IELTS
Writing
Workshop
Aiming for a
band score of 6
or above?
A free seminar to give you a sense of what to expect during the
IELTS Writing test. The seminar will:
• guide you towards reaching a high band score
• i mprove your understanding of the questions and how
to identify key points
• make your answers relevant and organised
and coherent
IDP Masterclass
IELTS test format 2
IELTS 9-band scale
[Link]
Academic Writing Task 1
Sample question
You should spend about 20 minutes on this task.
The charts below show the number of Japanese tourists travelling abroad between
1985 and 1995 and Australia’s share of the Japanese tourist market.
Summaries the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Sourced from Official IELTS Practice Materials 2007
14
Academic Writing Task 1
Sample response
The chart and graph compare the number of Japanese who spent their holidays overseas from 1985 to 1995
with the proportion of them who visited Australia.
In 1985, only about five million Japanese travelled abroad, after which the number increased steadily. By 1990,
the figure had more than doubled to 11 million. Apart from a slight drop the following year, the upward trend
continued until the end of the period, when numbers reached over 15 million.
While Australia was the destination for under 2% of Japanese tourists in 1985, this percentage had risen to
over 6% by 1994. The proportion grew consistently, apart from a slight fall in 1990 (4.5% to 4%). After reaching
its 1994 peak, the percentage declined marginally to 6% in 1995.
Overall, despite the relatively small proportion of Japanese tourists coming to Australia, the increase in the
country’s share of the Japanese tourist market corresponded closely with the growth in Japanese tourism
overseas generally, with a trebling of both in the ten-year period.
What do examiners look for?
1 Task Achievement
The response provides a clear introduction to both the bar chart and the table, rewording the language from the task and
setting the scene (what? where? when?).
The main trends from both visuals have been clearly presented, highlighted and illustrated using data.
There is an overview relating to both the chart and graph, which clearly summarises the main trends.
For these reasons, the response satisfies the requirements for Task Achievement.
2 Coherence and cohesion
Information is well organised and there is a clear overall progression. Cohesion is achieved both through the use of linking
words [While | Overall] and referencing [number of Japanese … proportion of them | under 2% … this percentage].
The use of paragraphing contributes to the ease with which the information can be processed.
3 Lexical resource
Vocabulary is appropriate for the task with full control of word choice, form and spelling. Meaning is conveyed
precisely throughout.
4 Grammatical range and accuracy
A wide range of grammatical structures is used, allowing the data to be skillfully integrated in the response and comparisons
made in tourist numbers over the period 1985-1995. Verb forms, articles and prepositions are all used accurately and there
are no errors in punctuation.
15
Academic Writing Task 1
Sample response
Sourced from the IELTS Scores Guide
17
Academic Writing Task 1
Sample question
Sample Question 2
Writing task 1
Brick Manufacturing
You should spend about 20 minutes on this task.
The diagram below shows the process by which bricks are manufactured in the
building industry.
Summarise the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.
Sourced from the IELTS Scores Guide
17
Academic Writing Task 1
Sample response
The diagram outlines how bricks are manufactured, from the extraction of raw clay to the eventual delivery
of finished bricks to the building industry. The process involves clearly defined steps.
First, the raw clay is extracted from a quarry by a large digger. This clay is then refined by separating larger
pieces from smaller ones using a metal grid. This refined clay is conveyed via a belt on rollers to be mixed
with sand and water. The resulting mixture is moulded into bricks either through extrusion and cutting, or using
a brick mould.
These fresh bricks are dried in a drying oven for between 24 and 48 hours. They are then transferred to a kiln
for firing at a moderate temperature of 200 oC – 980 oC, and then at a higher temperature of 870 oC –1300 oC.
After cooling for 48 to 72 hours in a cooling chamber, the finished bricks are packed and transported for
delivery.
Overall, the brick making process comprises seven steps. These steps involve different processes, namely,
refining and forming the raw clay, drying the clay, and then firing the bricks in ovens.
What do examiners look for?
1 Task Achievement
The response provides a clear introduction to the diagram, rewording the language from the task and setting the scene
(what? how?)
The main steps have been clearly presented, highlighted and illustrated using figures, where appropriate.
There is an overview that relates the number of steps and the general purpose of these steps, which clearly summarises
the main features.
For these reasons, the response satisfies the requirements for Task Achievement.
2 Coherence and cohesion
Information is well organised and there is a clear overall progression. Cohesion is achieved both through the use of linking
words [First | then| after] and referencing [This clay…| The resulting mixture…| These fresh bricks | They are…]
The use of paragraphing contributes to the ease with which the information can be processed.
