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IELTS: Writing

• 1 IELTS: Writing
• 2 IELTS: Describing data-line graphs—An introduction
• 3 IELTS: Describing data-line graphs 1
• 4 IELTS: Describing data-line graphs 2
• 5 IELTS: Describing data-line graphs - teacher's notes
• 6 IELTS: Describing tables
• 7 IELTS: Task 1—Bar charts
• 8 IELTS: Describing tables - teacher's notes
• 9 IELTS: Task 1—Interpreting maps 1
• 10 IELTS: Task 1—Interpreting maps 2
• 11 IELTS: Interpreting maps - worksheet 1
• 12 IELTS: Interpreting maps - worksheet 2
• 13 IELTS: Interpreting maps - worksheet 3
• 14 IELTS: Interpreting maps - worksheet 4
• 15 IELTS: Interpreting maps - worksheet 5
• 16 IELTS: Interpreting maps - worksheet 6
• 17 IELTS: Interpreting maps - teacher's notes
• 18 IELTS: Describing maps - teacher's notes
• 19 IELTS: Integrated skills lesson part 1 - Text A
• 20 IELTS: Integrated skills lesson part 1 - Text B
• 21 IELTS: Structuring an essay
• 22 IELTS: Task 2—Essay writing
• 23 IELTS: Describing a sequence of events or a process

IELTS: Task 2—Essay writing

By Sam McCarter

• No comments

To help students to prepare for the essay writing in Task 2 of the academic component of IELTS.

Introduction

The notes that follow are to be used with the worksheet and answer key attached below. They will help your students develop writing, planning and editing skills as well as gaining confidence in this area of writing.  The overall aim is to help students add information to a skeleton text. The exercises may be used with different levels depending how much help you want to give your students.

The exercises are all variations of a sample text written by a student under exam conditions, which has been modified slightly. You may want to do several of the exercises with one group or several as homework preparation or follow-up. You may also want to adapt other texts in the same way.

• Put the students into groups and give them Exercise 1a. Tell them the text stands on its own but that they are going to practise adding additional information to expand the piece of writing.
• Ask the students to decide how they could add information to the text in their own words. Allow them as much freedom as possible. For lower level students, you may want to give them some phrases as examples from the list in Exercise 1b or give your own phrases.
• Ask the students to write their answers on a sheet of paper and when they have finished give them to another group to check or comment on. If the students have not written them in order, the second group can try to put their colleagues’ answers into the appropriate spaces.
• When the students have finished check their answers. Keep a copy of the students’ answers so that you can use them for another class.
• Give the students Exercise 1b and ask them in pairs to complete the blank spaces using the items in the list. Ask the students to compare their answers in 1a with those in 1b.
• Point out to the students how the additional information is organised:

• Note particularly the use of the infinitive and the use of with .
• Repeat the process, as  for the previous exercise. This time you can ask the students to cover the items or ask them to do it without any preparation.
• When they have done both parts of the essay ask them to work out the title. You may want to ask them to do this before you let them look at the alternatives given in the second part of Exercise 2.
• For homework, you may want to give the students another essay from the list in part (ii). Ask them to adapt the information they have to write the essay.
• Give this exercise to students after they have done the other exercises to reinforce spelling. Limit the time according to the level of the class. For a high level group give them two minutes and be strict with the timing and when they have finished ask them to compare with a partner. With a low level class, ask them to complete the exercise in pairs.
• A technique to teach the students to search for spelling mistakes is to ask them to go through the text backwards. This will enable them to see the word picture rather than looking at the meaning of the word as they read, which is distracting. This requires training.
• As you correct the mistakes, try to get the students to work out why the mistakes were made.
• Encourage students to leave about two minutes to do checking when they write an essay for homework or in class.
• In this exercise, there are two versions. Put the students into pairs/groups or allow the students to complete it alone and then compare.
• Stop-watch the exercise so that you can limit the time. Even if the students do not finish an exercise it is still good practice for exam conditions.
• You can give the unmarked version to higher level students.
• The exercises can be varied by giving a class the marked version and then a few days later asking them to do the unmarked one.

This is gap-fill with some help.

