ZHUSUP BALASAGYN

TOKMOK HIGH SCHOOL

ACADEMIC
ENGLISH
MANUAL FOR IELTS PREPARATION
BRIEF INSTRUCTIONS

SHOKIRJON TOLIBJONOV
Head of the English Department

3 WRITING
www.jbalasagyn.edupage.org
16 Kirov Street
Tokmok City
Chui, KR
ACADEMIC
ZHUSUP BALASAGYN
TOKMOK HIGH SCHOOL

ACADEMIC
ENGLISH
MANUAL FOR IELTS PREPARATION
BRIEF INSTRUCTIONS

3 WRITING
ACADEMIC

SHOKIRJON TOLIBJONOV

TOKMOK - 2023
CONTENTS

Brief introduction on IELTS Writing

Academic Writing:

Introduction Writing

Overview Writing

Vocabulary for Writing Task 1

Task 1

 Line graph
 Bar graph
 Pie chart
 Table
 Cycle
 Process
 Map
 Object
 Flowchart

Task 2

 Discursive Essays
a) Opinion Essay
b) For & Against Essay (Arguementative /Agree & disagree Essay)
c) Problem - solution essay
 Advantage/disadvantage essay
 Two-part question essay/Double Question Essays (Direct question essay)
 Mixed Essays/Discussion Essay

Assessment Criteria

Answer Sheet (Task 1 & 2)

 INTRODUCTION
IELTS, the International English Language Testing System, is designed to assess the language ability of
people who want to study or work where English is the language of communication.
IELTS is recognized and accepted by over 10,000 organizations worldwide, including universities,
employers, professional bodies, immigration authorities and other government agencies. For a list of
organizations that accept IELTS scores, visit ielts.org/recognition.
Accessible and convenient
IELTS is offered up to four times a month in more than 140 countries. Tests are held on Saturdays and
Thursdays. To find out test dates in your area, please contact your nearest IELTS test center. A list of all
IELTS test locations worldwide is available at ielts.org.
The international test
IELTS is internationally focused in its content. For example, texts and tasks are sourced from publications
from all over the English-speaking world; a range of native-speaker accents (North American, Australian,
New Zealand, British etc.) are used in the Listening test; and all standard varieties of English are accepted in
test takers’ written and spoken responses.
The test that’s tried and trusted
IELTS has been developed by some of the world’s leading experts in language assessment, and is supported
by an extensive program of research, validation and test development.
The level of the test
IELTS is designed to assess English language skills across a wide range of levels. There is no such thing as
a pass or fail in IELTS. Results are reported as band scores on a scale from 1 (the lowest) to 9 (the highest).
TEST FORMAT
THE IELTS BAND SCORE
There are two modules to choose from – Academic and General Training. SCALE
IELTS Academic 9 Expert User
IELTS Academic is for test takers wishing to study at undergraduate or 8 Very Good User
postgraduate levels, and for those seeking professional registration.
7 Good User
IELTS General Training
IELTS General Training is for test takers wishing to migrate to an English- 6 Competent User
speaking country (Australia, Canada, New Zealand, UK), and for those 5 Modest User
wishing to train or study at below degree level. 4 Limited User
You are tested on all four language skills – listening, reading, writing and 3 Extremely Limited User
speaking, unless you have an exemption due to a disability (see section on 2 Intermittent User
special requirements).
Everyone takes the same Listening and Speaking tests. There are different 1 Non User
Reading and Writing tests for IELTS Academic and General Training. 0 Did not attempt the test
The Listening, Reading and Writing tests must be completed on the same day.
The order in which these tests are taken may vary. Listening
There are no breaks between these three tests.
The Speaking test may be taken up to seven days before or after
the other three tests. Academic Reading General Training R

THE COMPONENTS OF THE IELTS TEST Academic Writing General Training W

WRITING
Speaking
Timing
60 minutes
Tasks
There are 2 tasks. You are required to write at least 150 words for Task 1 and at least 250 words for Task 2.
Test Parts
There are 2 parts.
Academic Writing
In Task 1, you are presented with a graph, table, chart or diagram and are asked to describe, summarize or
explain the information in your own words. You may be asked to describe and explain data, describe the
stages of a process, how something works or describe an object or event.
In Task 2, you are asked to write an essay in response to a point of view, argument or problem. The issues
raised are of general interest to, suitable for and easily understood by test takers entering undergraduate or
postgraduate studies or seeking professional registration.
Responses to Task 1 and Task 2 should be written in an academic, semi-formal/neutral style.
General Training Writing
In Task 1, you are presented with a situation and are asked to write a letter requesting information or
explaining the situation. The letter may be personal or semi-formal/neutral in style.
In Task 2, you are asked to write an essay in response to a point of view, argument or problem. The essay
can be slightly more personal in style than the Academic Writing Task 2 essay.
Topics are of general interest

Skills assessed
In both tasks, you are assessed on your ability to write a response which is appropriate in terms of:
• content
• the organization of ideas
• the accuracy and range of vocabulary and grammar.
Academic Writing
In Task 1, depending on the task type, you are assessed on your ability to organize, present and possibly
compare data; to describe the stages of a process or procedure; to describe an object or event or sequence of
events; to explain how something works.
In Task 2, depending on the task type, you are assessed on your ability to present a solution to a problem; to
present and justify an opinion; to compare and contrast evidence, opinions and implications; to evaluate and
challenge ideas, evidence or an argument.

General Training Writing

In Task 1, depending on the task type, you are assessed on your ability to engage in personal correspondence
in order to: elicit and provide general factual information; express needs, wants, likes and dislikes; express
opinions (views, complaints etc.).
In Task 2, you are assessed on your ability to provide general factual information; to outline a problem and
present a solution; to present and possibly justify an opinion; to evaluate and challenge ideas, evidence or an
argument.
Marking
You are assessed on your performance on each task by certificated IELTS examiners according to the
IELTS Writing test assessment criteria (Task Achievement/Response, Coherence and Cohesion, Lexical
Resource, Grammatical Range and Accuracy). The public version of the assessment criteria can be found at
ielts.org/criteria.
Task 2 contributes twice as much as Task 1 to the Writing score.
Scores are reported in whole and half bands.
 HOW TO WRITE AN IELTS WRITING TASK 1 ESSAY

Here is the 5 steps process recommended for planning and writing IELTS graphs essays:
1) Analyse the question
2) Identify the main features
3) Write an introduction
4) Write an overview
5) Write the details paragraphs
Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS Academic
Task 1 questions.
Ideally, your essay should have 4 paragraphs:
Paragraph 1 – Introduction
Paragraph 2 – Overview
Paragraph 3 – 1st main feature
Paragraph 4 – 2nd main feature

Practice
The graph below shows radio and television audiences throughout the day in 1992.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

INTRODUCTION WRITING

Step 1 – Analyse the question

The format of every Academic Task 1 question is the same. Here is our practice question again with the
words that will be included in all questions highlighted .
The graph below shows radio and television audiences throughout the day in 1992.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Every question consists of:
Sentence 1 – A brief description of the graphic
Sentence 2 – The instructions
The graphic – chart, graph, table, etc.
Sentence 2 tells you what you have to do.
You must do 3 things:
1. Select the main features.
2. Write about the main features.
3. Compare the main features.
All three tasks refer to the ‘main features’ of the graphic. You do not have to write about everything. Just
pick out 2 or 3 key features and you’ll have plenty to write about.

