Success in IELTS Academic Writing

195 Pages·2016·12.99 MB·English

Script – course overview and how to benefit
Note: The script may have some differences with the audio. Any differences will be infrequent and minor.

Instructor:
Hello and welcome to Success in IELTS Academic writing. To take this course
you should be intending to take the IELTS test, and that means the academic
version of the test, not the ‘general training’ version. This is important because
the writing tasks are quite different between the two versions.
You also need to have a good level of English, because this course does not aim
to teach you English, although you will probably learn some while you take the
course. The course aims to train you to reach your potential on the writing test.
If you have an English level which would allow you to reach Band 7 on the test,
then this course will help you get that Band7 on the writing exam.
In this quick overview, we will show you the outline of the whole course and
then give you some pointers about how to get the maximum benefit from it.

Slide 1
This course, Success in IELTS Academic Writing, is organized into six sections,
which take you step by step though everything you need to know to ace the
IELTS writing exam.
The first section contains an introduction to the main features of Task 1 and 2
on the exam and then shows you what you need to do to meet the requirements
for a score of Band 7. Each video lesson is followed by a quiz to test you on the
main points.

Slide 2
In Section 2, we move in to focus on Task 1, and teach you a great 3-step plan
to deal with this task. We cover two Task 1 graph questions and two Task 1
diagram questions, giving you practice in using the 3-step plan. There is a quiz
at the end.

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Slide 3
In Section 3 we move on to cover all aspects of the assessment on Task 1,
dealing with coherence, vocabulary and grammar, with a quiz after each video.
Then we analyse an actual sample piece of IELTS writing, before you go ahead
and write four Task 1 answers yourself.

Slide 4
Section 4 takes you into Task 2, first the all important matter of answering the
question. Then we learn the Task 2 version of the 3-step plan and practice it
with four different Task 2 questions. Again a quiz tests your knowledge of the
key points.

Slide 5
In Section 5 we move on to cover other aspects of the assessment on Task 2,
dealing with coherence, vocabulary and grammar, with a quiz after each video.
Then we analyse a real Task 2 sample of IELTS writing, before you write four
Task 2 answers yourself.

Slide 6
In Section 6, we review all the tips for success in the writing exam and there are
two full practice tests for you to put it all together and practice writing as in the
exam.

Slide 7
So, how do you get the maximum benefit from this course? The course is
designed to go step by step through what you need to know, so start at the
beginning and do the lessons step by step.

Slide 8
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Some people get all enthusiastic and want to learn everything in a day, but most
people learn better when they build concepts over time, adding to previous
knowledge on successive days. So, it is better to do the course over several days
rather than all at once. On the other hand, it would be a bad idea to space it out
too much, over a couple of months for example. About two weeks is probably
perfect.

Slide 9
Make sure you understand a lesson well before going ahead. You can repeat the
lesson, and also scripts are provided so that you can read as well, or even read
along while listening.

Slide 10
The course is divided, as we saw, into Task 1 and Task 2. It is important to
practice writing Task 1 answers at the end of Section 3, so that you consolidate
everything you know and are learning before moving on. The same thing for
Task 2 writing practice at the end of Section 5.
Obviously, it would not be a good idea to read the model answers before writing
your own answer. Actually, the very best way to use the practice tests is to treat
them like an exam and do them under exam conditions.

Slide 11
We are talking about the Task 1 guided practice and the full practice at the end
of section 3, and they even come with a short video telling you how best to do
them. Then Task 2 has similar practice material at the end of Section 5.

Slide 12
The next thing to note is that there are lot of tips throughout the course, which if
followed can really contribute to a good score. They are also gathered in one
place in the final section, so make sure you understand them.

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Slide 13
Do the Practice Tests at the end of the course under exam conditions. This is
your chance to see how you perform in a situation that is just like the real test.

Slide 14
To find out how you performed and what you might need to work on, you
probably need to get feedback from a teacher who really understands IELTS.
We also provide that service, at a special discount price for you. You can find
further details at the end of the course.

Slide 15
Let’s go over how to get the maximum benefit from this course.
1. Start at the beginning and do the lessons step by step.
2. Don’t do the course all at once! Take a couple of weeks.
3. If you don’t understand a lesson well, go back and repeat it.
4. Do the Task 1 writing practice at the end of Section 3 and the Task 2 writing
practice at the end of Section 5.
5. Make sure to follow all the ‘tips’ in Section 6.
6. Do the Practice Tests at the end of the course under exam conditions.
7. Get feedback on your writing from IELTS teachers.