• Put the students into pairs and then ask them to complete the gap-fill with the missing words.
• Limit the time or let the students do it at their leisure.
• When you check, ask them to try to supply other words as well to complete the blanks.
• If you have an advanced class, limit the time according to the level to make it more challenging.

Follow the procedure as in the Exercise 3 and 4.

When you are training to check for mistakes, it is a good idea to ask students to check in waves, i.e. to look for only one type of mistake at a time. For example, students frequently make mistakes with adding or leaving off ‘s’. As they become more efficient the students can then combine looking for all types of mistake at one time. It is very difficult to look for grammar, meaning, spelling, punctuation, corrections simultaneously.

This exercise can be done independantly of the others (as with all exercises on the worksheet), or it can be done before or after the other exercises. By doing it before, the students will be able to compare what they have written with the model/sample text in the other exercises.

• Give the students the exercise to do in pairs or groups. Ask them to complete the blank spaces with their own words.
• Remind students to be conscious of grammar when completing the blank spaces.
• Depending on the time available, you can divide the exercise up with one group doing the first two paragraphs and another doing the last two.
• When the students have finished, ask the groups that did the same paragraphs to compare their texts.
• Alternatively, photocopy the exercise on A3 so that it is poster size. Ask the students in groups to write the answers to fill the blanks on strips of paper.
• When each group has finished ask them to give their strips of paper to another group to insert into the appropriate blank spaces.
• Allow the students as much freedom as you can, while guiding them. Ask them about a problem rather than telling them: What type of word do you need here? Do you need a noun or a verb? etc, rather than: That’s wrong, you need …
• Give the students the exercise to do in pairs/groups/individually; you may wish to set a time limit.
• Show the students a few examples, depending on the level of the class.
• When the students have finished, give them a copy of the answer key and ask them to compare their findings. This will help their editing skills whilst also subliminally reinforcing the grammar in the text.
• Alternatively, divide the students into groups of say four and give three of them a copy of the exercise. Give the fourth student a copy of the Key. Ask the fourth student to read the text several times and then take it away from him/her.
• Ask the students to find the extra words with the fourth student acting as monitor for each group.
• Weaker students could be given a copy of the answer key to study. After a short while, take the answer key away from them and then give them a copy of the exercise to find the extra words. Then let them look at the answer key to identify the words again.
• After finishing, check the answers with the class as a whole.

Give the students the exercise to do in pairs/groups or individually. Time limit the exercise if you are practising speed-editing. You may also wish to break up the exercises and do at different speeds. You may also wish to do the monitor activity that was described with Exercise 8 above.

Exercise 10

This exercise can be done in one or two parts. How much help you give will depend on the level of the class.

• Ask the students to work in pairs/groups and give each pair the first two paragraphs of the text in note form.
• Point out that the notes each box contains is a sentence in note form and they have to add the ‘small words’ to link them together.
• You may want to limit the exercise to one or two sentences depending on the level of the class.
• Ask students to explore different ways of making sentences in each case.
• Once finished, ask the students to compare their answers with the answer key, then check the answers with the whole class.
• Alternatively, follow the above procedure but do not allow the students to write anything down. Tell them they can look words up but not write notes. This will have to be monitored carefully, as the students will all want to write. Ask the students to hold the text in their heads.
• When they have finished and you have finished checking, ask the students to write down the sentences.
• Allow variations on what was decided and ask them to help each other.
• Repeat the same procedure for the rest of the exercise.

Exercise 11

Repeat the same procedure as in Exercise 10.

ielts writing task 2 worksheet

Task 2 answer key.

• British English
• Intermediate
• Language / Skill
• Pre-Intermediate
• Teaching Notes
• Up to 60 mins
• Upper-Intermediate
• Whole Class

IELTS: Describing data-line graphs—An introduction

Ielts: describing data-line graphs 1, ielts: describing data-line graphs 2, ielts: describing data-line graphs - teacher's notes, ielts: describing tables, ielts: task 1—bar charts, ielts: describing tables - teacher's notes, ielts: task 1—interpreting maps 1, ielts: task 1—interpreting maps 2, ielts: interpreting maps - worksheet 1, ielts: interpreting maps - worksheet 2, ielts: interpreting maps - worksheet 3, ielts: interpreting maps - worksheet 4, ielts: interpreting maps - worksheet 5, ielts: interpreting maps - worksheet 6, ielts: interpreting maps - teacher's notes, ielts: describing maps - teacher's notes, ielts: integrated skills lesson part 1 - text a, ielts: integrated skills lesson part 1 - text b, ielts: structuring an essay.

