FREE IELTS LESSON - THE ACADEMIC WRITING

TEST - TASK 2
Task 2 in the IELTS Academic Writing Test is more important than task 1. You have to write more, its
a more di!!icu"t task and it is worth more to #our !ina" $and !or writing as more weight is given to Task
2 than to Task 1. %ractice on IELTS practice tests is important !or $oth tasks.
The IELTS Academic Writing Tet
The IELTS Academic Writing Test "asts !or 1 hour and inc"udes 2 tasks. Task 1 is a "etter and #ou must
write at "east 1&' words. You shou"d spend a$out 2' minutes out o! the hour !or Task 1. Task 2 is an
essa# and #ou must write at "east 2&' words. You shou"d spend a$out (' minutes !or Task 2.
The Ta! "#r the IELTS Academic Ta! 2 Writing
The IELTS Academic Writing Task 2 asks #ou to write a short essa# o! a minimum o! 2&' words. The
essa# is usua""# a discussion o! a su$)ect o! genera" interest. You ma# have to present and )usti!# #our
opinion a$out something, give the so"ution to a pro$"em or compare di!!ering ideas or viewpoints. It is
important that #ou consider !inding IELTS practice tests, so that #ou can practice this part o! the IELTS
in order to achieve #our true potentia".
Mar!ing "#r the IELTS Academic Ta! 2 Writing
Your task wi"" $e marked in !our areas. You wi"" get a mark !rom 1 to * on Task response, +oherence
and +ohesion, Le,ica" -esource and .rammatica" -ange and Accurac#. Your !ina" $and !or Task 2 wi""
$e e!!ective"# an average o! the !our marks awarded in these areas. Task 2 writing is more important
than Task 1 and to ca"cu"ate the !ina" writing mark, more weight is assigned to the Task 2 mark than
to Task 1s mark. To get a good overa"" mark though, $oth tasks have to $e we"" answered so dont
ho"d $ack on Task 1 or give #ourse"! too "itt"e time to answer it proper"#.
Ta! Re$#ne
This mark grades #ou on the content o! #our essa#. It marks whether #ou have !u""# addressed a""
parts o! task. The e,aminer wants #ou in #our essa# to have a !u""# deve"oped answer to the /uestion
given with re"event and e,tended ideas and support. The support is the !acts that #ou use to $ack up
#our ideas. Support is ver# important in Task 2. You need to $ring in !acts !rom #our own e,perience
in order to support #our ideas.
C#herence and C#hei#n
These two are interre"ated which is wh# the# are done together. +ohesion is how #our writing !its
together. 0oes #our writing with its ideas and content !"ow "ogica""#1 +oherence is how #ou are making
#ourse"! understood and whether the reader o! #our writing understands what #ou are sa#ing. An
e,amp"e o! $ad coherence and cohesion wou"d $e as !o""ows2
1 We went to the beach because it was raining.
%ro$a$"# the writer o! this sentence does not mean 3$ecause3 as peop"e dont usua""# go to the $each
when it is raining. The writer shou"d have written2
2 We went to the beach although it was raining.
Sentence 1 has made a cohesion and coherence error 4as we"" as a voca$u"ar# one5. 36ecause3 does
not )oin the ideas o! the sentence together correct"# and, as a resu"t, the reader does not understand
what the writer wants to sa#. This is an e,aggerated e,amp"e $ut it shows what I mean. .ood
cohesion and coherence is not noticea$"e as it a""ows the writing to $e read easi"#. .ood cohesion and
coherence a"so inc"udes good and appropriate paragraph usage.
Le%ica& Re#'rce
This area "ooks at the #our choice o! words. The marker wi"" "ook at whether the right words are used
and whether the# are used at the right time in the right p"ace and in the right wa#. To get a good mark
here, the word choice shou"d not on"# $e accurate $ut wide ranging, natura" and sophisticated.
Grammatica& Range and Acc'rac(
7ere the e,aminer wi"" mark #our appropriate, !"e,i$"e and accurate use o! grammatica" structures.
8an# peop"e are worried a$out their grammar $ut, as #ou can see, grammar is on"# one section o!