Instructor:
So, that’s it, folks. You are now on the way to getting a great score on the
IELTS writing exam. You need a good level of English, because the IELTS test
is actually a great test of your ability in English. It is impossible to fake it in an
hour-long writing exam. We will give you all the practical knowledge and skills
that you need to reach your potential in the exam. Good luck and I hope you
enjoy the course!

© 2014 Expert English Page 4
IELTS Task 1 Writing band descriptors (public version)

Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
9 (cid:131) fully satisfies all the requirements of (cid:131) uses cohesion in such a (cid:131) uses a wide range of vocabulary with (cid:131) uses a wide range of structures with full
the task way that it attracts no very natural and sophisticated control of flexibility and accuracy; rare minor errors
(cid:131) clearly presents a fully developed attention lexical features; rare minor errors occur occur only as ‘slips’
response (cid:131) skilfully manages only as ‘slips’
paragraphing
8 (cid:131) covers all requirements of the task (cid:131) sequences information and (cid:131) uses a wide range of vocabulary fluently (cid:131) uses a wide range of structures
sufficiently ideas logically and flexibly to convey precise meanings (cid:131) the majority of sentences are error-free
(cid:131) presents, highlights and illustrates key (cid:131) manages all aspects of (cid:131) skilfully uses uncommon lexical items but (cid:131) makes only very occasional errors or
features / bullet points clearly and cohesion well there may be occasional inaccuracies in inappropriacies
appropriately (cid:131) uses paragraphing word choice and collocation
sufficiently and (cid:131) produces rare errors in spelling and/or
appropriately word formation

7 (cid:131) covers the requirements of the task (cid:131) logically organises (cid:131) uses a sufficient range of vocabulary to (cid:131) uses a variety of complex structures
(cid:131) (Academic) presents a clear overview information and ideas; there allow some flexibility and precision (cid:131) produces frequent error-free sentences
of main trends, differences or stages is clear progression (cid:131) uses less common lexical items with (cid:131) has good control of grammar and
(cid:131) (General Training) presents a clear throughout some awareness of style and collocation punctuation but may make a few errors
purpose, with the tone consistent and (cid:131) uses a range of cohesive (cid:131) may produce occasional errors in word
appropriate devices appropriately choice, spelling and/or word formation
(cid:131) clearly presents and highlights key although there may be
features / bullet points but could be some under-/over-use
more fully extended
6 (cid:131) addresses the requirements of the task (cid:131) arranges information and (cid:131) uses an adequate range of vocabulary (cid:131) uses a mix of simple and complex sentence
(cid:131) (Academic) presents an overview with ideas coherently and there for the task forms
information appropriately selected is a clear overall (cid:131) attempts to use less common vocabulary (cid:131) makes some errors in grammar and
(cid:131) (General Training) presents a purpose progression but with some inaccuracy punctuation but they rarely reduce
that is generally clear; there may be (cid:131) uses cohesive devices (cid:131) makes some errors in spelling and/or communication
inconsistencies in tone effectively, but cohesion word formation, but they do not impede
(cid:131) presents and adequately highlights key within and/or between communication
features / bullet points but details may sentences may be faulty or
be irrelevant, inappropriate or mechanical
inaccurate (cid:131) may not always use
referencing clearly or
appropriately

