IELTS Wri*ng

h.ps://www.ieltsadvantage.com/wri*ng-task-2/

Task 1:
Comparison and Contrast:
Describing Changes and Trends:
- Comparison language
1. Like
2. Both…and…are…
3. Neither…nor…is…
4. More or less the same
5. Similar to
6. Resembles

- Contrast language
1. …is not as…as…
2. …can be dis*nguished from…by…
3. …differs from…in term of…

4. However
5. In contrast

6. While
7. Whilst
8. Whereas

9. But

10. In contrast with

11. As dis*nct from
12. Unlike
13. Contras*ng with

- Contrast nouns and adjec*ves

There is a 1. vast dis*nc*on between X and Y

2. Drama*c dissimilarity
3. Significant contrast
4. No*ceable gap
5. Slight discrepancy
6. Minute difference

- Introducing a characteris*c/ area for comparison

1. As far as…is concerned…,
2. With respect to…,
3. As regards…,
4. As for…,
 5. In terms of…,
- Referring to items in a list
The former
The la.er
Respec*vely

Introduc*on:
The table shows/ The diagram represents/ The chart illustrates………………..
Overall, the mages shows that/ In general, it is evident that /Generally, it is clear that

Example 1:
The diagram illustrates the amount of energy manufactured and used in the United States of
America over the last fiay years. Overall, the figures range from 25 to 130 quadrillion Bri*sh
Thermal Units, and there is an upward trend during the period.

During the period, 1950 to 1975, the US ini*ally manged to balance manufacture and
u*lisa*on, and although they both fluctuated and then increased steadily from around 25 to
60 units, the former was only slightly lower than the la.er.

There has been a drama*c change in the difference between energy made and expended
since 1975. The use of energy has risen rapidly, reaching approximately 100 units over the
period, whereas produc*on has changed less significantly, only growing by about 10 units,
thereby causing a jump in the amount if imported energy.

In the future, the trend is predicted to con*nue, with an ever-widening gap between the two
lines, and consequent future need for imports.

Example 2:
The table illustrate data regarding varia*ons in global popula*on and divisions by region
over the fiay years from 1950 to 2000, and predict further developments for the next fiay
years. Overall, it is evident that while the number of people has increased drama*cally
worldwide, the regional propor*ons have shiaed no*ceably

In terms of overall popula*on, this had more than doubled by 2000, and is forecast to grow
to 9 billion by 2050. A significant majority of this is in Asia, where the percentage of
popula*on has mostly remained stable, ranging from 56% - 60% over the period. Regions
where the share of popula*on have risen are Africa, La*n America and Oceania, with the
first undergoing the most substan*al change, from 9% to 13%, and a further 7% projected
for 2050. In contrast, while popula*ons in North America and Europe have con*nued to
grow, they have experienced a fall in the rela*ve quan*ty. The former had decreased from
7% to 5% by 2000, and is es*mated to drop by a further 1%, whereas the la.er’s share had
almost halved, and is an*cipated to con*nue in this trend in the future.
Describing development :
- How many different periods ??? (past, present, future)
- and the direc*on
- Iden*fy the main change

The maps show the changes made to/in… during the between…and…
The charts illustrate the altera*ons carried out to/in… period from…to…
The diagrams represent the transforma*on in the century
The images in the three decades
The plans

Overall, the site was transformed from a … to a …

Generally, the area was expanded
The town underwent significant changes, the most no*ceable of which was

Example 1:
The images illustrate the changes made to a small coastal se.lement in order to transform it
into a popular tourist des*na*on between 1974 and 2004. Overall, it is evident that
significant altera*ons were made to the infrastructure and that the popula*on expanded
considerably, from 12,000 to 80,000 permanent residents, swelling to 130,000 in the tourist
season.

In term of the infrastructure, a new road was constructed during the period, which provided
easier access to the site and supported increased traffic to the area. Further to this, by 2004,
the harbour had been filled in and the beaches had been enlarged.

As regards facili*es, the original village and those further inland were developed over the
three decades, with more homes was built for locals and more shops for the tourist trade. In
addi*on, large numbers of high rise hotels were constructed along the coastline on both
sides of the original village. Meanwhile, the woodlands outside the village were cut down to
make way for a golf course, and the olive groves nearby were replaced with fruit and
vegetable farms in order to cater to the tourist industry

Example 2:
The diagram represents the changes made to the village of Chorleywood during the period
1868-1994, and shows four dis*nct stages of growth. Overall, it is evident that the
popula*on increased significantly in size as transport infrastructure was improved.