!our used to grade #our writing. IELTS is much more interested in communication rather than
grammatica" accurac#. It is, o! course, sti"" part o! the marking scheme and important as such.
)aragra$hing "#r the IELTS Academic Ta! 2 Writing
This is a ver# eas# thing to do $ut it can have an enormous e!!ect on the c"arit# o! #our writing and it
direct"# a!!ects #our mark in the section on +oherence and +ohesion. I have said this !or Task 1 $ut !or
Task 2 its is even more important. In Task 2 #ou wi"" $e writing more and it is there!ore more
important to divide #our writing up into divisions to make it easier to read.
9er# o!ten peop"e use no paragraphing and the e,aminer is !aced with a 3sea3 o! writing with no
$reaks !rom start to !inish. :or me, the $est writings are those where there are paragraphs separated
$# an empt# "ine and a"so indented. In this wa# #our ideas are separated c"ear"#. It shows and gives
organi;ation to #our writing and makes it more reada$"e.
:or Task 2, have a paragraph $reak a!ter #our introduction, and then !or ever# di!!ering section o! #our
separate ideas with the supporting evidence. Then have a !ina" paragraph !or #our conc"usion. You
shou"d aim to have < or ( paragraphs p"us the introduction and conc"usion.
Look at this section on paragraphing. It is divided into & separate paragraphs dividing the & di!!erent
areas that I want to present to #ou, the reader. The & areas are2
%aragraph 1 Wh# paragraphing is important !or Task 2.
%aragraph 2 7ow to divide #our paragraphing.
%aragraph < Where #our paragraph divisions shou"d occur.
%aragraph ( The division o! paragraphs in this section.
%aragraph & E,p"aining the comparison with this section and the one $e"ow to show how
paragraphing can work.
6e"ow I wi"" repeat paragraphs 1 = ( o! this section on paragraphing $ut I am going to remove a"" the
paragraphs and "ine $reaks and make it a 3sea o! writing3 as I said can happen a$ove. I hope #ou !ee"
that this section is easier to understand than the one $e"ow>> 46# the wa#, I havent used "ine $reaks
through this entire tutoria" as there wou"d $e too man# and it wou"d $e too con!using5.
)aragra$hing *+ad e%am$&e ecti#n,
This is a ver# eas# thing to do $ut it can have an enormous e!!ect on the c"arit# o! #our writing. I have
said this !or Task 1 $ut !or Task 2 its is even more important. In Task 2 #ou wi"" $e writing more and it
is there!ore more important to divide #our writing up into divisions to make it easier to read. 9er#
o!ten peop"e use no paragraphing and the e,aminer is !aced with a 3sea3 o! writing with no $reaks
!rom start to !inish. :or me, the $est writings are those where there are paragraphs separated $# an
empt# "ine and a"so indented. In this wa# #our ideas are separated c"ear"#. It shows and gives
organi;ation to #our writing and makes it more reada$"e. :or Task 2, have a paragraph $reak a!ter
#our introduction, and then !or ever# di!!ering section o! #our separate ideas with the evidence. Then
have a !ina" paragraph !or #our conc"usion. You shou"d aim to have < or ( paragraphs p"us the
introduction and conc"usion. Look at this section on paragraphing. It is divided into ( separate
paragraphs dividing the ( di!!erent areas that I want to present to #ou the reader. The ( areas are2
%aragraph 12 Wh# paragraphing is important !or task 22 %aragraph 22 7ow to divide #our
paragraphing. %aragraph <2 Where #our paragraph divisions shou"d occur. %aragraph (2 An e,amp"e to
show #ou how paragraphing works.
I hope #ou !ee" that the !irst section was easier to understand than this second one>>
Idea t# Thin! A+#'t "#r the IELTS Academic Ta! 2 Writing
- Timing
The e,am paper recommends that #ou spend a$out (' minutes on this /uestion and this is a$out
right. -emem$er that Task 2 gives more to #our !ina" writing $and and so #ou shou"d make sure that
#ou have enough time a!ter Task 1 to proper"# answer Task 2. Some students do Task 2 !irst in order
to make sure that Task 2 is answered we"" $e!ore the# get onto Task 1. There is no pro$"em with this
$ut make sure #ou write the 1&' words to give a good answer !or Task 1 as we"".