IELTS: Describing a sequence of events or a process

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IELTS: International English Language Test - a brief overview & exam orientation

A simple breakdown of the exam and what it entails for students.

IELTS: Speaking test: Preparation for part 2

Introduction This section aims to prepare students to talk for between one and two minutes on a given topic as well as on what kind of questions to expect in part two of the speaking test. Below is a list of the kind of topics to expect in part two ...

IELTS: Speaking test: Preparation for part 3

Introduction The following activities are aimed at preparing students for what kind of questions to expect in part 3 of the speaking test and giving them lots of opportunity to practise answering questions on a range of topics as well as discussing more abstract issues. Digging deeper What kind of ...

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Have fun writing and stay hungry for knowledge !

I have been writing consistently at least 2 essays a week for the past 3 and a half years. Much as I enjoy writing, I love showing my work to the world. And I don’t just write for the sake of Writing. I, instead, write strictly TIMED essays you will most likely expect in the IELTS. Bare in mind that the TIMER is your true friend, and this makes time abundance your foe. Always time yourself 1 hour for a FULL test or 20 minutes for Task 1 and 40 minutes for Task 2. Remember to tackle the question(s) without any pre-reading since this element of surprise of having a random question thrown right into your face is what IELTS Writing is all about. These under-exam-condition essays, no matter how shitty they turn out to be, are indicative of your TRUE level of English, of what you could reasonably do in a real test, and also a foundation on which you can build up and keep refining your skills. And finally, you can take advice from me as someone who has, countless times, pulled off an 8.0 in Writing. Have fun reading and stay hungry for knowledge. Ngoc.

The given diagrams detail the skeletal structures of two distinct ancestors of modern humans. 

Overall, though there are similarities in body structure and height, the two examples in question display overwhelming differences in their skeletal configurations with Australopithecus Afarensis delineating a generally larger, stouter frame with longer upper limbs and a wider torso, while Homo Erectus possessing a more streamlined and well-proportioned body. 

As far as the upper body is concerned, the walker-and-tree-climber ancestors appear to have had, in general, a less well-proportioned structure with head unbalanced and snout longer than their walker-and-endurance-runner counterparts. Other features are more pronounced in size for Australopithecus, including a wider chest, a shorter and wider waist, and more extended forearms. 

Similar patterns can be observed in the lower body as the legs of Australopithecus are broadly bulkier compared to those of Homo Erectus. This is detailed in the longer femoral neck and smaller joints in the hip, knees, and ankles for the former. In addition, there are also significant differences in the lower part of the leg below the shins, showing Australopithecus Afarensis with short Achilles tendon, small heelbone, and long toes, while these features are reversed for Homo Erectus. Finally, the foot arch shows signs of partiality for the walker & tree climbers, whereas stabilization for the walker & endurance runners.

Essay Breakdown

Introduction :

[1] The given diagrams detail the skeletal structures of two distinct ancestors of modern humans. 

[2] Overall, though there are similarities in body structure and height, the two examples in question display overwhelming differences in their skeletal configurations with Australopithecus Afarensis delineating a generally larger, stouter frame with longer upper limbs and a wider torso, while Homo Erectus possessing a more streamlined and well-proportioned body.

1. A topic sentence to show what the diagrams display

2. An overview sentence pointing out the most noticeable differences between the two skeletal systems

Paragraph 1 [1] As far as the upper body is concerned, the walker-and-tree-climber ancestors appear to have had, in general, a less well-proportioned structure with head unbalanced and snout longer than their walker-and-endurance-runner counterparts. [2] Other features are more pronounced in size for Australopithecus, including a wider chest, a shorter and wider waist, and more extended forearms. 

1. Generally compare the upper body

2. Be more specific by giving details

Paragraph 2 [1] Similar patterns can be observed in the lower body as the legs of Australopithecus are broadly bulkier compared to those of Homo Erectus. [2] This is detailed in the longer femoral neck and smaller joints in the hip, knees, and ankles for the former. [3] In addition, there are also significant differences in the lower part of the leg below the shins, showing Australopithecus Afarensis with short Achilles tendon, small heelbone, and long toes, while these features are reversed for Homo Erectus. [4] Finally, the foot arch shows signs of partiality for the walker & tree climbers, whereas stabilization for the walker & endurance runners. . 