Step 2 – Identify the Main Features

The graphic in IELTS graph questions should not be difficult to interpret. Each question has been created
TO TEST YOUR LANGUAGE SKILLS, NOT YOUR MATHEMATICS ABILITY.
All you are looking for are the main features. These will usually be the easiest things to spot. There will be
lots of information in the graphic to help you identify them.
Here are some useful questions to ask?
What information do the 2 axes give?
What are the units of measurements?
What are the time periods?
What can you learn from the title and any labels?
What is the most obvious trend?
Are there any notable similarities?

The timeline will give you the biggest clues as to the most significant trends. Look for general trends.
There are 2 main features/trends in this line graph:
Main feature 1: The peak time for TV audiences is in the evening (8 pm).
Main feature 2: The peak time for radio audiences is in the morning (8 am).
The general trends you select will be the starting point for your essay. You will then go on to add more
detail. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't
be able to include many details.
Here’s a reminder of the 4 part structure we’re going to use.
Paragraph 1 – Introduction
Paragraph 2 – Overview
Paragraph 3 – 1st main feature
Paragraph 4 – 2nd main feature

Step 3 – Write an Introduction

In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way.
You can do this by using synonyms and changing the sentence structure. For example:
Question:
The graph below shows radio and television audiences throughout the day in 1992.
Introduction (Paragraph 1):
The line graph illustrates the proportion of people in the UK who watched TV and listened to the
radio over 24 hours from October to December 1992.

This is all you need to do for the introduction.

OVERVIEW (MAIN BODY) WRITING

Step 4 – Write an Overview (Paragraph 2)

In the second paragraph, you should report the main features you can see in the graph, giving only general
information. The detail comes later in the essay. You should also make any clear comparisons you spot.
This is where we write about the general trends.
Here are the ones we picked out above.
Main feature 1: The peak time for TV audiences is in the evening (8 pm).
Main feature 2: The peak time for radio audiences is in the morning (8 am).
Now form these ideas into two or three sentences with a total of around 40 words. State the information
simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the
appropriate words and correct verb tenses.
For example:
Overview (Paragraph 2):
Overall, a significantly greater percentage of the TV audience watched in the evening while radio had
the most listeners in the morning. Over the course of each day and night, more people watched TV
than listened to the radio.

Step 5 – Write the 1st Detail Paragraph

Paragraphs 3 and 4 of your IELTS line graph essay are where you include more detailed information about
the data in the graphic. In paragraph 3, you should give evidence to support your first key feature.
DON’T FORGET TO MAKE COMPARISONS WHEN RELEVANT.
Here is our first main feature again:
Main feature 1: The peak time for TV audiences is in the evening (8 pm).
And this is an example of what you could write:
Paragraph 3:
Less than 10% of people watched TV between 1 am and 12 noon but at 4 pm this figure increased
rapidly, reaching a peak of almost half the population at 8 pm. After this, the graph records a sharp
decline in viewers, reaching a low of only a tiny percentage by 3 am.

Step 6 – Write the 2nd Detail Paragraph

For the fourth and final paragraph, you do the same thing for your second key feature.
Main feature 2: The peak time for radio audiences is in the morning (8 am).
Here’s an example of what you could write:
Paragraph 4:
Radio, on the other hand, shows a very different trend. The most popular time for listeners to be
tuned in was just after 8 am when around 27% of the population was listening. After a brief peak, the
numbers dropped steadily to barely 2%, apart from fluctuations at around 4 pm and 10.30 pm. The
percentage of listeners remained low overnight before beginning a rapid ascent from 6 am to the 8 am
high.
Here are the four paragraphs brought together to create our finished essay.

SAMPLE
IELTS Line Graph Essay

The line graph illustrates the proportion of people in the UK who watched TV and listened to the
radio over 24 hours from October to December 1992.
Overall, a significantly greater percentage of the TV audience watched in the evening while radio had
the most listeners in the morning. Over the course of each day and night, more people watched TV
than listened to the radio.

Less than 10% of people watched TV between 1 am and 12 noon but at 4 pm this figure increased
rapidly, reaching a peak of almost half the population at 8 pm. After this, the graph records a sharp
decline in viewers, reaching a low of only a tiny percentage by 3 am.

Radio, on the other hand, shows a very different trend. The most popular time for listeners to be
tuned in was just after 8 am when around 27% of the population was listening. After a brief peak, the
numbers dropped steadily to barely 2%, apart from fluctuations at around 4 pm and 10.30 pm. The
percentage of listeners remained low overnight before beginning a rapid ascent from 6 am to the 8 am
high.

VOCABULARY FOR WRITING TASK 1

IELTS Academic Writing Task 1 Vocabulary - words and phrases for IELTS graphs:
Line graphs, Bar charts, Tables, Pie charts.
VERBS
Drop Surge Soar (=surge)
Plummet Grow Recover
Plunge Double Fluctuate
Halve Triple Reach a peak, Peak at …%
Dip Rocket
Increase Shoot up
VERB + ADVERB
Significantly Sharply Marginally (=slightly)
Remarkably Gradually Negligibly (=very slightly)
Dramatically Steadily

Decrease Considerably ADJECTIVE + NOUN

Decline Slightly a dramatic increase
Fall Gradually a sharp fall - There was a sharp rise in the
Drop Steadily percentage of …
Rise Sharply a gradual decline
Increase Dramatically
SUBJECT + VERB + ADVERB
Prices rose considerably
The percentage decreased sharply
THERE IS + A + ADJECTIVE + NOUN + IN THE ...
There was a negligible rise in the sales …
There will be a considerable fall in the number of people
USEFUL PHRASES FOR A HIGH SCORE:
hit the highest point … respectively (Cookies and cakes were the
hit the lowest point second most popular products with nearly 120 and
hit a trough (= a low point/antonym of a peak) 100 of these snacks sold respectively)
show some fluctuation the percentage of …
remained stable the proportion of …
reached a plateau the figures for…were fairly similar at …%
the figure levelled off in the last two years the number of…
flattened out the amount of…
despite the initial rise, the figures …
regarding the percentage of …, it fell to …
despite falling to just under 40%, the figure then
rose to…
as opposed to …
PREPOSITIONS
By 1978, At the beginning/end of the period
Over a twelve-year period Throughout the period in question
In the last year In the first half of the decade …
Over the next three years, An Increase of 30%.
In the following year, Decreased by 15%.
Over the period in question Rose sharply over a period of 10 years
FIGURES
Advanced vocabulary for paraphrasing figure
2% = a very small proportion of 49% = just under a half
2-10% = a mere 3 percent OR a mere 5 percent of 50% = a half
16% = a small minority 51% = just over a half
20% = a fifth 55% = more than half
24% = almost a quarter 70% = a large proportion of
25% = a quarter 72% = a significant majority of
26% = roughly one quarter 73% = nearly three quarters
32% = nearly one-third 76% = just over three-quarters
35% = more than a third
ADD THESE WORDS TO THE FIGURES
Approximately Just around
Nearly Just about
Roughly Just below
Almost A little more than
Just over A little less than
Just under
For example:
Just under 60 percent of people in Canada went to fast food outlets in 2009. (we see "58%" in the graph, we
can round this figure off by writing "just under 60%").
COMPARISONS
IELTS grammar + vocabulary
... by far the most popular item ... ... as popular as ...
... the least popular product was ... ... not as popular as ...
... much more popular ... not quite/nearly as expensive as ...
more languages ... ... did not sell as many computers as ...
fewer students ... ... is three times higher than ...
the highest percentage of/the lowest proportion of ... twice as many _____ as ...