So, whatever #ou decide to do a$out #our approach to Task 1 and Task 2 in the writing paper, make
sure that #ou spend appro,imate"# 2' minutes on Task 1 and (' minutes on Task 2. This shou"d give
#ou the right amount o! time to provide good answers to $oth tasks.
%ractice !rom IELTS practice tests on writing $oth tasks in under an hour is an important part o! #our
preparation !or the IELTS e,am.
2 An.ering the /'eti#n0
A"though this sounds ver# straight!orward, peop"e dont o!ten proper"# answer the /uestion set and
there!ore dont get the $and that the# shou"d even i! the writing is ver# good.
:irst o! a"" read the /uestion ver# care!u""# in order to see e,act"# what it asks #ou. 9er# o!ten there
wi"" $e more than 1 part to the /uestion? sometimes even < or ( parts. When #ou produce #our
answer #ou must answer a"" the di!!erent parts o! the /uestion. 7ow much #ou produce on each part
depends on how important #ou think it is.
You have to write a !orma" academic Eng"ish essa# o! the t#pe that wou"d $e re/uired !or teachers or
tertiar# education courses. :ormu"ate and deve"op an argument and show a persona" response. .ive
#our opinions and $ack them up with evidence and e,amp"es. Your answer shou"d persuade, $e
consistent and deve"op "ogica""# towards a conc"usion, which answers a"" parts o! the /uestion.
Another important $asic is to write at "east 2&' words. Writing "ess does not answer the /uestion,
which te""s #ou to write at "east 2&' words. I! #ou write "ess than 2&' words, the e,aminer marking
#our paper wi"" give #ou a ma,imum o! & !or Arguments, Ideas and Evidence or even "ess. It is no
pro$"em to write more than the 2&' words? there is no upward word "imit on the essa#. Time is #our
on"# constraint. Writing more than the minimum under the time "imit re/uires practice on proper
/uestions !rom IELTS practice tests.
The /uestion wants #ou to produce an essa#. There!ore dont give a "ist o! num$ered notes 4#our
paragraphs shou"d not $e num$ered5. .ive the e,aminer a proper essa# with an introduction, a main
$od# with #our ideas and evidence and a conc"usion, a"" divided o! course with the paragraphing
techni/ues discussed a$ove.
1 )&anning
8an# students that I have taught have regarded writing an essa# p"an as a waste o! time. The on"#
answer I can give is that it depends on the individua". I! #ou are a good essa# writer who can
automatica""# organi;e #our ideas and structure in #our head so we"" that #ou can produce a good
structured essa# without p"anning, then I sa# thats its !ine not to write an essa# p"an.
A"so i! #oure rea""# short o! time and #ou need to get writing on page, then #ou dont want to waste
time on p"anning. 7owever, i! none o! these conditions app"#, then 1 or 2 minutes thinking a$out #our
ideas and how #ou are going to present them wi"" not $e wasted. Im not sa#ing that #ou shou"d spend
1' minutes on this. @ust take a scrap o! paper and )ot down some ideas that #ou are going to use in
#our essa#.
Then #ou can divide the ideas into < or ( paragraphs in a "ogica" order. This shou"dnt take #ou "ong
and the structure that this wi"" give #our essa# wi"" $e we"" worth the time that #ou spend doing it.
The a$ove ski""s do not come easi"# and it is important that #ou practice p"anning with proper IELTS
writing /uestions !rom IELTS practice tests.
Writing The Ea( in the IELTS Academic Ta! 2 Writing
- The Intr#d'cti#n
:irst o! a"", dont repeat an# part o! the /uestion in #our introduction. This is not #our own work and
there!ore wi"" $e disregarded $# the e,aminer and deducted !rom the word count. You can use
individua" words $ut $e care!u" o! using 3chunks3 o! the /uestion te,t.
Your introduction shou"d !irst sa# what #ou understand $# the /uestion. Then give the main issue or
issues that #ou intend to $ring into #our answer. 0ont go into an# detai"? #ou can save that !or the
"ater paragraphs.