1. Generally compare the lower body

2. Provide more details

Vocabulary:

Overall, though there are similarities in body structure and height, the two examples in question display overwhelming differences in their skeletal configurations with Australopithecus Afarensis delineating a generally larger, stouter frame with longer upper limbs and a wider torso , while Homo Erectus possessing a more streamlined and well-proportioned body. 

As far as the upper body is concerned, the walker-and-tree-climber ancestors appear to have had, in general, a less well-proportioned structure with head unbalanced and snout longer than their walker-and-endurance-runner counterparts . Other features are more pronounced in size for Australopithecus, including a wider chest, a shorter and wider waist, and more extended forearms.

Similar patterns can be observed in the lower body as the legs of Australopithecus are broadly bulkier compared to those of Homo Erectus. This is detailed in the longer femoral neck and smaller joints in the hip, knees, and ankles for the former. In addition, there are also significant differences in the lower part of the leg below the shins , showing Australopithecus Afarensis with short Achillestendon , small heelbone, and long toes, while these features are reversed for Homo Erectus. Finally, the foot arch shows signs of partiality for the walker & tree climbers, whereas stabilization for the walker & endurance runners.

Vocabulary Highlight

• stout (adj): rather fat
• limb (n): an arm or a leg
• torso (n): the main part of the body
• well-proportioned (adj): having parts that relate in size to other parts in the way that is described
• snout (n): a person’s nose
• bulky (adj): tall and heavy 
• femoral neck (n): the part of the bone that connects the femoral shaft (runs from the hip to the knee) and femoral head (connects to the hip bone)
• shin (n): the front part of the leg below the knee
• Achilles tendon (n): the tendon that connects the muscles at the back of the lower part of the leg to the heel

Further reading about this topic can be found here:

https://www.nature.com/scitable/knowledge/library/homo-erectus-a-bigger-smarter-97879043/

Further listening about this topic can be found here:

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IELTS Task 2 Essay Structure: How to Write a Band 9 IELTS Essay

Struggling with the IELTS essay section? Can't figure out how to lay down your thoughts into an organized masterpiece? Trust us, you're not alone, and you've just clicked your way to a solution! Today, we're not just skimming the surface; we're diving deep, real deep, into the step-by-step blueprint for crafting that elusive Band 9 IELTS essay. 🌟

You're probably thinking, "Another guide? Really?" But hold on—what sets this post apart is its practical, hands-on approach. No fluff, just actionable insights that you can apply right away. And guess what? These insights are fortified by the treasure trove of tips found in our comprehensive eBooks . If you haven't got your hands on them yet, it's about time! These eBooks are like your IELTS Swiss Army knife, covering everything from crafting compelling introductions to summing up your arguments with finesse. Trust us; you won't want to walk into the exam room without this knowledge arsenal at your disposal.

So, fasten your seatbelts and keep your notebooks ready, because we're about to take your IELTS writing skills from "Meh" to "Wow!" Shall we get started? 🚀

Key Elements of an IELTS Essay

Navigating the complex structure of an IELTS essay can feel like a daunting task. But fret not, as we're here to demystify each critical element that contributes to crafting a compelling essay that even impresses seasoned IELTS examiners. So, let’s roll up our sleeves and get down to business.

The Thesis Statement: Your Guiding Light

Picture the thesis statement as your GPS coordinates for a successful essay—it tells the reader exactly where you're headed. Nestled within the closing lines of your introduction, a robust thesis statement can help keep your essay focused. For example, if you've ever wondered how to distill your entire argument into one or two sentences, you'll find actionable strategies in our in-depth eBooks to help you craft a spot-on thesis.

Topic Sentences: Steering Your Paragraphs

Imagine going on a road trip without a map; you're bound to get lost. Similarly, topic sentences serve as navigational guides for each paragraph. They set the stage for what you're about to discuss, helping your reader—and, more importantly, the examiner—follow your logic with ease. If you find that your topic sentences often lack clarity or focus, the feedback you receive from our IELTS Essay Correction Service can be an eye-opener. Our experienced examiners guide you on how to refine your topic sentences for maximum coherence and impact.

