7 Steps to Improve IELTS Exam Writing

Step One: Identify the Different Tasks

The Different Types of Task One in the IELTS Writing Exam

Task one of the IELTS writing exam can be separated into two key types. Static tasks, which are tasks that have only one time period; and change over time tasks, which have two or more different time periods. Then, task one of the IELTS writing exam includes different types of charts, which should all be looked at to be well prepared. The most common ones are: tables, pie charts, bar charts, line graphs, process diagrams, and maps. Finally, with task one of the IELTS writing exam, you need to use different types of language depending on whether the task consists of numbers, percentages, or steps in a process. Therefore, there are three key dimensions of task one of the IELTS writing exam:

1. static or change over time

2. type of chart

3. numbers or percentages

Identify the Different Types of Task TWO in the IELTS Writing Exam

For task two of the IELTS writing exam the two key elements are the TOPIC and the TASK. In theory, the topic could be almost anything. Although many topics are on the following subjects: education, crime, society, media, transportation, environment, and technology. In addition, many of the past topics seem to be recycled, so if we look at many of the past topics that have come up in the exam, we have a reasonable chance that we will have thought about that particular topic.

Next comes the TASK. I have identified that the task is almost always one of the following three tasks: an argumentative essay, a both sides and opinion essay, or a two question essay. I have talked about these three essays at length on my website. I have observed that about 30% of candidates on any given exam day seem to fail to either understand the topic or identify the task. In this case many people are failing, not because of their English ability, but because of their poor IELTS ability, or ability to know how to respond to questions in the exam. Note that not only your task score will be lower if you don't respond closely to the task, it tends to affect everything. For instance, you might use a lot of academic vocabulary, but if it is off-topic you won't get the full value for it.

Step Two: Read Lots of Samples for Each of the Different Tasks

Reading samples of different IELTS tasks can help you appreciate the differences between each type of task as well as help you learn the language and structure that is required for each particular task. Not every sample will be an accurate response to the task, even if it is written by a native English user; so a little caution is needed. The key point is to read lots of different samples and learn from them. To read samples go to my website and click on the links under Task 1: academic report writing and Task 2: essay writing.

If you would like to practice your essay planning please join my blog or Facebook page, you can see the addresses for these in my author's PROFILE.

Step Three: Learn How to Structure your Report or Essay for Each of the Different Tasks

Structuring your tasks well is important to score well on one of the four key grading criteria Coherence and Cohesion. In addition, it also helps you score well on the other three grading criteria. Your Task Response score is enhanced because it is easier for the examiner to assess whether you have responded to the task and topic if you have structured your ideas logically. In addition, errors with vocabulary and grammar may be less serious if the examiner already knows your key point and therefore can guess what you mean, despite their being an error with language. In other words errors are more serious when the examiner is lost and has no understanding of what you are saying.

You can view the structure of the three main types of task two essays on my website.

Step Four: Practice Writing Each of the Different Tasks

In order to fully appreciate the different types of tasks in the IELTS writing exam you should practice writing as many different types as you can. This will help you remember the structure and language that you need to complete these tasks, help you improve your writing in general, and also alert you to any areas of uncertainty for completing the task. To illustrate this last point, imagine you are writing an argumentative essay and then you realize you don't know how to write the last paragraph. In this case you could read same samples or models and see how other authors completed these essays. In this case we should summarise our main arguments and then give our final opinion. We should also send a signal to the examiner that we are summarising our main arguments by starting the paragraph with words such as "In summary" or "In conclusion."

How Can I Interpret These Crazy Essay Directions?

You have probably already encountered the phrase "compare and contrast," and learned that in Teacherese, this means to write essays about the similarities and differences of two stories or articles or species of fish. Now you have graduated to more advanced confusing phrases, and the trouble is, there are many more of them now. But just like "compare and contrast," all these new phrases are, amazingly, still in English.

Take the phrase "critical analysis," for example. We know what it means to be critical of something, and when we analyze something, we pick it apart and discuss all the little pieces. So all we need to do is combine the two terms. A critical analysis, then, is when we pick apart whatever it is we are supposed to be reading, and cast a critical eye on all the little pieces. What does this part mean? Is the author's opinion valid? What do we know that can support or disprove it? Whenever you are asked to analyze, pick out each idea presented by the author and discuss it in detail. You're less likely to miss something that way.

So what are you going to do when the teacher or professor asks you to do something like "synthesize the materials" or "evaluate critically" or "cross-reference" your sources? Many students in this situation are embarrassed to ask for clarification, thinking that they are already supposed to know these terms. Perhaps they are, but they often just go straight to the essay and guess at what the instructions mean. Bad idea. Particularly when most students have a dictionary no further away than their school library. Most of the time, those difficult and confusing words in your essay instructions have a meaning from regular life. "Cross-referencing," for example, sounds like it would mean to reference across. (Many thanks to my cowriter, Captain Obvious.) The point is, that is exactly what it means. At the end of a source, you find the sources that that writer used. You then look a-cross to that other source, and reference it.

Let's try "synthesize." To synthesize is to combine things. So how do you synthesize reference materials?...That's right, you combine them. Into a coherent, whole paper. Doesn't sound so confusing anymore, does it? The same can be done with nearly every instruction you will receive in the context of an assignment. What does the professor want when she asks you to "evaluate critically" something you've read? That's right, she wants you to make a judgment based on your knowledge of the subject. This technique can be use to translate nearly all essay directions. But what if you reach one of which you can't seem to deduce the meaning?

No, you do not guess. You can ask a classmate. You can summon your courage and ask the professor. You can consult your librarian, your mother, or the fortune teller with a shop on Main Street. Granted, the fortune teller should most likely be a last resort, but there are many other resources to assist you in translating your essay directions. You can also use these methods to translate grading rubrics or other academic instructions that seem to be written in the dreaded language of Smartypantsese.