:ina""#, the /uestion o!ten asks #ou to take up a position over an issue. There is no right answer !or
putting #our views at the start and then e,p"aining this through the essa#, or deve"oping #our opinion
though #our essa# and stating #our !ina" stance at the end. I persona""# "ike the opinion at the start o!
the essa#. Auick"# and c"ear"# answer the /uestion, making #our attitude p"ain. 0ont give an#
reasons. Again, thats what the $od# o! #our essa# is !or. You dont have to do it this wa# though. You
can wait unti" #our conc"usion to give #our position as regards the /uestion.
2 The 2#d( #" 3#'r Ea(
You shou"d aim to have < or ( paragraphs in #our answer. This is not e,act. You can write more or
!ewer paragraphs, as #our answer re/uires. -emem$er #ouve on"# got a$out (' minutes to cover a""
the /uestion areas so dont $e too am$itious and tr# to write too much.
In the $od# o! #our essa# #ou shou"d do severa" things. You need to e,amine a"" parts o! the /uestion.
-emem$er there is o!ten more than 1 /uestion contained in the essa# /uestion te,t. You need to "ook
at a"" that is asked and "ook at $oth sides o! ever# issue. IELTS essa# /uestions usua""# ask #ou
something which has two or more points o! view, and #ou need to consider $oth sides o! ever#
argument no matter what #our opinion is.
Look $e"ow at the e,amp"e. The /uestion asks whether or not #ou $e"ieve whether societies shou"d
use capita" punishment. There are, o! course, two points o! view2
415 capita" punishment shou"d $e used and
425 capita" punishment shou"dnt $e used.
Lets sa# !or e,amp"e that #ou dont $e"ieve that capita" punishment shou"d $e used $# societies. Bo
matter what point o! view #ou have, #ou shou"d "ook at $oth sides, though natura""# #our writing wi""
!avour the position that #ou have taken. .ive the reasons wh# #ou dont $e"ieve in capita" punishment
$ut then "ook at the opposing view and sa# wh# #ou dont accept it. In this wa# #ou wi"" show the
reader #our powers o! ana"#sis when "ooking at such an issue.
0ont !orget that when #ou have !inished "ooking at this issue there is a second part o! the /uestion to
$e ana"#sed too.
As we said ear"ier, #our ideas need to $e supported $# e,amp"es and it is in the $od# o! #our essa#
that the# shou"d appear. :or ever# idea that #ou present tr# and give an e,amp"e !rom #our own
e,perience that shows that #our idea is right.
An e,amp"e !rom #our own e,perience means something that #ou know !rom #our "i!e, !rom #our
countr#s news or histor# or an#thing that #ou have read an#where. You can actua""# invent e,amp"es
i! #ou need as "ong as the# seem rea"istic and $e"ieva$"e. The e,aminer is pro$a$"# not going to
research an#thing #ou write a$out.
The e,amp"e $e"ow shou"d i""ustrate what we have $een discussing here.
1 The C#nc&'i#n
This doesnt need to $e a "ong paragraph. You need to sum up #our points providing a !ina" perspective
on #our topic. A"" the conc"usion needs is three or !our strong sentences, which do not need to !o""ow
an# set !ormu"a. Simp"# review the main points 4$eing care!u" not to restate them e,act"# or repeat a""
#our e,amp"es5 and $rie!"# descri$e #our !ee"ings a$out the topic? this provides an answer to a"" parts
o! the /uestion. An anecdote can a"so end #our essa# in a use!u" wa#.
An E%am$&e #" the IELTS Academic Ta! 2 Writing
Its ver# di!!icu"t to visua"i;e and understand a"" the things that I have said a$ove. You need to practice
with good /ua"it# /uestions !rom IELTS practice tests. 7ere I wi"" tr# and provide #ou with an e,amp"e
/uestion and then go through the stages o! thought to show #ou how to approach an IELTS Task 2
essa#.
7ere is a possi$"e /uestion that wou"d $e t#pica" !or a Task 2 essa# /uestion.