Supporting Ideas: The Muscle Behind Your Argument

Topic sentences alone won't win the day; you need solid supporting ideas to back them up. Whether you're citing statistical data, recounting personal experiences, or offering logical explanations, varied and robust support strengthens your essay considerably. If you've used our Essay Correction Service , you'll notice that examiners often highlight the strength or weakness of your supporting details, giving you a crystal-clear idea of what to retain and what to improve upon.

Crafting a Smart Conclusion

Finishing strong is as vital as starting strong. A well-crafted conclusion does more than just recap your essay; it offers a fresh perspective on your thesis statement. It serves as the final imprint you'll leave on the examiner, so make it count. If you're struggling with this, our eBooks   delve deep into techniques for formulating conclusions that resonate.

By understanding and applying these key elements, you not only improve your essay but also significantly boost your chances of achieving that elusive Band 9. So, the next time you find yourself staring at a blank screen, remember these guidelines and the valuable insights you can gain from our eBooks   and Essay Correction Service .

IELTS Task 2 Essay Structure: A Step-by-Step Guide

Embarking on your IELTS essay journey can sometimes feel like navigating a labyrinth. But fret not, for we’re here to break down the process into simple, actionable steps. We'll also employ a sample question from a past IELTS exam to give you an illustrative roadmap for your own essays.

Step 1: Analyse the Question

The first step in writing a compelling IELTS essay is understanding the question like the back of your hand.

Why is this so important?

A misinterpretation could lead you down a path that results in a poorly focused essay. The sample question in our example asks,

"Do governments spend too much money on projects to protect wildlife? Is it a waste of resources?"

This question requires you to evaluate governmental spending on wildlife projects and decide if it constitutes a waste of resources. This isn't just a yes-or-no question; it calls for a nuanced discussion that covers multiple angles of government spending and wildlife conservation.

Our eBooks   delve into the complexities of question analysis, offering strategic insights on identifying keywords and understanding the context—essential skills that can elevate the quality of your essay.

Step 2: Create a Perfect Outline

After decoding the question, you'll need to draft a solid outline, which acts as the skeleton of your essay.

How detailed should the outline be?

Your outline should specify what each paragraph will discuss and list the points you plan to cover. Having an outline ensures that your essay remains focused and coherent, preventing you from wandering off-topic. And if outlining is a challenge for you, don't worry. Our eBooks   and Essay Correction Service provide tailored guidance to help you organize your thoughts effectively, pinpointing areas where you can improve your structuring skills.

Step 3: Write an Effective Introduction

The introduction is your first opportunity to make a strong impression. Think of it as rolling out the red carpet for your reader or, in this case, the IELTS examiner. A well-crafted introduction sets the tone for the entire essay, so it's crucial to get it right.

Paraphrase the Question

The first thing you should do is paraphrase the original question. This serves a dual purpose: it demonstrates your language proficiency and ensures that you are focused on the topic at hand. A well-paraphrased question shows that you comprehend the nuances and intricacies of the subject.

For example, the original question might be: "Do governments spend too much money on projects to protect wildlife? Is it a waste of resources?"

A paraphrased version could be: "Is the financial investment by governments in wildlife conservation initiatives justified, or does it squander valuable resources?"

State Your Stance - Give a Preview

After paraphrasing, you'll need to assert your stance on the topic. This not only establishes the direction of your essay but also piques the examiner's interest. It's a sneak preview of the argument you're about to unfold. In our ongoing example, you could clearly indicate your position by saying, "Far from being a waste, investing in wildlife preservation projects is an essential and responsible use of governmental resources."

When you craft your introduction this way, you’re not only laying out a roadmap for your essay but also giving the examiner a glimpse into your analytical and language skills. And remember, if constructing an impactful introduction feels overwhelming, our Essay Correction Service can provide tailored feedback to help you improve this crucial segment. We offer detailed commentary on how effectively you've introduced your topic and stated your stance, complete with actionable tips for enhancement.

This approach ensures that you're well-prepared for the subsequent body paragraphs and conclusion, supported by insights you can gain from our eBooks   .