3 Lexical resource
Vocabulary is appropriate for the task with full control of word choice, form and spelling. Meaning is conveyed
precisely throughout.
4 Grammatical range and accuracy
A wide range of grammatical structures is used, allowing the information to be skillfully integrated in the response.
The use of the passive voice and other verb forms, articles and prepositions are all accurate and appropriate.
There are no errors in punctuation.
18
General & Academic Training
Writing Task 2
Question type: Discussion + opinion essay
It is commonly believed that nowadays that the main factors
affecting a child’s development are media, pop culture and
friends. A different point of view is that family plays the most
significant role.
Discuss both views and give your own opinion.
It is often held that teachers, peers and the media have a significant influence on the life of
children. While some people argue that these factors are predominant in shaping a child's
future, others believe that parents impact their offspring in more critical ways. This essay will
discuss both these points of view and argue in favour of the latter.
On the one hand, the books children read and the music they listen to form their belief
system. In other words, children tend to copy the behaviour of their favourite personality or
fictional character, with an inordinate number of children declaring that their ambition is to be
a superhero. Moreover, when little ones work and play in groups, they are influenced by
their peers. Finally, other factors, like the media, prompt children to want things regarded as
fashionable. For instance, children often demand toys that they see on television.
On the other hand, a child's personality is malleable at a very young age, and parents are
always present in their life at this stage. Also, very young children love to imitate. For
example, children who come from a dysfunctional family often exhibit behavioural problems
at school. An emotionally secure environment at home is critical for the child's confidence.
Moreover, parents also teach children about setting boundaries.
In my opinion, children's choice of friends, books or music depends on the values instilled in
them by their parents. Therefore, parents hold more substantial sway over their offspring
than media, pop culture and friends circle.
In conclusion, the outside world influences the intellectual and social development of
children. However, I believe that it is parents who set the stage for these developments by
laying a strong foundation from a very young age.
[Link]
20
Academic Writing Task 2
Sample question: opinion essay
Some people prefer to live in a house, while others feel that it's better to live
in an apartment.
Are there more advantages than disadvantages of living in a house
compared with living in an apartment?
Everyone wants to live in comfort. Some people find independent houses more
convenient, while others prefer modern-day apartments. I believe living in an
apartment is more advantageous than living in a house for several reasons.
To start with, we are moving towards the culture of nuclear families where most adults
work. Life is more stressful than ever and people have less time on hand. Given these
circumstances, it is much easier to manage an apartment than an independent house.
For instance, most apartments have housekeeping facilities that take care of all the
cleaning and maintenance work, which we would have to manage ourselves if we
lived in a house.
Additionally, apartments are usually gated communities so they are a lot more secure.
To exemplify, most apartments would have some sort of access cards for residents and
stickers to identify their vehicles. Any visitors or guests will first have to go through the
security, who will seek approval from the residents before allowing them inside. Overall,
the security parameters are better than one can afford in a house. Furthermore,
apartments have common facilities like recreational/play area for kids, swimming pools,
sports, club houses and so on. One does not have to travel outside of their home to
access these facilities. This results in a lot of time savings. Parents also feel it’s easier
for them to allow their kids to play freely without any supervision.
However, living in an independent house does have its own advantages. They are
certainly more spacious and owners can freely utilise and modify the space based on
their convenience, which is hard to achieve in an apartment.
To conclude, apartments and houses have their set of pros and cons. However, I
believe that apartments satisfy the needs of our modern lifestyle better than
independent houses.
[Link]
20
Academic Writing Task 2
Sample question: opinion essay
You should spend about 40 minutes on the task.
Write about the following topic:
Children who are brought up in families that do not have large amounts of money are
better prepared to deal with the problems of adult life than children brought up by
wealthy parents.
To what extent do you agree or disagree with this opinion?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
Sourced from the IELTS Scores Guide
22
Band score awarded
Sample response
and examiner comments
Task 2 Upbringing – Response C Band 8
The topic is very well addressed and the
position is clear throughout. Main ideas
are presented and well supported, apart
from over-generalisation in the penultimate
paragraph. The rubric is copied in the
opening paragraph, but when this is
deducted from the overall word count
the response is not underlength.
The ideas and information are very well
organised and paragraphing is used
appropriately throughout. The answer can
be read with ease due to the sophisticated
handling of cohesive devices - only the lack
of an appropriate introduction and the minor
error in the second use of ‘eg’ mars this
aspect of the response.