"Do you believe that societies ought to enforce capital punishment or Are there alternative
forms of punishment that would be better used?"
:irst o! a"" #ou need to consider the /uestion. What does it ask1 Straight awa#, #ou can see that it
asks 2 things.
It wants to know i! #ou $e"ieve that societ# shou"d use capita" punishment 4cp5 and it a"so wants to
know i! #ou can o!!er an# a"ternatives to capita" punishment. Your answer shou"d give a $a"anced view
o! $oth parts o! this /uestion. What is important to rea"i;e is that there is no correct answer here. You
can present an# point o! view as "ong as #ou can support it.
So, in #our p"anning stage #ou shou"d have a roadmap !or the introduction, each paragraph and the
conc"usion. 7ere is m# $rie! p"an !or the essa#.
Intr#
What cp is. Where its used. 4not m# countr#5. 0i!!ering opinions.
I dont $e"ieve in cp.
There are a"ternative punishments.
2#d(
1. Inhumane = we shou"dnt sink to the "eve" o! crimina"s.
2. We can get convictions wrong? prisoners can $e re"eased i! theres an error. 8enta""# i"".
E,amp"es.
<. A"ternative punishments2 "i!e means "i!e? hospita"s !or crimina""# insane. +osts more $ut
societ# has a dut# to care.
(. 8an# countries !avour it and the# sa# it works. %risons too !u"". Ci""ers deserve nothing "ess.
Some crimes deserve it. Bot m# mora"s though.
C#nc&'i#n
I dont agree. We can do other things. Avoid mistakes and make modern societ# a humane one.
The a$ove is a $asic p"an o! how I want to write m# essa#. Its not rigid. I can change m# ideas and
!ormat as I write i! I !ee" I can do $etter.
I can a"so add things that Ive !orgotten as the essa# goes on. Its norma" o! course !or #ou to have
new, good ideas as #ou write and the ski"" is to get them into #our essa# without upsetting the $a"ance
o! the essa#. 7ow do #ou do this1 Its practice again. You wont get good at writing essa#s and
adapting #our writing we"" without practice with re"evant /uestions !rom /ua"it# IELTS practice tests.
So, $e"ow is an e,amp"e essa# using the p"an a$ove as a $asis.
E%am$&e Ea( "#r the IELTS Academic Ta! 2 Writing
+apita" punishment is the ki""ing o! a crimina" !or a crime that he has committed. %revious"# most
countries emp"o#ed this method o! punishment $ut nowada#s it is much "ess wide"# used. I persona""#
do not $e"ieve that societies toda# shou"d use capita" punishment and I a"so $e"ieve that there are
a"ternative punishments that can $e used.
8# main argument against capita" punishment is that I $e"ieve we do not have the right to ki"" another
human $eing regard"ess o! the crime. I dont $e"ieve in the o"d re"igious ma,im o! 3an e#e !or an e#e.3
8odern societies shou"dnt turn to such $ar$aric punishments.
Another argument against capita" punishment is that peop"e can $e wrong"# convicted and e,ecuted. I!
a man is in prison, he can $e re"eased i! "ater proved not gui"t#. I! he is dead, there is nothing that can
$e done. In the DC, a group o! supposed terrorists were convicted o! murder in 6irmingham in the
1*E's. The# were proved innocent a$out 1& #ears "ater and re"eased. I! the# had $een e,ecuted,
innocent peop"e wou"d have died.
There are a"ternative punishments avai"a$"e. :or $ad crimes prison "i!e sentences can $e given with
crimina"s imprisoned !or the rest o! their "ives. A"so a "ot o! horri!ic crimes are committed $# peop"e
who are menta""# sick. These peop"e are not responsi$"e !or their actions and can $e kept sa!e"# and
permanent"# in secure hospita"s. Yes, this costs a "ot more $ut I $e"ieve it is the dut# o! societ# to do
this.
There are arguments !or capita" punishment. 8an# peop"e !ee" its threat stops serious crime and that
crimina"s deserve nothing "ess. Its cheaper and keeps the prisons managea$"e. I can understand this
point o! view $ut I cannot agree with it.