IELTS WRITING TASK 1 - LINE GRAPH

It is vitally important that you understand how you are marked. Your final scores will range from 0 – 9.
However, the criteria for those marks will look like this:
WRITING TASK 1 | EVALUATION CRITERIA
TA Task Achievement – 25%
CC Coherence and Cohesion – 25%
LR Lexical resource – 25%
GRA Grammatical range and accuracy – 25%
Here is the 5 steps process recommended for planning and writing IELTS line graph essays:
1) Analyse the question
2) Identify the main features
3) Write an introduction
4) Write an overview
5) Write the details paragraphs
Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS

Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:
Paragraph 1 – Introduction
Paragraph 2 – Overview
Paragraph 3 – 1st main feature
Paragraph 4 – 2nd main feature

Introduction
Paraphrase the topic in the following way:
1 2 3 4
The given diagram provide data/information on/about …..
line graph(chart) highlight difference(s) between/on ……
bar graph(chart) illustrate
pie-chart demonstrate
table indicate
illustration mention
pictorial present
map represent
flowchart compare
cycle compare & contrast
process
picture
demonstration
object
Overview
Main Features
Describe followings in detail.
 Lowest point
 Medium point
 Highest point
 Fluctuation
 Turning point

Briefly describe overview of the diagram: How to effectively start a paragraph:

Overall, According to the graph/figures …
To be more specific, It is clear that …
Specifically, It can be seen that …
To be more clear, It is noticeable that …
Clearly,
The last Paragraph:
Overall,
To sum up,
Finally
Final point would/could/might be/is/was that ….
Adding information Listing Providing examples
Furthermore/Additionally/ In Firstly For instance
addition Secondly For example
Not only, but also Thirdly To cite an example
Also/Moreover/And/As well as Fourthly To illustrate
Overall, it could be seen that ... Finally/Lastly Namely/Such as
According to the data ... Last but not the least In other words
It is clear that ...
Stressing and highlighting Consequences and results Causes and reasons
Specifically As a result Due to
Especially Therefore Because
In particular Thus Owing to
Particularly Consequently As
Obviously For this reason Since
Clearly So
Of course Hence
Contrasts and concessions Time expressions For describing a process
Nevertheless in the year 2000 The first step is that …
However at the end/beginning of the period Firstly, Secondly, Finally
On the other hand over/throughout/during the period Next,
Admittedly/ likewise in question The following step is that…
Although by 2000 The next step it that …
Even though between 1998 and 2000 After this,
Despite from 1998 to/till/2000 Following this, …
But Until 2000 At the first stage ...
Although For describing a map
Still According to the map, …
In spite of Another notable development …
Alternatively One more striking change …
In comparison It is clear that the principal
By contrast change ...
In contrast with Looking at the map in more detail
whereas/while it can be seen that ...
On the other side
In the other word /other words

HOME ASSIGNMENT
You should spend about 20 minutes on this task.
The graph below gives information about changes in the birth and death rates in New Zealand
between 1901 and 2101.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

You should spend about 20 minutes on this task.

The graph below shows waste recycling rates in the U.S. from 1960 to 2011.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.
You should spend about 20 minutes on this task.
The graphs below provide information on global population figures and figures for urban populations
in different world regions.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.
 IELTS WRITING TASK 1 - BAR GRAPH
A) Horizontal
B) Vertical
Academic Task 1 questions.
Ideally, your essay should have 4 paragraphs:
Paragraph 1 – Introduction
Paragraph 2 – Overview
Paragraph 3 – 1st main feature
Paragraph 4 – 2nd main feature

SAMPLE
The bar chart shows the changing patterns of
transport use in a European city during the period
from 1960 to 2000. In brief, the chart shows that
the use of the car as a means of transport
dramatically increased over the period shown,
while the others fell.

In detail, in 1960 the motor car was used least as a method of transport with only about 7% of the
population using this method but car use grew steadily and strongly to finally reach about 37% of the
population by 2000. This was a massive 5-fold increase in use.

Over this same period, however, the popularity of walking, which had been the most popular means of
transport with 35% of the population in 1960 having it as their preferred way of getting around, fell to 10%.
Bicycle use also fell from a high of about 27% in 1960 to just 7% in 2000.

On the other hand, bus use was more erratic being popular with almost 20% of the population in 1960 and
rising to a peak of about 27% in 1980 before falling back to about 18% in 2000.

HOME ASSIGNM ENT

You should spend about 20 minutes on

this task.
The chart shows components of
GDP in the UK from 1992 to 2000.
Summarize the information by
selecting and reporting the main
features and make comparisons where
relevant.
Write at least 150 words.

You should spend about 20 minutes on this task.

The chart shows the percentage of drugs taken by girls and boys in a school in New Zealand.
Summarise the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.
 IELTS WRITING TASK 1 - PIE CHART

Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:
Paragraph 1 – Introduction
Paragraph 2 – Overview
Paragraph 3 – 1st main feature
Paragraph 4 – 2nd main feature

When organising the information into two separate groups focus on these topics for your pie charts:
Major trends
Major groups
Exceptions
Group information
Other similar ideas
There is a list of vocabulary that you need to know when writing an essay. Below, you will find the pie chart
task 1 vocabulary which helps you to be assessed well on lexical resource band descriptor.
Vocabulary: Percentage to Fraction or Ratios
Percentage Fraction or Ratios
80% four-fifths Vocabulary: Percentage to Qualifiers
75% three-quarters Percentage Qualifiers
70% seven in ten 77% just over three quarters
65% two-thirds 77% approximately three quarters
60% three-fifths 49% just under a half
55% more than half 49% nearly a half
50% half 32% almost a third
45% more than two-fifths Vocabulary: Percentages to other phrases
40% two-fifths Percentage Proportion/ number/ amount/
35% more than a third majority/ minority
30% less than a third 75% - 85% A very large majority
25% a quarter 65% - 75% A significant proportion
20% a fifth 10% - 15% A minority
15% less than a fifth 5% A very small number
10% one in ten
5% one in twenty
You should spend about 20 minutes on this task.
The chart below shows the proportions of graduates from Brighton University in 2019 entering
different employment sectors.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Model answer
The pie chart illustrates the career choices of Brighton
University's 2019 graduates, giving the percentages who
worked in each of various sectors after finishing university.
Overwhelmingly, industry and government were the most
popular choices.
Just under half the students went into industry, with service
industries attracting more Brighton graduates than any
other sector by far — almost a third (33.0%). About half
that number (16.3%) took jobs in manufacturing.
Politics and public service were the next most popular
choice, accounting for nearly a fifth of graduates. Just over
12% went into politics and a further 5.6% chose the civil
service. The other significant career choices were
education (about 15%) and two others: transportation and
warehousing, with 7.8%; and science and technology with
7.3%.
The least popular choices included work in the charitable
sector and careers in sport, both of which were chosen by
well under 1% of graduates. Finally, 2.8% entered work in
other, unspecified, sectors.
(155 words)

HOME ASSIGNMENT

You should spend about 20 minutes on this

task.
The graph shows data on the
manufacture of passenger cars in 2015.