From 1868 to 1883, Chorleywood was a small village located next to one of. The original
main roads. Over the following four decades, it extended further to the south along the
main road, more than trebling in size. During the *me, a railway line was built in 1909,
crossing this area from east to west, and a sta*on was constructed in this part of the village.

Between 1922 and 1970, the area con*nued to develop alongside the railway line, and it
had become a se.lement of considerable size by 1970, when a motorway was created to the
east of the area. Over the next quarter of a century, further expansion of the village took
place around motorway intersec*ons with the railway and one of the main roads, doubling
the populated area. Today, the land connec*ng the most recent park of the village with the
previous developments is occupied by Chorleywood’s park and golf course.

Describing a Process:

What is it ?
Where does it start and finish ?
Dose it split ?

The diagram illustrates the process of produc*on of

The flowchart represents the method of manufacture of
shows the procedure of development of
extrac*on of
It requires (n) main stages, which are (name, name…)
It involves (n) main phases,
It consists of (n) main components,
It comprises (n) main direc*ons,
It entails

Task 2
Cause and Effect:
Introduc*on – paraphrase and develop factual informa*on
– explain aims and posi*on (thesis statement)
Main body
Paragraph 1: effect
Paragraph 2: take ac*on

Conclusion – summarise key points from main body

–expand on thesis statement

Cause Result from

Lead to Arise from
Result in Stem from
Cause Bring about Effect Effect Cause
Develop from
Produce
Trigger Be caused by
Be responsible for Be produced by

Affect
Subject Influence Object
Impact
 Cause of Effect Solu=on to
Factor Result of Proposal
Reason for Impact of Answer to
Trigger Outcome of Resolu*on
Root of Product of Method
Source of Consequence of Sugges*on

On account of On account of
As a consequence of As a consequence of
Effect As a result of Cause As a result of Cause Effect
(clause) Due to (noun) Due to (noun) (clause)
Owing to Owing to
Because of Because of

Consequently,
Thus,
Therefore,
Cause Effect
(and) Because of this,
(clause) (clause)
For this reason,
As a consequence,
As a result,

Example 1:
A large number of criminal who serve their prison sentence leave prison only to reoffend,
and as one of the objec*ves of prison is rehabilita*on, this is clearly a major social and
economic issue. This essay will explore the factors of the possible impacts of this problem,
and will argue that the most effec*ve solu*on is to provide a full educa*on and employment
programme for prisoners.

There are two main reasons leading to most first-*me offenders comminng crimes again on
release from prison. Firstly, one of the roots of is the lack of rehabilita*on whilst in prison. In
other words, offenders are not given a chance to retrain and learn new skills for their futures
or to develop a deeper understanding of correct moral behaviour. Instead, they mix with
other criminal, which has the consequence of strengthening their criminal *es and trigger
them to learn new criminal skills. Secondly, recidivism has oaen been responsible by the
difficulty in finding meaningful employment aaer being released. An outcome is that many
ex-convicts struggle financially, which leads them to return to crime and its nega*ve
consequences. It is therefore clear that a change in approach is needed in order to give
offenders alterna*ve choices.

There are two effec*ve solu*ons which can be put in place to address the problem of
reoffending. On proposal is to ensure that all convicts entering prison are given the
opportunity to retrain with useful skills, which could cause them to find a job aaer they have
served their sentence. Results of this include a be.er chance of reintegra*ng into society, as
well as a means of suppor*ng a family. However, this will only be successful if employers are
willing to hire ex-convicts, and so the second proposal is for the prison service to develop
employment programmes with large companies, who can offer placements and provide
sufficient training and supervision. By combining these two methods, it is possible that fewer
ex-offenders will face the need to re-offend.

In conclusion, whilst the proposed solu*ons of training and employment programmes would
bring a significant burden to the taxpayer, this would be offset by social effects of crime
reduc*on and the lower cost of funding prison places.

Discursive Wri=ng:

Introduc*on: Context – paraphrase ques*on or explain background to topic

Aims – this essay will…
Posi*on (if relevant) - … and will conclude that…
Paragraph 1: introduc*on topic (topic sentence, sta*ng main idea) -There is evident that
Suppor*ng sentences (explain, expand, exemplify)
-the first obvious argument in favour of…
-An example of this is…
-on anther level, the technology used for de-ex*nc*on could be…
-for instance
Ending sentence (making logical deduc*on)
-it can therefore be deduced that…
Paragraph 2: introduc*on topic (topic sentence, sta*ng main idea)
-on the other hand, there are various reasons why…
Suppor*ng sentences (explain, expand, exemplify)
-Firstly
-For instance
-Further to this, it is possible that…
-This issue can be illustrated with the example of…
Ending sentence (making logical deduc*on)
-it can therefore be deduced that…
Conclusion: Summarise and make final deduc*on, with further development
Eg alterna*ve, compromise
-in conclusion,

Example 1:
Historically, na*onal re*rement age has been sixty or sixty-five for several decades, but even
in the in the last ten years, life expectancy has increased by several years for both men and
women, and as a result, the pressure on society and taxpayers has increased. This essay will
argue that while raising the re*rement age will help to alleviate the problem, it may create
further issues, and that a more suitable solu*on would be to offer op*onal re*rement.