So, in conc"usion, I dont $e"ieve in capita" punishment, as there are "ess $ar$aric a"ternatives
avai"a$"e. We can avoid horri!ic mistakes and make modern societ# a humane one.
Fina& C#mment "#r the IELTS Academic Ta! 2 Writing
I hope that this essa# shows how to approach the Task 2 /uestion and i""ustrates the ideas that I have
written a$ove.
:ina""# I wi"" "eave #ou with the message that I a"wa#s do. To rea""# improve #our ski""s at writing
essa#s, #ou need to practice. .et some essa# tit"es !rom good /ua"it# IELTS practice tests, sit down
when #ou get the chance, give #ourse"! (' minutes and write some essa#s. Tr# and do it as I have
directed with a coup"e o! minutes !or p"anning, as this wi"" train #ou to make a $etter=constructed
essa# in the "ong run.
You can get essa# tit"es pro$a$"# !rom sur!ing the internet or #ou can use the IELTS practice tests at
ie"tshe"pnow.com which are avai"a$"e to down"oad on this site at a !raction o! the cost o! $ooks in the
shops. In addition to e,amp"e /uestions in our IELTS practice tests, we provide #ou with e,amp"e
essa#s on a"" our /uestions, !or $oth Tasks 1 and 2. .ood "uck with the IELTS Academic Writing Test>
6e"ow are "inks to the other !ree IELTS Academic tutoria"s. We strong"# recommend that #ou practice
!or the tests with good IELTS practice tests. F! course, we wou"d "ike #ou to use ours as we $e"ieve
ours are e,ce""ent and the cheapest on the market, $ut an# good IELTS practice tests wi"" do.
Writing the Ta! "#r The IELTS Academic Ta! - Writing
The Introduction
You dont need much here. You on"# have 1&' words to !u""# answer the /uestion and this is not much.
So, #ou need 1 or 2 sentences descri$ing the !o""owing2
The t#pe4s5 o! graph #ou are descri$ing
The tit"es o! the graph4s5
The date o! the graph4s5
The sca"e 4see the paragraph a$ove5
You might not have a"" this in!ormation $ut #ou shou"d report what #ou do have. So, !or e,amp"e, #our
$eginning cou"d "ook "ike this2
In this report I am going to descri$e 2 graphs. The !irst one is a $ar chart showing the re"ationship
$etween age and crime and the second is a pie chart showing the t#pes o! reported crime in the DC in
2''2.
4This e,amp"e gives an introduction to the Academic Writing Task 1 in Test < !rom ie"tshe"pnow.com.5
Decri+ing Gra$h "#r The IELTS Academic Ta! - Writing
What #ou need to do here is !actua""# descri$e the graphs. You dont need to ana"#se the data, :or
e,amp"e #ou dont need to give reasons !or wh# !igures are high or "ow. Sometimes, when there is
more than 1 graph, there is a re"ationship $etween the two and #ou can $ring in some comparison $ut
more than this is not necessar#. In the same wa#, no specia"ised know"edge o! #our own is needed or
wanted nor #our opinions.
-emem$er the !unction o! man# graphs is to descri$e a trend so $e sure that #ou descri$e the trends.
A trend is how va"ues change genera""# over time and it is important to descri$e the changes a"ong
with some o! the individua" va"ues. We wi"" "ook at trends a $it "ater under "ine graphs.
Fne important issue with The IELTS Academic Task 1 Writing is how much detai" to inc"ude in #our
report. This depends rea""# on how much detai" there is in the /uestion. I! there is on"# 1 graph and it
doesnt have much numerica" data in it, then #ou wi"" $e e,pected to inc"ude a"" or near"# a"" o! the
numerica" detai". I!, however, #ou have 2 graphs, $oth o! which are ver# comp"icated with "ots o!
va"ues, #ou wi"" not $e e,pected to inc"ude ever#thing as #ou on"# have 1&' words to do the )o$. What
#ou wi"" have to do is to inc"ude a se"ection o! what #ou !ee" is the most important and signi!icant
detai" that needs to $e inc"uded to accurate"# descri$e the graph. With practice !rom good IELTS
practice tests, #ou wi"" improve at inc"uding a"" the necessar# detai" with the right amount o! words.