Page 1 of 2
5 (cid:131) generally addresses the task; the (cid:131) presents information with (cid:131) uses a limited range of vocabulary, but (cid:131) uses only a limited range of structures
format may be inappropriate in places some organisation but there this is minimally adequate for the task (cid:131) attempts complex sentences but these tend
(cid:131) (Academic) recounts detail may be a lack of overall (cid:131) may make noticeable errors in spelling to be less accurate than simple sentences
mechanically with no clear overview; progression and/or word formation that may cause (cid:131) may make frequent grammatical errors and
there may be no data to support the (cid:131) makes inadequate, some difficulty for the reader punctuation may be faulty; errors can
description inaccurate or over-use of cause some difficulty for the reader
(cid:131) (General Training) may present a cohesive devices
purpose for the letter that is unclear at (cid:131) may be repetitive because
times; the tone may be variable and of lack of referencing and
sometimes inappropriate substitution
(cid:131) presents, but inadequately covers, key
features / bullet points; there may be a
tendency to focus on details
4 (cid:131) attempts to address the task but does (cid:131) presents information and (cid:131) uses only basic vocabulary which may be (cid:131) uses only a very limited range of structures
not cover all key features / bullet ideas but these are not used repetitively or which may be with only rare use of subordinate clauses
points; the format may be inappropriate arranged coherently and inappropriate for the task (cid:131) some structures are accurate but errors
(cid:131) (General Training) fails to clearly there is no clear (cid:131) has limited control of word formation predominate, and punctuation is often
explain the purpose of the letter; the progression in the response and/or spelling; faulty
tone may be inappropriate (cid:131) uses some basic cohesive (cid:131) errors may cause strain for the
(cid:131) may confuse key features / bullet devices but these may be reader
points with detail; parts may be inaccurate or repetitive
unclear, irrelevant, repetitive or
inaccurate
3 (cid:131) fails to address the task, which may (cid:131) does not organise ideas (cid:131) uses only a very limited range of words (cid:131) attempts sentence forms but errors in
have been completely misunderstood logically and expressions with very limited control grammar and punctuation predominate and
(cid:131) presents limited ideas which may be (cid:131) may use a very limited of word formation and/or spelling distort the meaning
largely irrelevant/repetitive range of cohesive devices, (cid:131) errors may severely distort the message
and those used may not
indicate a logical
relationship between ideas
2 (cid:131) answer is barely related to the task (cid:131) has very little control of (cid:131) uses an extremely limited range of (cid:131) cannot use sentence forms except in
organisational features vocabulary; essentially no control of word memorised phrases
formation and/or spelling
1 (cid:131) answer is completely unrelated to the (cid:131) fails to communicate any (cid:131) can only use a few isolated words (cid:131) cannot use sentence forms at all
task message
0
(cid:131) does not attend
(cid:131) does not attempt the task in any way
(cid:131) writes a totally memorised response

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IELTS Task 2 Writing band descriptors (public version)

Band Task Response Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
9 (cid:131) fully addresses all parts of the task (cid:131) uses cohesion in such a way that it (cid:131) uses a wide range of vocabulary (cid:131) uses a wide range of structures with
(cid:131) presents a fully developed position in attracts no attention with very natural and full flexibility and accuracy; rare minor
answer to the question with relevant, fully (cid:131) skilfully manages paragraphing sophisticated control of lexical errors occur only as ‘slips’
extended and well supported ideas features; rare minor errors occur
only as ‘slips’
8 (cid:131) sufficiently addresses all parts of the task (cid:131) sequences information and ideas (cid:131) uses a wide range of vocabulary (cid:131) uses a wide range of structures
(cid:131) presents a well-developed response to the logically fluently and flexibly to convey (cid:131) the majority of sentences are error-free
question with relevant, extended and (cid:131) manages all aspects of cohesion well precise meanings (cid:131) makes only very occasional errors or
supported ideas (cid:131) uses paragraphing sufficiently and (cid:131) skilfully uses uncommon lexical inappropriacies
appropriately items but there may be
occasional inaccuracies in word
choice and collocation
(cid:131) produces rare errors in spelling
and/or word formation
7 (cid:131) addresses all parts of the task (cid:131) logically organises information and ideas; (cid:131) uses a sufficient range of (cid:131) uses a variety of complex structures
(cid:131) presents a clear position throughout the there is clear progression throughout vocabulary to allow some (cid:131) produces frequent error-free sentences
response (cid:131) uses a range of cohesive devices flexibility and precision (cid:131) has good control of grammar and
(cid:131) presents, extends and supports main ideas, appropriately although there may be (cid:131) uses less common lexical items punctuation but may make a few errors
but there may be a tendency to over- some under-/over-use with some awareness of style
generalise and/or supporting ideas may (cid:131) presents a clear central topic within each and collocation
lack focus paragraph (cid:131) may produce occasional errors
in word choice, spelling and/or
word formation