Summarise the information by selecting

and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
You should spend about 20 minutes on this task.

The charts below show local government

expenditure in 2010 and 2015.

Summarise the information by selecting and

reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

IELTS WRITING TASK 1 - TABLE

Types: Single vs multiple

Vocabulary phrases

WARNING: Use these in context.

An inspection of the data in the first table clearly shows that…
It is apparent from this table that considerable …
In the third column, there is a distinct trend of …
What stands out in the table is …
A closer inspection of the table shows …
As the table shows, there is a significant decrease …
There is a significant difference between column A and column B, most notably…
An inspection of the data in the table reveals that …
What stands out in this table …

…is the general pattern of …

… is the difference between …
… is the wide disparity between …
… is the rapid increase of …
… is the growth of …
…is the high rate of….
High-level sentences
The figure for 1999 is almost three times that of 2010.
The figure for 2011 is exactly four times that of 2010.
It is clear that the figures between 2001 and 2010 are broadly in the same range.
Grouping Information
The figures between 1999 and 2000 are very similar to those of the prior year.
The figures in columns A and B are almost identical.
Model answer
This table compares the UK’s 55-year
projected growth of the number of
people over the age of 75 with that of
the total population.

Overall, we can expect the number of

people aged over 75 to double by 2070.

It is estimated that in the 20 years from

2015, the total population of the UK
will grow by almost 10 million, from
64.8 million in 2015 to 73.2 million in
2035. The number of over 75’s will
also increase significantly, from 5.4 million (2015) to 8.9 million (2035), which is an increase of nearly 4%.

The estimated figures for 2050 and 2070 indicate that this trend will continue, and the total population will
be as high as 82 million by 2070. Although the number of people aged 75 or older will remain relatively
stable between 2035 (8.9 million) and 2050 (9 million), the number will continue to swell and by 2070
nearly 15% of the population (11 – 12 million) will be aged 75 or older.

HOME ASSIGNMENT

You should spend about 20 minutes on this task.

The table below shows the changes in some household types in Canada from 1984 to 2020.

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

Write at least 150 words.

You should spend about 20 minutes on this task.

The tables below show people's reasons for giving up smoking, and when they intend to give up.

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

Write at least 150 words.

 IELTS ACADEMIC WRITING TASK 1
MULTIPLE DIAGRAMS VS INTEGRATED DIAGRAMS
Overview: For the overview of multiple diagrams, you should briefly summarize the information in each
one.
Main Features : For these types of diagrams, use the following structure for your answer...
Structure:
Paragraph 1: Introduction (Paraphrasing the topic)
Paragraph 2: Overview
Paragraph 3: Diagram 1 - Description of main features + comparisons
Paragraph 4: Diagram 2 - Description of main features + comparisons

Separate the description of the main features for each diagram into 2 paragraphs. Be careful not to
describe too many main features for each one as this will take up too much time.

Sample Answer

You should spend about 20 minutes on this task.

The graphs below provide information about the sales of three different types of music in England.
Summarize the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words

Depicted in the diagrams are the sales of three kinds of music per decade and annually.

Overall, pop music was consistently the best seller, according to the bar chart, while the line graph shows
that sales of pop and rock increased whereas classical decreased.

The sales of all music types, illustrated in the bar chart, fluctuated over the years but pop was consistently
the most popular and peaked at £5 billion in 2001 while rock reached its highest level in 2001 at £4 billion.
Classical, in comparison, was always the least popular with the lowest amount sold in 2001 at just over £1
billion.

As for the line graph, the sales for pop more than doubled from approximately £2.2 in 1960 to £5 billion in
1990 whereas classical sales slumped by 50% from £4 to £2 billion over the same period of time. There was
a steep rise in the sales of rock from £2 to £4.5 billion from 1960 to 1980 but sales sharply declined over the
next decade from approximately £4.5 to £3.5 billion.
You should spend about 20
minutes on this task.
The chart and graph below give
information about participants
who have entered the Olympics
since it began.
Summarise the information by
selecting and reporting the main
features, and make comparisons
where relevant.
Write at least 150 words.

You should spend about 20 minutes on this task.

The table and pie chart illustrate populations in Australia according to different nationalities and
areas.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.
 IELTS WRITING TASK 1 - CYCLE
DESCRIBING A NATURAL PROCESS

Format:
 Introduction
 Overview
 Main Features
 Conclusion

Most common sequencing languages

Beginnings Middles Endings

• Initially • Secondly • Finally
• At first • thirdly • Eventually
• To start with • later • In time
• First of all • then • In the end
• Firstly • afterwards • Ultimately
• To begin with • at this point • Lastly
• In the beginning • meanwhile
• next
• after that
• subsequently
• later on
• during this time
[The first stage]
- The first stage is when S + V
- To begin with,
- The process commences with
- Initially,
[The middle stage] [Express purpose]
- This step involves + ing - A is done (so as) to produce B
- After this stage is complete, - A is done in order that B can be
- The next step is when S + V - So that (In order that)
- By this stage,
- The step after this,
- At the same time, / Meanwhile,
- Simultaneously, / Alternatively, [Cause and Result]
- While / As - A result in B
- Once A has finished, B is able to - A lead to B
start - A cause B
- At this point,
[The last stage]
- Once the final stage has been completed,
- Finally, / Eventually, /Ultimately,

You should spend about 20 minutes on this task.

The diagram illustrates the Life Cycle process of frogs in a pond.

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

Write 150 words

Model answer
The diagram shows the natural process life cycle of
a frog from the embryo stage, through seven
developmental phases from tadpole to fully grown
amphibian.
Initially, the fertilised eggs grow into embryos from
which very small tadpoles emerge and shelter under
plants in the water or pond. The tadpole begins life
black in colour and it has a long tail and shorter
body. As it grows, external gills for breathing are
produced while subsequent stages in its
development include a longer tail and when this
stage is complete back limbs begin to appear which
allows the tiny creature to swim faster.
The baby frog is nourished from food and nutrients
stored in its tail, and the next stage in the cycle is for front limbs to begin growing while the tail shrinks and
eventually disappears. At each stage the creature continues to enlarge significantly and changes in colour
from black, to dark green and ultimately to bright green.
Once the tail has disappeared the frog is supported on four limbs and continues, in the final phrase, to
develop into a full sized amphibian. (183 words)
HOME ASSIGNMENT
You should spend about 20
minutes on this task.

The diagrams show the Life

Cycle of a lady bird and its
anatomy

Summarise the information by

selecting and reporting the
main features and make
comparisons where relevant.

Write 150 words

You should spend about 20 minutes

On this task.

The diagram shows the water

cycle in nature.

Summarise the information by

selecting and reporting the main
features and make comparisons
where relevant.