You must a"wa#s have some numerica" detai" though.
Bow "ets "ook individua""# at the t#pes o! graph that #ou are "ike"# to meet in the e,am and how to
descri$e them.
2ar Chart "#r The IELTS Academic Ta! - Writing
7ope!u""# #ou wi"" have descri$ed the tit"e o! the $ar chart in #our introduction so #ou can go straight
into the description. 6asica""#, with a $ar chart, #ou need to descri$e the $ars and their va"ues. When
descri$ing a $ar chart #ou !irst have to decide in what order to descri$e the $ars, highest va"ue to
"owest va"ue or "owest va"ue to highest va"ue. It ma# $e a mi,ture o! this. I! there are ver# man# $ars,
#ou can sometimes group together !or description 1 or 2 or < $ars which have simi"ar or the same
va"ues. I! there are ver# man# and #ou cant group them, then )ust descri$e the ones that are the
most signi!icant.
)ie Chart "#r The IELTS Academic Ta! - Writing
%ie charts are re"ative"# straight!orward as the# on"# usua""# have a !ew sections though this is not
a"wa#s the case. You need to descri$e the segments and their va"ues. I! there are ver# man# then )ust
descri$e the ones that are the most signi!icant. The va"ues are o!ten e,pressed in percentages $ut not
a"wa#s so $e care!u" what sca"e #ou are using.
Ta+&e "#r The IELTS Academic Ta! - Writing
These can sometimes $e trick# as the# provide a "ot o! in!ormation and it is o!ten awkward and
di!!icu"t to descri$e ever# piece o! in!ormation. You have to decide and descri$e the va"ues and
sections that are the most signi!icant.
Line Gra$h "#r The IELTS Academic Ta! - Writing
The !unction o! a "ine graph is to descri$e a T-EB0 pictoria""#. You there!ore shou"d tr# and descri$e
the trend in it. I! there are man# "ines in the graph4s5, then )ust genera""# descri$e the trend. I! there
is on"# one or two, then use more detai". So, descri$e the movement o! the "ine4s5 o! the graph giving
numerica" detai" at the important points o! the "ine.
To descri$e the movement, there is some "anguage which wi"" a"wa#s $e use!u". 6e"ow is a "ist o!
"anguage #ou can use. +heck with #our dictionar# words that #ou dont understand and practice using
the wordsGphrases so #ou use them in the right wa#. As #ou wi"" see, there are a num$er o! words
which are simi"ar in meaning. This means that #ou wi"" $e a$"e to use a variet# o! voca$u"ar# which
gives a good impression to the e,aminer who wi"" read and mark #our writing. The words $e"ow are
particu"ar"# use!u" !or "ine graphs $ut the# can a"so $e used where appropriate to descri$e the other
t#pes o! graph.
E%$reing the M#4ement #" a Line
9er$s Bouns

-ise 4to5 a rise
Increase 4to5 an increase
.o up to
.row 4to5 growth
+"im$ 4to5 a c"im$
6oom a $oom
%eak 4at5 4reach5 a peak 4at5

:a"" 4to5 a !a"" 4o!5
0ec"ine 4to5 a dec"ine 4o!5
0ecrease 4to5 a decrease 4o!5
0ip 4to5 a dip 4o!5
0rop 4to5 a drop 4o!5
.o down 4to5
-educe 4to5 a reduction 4o!5
A s"ump

Leve" out a "eve"ing out
Bo change no change
-emain sta$"e 4at5
-emain stead# 4at5
Sta# 4at5
Sta# constant 4at5
8aintain the same "eve"

Ad)ectives Adver$s

0ramatic dramatica""#
Sharp sharp"#
7uge huge"#
Enormous enormous"#
Steep steep"#
Su$stantia" su$stantia""#
+onsidera$"e considera$"#
Signi!icant signi!icant"#
8arked marked"#
8oderate moderate"#
S"ight s"ight"#
Sma""
8inima" minima""#

Decri+ing the S$eed #" a Change

Ad)ectives Adver$s

-apid rapid"#
Auick /uick"#
Swi!t swi!t"#
Sudden sudden"#
Stead# steadi"#
.radua" gradua""#
S"ow s"ow"#
The Ending "#r the IELTS Academic Ta! - Writing
You do not need a "ong and ana"#tica" conc"usion !or The IELTS Academic Task 1 Writing, $ut I do !ee"
that #ou need to write something to end the report !or reasons o! structure. A"" #ou need to do is to
write2
This ends my report.