Step 4: Construct the Convincing Body Paragraphs

The body of the essay is where you bring your arguments to life. It's not just about stating facts; it’s about weaving a compelling narrative backed by evidence.

Why is the body so vital?

Well, imagine the body as the engine room of your essay. If it doesn't function well, the entire essay suffers. You should aim for at least two to three body paragraphs, each guided by a topic sentence that supports your thesis statement.

Say, for example, you want to argue that spending money on wildlife preservation isn’t a waste of resources. You might want to include real-life instances where governmental investment has made a significant impact on wildlife conservation. By consistently using the same example, you not only make your essay more cohesive but also offer tangible proof to back your argument.

Here, our Essay Correction Service becomes indispensable. It can provide real-time, personalized insights into your strengths and weaknesses, ensuring your body paragraphs are as strong as they can be. You'll receive feedback about your logical flow, use of examples, and even your grammatical structures.

Step 5: Wrap It Up with a Strong Conclusion

The conclusion is not merely a summary; it's your final chance to impress the reader.

What should a strong conclusion contain?

Begin by reiterating your thesis statement, but don’t just copy and paste—show that you've come a full circle in your argument. Next, summarize the key points you’ve discussed in the body paragraphs. Finally, if possible, include a thought-provoking statement or a call to action to leave a lasting impression on the examiner.

For example, you could conclude by saying, "In light of the successful wildlife preservation initiatives funded by governments, it’s evident that such investments are not just a necessary expenditure but a long-term investment for a sustainable future."

Through our Essay Correction Service , you can get targeted feedback on your conclusion, making sure it’s the cherry on top of a compelling essay. The service emphasizes the elements that can turn a good conclusion into a great one, helping you to maximize your IELTS essay score.

So there you have it! A comprehensive, step-by-step guide to constructing a Band 9 IELTS essay. Armed with this knowledge and the resources from our invaluable eBooks   and Essay Correction Service , you're more than ready to tackle any IELTS essay question that comes your way.

Practical Tips and Strategies: Elevate Your IELTS Writing Skills

When it comes to mastering the art of IELTS essay writing, it's not just about what you write; it's also about how you write it. Let's delve into some crucial strategies and tips, supported by unique resources like our IELTS Essay Correction Service and eBooks   , that can elevate your IELTS essay to Band 9 quality.

Get a Band 7 and above in IELTS Writing

Writing a top-notch IELTS essay is a challenging endeavor that requires attention to detail, a sound understanding of the English language, and the ability to construct compelling arguments. This is where our Essay Correction Service comes in handy. Unlike generic feedback you might find online, this service is tailored to your unique needs. Real examiners will review your essay and provide comprehensive feedback. They'll point out your errors, explain why they are mistakes, and offer corrective measures. Plus, you'll receive a Band 9 sample response for direct comparison. Knowing exactly where you stand can significantly improve your confidence and performance.

Download the Exclusive eBooks Written by Examiners

You've heard it before, "practice makes perfect," but informed practice can make you exceptional! Our eBooks   provide you with actionable tips, comprehensive strategies, and in-depth analyses to help you nail every section of the IELTS exam. Whether you're struggling with introductions, conclusions, or anything in-between, our eBooks   serve as your handy guide through the labyrinthine world of IELTS essay writing.

A Band 9 IELTS Essay Structure: Summary

To further elucidate these strategies, let's consider how they would come together in an example of a Band 9 IELTS essay:

Introduction: Make sure to paraphrase the question and clearly state your viewpoint. As our eBooks   often emphasize, the introduction sets the stage for your entire essay.

Body Paragraphs: Utilize topic sentences to indicate what each paragraph is about. Support these with evidence or examples, ideally from credible sources. In our eBooks   , you can find detailed suggestions on structuring these paragraphs effectively.

Conclusion: Sum up your arguments and restate your thesis. The eBooks   often stress that your conclusion should not be a mere repetition, but a recapitulation in a new light.

Don't Just Dream About That Band 9 Score, Make It Happen!

With these tips and strategies, paired with resources like our Essay Correction Service and eBooks   , you're not just preparing for the IELTS exam; you're practically ensuring your success. So, why are you waiting? Start practicing now and secure that coveted Band 9 score!