The writer uses a wide and very natural
range of vocabulary with full flexibility.
There are many examples of appropriate
modification, collocation and precise
vocabulary choice.
Syntax is equally varied and sophisticated.
There are only occasional errors in an
otherwise very accurate answer.
Overall, this performance is a good
example of Band 8.
Sourced from the IELTS Scores Guide
22
General Training
Writing Task 2: multi-part question
You should spend about 40 minutes on this task.
Write about the following topic:
Shopping is becoming more and more popular as
a leisure activity. However, some people feel that this
has both positive and negative effects.
Why is shopping so popular?
What effects does its increase in popularity have
on individuals and society?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
Write at least 250 words
Sourced from the IELTS Scores Guide
24
General Training Writing Task 2
Sample response
Band score awarded
Sample response
and examiner comments
Band 8
All parts of the task are sufficiently and
appropriately addressed. A clear position
is presented and supported and ideas are
relevant and well developed. Some further
extension in supporting points, such as
some mention of negative effects, however,
brief, could be added to raise this to the
highest band for Task Response.
There is a clear progression throughout
the response and a wide range of
cohesive devices is used with flexibility,
although there is rare error too. However,
the personal comment, in the final
paragraph is a sudden topic shift after the
general exploration of the issues. This
is a slight lapse in the development and
clear progression of the response, and
prevents it from reaching the highest band
for coherence and cohesion.
A wide range of vocabulary is used with
flexibility and precision. The occasional
minor error, such as the omission of
dependent prepositions, is evident but
not systematic.
Similarly, minor errors or omissions occur
in structures, but these do not detract from
the wide range flexibility and accurately
used generally, and the majority of
structures are error free.
This is a clear example of a Band
8 performance.
Sourced from the IELTS Scores Guide
24
Writing Tips
1. In your Writing test there are no right or wrong answers or 8. Task 2 of the Academic Writing test is an essay. Don’t
opinions. The examiners are assessing how well you can forget to plan your essay structure before you start writing.
use your English to report information and express ideas. You should include an introduction, ideas to support your
2. Analyse the questions carefully to make sure your answer argument or opinion, real-life examples to illustrate your
addresses all the points covered by the question. points, and a conclusion based on the information you
have provided.
3. Notice the minimum word limit. If you write less than 150
words for Task 1 and less than 250 for Task 2, you will 9. You have 40 minutes to write your Task 2 essay. Make
lose marks. sure you give yourself up to five minutes to plan your
answer before you start writing. Also leave five minutes at
4. Be careful to use your own words because the examiner the end to review your answer and check for mistakes.
will not include words copied from the question in the
word count. [Link] your position or point of view as clear as possible
in your essay for Academic Writing Task 2. Your last
5. You must write both your answers in full, not in note paragraph should be a conclusion that is consistent with
form or in bullet points. You must arrange your ideas in the arguments you have included in your essay.
paragraphs, to show the examiner that you are able
to organise your main and supporting points. [Link] a model answer for the Writing test won’t help
you. The examiner will see that your answer does not
6. You do not have to write very long sentences to do well match the topic of the essay.
in your Writing test. If sentences are too long, they will
become less coherent and also make it harder for you [Link] candidates confuse singular and plural nouns.
to control the grammar. For example, the plural form for many nouns includes an
‘s’ – students, journals, articles, issues. Pay attention to
7. In Academic Writing Task 1 you have to select and this when writing/typing (in computer-delivered IELTS).
compare relevant information from data presented in a
graph, table or diagram. In your introduction, do not copy [Link] care to spell words correctly. Standard American,
the text from the question. Use your own words. Australian and British spellings are acceptable in IELTS.
You shouldn’t try to interpret or give reasons for the data;
keep your response factual.
25
What to expect on test day
The IELTS test has four components. Three components − Listening, Reading and Writing − are always taken on the same day, in the same
session. The Speaking test may be sat the same day or taken up to seven days before or after the other tests, depending on your test centre.
The IELTS test implements sophisticated, biometric security measures which protect candidates and organisations from attempts to cheat.
You will go through the processes described below when you register on test day.