The first obvious advantage of a higher re*rement age is that it will in turn increase the
worker-to-pensioner ra*o, thus punng less pressure in the taxpayer. A further argument in
its favour is that of providing older people with an occupa*on, as many find re*rement
depressing aaer years in a busy, sociably environment. It could also be argued that the
exper*se of these people can be used by the next genera*on.
On the other hand, older people tend to be less efficient, more prone to take sick leave, and
less able to pick up new skills. On another level, older people may find certain jobs too
strenuous; they have worked for a long *me and earned the right to rest. In addi*on,
perhaps the most significant argument against increasing re*rement age is that it may cause
increased unemployment for younger people, thereby cancelling out the social benefits of
keeping old people employed.

On balance, there are some strong argument in favour of increasing the re*rement age, but
the nega*ve aspect s*ll outweigh the posi*ve. A possible compromise would be to make
re*rement op*onal for able-bodied people, with added benefits for those who con*nue to
work.

Vocabularies

Task 1:
Jump Drop Remain stable Fluctuate
Increase Be reduced Maintain the same level Be vola*le
Grow (undergo a) fall Remain constant
Rise Decrease Reached a plateau
Soar Decline (nega*ve) Even out
Shoot up Dip Remain stable
Leap Plunge Level off
Double Plummet
Treble Slump
Bo.om out
___fold increase (how many *mes)

Vast Speed
Magnitude Sudden
Drama*c Rapid
Significant Steady
No*ceable Gradual
Slight
Minute

Add Remove
Build Construct Cut down Chop down
Add Introduce Knock down Demolish
Fit Install Remove Eliminate
Appear Materialise Go Disappear

Increase and decrease

Extend Lengthen
Reduce Decrease in size/dimensions
Downsize Shrink
Expand Increase in size/dimensions
Change
Alter Change
Modify Adjust/ adapt
Convert into Turn into
Replace with Build in place of
Undergo a change Be transformed
Give way to Make way for
Strengthen Reinforce
Modernise/update Remodel
Improve Upgrade

The meaning
Create Make
Excavate Dig
Deepen Make deeper
Knock through Break the wall to expand the area
Enlarge Make it bigger
Fill in Fill in the space
Widen/Broaden Become wider (for describing highway and motorway/ construc*on)
Redevelop
Renovate
Clear
Extend
Deteriorate
Supersede
Heighten

Introducing stages/ components

The first stage of the process is (name)…

The second stage of the process entails/involves/comprises/consists of
With respect to the (name) stage…
As regards the (name) stage…
In the next phase of the process,…
During the (name) stage,…

Sequence Language

Firstly, Ini*ally, At the beginning,

Secondly,
Then,
Next,
Subsequently/ Aaerwards,
Aaer that
Later
Lastly, Finally, In the end,

Un*l (then)
Once/ As soon as/ When
Aaer/Following (this/that)
Before/ Prior to (this/that)
Aaer which
Following which
Before which
Prior to which
Beforehand,
Previously,

To precede/ to be preceded by

To coincide with
Simultaneously/ At the same *me/ Meanwhile

Throughout (this *me/stage/phrase/step)

During (this *me/stage/phrase/step)

Purpose Language

In order to
So as to
So that
With the inten*on of

Cause-Effect Language

As a result/ consequence ( of which)

…with the result that…
Verbs: cause/ leads to/ result in/ bring about
Resul*ng in (noun)

Introducing arguments,
On the one hand,…
On the other hand,…
The first obvious advantage/ argument in favour is…
The greater advantage/ argument in favour is…
Another point against/ in favour of… is…
A further advantage/ argument in favour of/ disadvantage/ argument against… is…
(perhaps) the most important/ significant advantage/disadvantage is (that)…
Another drawback/problem is (that)
Adding ideas
Moreover
Furthermore
In addi*on to this,
Similarly,…
Likewise,…
In the same way,…
By the same token,…
Equally,…

Contradic*ng ideas,
However,…
Nevertheless,…
In contrast,…
By way of contrast,…
On the other hand,…
Conversely,…