Write 150 words

 IELTS WRITING TASK 1 - PROCESS
Format:
 Introduction
 Overview
 Main Features
 Conclusion

Most common sequencing languages

Beginnings Middles Endings

• Initially • Secondly • Finally
• At first • thirdly • Eventually
• To start with • later • In time
• First of all • then • In the end
• Firstly • afterwards • Ultimately
• To begin with • at this point • Lastly
• In the beginning • meanwhile
• next
• after that
• subsequently
• later on
• during this time
[The first stage]
- The first stage is when S + V
- To begin with,
- The process commences with
- Initially,
[The middle stage] [Express purpose]
- This step involves + ing - A is done (so as) to produce B
- After this stage is complete, - A is done in order that B can be
- The next step is when S + V - So that (In order that)
- By this stage,
- The step after this,
- At the same time, / Meanwhile,
- Simultaneously, / Alternatively, [Cause and Result]
- While / As - A result in B
- Once A has finished, B is able to - A lead to B
start - A cause B
- At this point,
[The last stage]
- Once the final stage has been completed,
- Finally, / Eventually, /Ultimately,

You should spend about 20 minutes on this task.

The diagram below shows how tomato ketchup is made commercially.

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

Write 150 words

MODEL ANSWER:
 Various steps involved in the
process of making tomato ketchup
are portrayed in the given diagram.

Of the fifteen step process, the

first main step is the careful
selection of the tomatoes at the
sorting station, which is succeeded
by tomato harvesting. Good
quality tomatoes are sent to the
ketchup factory, where their skin
is peeled, seeds are removed, and
stalks are detached. These are
collected in a container to alter its
consistency. The pulp thus
obtained is boiled under controlled
temperature to a specific period of
time. Prior to the boiling process, sugar, vinegar, and salt are added to this mixture in the correct proportion.
The post boiled mixture is left undisturbed for about two hours to set itself in an appropriate stage to become
‘tomato ketchup’, and this is filled in individual bottles. The evenly filled bottles are labelled and sent for
packing before quality assurance. The next stage is distribution, where it reaches supermarkets and other
outlets and eventually to individual customers.
Overall, it is clear that this process simple but systematic. (Word count: 175)

HOME ASSIGNMENT

You should spend

about 20 minutes on
this task.

The diagram below

shows the process
for recycling plastic
bottles.

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

Write 150 words

 IELTS WRITING TASK 1 - MAP
A) Location
B) Changes

Format:
Introduction
Overview
Main Feature 1
Main Feature 2
Conclusion

VOCABULARY TO DESCRIBE THE MAP:

Verbs to Describe Changes in Maps
Here are some common verbs that are useful when describing different types of changes in maps:

N - North
NNE - Northern Northeast
NE - Northeast
ENE -Eastern Northeast

E - East
ESE - Eastern Southeast
SE - Southeast
SSE - Southern Southeast

S - South
SSW - Southern Southwest
SW - Southwest
WSW - Western Southwest

W - West
WNW - Western Northwest
NW - Northwest
NNW - Northern Northwest

Noun Phrases
You can also convert many of the verbs above to nouns to describe changes in maps using the structure
the + noun + of + noun.
For example:
Verb Noun THE NOUN+OF+NOUN
Introduce Introduction The introduction of shared bikes…
Modernise Modernisation The modernisation of the bus station…
Expand Expansion The expansion of the library
Redevelop Redevelopment The redevelopment of the city centre
Pedestrianise Pedestrianisation The pedestrianisation of the city…
Extend Extension The extension of the road…
Remove Removal The removal of the old train station…
Convert Conversion The conversion of offices to flats
Language to Describe Location
To give accurate information about the maps, you need to include the location in which the changes have
occurred. For example:
Compass directions (if the map has a compass)
If we look at the south of the city…
Regarding the north-west of the city…
…to the east of the city…
To the west of the river…
… on the north/south/east/west side of the river…
Top/Bottom or Left/Right (if the map does not have a compass)
In the top right hand corner of the map….
At the bottom left….

Linking Phrases for Change

1. The last few years have seen the conversion of offices to flats.
2. One noticeable improvement is the redevelopment of the city centre.
3. One significant change is the modernisation of the bus station.
4. A further change is the extension of the road.
5. An interesting development is the pedestrianisation of the city
6 . Another change has been the expansion of the library
7. One change has been the introduction of shared bikes.
8 . A significant development is the removal of the old train station.

Linking Phrases to Introduce Areas

If we look at the north/south/east/west of the city…
Regarding the top/bottom of the map…
As regards the city centre…

Sample Answer
Both maps display an island before and after it was developed for tourism.

The island is approximately 250 metres long, has palm trees dotted around it, is surrounded by ocean and
has a beach to the west. Over the period, the island was completely transformed with the addition of a hotel
and a pier; however, the eastern part of the island appears to have been left undeveloped.

The most noticeable additions are the hotel rooms. 6 buildings, surrounding some trees, have been built in
the west of the island, and 9 buildings have been constructed in the centre of the island. A reception
building and a restaurant have been developed between the two accommodation areas.

A pier has also been built on the island’s south coast, allowing yachts access to the resort. Apart from the
trees, the beach remains the only natural feature to remain relatively untouched; however, it appears to be
used for swimming
HOME ASSIGNMENT

MAP: CHANGES (ABOVE PICTURE)

You should spend about 20 minutes on this task.
The maps below show a science park in 2008 and the same park today.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.

MAP: LOCATION
You should spend about 20 minutes on this task.
Below is a map of the city of Brandfield. City planners have decided to build a new
shopping mall for the area, and two sites, S1 and S2 have been proposed.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.

Map of Brandfield with two proposed sites for a shopping mall

 IELTS ACADEMIC WRITING TASK 1
OBJECT/HOW IT FUNCTIONS
Introduction
Overview ( Counting the parts of the object)
Main Features (describing the parts of the object and their functions)
Conclusion (Optional)

WRITING TASK 1
You should spend about 20 minutes on this task.
The illustration shows a two wheeled bicycle which is a relatively recent invention.
Describe to someone with no prior knowledge how a bicycle operates.

SAMPLE ANSWER

The illustration depicts the components of a bicycle, a small, human powered land vehicle.

Overall, it has five main parts: a frame, saddle, metal chain, wheels and pedals. All of the components are
fitted to the frame.

The frame is made of several metal tubes. The tubes are linked together and form a main triangle, a paired
rear triangle and a reverse L-like structure front part that is steerable. The seat and pedals are positioned at
the top and the bottom of the tube that is part of the rear and main triangle, respectively. The head of the L
part is linked to the handlebars, which suspends four different components: a gear lever, brake lever and a
speedometer; cables connect these four to the two wheels and a set of brakes, which allow them to control
the speed and movement of the bicycle. The two wheels have a tire that is connected to a wheel hub by a
series of metal spokes. The pedals are screwed onto a notched cog. A metal chain connects the cog and the
wheel hub, allowing the pedaling of the bike. (186 Words)
HOME ASSIGNMENT

You should spend about 20 minutes on this task.

The pictures below show stages in the development of the camera since its invention in
1839.

Summarize the information by describing the main features and explaining how a camera
has been developed over the years.