Arrive early Check-in your personal items ID Check Entering the test room
You should arrive early for your test in No personal items to be taken into the When you register on test day, a member of When it is time to enter the test room, a test
order to allow time for you to register test room (except for religious reasons). staff will check your identification (ID). invigilator will guide you to your seat. Do
and be seated for the test. Please refer Test day staff will collect and safely store Your ID must be the same ID that you used not write any notes. You are not permitted
to your booking confirmation for details. your personal belongings. Items which when you booked the test. It must also be to speak to any other candidates. If you
are forbidden from the test room include: valid (unexpired) and a recognisable photo have a question, put up your hand and a
If you arrive late, you may not be mobile phones, hand-held computers, of yourself. member of staff will assist you.
allowed to take the test. cameras, hats, scarves, wallets, books,
notes or food. If you booked your test at a test centre then On your desk, you are only allowed to have
a photograph and finger scan may have your identification, pens/pencils, eraser and
been taken already. If not, these will be a drink in a transparent bottle.
taken when you arrive on test day. Before
you enter the test room, your finger will be
scanned again to verify your identity.
After the test End of the test Asking for help Breaks
Collect your belongings. Your provisional You cannot leave your seat until your If you have a problem (for example if you You are not permitted to leave during the
results will be available online 13 papers have been collected and you think you have been given the wrong first or last 5 minutes of either
calendar days after the test at have been told to leave. If you finish the paper, you cannot hear the instructions, or component of the test.
[Link] test early you must wait quietly until the you feel ill) raise your hand to attract the
Your official results will appear on your test is finished and you are advised that attention of the invigilators. If you need to leave the test room to go
Test Report Form which will also be you can leave. You must leave any to the bathroom at any other time, raise
ready after 13 days. You can collect it notes and materials on the desk. Please note that the invigilator will not your hand and ask a member of staff.
from the test centre or have it posted to provide any explanation of the questions..
you – depending on what was specified
at the time of registration.
IELTS Assessment Criteria: Speaking
Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
9 • speaks fluently with only rare repetition or self- • uses vocabulary with full flexibility and precision in • uses a full range of structures naturally and • uses a full range of pronunciation features with
correction; any hesitation is content-related rather all topics appropriately precision and subtlety
than to find words or grammar • uses idiomatic language naturally and accurately • produces consistently accurate structures apart • sustains flexible use of features throughout
• speaks coherently with fully appropriate cohesive from ‘slips’ characteristic of native speaker speech • is effortless to understand
features
• develops topics fully and appropriately
8 • speaks fluently with only occasional repetition or • uses a wide vocabulary resource readily and • uses a wide range of structures flexibly • uses a wide range of pronunciation features
self-correction; hesitation is usually content-related flexibly to convey precise meaning • produces a majority of error-free sentences with • sustains flexible use of features, with only
and only rarely to search for language • uses less common and idiomatic vocabulary only very occasional inappropriacies or basic/non- occasional lapses
• develops topics coherently and appropriately skilfully, with occasional inaccuracies systematic errors • is easy to understand throughout; L1 accent has
• uses paraphrase effectively as required minimal effect on intelligibility
7 • speaks at length without noticeable effort or loss of • uses vocabulary resource flexibly to discuss a • uses a range of complex structures with some • shows all the positive features of Band 6 and
coherence variety of topics flexibility some, but not all, of the positive features of Band 8
• may demonstrate language-related hesitation at • uses some less common and idiomatic vocabulary • frequently produces error-free sentences, though
times, or some repetition and/or self-correction and shows some awareness of style and some grammatical mistakes persist
• uses a range of connectives and discourse collocation, with some inappropriate choices
markers with some flexibility • uses paraphrase effectively
6 • is willing to speak at length, though may lose • has a wide enough vocabulary to discuss topics at • uses a mix of simple and complex structures, but • uses a range of pronunciation features with mixed
coherence at times due to occasional repetition, length and make meaning clear in spite of with limited flexibility control
self-correction or hesitation inappropriacies • may make frequent mistakes with complex • shows some effective use of features but this is
• uses a range of connectives and discourse • generally paraphrases successfully structures, though these rarely cause not sustained
markers but not always appropriately comprehension problems • can generally be understood throughout, though
mispronunciation of individual words or sounds
reduces clarity at times
5 • usually maintains flow of speech but uses • manages to talk about familiar and unfamiliar • produces basic sentence forms with reasonable • shows all the positive features of Band 4 and
repetition, self-correction and/or slow speech to topics but uses vocabulary with limited flexibility accuracy some, but not all, of the positive features of Band 6