Feel free to share this article with anyone who might find it useful, and if you have questions or need further clarification, don't hesitate to drop us a comment. Wishing you all the best in your IELTS preparation and beyond. Happy studying!

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IELTS Writing Task 2

Ielts writing task 2 structure: coherence and cohesion made easy.

In this article we look at the IELTS Writing Task 2 Structure and an easy method for presenting your ideas in a logical way.  I will give you a model that will make coherence and cohesion easy and guarantee that your essay will be well structured every time.  This guide is for both the IELTS Writing Task 2 General and the IELTS Writing Task 2 Academic.  First let’s take a look at the IELTS Writing criteria.

The IELTS Writing Criteria

The Coherence and Cohesion section is broken down into three specific criteria:

Logically organises information with a clear progression throughout

Uses a range of cohesive devices

Uses paragraphing well

For this lesson we will only be considering the organisation and paragraphing of the essay and the issue of cohesive devices will be covered in a future lesson.

Organisation

How does the examiner want you to organise your essay? For a Band 7 it should be logical with a clear progression of ideas throughout, while a Band 5 only requires that there is some organisation, but with a lack of overall progression.

Paragraphing

This is simply looking at whether you use paragraphs and how well you use them. For a Band 9 you need to manage them skilfully, a Band 7 requires that there is a central topic for each paragraph whereas a Band 5 allows for there not being paragraphs or that they are inadequate.

These two categories are fairly simple to understand. The question is how do you put them into practice and write essays that meet the criteria. How do write an essay with a clear progression of ideas? And how do you skilfully manage a paragraph? Instead of directly answering these questions, we are going to look more generally at essay structure, what the different parts of an essay are and what their function is.

The Building Blocks

There are basically three building blocks of an essay: the introduction, the main body and the conclusion. We will look at each in turn, discuss what their functions are and how you can use this as a model for all your Task 2 essays.

The Introduction: Say what you’re going to say!

The introduction to any piece of writing should inform the reader what that piece of writing is all about. To put this more simplistically, it should say what the piece is going to say. From reading your IELTS essay, the examiner should know what is the topic of discussion, what your opinion on it is and what the main reasons are. Let’s take a look at the essay example from the previous lesson to demonstrate what I mean:

In the modern world there is a movement away from written exams to more practical assessment.

Discuss the advantages and disadvantages of this trend.

For the first section of the introduction we want to introduce the topic and give some background. An example opening here could be something like the following:

Never before has there been more variety in the manner in which students are assessed, with courses moving away from traditional written exams to practical assessment.

You should notice that here I have not simply rewritten the statement in the task, but have talked about how this is a recent trend. The next sentence might go on to talk about different kinds of practical assessment and when they are used. This would be followed by a section that gives the main advantages and disadvantages and whether or not I think this move is a positive trend.

The main body: Say it!

In this part of the essay the aim is to expand on and develop the reasons you already gave in the introduction. Normally this can be done with only two paragraphs, though sometimes a third will be required. In our example Task we have already given the main advantages and disadvantages so we need one paragraph discussing those advantages and another discussing the disadvantages. Each of these paragraphs should begin with a sentence that introduces the main idea of the paragraph, followed by the reasons for this and any relevant examples.

Conclusion: Say what you’ve said!

In the conclusion you should not be introducing any new information, but just summarising what you have already said. As the introduction was just telling the reader what you were going to say, we can just summarise this introduction to tell the reader what you have said. It is crucial here that you include your opinion and your main reasons for this opinion.

Making a plan

Most of what we have discussed in this lesson are actually issues that you need to address before you even start writing the essay. It is not possible to write an introduction that says what you are going to say if you don’t yet know what you are going to say. This is why it is vitally important that you write a plan before you start writing the essay. This plan will detail what you want to say in each paragraph of your essay and will include your main reasons and examples. It is always very clear when reading a student’s essay whether they have made a plan.

What I need to do in my essay

As we discussed in the last lesson on Task Achievement, the points we have covered in this lesson are not really assessing your level of English, but your ability to produce a structured piece of writing. Again much of the advice here would be true of any short academic essay, regardless of the language that it was written in.

So the points to remember are as follows:

Make a plan

Remember the basic structure

Say what you’re going to say! Say it! Say what you’ve said!