You should write at least 150 words.

 IELTS ACADEMIC WRITING TASK 1 - FLOWCHART

Introduction
Overview
Main Features
Conclusion

VOCABULARY: Use and remember the IELTS Academic Writing Part One flowchart phrases

Introduction/ Overview Subsequently,…

The flow chart shows… The following step is…
The diagram gives information on… The next step…
The process has… stages. The second/ third/ fourth stage is…
This is followed by…
The first stage When that stage is completed…
At the beginning… …, after which…
At the start of the process… …, and then…
First of all…
Initially,… The last stage
The first part of the process is… The last stage is…
The initial stage shown on the flowchart is… The final step is…
The process starts with… …brings the process to a close…
To begin with… The process concludes with…
To start with…
At first,… (but later…) When the flow chart splits
Some… while others…
The next stage There are then two possibilities,…
After having finished…,… Alternatively,…
After that,…
As soon as… Going back in time
Following that stage,… This follows…
Having completed… the… moves onto… Before that…

MODEL ANSWER

You should spend about 20 minutes on this task.

The flowchart illustrates the

production of coloured plastic
paper clips in a small factory.

Summarize the information by selecting and

reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

Model answer
The rendered flowchart illustrates how different colours of plastic paper clips are manufactured in a small
factor.

A myopic look at the chart makes it conspicuous that the production process starts by melting the plastics
and ends with packing and dispatching of the clips.

Firstly, the molten plastic gets moulded into paper clips in three different colours which are red, blue, and
yellow in a small factory. Following that, these clips are checked for strength by the machine, and if some of
them are of low quality then they get rejected. Moreover, the clips of higher quality are sorted according to
their colours by hand. In brief, the clips of a mixed and single colour are get separated. After that, the quality
of mixed colour as well as single colour clips get examined again by the personnel. Once they have been
checked, the clips of different colours get packed by the workers and once they get ready, they dispatched to
sell in the market.
(164 Words)

HOME ASSIGNMENT

You should spend about 20 minutes on this task.

The diagram shows the procedure for university entry for high school graduates.
Summarize the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words
 IELTS TASK 2 ESSAYS

UNDERSTANDING ESSAY TYPES

There are following main types of IELTS Task 2 essays:

 Discursive Essays
a) For & Against Essay (Argumentative /Agree & disagree Essay)
b) Problem - Solution Essay
c) Opinion Essay
 Advantage & Disadvantage Essay
 Double Question Essays (Two-part question essay/Direct question essay)
 Mixed Essays/Discussion Essay
Most questions fit one of these categories. However, questions can be written in many
different ways, which can make it difficult to determine which type they are.
First, here’s the basic 4 part structure recommended for Task 2 essays:
1) Introduction
2) Main Body Paragraph 1
3) Main Body Paragraph 2
4) Conclusion
The sort of information you include in each of the 4 sections will vary depending on the
question type and that’s what I’m now going to outline for you.
These easy to learn structures will enable you to quickly plan and write any IELTS Task 2
essay.
The structures below are not the only ones you could use but they are the ones I recommend
because they’re simple and give proven results.

DISCURSIVE ESSAYS

FOR AND AGAINST ESSAY

These are sometimes called ‘agree or disagree’ or ‘argumentative’ essays and are one of the
most common types of IELTS Task 2 question.
The first part of the question will be a statement. You will then be asked to give your own
opinion about the statement.
Here is some typical wording that might be used:
 Do you agree or disagree?
 To what extent do you agree or disagree?
Key tips:
 Choose one side of the argument.
 State your opinion clearly in the introduction.
 Keep the same opinion throughout the essay.
 Give reasons why you hold this view.

It doesn’t matter which side of the argument you take or even that you agree with it.
Choose the one you can develop the best argument for.
Don’t change your opinion part way through the essay and don’t give reasons for the
opposing idea.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
State your view
State two supporting reasons
2) Main body paragraph 1
Topic sentence – outline 1st reason for supporting the argument
Explanation – explain the argument
Example – give an example
3) Main body paragraph 2
Topic sentence – outline 2nd reason for supporting the argument
Explanation – explain the argument
Example – give an example
4) Conclusion
Summarise opinion and key reasons

HOME ASSIGNMENT

You should spend about 40 minutes on this task.

Write about the following topic.

A big salary is much more important than job satisfaction.

Do you agree or disagree?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 PROBLEM-SOLUTION ESSAYS - I

A) PROBLEM-SOLUTION

These are sometimes called ‘causes and solutions’ or ‘problems and solutions’ essays. This
type of IELTS Task 2 question starts with a statement, then asks you to discuss the problems
or causes and the solutions:
 What are the most serious problems associated with the internet?
 What solutions can you suggest?
Key tips:
 Don’t list lots of causes and solutions.
 Choose just one or two and develop them fully.
 Be sure to link each problem/cause and its solution.
A common mistake is for candidates to list all the problems/causes and solutions they can
think of, not necessarily linking them together.
They also fail to explain any of them in detail and don’t include any examples.
The wording of this type of essay question can vary considerably.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
State 1 key problem and related solution
2) Main body paragraph 1 – Problem
Topic sentence – state the problem
Explanation – give detail explaining the problem
Example – give an example
3) Main body paragraph 2 – Solution
Topic sentence – state the solution
Explanation – give detail explaining the solution
Example – give an example
4) Conclusion
Summarise the key points and state your opinion

HOME ASSIGNMENT
You should spend about 40 minutes on this task.
Write about the following topic.

The internet has transformed the way information is shared and consumed, but it has
also created problems that did not exist before.
What are the most serious problems associated with the internet?
What solutions can you suggest?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 PROBLEM-SOLUTION ESSAYS - II

B) CAUSE AND EFFECT

This type of IELTS Task 2 question starts with a statement, then asks you to discuss the
problems or causes and the solutions:
 What are the causes of this problem?
 How can this problem be affected?
Key tips:
 Don’t list lots of causes and effects.
 Choose just one or two and develop them fully.
 Be sure to link each problem/cause and its effect.
A common mistake is for candidates to list all the problems/causes and solutions they can
think of, not necessarily linking them together.
They also fail to explain any of them in detail and don’t include any examples.
The wording of this type of essay question can vary considerably.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
State 1 key problem/cause and related solution
2) Main body paragraph 1 – Cause
Topic sentence – state the cause
Explanation – give detail explaining the cause
Example – give an example
3) Main body paragraph 2 – Effect
Topic sentence – state the solution or effect
Explanation – give detail explaining the effect
Example – give an example
4) Conclusion
Summarise the key points and state your opinion

HOME ASSIGNMENT

You should spend about 40 minutes on this task.

Write about the following topic.

Overpopulation in many urban centers around the world is a major problem.

What are the causes of this problem?
How can this problem be affected?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 ADVANTAGES & DISADVANTAGES ESSAYS

The first part of the question will be a statement.

You will be asked to write about both the advantages and disadvantages of the idea stated.
Here is some typical wording that might be used:
 What are the advantages and disadvantages of….?
 Do you think the advantages outweigh the disadvantages?
 Discuss the advantages and disadvantages and give your opinion.