Giving an example
For example,…
This can be illustrated with the sample of…
One example of this is…
In par*cular,…
As an illustra*on,…
By way of example,…
…par*cularly…
…especially…
…notably…

Conclusion
In conclusion,
To conclude,
In sum,
On balance,

Although there are a number of arguments in favour of/ against,

Despite the numerous arguments,
..it (s*ll) seems that the advantages outweigh/ outnumber the disadvantages
Model words

1. Can (informal request) & Could (polite) / Able

-To show the ability
-To request something
-To give your sugges*on (could)

2. May (formal) & Might

-To ask for the permission
-To tell the possibility is half or quarter
-Wish or hope

3. Must (strong) & Have to / Allow

-It is an order
-It is a logic/ Certain to be true

4. Should (weak) & Ought to / Be.er to

-To suggest the advice
-The right thing you should do

5. Need & Force to

-To tell the probability is a hundred
-Being necessary

6. Shall
-To tell you offer or sugges*on
7. Used to
-To repeated ac*on in the past

8. Will & Would (polite) / Wish / Hope

-To have a wish or hope
-Your promises
-It maybe happens

9. Prefer & Rather

-To choose one more than another
Passive Form & Active Form

Active form is a normal active sentence, the thing doing the action is the subject of the
sentence and the thing receiving the action is the object.
It can make the sentence more strongly and directly

Subject (doing action) + Verb + Object (receiving action)

Passive form is more likely to show the reaction of the recipient than the the person who
acting.

Object(receiving action) + *be(is/am/are/was/were)* + verb(past participle) + by +

Subject(doing action)

Conjunc*on, connec*on, linking words

Use for linking ideas together

-Moreover
-Furthermore
-In addi*on
-And
-Also
-Besides
-Further
-Then
-____ of equal important____
-____equally important____
-In the same way
-Likewise
-another
-or
-perhaps

Giving the reason

-Accordingly
-Consequently
-Hence
-Meanwhile
-Then
-Therefore
-Thus
-For this reason
-Under the circumstances
-Under these condi*ons
-As a result
Use for describing some facts
-Actually
-In fact
-The reason that

But
-However
-Nonetheless
-On the other hand
-On the contrary
-Nevertheless
-Conversely
-Instead (of)
-Otherwise
-Notwithstanding (that)

Cause and effect

-Because
-since
-as
-Because of
-Due to
-As a result of
-As a consequence of

Condi*on
-In case
-Unless
-Only if
-Un*l
-Providing that
-Assuming that
-Even if

To show it is similar
-just as
-just like
-similar to
-same as
-compare (to/with)
-as

Time
-When
-Before
-Aaer
-Once
-Un*l
-Whenever
-Since
-While
-Meanwhile
-Aaerwards
-Subsequently
-Thereaaer
-In the mean*me

Under the condi*on

-If
-So
-Unless
-in case that
-so that

Use for giving some examples

-For instance
-For example
-like
-such as
-To illustrate

To summarise
-In summa*on
-To sum up
-In conclusion
-As you can see
-To conclude

Referring to items
-the former
-the la.er
Correla*ve Conjunc*ons
-as……as……
-just (as) ……so……
-both……and……
-hardly……when……
-scarcely……when……
-either……or……
-neither……nor……
-if……then……
-not……but……
-what with……and……
-whether……or……
-not only……but also……
-no sooner……than……
-rather……than……

Order or sequence
-First
-Finally
-Next
-Then
-To begin with
-Last of all
-Aaer (that)
-Before
-In the end
-Eventually
-Ul*mately
-Ini*ally

Contrast / Concession
-Although
-Though
-Whereas
-Even though
-While
-Despite (that)
-Whenever

Adverbs
-Truly
-Really
-Surely
-In true
-likely
-certainly
-perhaps
-to be sure
-naturally
-obviously
-undoubtedly
-probably
-generally
-par*cularly
-importantly
-(e)specially
-significantly
-notably
-drama*cally
-massively
-immensely
-considerably
-slightly
-moderately
-respec*vely
-nearly
-approximately
-just about
-gradually
-steadily
-consistently
-roughly
-more
-greatly

Verb
Some verbs are always followed by an infini*ve. Verb + to
-agree
-aim
-appear
-arrange
-ask
-a.empt
-beg
-begin
-care
-choose
-con*nue
-decide
-deserve
-expect
-fail
-forget
-get
-happen
-hesitate
-hope
-hurry
-intend
-like
-love
-mean
-need
-offer
-plan
-prefer
-prepare
-promise
-refuse
-start
-wait
-want