6 (cid:131) addresses all parts of the task although (cid:131) arranges information and ideas (cid:131) uses an adequate range of (cid:131) uses a mix of simple and complex
some parts may be more fully covered than coherently and there is a clear overall vocabulary for the task sentence forms
others progression (cid:131) attempts to use less common (cid:131) makes some errors in grammar and
(cid:131) presents a relevant position although the (cid:131) uses cohesive devices effectively, but vocabulary but with some punctuation but they rarely reduce
conclusions may become unclear or cohesion within and/or between inaccuracy communication
repetitive sentences may be faulty or mechanical (cid:131) makes some errors in spelling
(cid:131) presents relevant main ideas but some may (cid:131) may not always use referencing clearly or and/or word formation, but they
be inadequately developed/unclear appropriately do not impede communication
(cid:131) uses paragraphing, but not always
logically
5 (cid:131) addresses the task only partially; the format (cid:131) presents information with some (cid:131) uses a limited range of (cid:131) uses only a limited range of structures
may be inappropriate in places organisation but there may be a lack of vocabulary, but this is minimally (cid:131) attempts complex sentences but these
(cid:131) expresses a position but the development overall progression adequate for the task tend to be less accurate than simple
is not always clear and there may be no (cid:131) makes inadequate, inaccurate or over- (cid:131) may make noticeable errors in sentences
Page 1 of 2
conclusions drawn use of cohesive devices spelling and/or word formation (cid:131) may make frequent grammatical errors
(cid:131) presents some main ideas but these are (cid:131) may be repetitive because of lack of that may cause some difficulty and punctuation may be faulty; errors
limited and not sufficiently developed; there referencing and substitution for the reader can cause some difficulty for the
may be irrelevant detail (cid:131) may not write in paragraphs, or reader
paragraphing may be inadequate
4 (cid:131) responds to the task only in a minimal way (cid:131) presents information and ideas but these (cid:131) uses only basic vocabulary (cid:131) uses only a very limited range of
or the answer is tangential; the format may are not arranged coherently and there is which may be used repetitively structures with only rare use of
be inappropriate no clear progression in the response or which may be inappropriate subordinate clauses
(cid:131) presents a position but this is unclear (cid:131) uses some basic cohesive devices but for the task (cid:131) some structures are accurate but
(cid:131) presents some main ideas but these are these may be inaccurate or repetitive (cid:131) has limited control of word errors predominate, and punctuation is
difficult to identify and may be repetitive, (cid:131) may not write in paragraphs or their use formation and/or spelling; errors often faulty
irrelevant or not well supported may be confusing may cause strain for the reader

3 (cid:131) does not adequately address any part of (cid:131) does not organise ideas logically (cid:131) uses only a very limited range of (cid:131) attempts sentence forms but errors in
the task (cid:131) may use a very limited range of cohesive words and expressions with grammar and punctuation predominate
(cid:131) does not express a clear position devices, and those used may not indicate very limited control of word and distort the meaning
(cid:131) presents few ideas, which are largely a logical relationship between ideas formation and/or spelling
undeveloped or irrelevant (cid:131) errors may severely distort the
message
2 (cid:131) barely responds to the task (cid:131) has very little control of organisational (cid:131) uses an extremely limited range (cid:131) cannot use sentence forms except in
(cid:131) does not express a position features of vocabulary; essentially no memorised phrases
(cid:131) may attempt to present one or two ideas control of word formation and/or
but there is no development spelling
1 (cid:131) answer is completely unrelated to the task (cid:131) fails to communicate any message (cid:131) can only use a few isolated (cid:131) cannot use sentence forms at all
words
0
(cid:131) does not attend
(cid:131) does not attempt the task in any way
(cid:131) writes a totally memorised response

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Script: Introduction to the Academic Writing Exam

Instructor
There are two different IELTS exams – Academic and General.
So, are you doing IELTS Academic or General training?
If you don’t know, you had better find out!
It is very important on the IELTS writing exam because the tasks are completely different.
If you are doing General, you are in the wrong place! This course covers Academic writing.
So, what kind of writing do you have to do in the IELTS Academic Writing module?
You will find out in this video.
Let’s look at the goals for this lesson:
- Find out exactly what kind of questions you might get on the writing paper
- Understand how Task 1 is different from Task 2

Slide 1
Well, you probably already know something about the Academic Writing exam.
For example I am sure that you know that there are two tasks, Task 1 and Task
2. So, what do you know…. do you know a little or a lot about what to expect
on exam day?
Here are some statements about the Academic writing exam. Some are true and
some are false. Pause the video for a moment and write down your answers in
your work book or on a notepad. You can just jot down your answers like this –
number 1 - T for True or F for False, No 2 and so on. So pause the video now
and write down your answers.
OK, I am not going to tell you the answers right now. Let’s look at how the
writing paper is set out first and then at the end of this video we will check your
answers, OK? Let’s go.

Slide 2
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