Key tips:
 Choose one side of the advantage or disadvantage.
 State your statement clearly in the introduction.
 Keep the same statement throughout the essay.
 Give reasons why you hold this view.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
Outline the view or views stated the statement
2) Main body paragraph 1 – Advantage
Topic sentence – state 1 advantage
Explanation – give detail explaining the advantage
Example – give an example
Result – state the result
3) Main body paragraph 2 – Disadvantage
Topic sentence – state 1 disadvantage
Explanation – give detail explaining the disadvantage
Example – give an example
Result – state the result
4) Conclusion
Summarise the key points
State your opinion if required

HOME ASSIGNEMNT
You should spend about 40 minutes on this task.
Write about the following topic.

A lot of places in the world rely on tourism as a main source of income. Unfortunately,
tourism can also be a source of problems if it is not well-managed.
What are the advantages and disadvantages of tourism in the modern world?
Do benefits of tourism outweigh its drawbacks?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 OPINION ESSAYS

Opinion essay is one of the most common types of IELTS Task 2 question.The first part of
the question will be a statement. You will then be asked to give your own opinion about the
statement.
Here is some typical wording that might be used:
 What is your opinion?

Key tips:
 Choose one side of the opinion.
 State your opinion clearly in the introduction.
 Keep the same opinion throughout the essay.
 Give reasons why you hold this view.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
Give your opinion
State two supporting reasons
2) Main body paragraph 1
Topic sentence – outline 1st reason for supporting this view
Explanation – explain this idea
Example – give an example or expand the idea
3) Main body paragraph 2
Topic sentence – outline 2nd reason for supporting this view
Explanation – explain this idea
Example – give an example or expand the idea
4) Conclusion
Summarise opinion and key reasons

HOME ASSIGNMENT

You should spend about 40 minutes on this task.

Write about the following topic.

Space exploration is much too expensive and the money should be spent on more
important things.
What is your opinion?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 DOUBLE QUESTION ESSAYS

 Two-part question essay

 Direct question essay
This type of IELTS Task 2 question is sometimes called a ‘direct question’ or ‘two-part
questions’ essay. It has one statement with two different questions after it.
The questions may or may not be linked.

Key tips:
 You must answer both questions fully.
 Don’t confuse it with an opinion or a discussion essay.
 Be careful that you don’t end up with too many ideas to write about.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
Outline sentence – state your answer to both questions
2) Main body paragraph 1 – Answer question 1
Topic sentence – state your answer
Explanation – explain why you think this
Example – give an example
3) Main body paragraph 2 – Answer question 2
Topic sentence – state your answer
Explanation – explain why you think this
Example – give an example
4) Conclusion
Summarise both questions and answers

HOME ASSIGNMENT

You should spend about 40 minutes on this task.

Write about the following topic.

Some parents buy their children whatever they ask for, and allow their children to do
whatever they want.
Is this a good way to raise children?
What consequences could this style of parenting have for children as they get older?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 DISCUSSION ESSAYS

In discussion essays, you have to discuss both sides of an argument. Usually, you will be
asked for your own opinion as well. The easiest way to approach this type of IELTS Task 2
question is to choose one point of view to agree with and one side to disagree with.
Here is some typical wording that might be used:
 Discuss both views and give your opinion.

Key tips:
 Develop both sides of the argument.
 Talk about the view you don’t agree with first.

A big mistake many students make is to fully develop only one point of view. This leads to
an unbalanced essay and a low score for task achievement.
It is easier to begin by discussing the opinion you don’t agree with and then present the
reasons for your opposing view.

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
Give your opinion
State two supporting reasons
2) Main body paragraph 1 – Negative Viewpoint
Topic sentence – outline the view you don’t agree with
Explanation – explain why this view is held by some people
Example – give an example
3) Main body paragraph 2 – Positive Viewpoint
Topic sentence – outline the view you do agree with
Explanation – explain why this view is held by some people
Example – give an example
4) Conclusion
Summarise the key points and state your opinion

HOME ASSIGNMENT

You should spend about 40 minutes on this task.

Write about the following topic.

Some people think that the government should provide free education at every level.
However, some say that individuals should pay for their university education.
Discuss both views and give your opinion.

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 MIXED ESSAYS
Mixed essay are also common in IELTS Task 2 nowadays. Here are some of them.

 For & Against Essay + Opinion

 Adavantage & Disadvantage + Opinion
 Problem-solution + Opinion

ESSAY STRUCTURE

1) Introduction
Paraphrase the question
Give your opinion
State two supporting reasons
2) Main body paragraph 1 – For & Against/ Adv. & Disadv./Problem-solution
Topic sentence – outline the statement/adv. or disadv./ problem
Explanation – explain he statement/adv. or disadv./ problem
Example – give an example
3) Main body paragraph 2 – Opinion
Topic sentence – outline your view
Explanation – explain the view
Example – give an example
4) Conclusion
Summarise the key points and state your opinion

HOME ASSIGNMENT

You should spend about 40 minutes on this task.

Write about the following topic.

Nowadays, more people are choosing to socialize online rather than face-to-face.
Why is this happening?
Is this a positive or negative development?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
 WRITING TASK 1: Band Descriptors (public version)
Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully satisfies all the requirements of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with full flexibility and
• clearly presents a fully developed response • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors accuracy; rare minor errors occur only as ‘slips’
occur only as ‘slips’
8 • covers all requirements of the task sufficiently • sequences information and ideas logically • uses a wide range of vocabulary fluently and flexibly to • uses a wide range of structures
• presents, highlights and illustrates key features/ bullet • manages all aspects of cohesion well convey precise meanings • the majority of sentences are error-free
points clearly and appropriately • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there may be • makes only very occasional errors or inappropriacies
occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation
7 • covers the requirements of the task • logically organises information and ideas; there is clear • uses a sufficient range of vocabulary to allow some • uses a variety of complex structures
• (A) presents a clear overview of main trends, differences or progression throughout flexibility and precision • produces frequent error-free sentences
stages • uses a range of cohesive devices appropriately although • uses less common lexical items with some awareness of • has good control of grammar and punctuation but may
• (GT) presents a clear purpose, with the tone consistent and there may be some under-/over-use style and collocation make a few errors
appropriate • may produce occasional errors in word choice, spelling
• clearly presents and highlights key features/bullet points and/or word formation
but could be more fully extended
6 • addresses the requirements of the task • arranges information and ideas coherently and there is a • •uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence forms
• (A) presents an overview with information appropriately clear overall progression • attempts to use less common vocabulary but with some • makes some errors in grammar and punctuation but they
selected • uses cohesive devices effectively, but cohesion within inaccuracy rarely reduce communication
• (GT) presents a purpose that is generally clear; there may and/or between sentences may be faulty or mechanical • makes some errors in spelling and/or word formation, but
be inconsistencies in tone • may not always use referencing clearly or appropriately they do not impede communication
• presents and adequately highlights key features/ bullet
points but details may be irrelevant, inappropriate or
inaccurate
5 • generally addresses the task; the format may be • presents information with some organisation but there may • uses a limited range of vocabulary, but this is minimally • uses only a limited range of structures
inappropriate in places be a lack of overall progression adequate for the task • attempts complex sentences but these tend to be less
• (A) recounts detail mechanically with no clear overview; • makes inadequate, inaccurate or over-use of cohesive • may make noticeable errors in spelling and/or word accurate than simple sentences
there may be no data to support the description devices formation that may cause some difficulty for the reader • may make frequent grammatical errors and punctuation
• (GT) may present a purpose for the letter that is unclear at • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the
times; the tone may be variable and sometimes substitution reader
inappropriate
• presents, but inadequately covers, key features/ bullet
points; there may be a tendency to focus on details
4 • attempts to address the task but does not cover all key • presents information and ideas but these are not arranged • uses only basic vocabulary which may be used repetitively • uses only a very limited range of structures with only rare
features/bullet points; the format may be inappropriate coherently and there is no clear progression in the or which may be inappropriate for the task use of subordinate clauses
• (GT) fails to clearly explain the purpose of the letter; the response • has limited control of word formation and/or spelling; • some structures are accurate but errors predominate, and
tone may be inappropriate • uses some basic cohesive devices but these may be • errors may cause strain for the reader punctuation is often faulty
• may confuse key features/bullet points with detail; parts inaccurate or repetitive
may be unclear, irrelevant, repetitive or inaccurate
3 • fails to address the task, which may have been completely • does not organise ideas logically • uses only a very limited range of words and expressions • attempts sentence forms but errors in grammar and
misunderstood • may use a very limited range of cohesive devices, and with very limited control of word formation and/or spelling punctuation predominate and distort the meaning
• presents limited ideas which may be largely those used may not indicate a logical relationship between • errors may severely distort the message
irrelevant/repetitive ideas
2 • answer is barely related to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; essentially • cannot use sentence forms except in memorised phrases
no control of word formation and/or spelling
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend
• does not attempt the task in any way
• writes a totally memorised response