This is a"" #ou need to end #our Task 1? I think its important to do this as it rounds o!! the report !or
the reader.
Decri+ing a )r#ce "#r the IELTS Academic Ta! - Writing
We have "ooked at the various t#pes o! graph that #ou might $e asked to descri$e $ut #ou a"so might
have to descri$e a diagram representing a process.
:irst o! a"", the introduction and the ending shou"d $e more or "ess the same.
Then, work out the various stages o! the process. Take each one separate"# 4its on"# pro$a$"# going to
have a "imited num$er o! stages5 and descri$e them !u""#. :u""# is the important word as reaching the
word "imit has proved harder in this task. I! #ou have this pro$"em, dont $e a!raid to use #our
imagination to add to detai" a$out the process.
Other Hint "#r the IELTS Academic Ta! - Writing
0FBT cop# an# part o! the /uestion in #our answer. This is not #our own work and there!ore
wi"" $e disregarded $# the e,aminer and deducted !rom the word count. You can use individua"
words $ut $e care!u" o! using "ong 3chunks3 o! the /uestion te,t.
0ont repeat #ourse"! or the same ideas. This gives a $ad impression and the e,aminer
rea"ises that it isnt adding to the content o! #our report.
I! #ou are weak at Eng"ish grammar, tr# to use short sentences. This a""ows #ou to contro" the
grammar and the meaning o! #our writing much more easi"# and contri$utes to a $etter
cohesion and coherence mark. Its much easier to make things c"ear in a !oreign "anguage i!
#ou keep #our sentences short>
Think a$out the tenses o! #our ver$s. I! #oure writing a$out something that happened in the
past, #our ver$s wi"" need to $e in the past tenses. I! #oure descri$ing the !uture, #ou wi""
need to use the !uture tenses. I! its a ha$itua" action, #ou"" need the present simp"e tense
and so on. I! #ou have time, a /uick check o! #our ver$s at the end o! the e,am can he"p #ou
!ind errors. :or descri$ing graphs #ou wi"" pro$a$"# need past tenses whereas, !or descri$ing a
process, #ou wi"" pro$a$"# need the present simp"e. Think a$out the ver$s whi"e practising and
then it wi"" $ecome easier when #ou do the e,am.
As I )ust said, i! #ou have !inished the e,am with time to spare, 0FBT )ust sit there>> +heck
what #ou have done. I! #ou have time a!ter the check, check again. And so on....
0ont $e irre"evant. A"though #ou can use #our imagination to e,pand on #our answer, i! an#
part o! #our report is tota""# unre"ated to the /uestion and put in to )ust put up the word
count, then the e,aminer wi"" not take it into account and deduct it !rom the word count.
I! #ou want to improve, theres no secret. %ractice. %ractice. %ractice. You wont get $etter
sitting and doing nothing. Even good Eng"ish users need practice with IELTS practice tests. It
cou"d make a"" the di!!erence $etween #our getting the $and that #ou need, and getting ha"! a
$and "ess than #ou need and having to do the e,am again.
:ina""#, there are no correct answers or methods. 7ere Ive given #ou some ideas to guide #ou and
hope!u""# to he"p #ou $ut the /uestions can $e answered we"" in di!!erent wa#s. .ood "uck with the
IELTS Academic Task 1 Writing. I hope that this !ree tutoria" has he"ped #ou> 6e"ow are "inks to the
other !ree IELTS academic tutoria"s. We strong"# recommend that #ou practice !or the tests with
good IELTS practice tests. F! course, we wou"d "ike #ou to use ours as we $e"ieve ours are e,ce""ent
and the cheapest on the market, $ut an# good IELTS practice tests wi"" do.