keep going • attempts to use paraphrase but with mixed • uses a limited range of more complex structures,
• may over-use certain connectives and discourse success but these usually contain errors and may cause
markers some comprehension problems
• produces simple speech fluently, but more
complex communication causes fluency problems
4 • cannot respond without noticeable pauses and • is able to talk about familiar topics but can only • produces basic sentence forms and some correct • uses a limited range of pronunciation features
may speak slowly, with frequent repetition and convey basic meaning on unfamiliar topics and simple sentences but subordinate structures are • attempts to control features but lapses are
self-correction makes frequent errors in word choice rare frequent
• links basic sentences but with repetitious use of • rarely attempts paraphrase • errors are frequent and may lead to • mispronunciations are frequent and cause some
simple connectives and some breakdowns in misunderstanding difficulty for the listener
coherence
3 • speaks with long pauses • uses simple vocabulary to convey personal • attempts basic sentence forms but with limited • shows some of the features of Band 2 and some,
• has limited ability to link simple sentences information success, or relies on apparently memorised but not all, of the positive features of Band 4
• has insufficient vocabulary for less familiar topics utterances
• gives only simple responses and is frequently
• makes numerous errors except in memorised
unable to convey basic message
expressions
2 • pauses lengthily before most words • only produces isolated words or memorised • cannot produce basic sentence forms • speech is often unintelligible
• little communication possible utterances
1 • no communication possible
• no rateable language
0 • does not attend
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 the University of Cambridge ESOL Examinations (Cambridge ESOL). Page 1 of 2
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 the University of Cambridge ESOL Examinations (Cambridge ESOL). Page 2 of 2
IELTS Preparation Checklist
Preparing for IELTS takes time and requires practice.
Before booking your test for the first time, or re-sitting the test
again, ask yourself whether you have taken the necessary
steps to ensure you have the best opportunity to succeed.
Follow these tips in the months and weeks before your test
and you will feel more confident and ready to take the test.
First steps
• Register for the test. There are 48 test dates per year and over 200 test locations all over the world. Find a test
centre near you at [Link]. To book your test contact the test centre directly by phone or by email.
• Check what IELTS score is required by your chosen university, institution, employer of organisation. You can
search a list of over 7000 organisations which accept IELTS at [Link]. Can’t find the organisation
you’re looking for? Contact the organisation directly to check their IELTS requirements?
Get to know the test
• Read the Information for Candidates booklet which contains essential information to help you do your best. This
can be downloaded from [Link]/prepare
• Know the rules. Read the Notice to candidates which can be downloaded from [Link]/prepare
• Familiarise yourself with the IELTS band score descriptors at [Link]/results
• To understand what the examiners are looking for in the Speaking and Writing tests you should read the ‘IELTS
assessment criteria’ available at [Link]/results
Improve your English
• You may wish to consider taking an English language course. The feedback you receive from your teacher will
help you improve the specific skills involved in speaking, listening, reading and writing English.
• An IELTS preparation course can help you to familiarize yourself with the types of tasks included in an IELTS test.
Ask your local IELTS test centre for more information about a preparation course near you.
IELTS Preparation Checklist
“Don’t be scared
of IELTS, just come
prepared and go with it.”
Sutasinee Kongrawd,
wd,
Bangkok
Practise sample questions
• Register for the test. There are 48 test dates per year and over 200 test locations all over the world. Find a test
centre near you at [Link]. To book your test contact the test centre directly by phone or by email.
• Check what IELTS score is required by your chosen university, institution, employer of organisation. You can
search a list of over 7000 organisations which accept IELTS at [Link]. Can’t find the organisation
you’re looking for? Contact the organisation directly to check their IELTS requirements?
Use your English everyday
• Read the Information for Candidates booklet which contains essential information to help you do your best. This
can be downloaded from [Link]/prepare
• Know the rules. Read the Notice to candidates which can be downloaded from [Link]/prepare
• Familiarise yourself with the IELTS band score descriptors at [Link]/results
• To understand what the examiners are looking for in the Speaking and Writing tests you should read the ‘IELTS
assessment criteria’ available at [Link]/results
The day before the test
• You may wish to consider taking an English language course. The feedback you receive from your teacher will
help you improve the specific skills involved in speaking, listening, reading and writing English.
• An IELTS preparation course can help you to familiarize yourself with the types of tasks included in an IELTS
test. Ask your local IELTS test centre for more information about a preparation course near you.
Test day
• Allow plenty of time to travel to the test venue to ensure you arrive on time.
• Bring your passport / national identity card with you: You must have the same identification that you provided on
your IELTS Application Form. If you do not have the correct identification document, you will not be able to take
the test.
For more IELTS preparation advice and support visit
[Link]