(A) Academic │(GT) General Training IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment. Page 1 of 1
 WRITING TASK 2: Band Descriptors (public version)
Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully addresses all parts of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with full flexibility and
• presents a fully developed position in answer to the • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors accuracy; rare minor errors occur only as ‘slips’
question with relevant, fully extended and well supported occur only as ‘slips’
ideas
8 • sufficiently addresses all parts of the task • sequences information and ideas logically • uses a wide range of vocabulary fluently and flexibly to • uses a wide range of structures
• presents a well-developed response to the question with • manages all aspects of cohesion well convey precise meanings • the majority of sentences are error-free
relevant, extended and supported ideas • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there may be • makes only very occasional errors or inappropriacies
occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation
7 • addresses all parts of the task • logically organises information and ideas; there is clear • uses a sufficient range of vocabulary to allow some • uses a variety of complex structures
• presents a clear position throughout the response progression throughout flexibility and precision • produces frequent error-free sentences
• presents, extends and supports main ideas, but there may • uses a range of cohesive devices appropriately although • uses less common lexical items with some awareness of • has good control of grammar and punctuation but may
be a tendency to over-generalise and/or supporting ideas there may be some under-/over-use style and collocation make a few errors
may lack focus • presents a clear central topic within each paragraph • may produce occasional errors in word choice, spelling
and/or word formation
6 • addresses all parts of the task although some parts may be • arranges information and ideas coherently and there is a • uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence forms
more fully covered than others clear overall progression • attempts to use less common vocabulary but with some • makes some errors in grammar and punctuation but they
• presents a relevant position although the conclusions may • uses cohesive devices effectively, but cohesion within inaccuracy rarely reduce communication
become unclear or repetitive and/or between sentences may be faulty or mechanical • makes some errors in spelling and/or word formation, but
• presents relevant main ideas but some may be • may not always use referencing clearly or appropriately they do not impede communication
inadequately developed/unclear • uses paragraphing, but not always logically
5 • addresses the task only partially; the format may be • presents information with some organisation but there may • uses a limited range of vocabulary, but this is minimally • uses only a limited range of structures
inappropriate in places be a lack of overall progression adequate for the task • attempts complex sentences but these tend to be less
• expresses a position but the development is not always • makes inadequate, inaccurate or over-use of cohesive • may make noticeable errors in spelling and/or word accurate than simple sentences
clear and there may be no conclusions drawn devices formation that may cause some difficulty for the reader • may make frequent grammatical errors and punctuation
• presents some main ideas but these are limited and not • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the
sufficiently developed; there may be irrelevant detail substitution reader
• may not write in paragraphs, or paragraphing may be
inadequate
4 • responds to the task only in a minimal way or the answer is • presents information and ideas but these are not arranged • uses only basic vocabulary which may be used repetitively • uses only a very limited range of structures with only rare
tangential; the format may be inappropriate coherently and there is no clear progression in the or which may be inappropriate for the task use of subordinate clauses
• presents a position but this is unclear response • has limited control of word formation and/or spelling; errors • some structures are accurate but errors predominate, and
• presents some main ideas but these are difficult to identify • uses some basic cohesive devices but these may be may cause strain for the reader punctuation is often faulty
and may be repetitive, irrelevant or not well supported inaccurate or repetitive
• may not write in paragraphs or their use may be confusing
3 • does not adequately address any part of the task • does not organise ideas logically • uses only a very limited range of words and expressions • attempts sentence forms but errors in grammar and
• does not express a clear position • may use a very limited range of cohesive devices, and with very limited control of word formation and/or spelling punctuation predominate and distort the meaning
• presents few ideas, which are largely undeveloped or those used may not indicate a logical relationship between • errors may severely distort the message
irrelevant ideas
2 • barely responds to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; essentially • cannot use sentence forms except in memorised phrases
• does not express a position no control of word formation and/or spelling
• may attempt to present one or two ideas but there is no
development
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend
• does not attempt the task in any way
• writes a totally memorised response

IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment. Page 1 of 1
 IELTS Writing Answer Sheet – TASK 1
* 0 1 8 1 9 3 8 7 4 2 *

Candidate Name

Centre Number Candidate Number

Module (shade one box): Academic General Training

Test date
D D M M Y Y Y Y

TASK 1

Do not write below this line

100913/2
 Do not write below this line

OFFICIAL USE ONLY

Candidate Number: TA CC LR GRA

Examiner 2 Number: Underlength No. of words Penalty Off-topic Memorised Illegible

Candidate Number: TA CC LR GRA

Examiner 1 Number: Underlength No. of words Penalty Off-topic Memorised Illegible

 IELTS Writing Answer Sheet – TASK 2
* 0 1 8 1 9 3 8 7 4 2 *

Candidate Name

Centre Number Candidate Number

Module (shade one box): Academic General Training

Test date
D D M M Y Y Y Y

TASK 2

Do not write below this line

100895/2
 Do not write below this line

OFFICIAL USE ONLY

Candidate Number: TR CC LR GRA

Examiner 2 Number: Underlength No. of words Penalty Off-topic Memorised Illegible

Candidate Number: TR CC LR GRA

Examiner 1 Number: Underlength No. of words Penalty Off-topic Memorised Illegible

 ZHUSUP BALASAGYN
TOKMOK HIGH SCHOOL

SHOKIRJON TOLIBJONOV
Head of the English Department

www.jbalasagyn.edupage.org
16 Kirov Street
Tokmok City
Chui, KR