Limit the essay to 4 or 5 paragraphs.

With this model you will improve your  IELTS Writing Task 2 Structure and with some practice there is no reason that you cannot be getting the higher bands in Coherence and Cohesion.

You can download the full requirements for Coherence and Cohesion here.

Previous lesson: Task Achievement

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IELTS Writing Task 1: Diagram with Sample Answer

• Post author By IELTSAcademic
• Post date July 23, 2012
• 3 Comments on IELTS Writing Task 1: Diagram with Sample Answer

IELTS Writing Task 1: Question

This IELTS Task 1 diagram is a great chance to practice your comparing skills. How many differences can you spot and which differences are most significant?

The diagram shows the skeletal systems of two ancestors of modern human beings. Write a 150-word report for a university lecturer describing the diagram and making comparisons where relevant.

IELTS Writing Task 1: Model Answer

Variations in the skeletal systems of two early types of human are illustrated in this diagram. Overall, we can see that australopithecus afarensis had a heavier body and much longer arms, while homo erectus was slimmer and had more developed joints.

To begin with the upper half of the body, australopithecus afarensis had a much broader chest and waist than homo erectus, giving it a rounder appearance. The former had much longer arms and larger hands, which would have been useful for climbing trees.

As for the lower half of the body, we can see that homo erectus had proportionately longer legs and larger hip, knee and ankle joints. The feet of homo erectus were also smaller and more arched, with shorter toes. These differences meant that homo erectus was better suited to long-distance running.

In conclusion, we can see significant changes in the development of early humans from the diagram. Homo erectus is more similar to contemporary human beings with its long legs and arched feet. The physical differences are clearly related to differences in the lifestyles of tree climbers and endurance runners.

(183 words, IELTS 9.0)

Why does this Task 1 answer get an IELTS Band 9 score?

Task achievement: The model answer selects only the most important information from the Task 1 diagram and uses this to make several direct comparisons. The model answer also explains the link between the creatures’ respective lifestyles and their physical differences. The model answer is more than 150 words.

Coherence and cohesion: The model answer is divided into clear paragraphs with a logical separation between the body paragraphs. There is a general overview in paragraph 1 and a summary in paragraph 4. A reference link,  the former , is used to avoid over-repetition of complex scientific names.

Lexical resource: The model answer adds more vocabulary not in the diagram such as lifestyle , proportionately ,  suited , appearance and contemporary . There are many examples of paraphrasing including  wide > broad and  endurance > long-distance .

Grammatical range and accuracy: The model answer uses a range of comparative structures accurately. The model answer also uses a range of grammatical forms to produce complex sentences. These include clauses beginning with  with , which and -ing  forms.

Teacher’s Notes

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IELTS Cambridge 19 Tests Sample Answers and Essays

by Dave | Cambridge 19 | 0 Comment

The newest book of past IELTS tests for IELTS Cambridge 19 is out – here are links to all of my sample answers and essays from the book!

I’m finishing up the sample answers this week – so come back and check and the essays will be ready soon – you can get early previews as well by signing up for my Patreon .

IELTS Cambridge 19 Test 1

The line graph below gives information on the numbers of participants for different activities at one social centre in Melbourne, Australia for the period 2000 to 2020.

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

Some people think that competition at work, at school and in daily life is a good thing. Others believe that we should try to cooperate more, rather than competing against each other.

Discuss both these views and give your own opinion.

Read my sample answer here.

IELTS Cambridge 19 Test 2

The plans below show a harbour in 2000 and how it looks today.

The working week should be shorter and workers should have a longer weekend.

Do you agree or disagree?

IELTS Cambridge 19 Test 3

The diagram below shows how a biofuel called ethanol is produced.

It is important for everyone, including young people, to save money for their future.

To what extent do you agree or disagree with this statement?

IELTS Cambridge 19 Test 4

The charts below give information on the location and types of dance classes young people in a town in Australia are currently attending.

In many countries nowadays, consumers can go to a supermarket and buy food produced all over the world.

Do you think this is a positive or negative development?

If you are interested in some study strategies for using the book, you can read the guides below – all the tips and strategies apply for IELTS Cambridge 19 as well:

Cambridge 17 Guide

Cambridge 16 Guide

Cambridge 15 Guide

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