PRACTICE TEST 7: TASK 2

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GENERAL TRAINING

PRACTICE TEST 8: TASK 1

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ACADEMIC TRAINING

PRACTICE TEST 7: TASK 1