Some verbs are always followed by an object. Verb + object + to

-allow
-ask
-beg
-challenge
-choose
-command
-direct
-encourage
-expect
-force
-hire
-instruct
-invite
-lead
-let
-like
-love
-order
-pay
-permit
-persuade
-prepare
-promise
-remind
-require
-send
-teach
-tell
-urge
-want
-warn

Quan*fiers
Uncountable nouns
-much
-a bit (of)
-a great deal of
-a large quan*ty of
-(a/very) li.le
-a large amount of
Countable nouns
-a majority of
-a great number of
-several
-many
-a large number of
-(a/very) few
-s
-es
Y to -ies

Countable or uncountable nouns

-all
-enough
-none
-some
-more
-most
-(a) lots of
-less
-least
-(not) any
-plenty of
-each
-very

Proposi*on words
About (on the subject/ connect with)
Aaer (later than something)
Around (in apposi*on surrounding)
As (during the *me/ comparing)
At (exact posi*on/ in the direc*on)
Before (at a *me earlier or in the past)
Below (lower posi*on)
Beside (next to/comparing)
Between (into a space or *me)
Beyond (further)
But (introduce something is different)
By (show the things happen)
During (between the period)
For (having the purpose/ as a result)
From (show the started point)
In (inside something)
Into (inside of a place)
Of (show belonging/ containing)
On (above something/ happen)
Onto (on a par*cular place)
Over (above & cover something)
Past (refer a *me before)
Since (From a *me un*l later *me)
Through (beginning to end of a *me)
To (un*l a *me/ connec*on/ belonging)
Under (base on)
Un*l (up to)
Up (above, instead of to or at)
Upon (on)
Via (through)
With (using/ include/ together)
Within (between a period of *me)
Without (not having)

Phrasal words
Verb:
-agree with
-account for (give a reason)
-add up
-advise against (recommend not to)
-appeal to
-apply for
-back up
-bank on (base your hope)
-blow up (to get angry)
-boil down to (to be summarised as)
-boot up
-break down
-bring up (to raise someone)
-burn out (stop working)
-call off (to cancel)
-calm down (to become relax)
-carry on
-carry out (test)
-check in
-check out
-clam up (refuse to speak)
-come a cross (find a chance)
-count on (rely on)
-cut down on (reduce in number or size)
-deal with
-drag on (last longer)
-draw up (write contract, agreement)
-dress up
-drop in (visit)
-drop off
-drop out (leave school with no permission)
-end in
-end up
-figure out
-fill out (complete)
-find out
-focus on
-get along
-get away
-get in/into
-get off (remove/leave)
-get on
-get on with (con*nuous)
-get out
-get over (recover)
-get rid of (take away)
-get together
-get up
-give up
-go through
-grow up
-hand in
-hang out (distribute)
-hang up (end a phone call)
-hold on
-hurry up
-join in
-join up (engage)
-keep on
-kick off (start)
-let down (disappoint)
-look aaer
-look down on
-look for
-look up to
-make fun of
-mix up
-move in
-move out
-nod off (fall asleep)
-own up (to admit)
-pass away (die)
-pass out (faith)
-pay back
-put off (postpone)
-put on (turn/ switch on)
-put up (provide accommodate)
-pick up
-point out
-rely on (trust)
-rule out
-run away
-run into (involve trouble)
-set off (start journey)
-set up (start business)
-shop around (compare price)
-show off
-show up (appear)
-shut up
-sit down
-stand up
-s*ck up for (defend)
-take care of (look like similar)
-take off (leave the ground)
-take out
-think over (consider)
-try on (wear)
-turn down (refused)
-use up
-watch out
-wear out (*red or unusable)
-work out
-wipe off (clean)

Adjec*ve:
-green with envy
-blue with cold
-a golden opportunity
-once in a blue moon
-red-faced
-see red
-roll out the red carpet
-show (your) true colours
-pass with flying colours

Different, increase and decrease synonym

Different:
-diverse
-various
-variant
-disparate
-divergent

Increase:
-grow
-enlarge
-expand
-rise
-improve
-escalate
-enhance
-enrich
-build up
-boost
-extend
-prolong

Decrease:
-reduce
-drop
-decline
-fall off/ down
-shrink
-minimise
-downturn
-diminish
-dwindle
-abate
-lessen

Use another way to describe a number

-pre cent(Bri*sh) / percent (America) --- with a number
-percentage ---- without a number
-propor*on
-number (countable)
-amount (uncountable)
-segment
-frac*on – three quarters (75%)
- a half (50%)
- a third (1/3)
- a quarter (25%)
- a tenth (10%)