Writing Samples & PDF

 

IELTS Academic Writing

About the IELTS Academic Writing test

The writing test is different for IELTS Academic and IELTS General candidates.

Academic Writing

2 pieces of writing, 60 minutes

1. In Task 1, candidates are presented with a graph, table, chart or diagram and are asked to describe, summarise or explain the information in their own words. They may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or event.
   
2. In Task 2, candidates are asked to write an essay in response to a point of view, argument or problem.
   Responses to Task 1 and Task 2 should be written in a formal style

IELTS Writing Mark Schemes

The two writing questions are marked out of 9 according to the following criteria:

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

IELTS Task 1:
How to respond when given 2 data sources

 

Article contributed by Ryan Higgins, ieltsielts.com

One of the most common questions I am asked as an IELTS instructor is how to link multiple data sources together.  Often, students find it difficult to express the relationship between more than 1 data source.  I am going to offer some insights regarding Task 1 response writing when given more than 1 data source to analyze.

To get us started, let’s look at the following example table and graph:

Glasgow age demographics (1998) 0-12 14% 13-19 12% 20-34 16% 35-49 20% 50-64 24% 64+ 14%

When looking at these 2 data sources, a few things should jump out as us.  Firstly, according to the table, in 1998 Glasgow had a population that was heavily weighted with people aged between 35 and 64.  Many would rightfully call this an aging population.  Our graph shows a steady rise in average annual hospital visits between 1980 and 2010.  So the obvious link between the 2 data sources is that as Glasgow residents get older, hospital visitation increases.

Students rarely have problems making these sorts of connections between data.  They do have problems, however, when it comes to relaying this information accurately in writing.  So what is the ideal Task 1 structure when you are given multiple data sources?

The best way to respond to a Task 1 question is to allot a paragraph to each data source and an additional paragraph to describing the relationship between them.  Thus, in the case of this table and graph, our basic Task 1 writing structure is going to have 3 paragraphs and look like this:

Paragraph 1 – Analyzing data source 1 (table)

• A sentence describing the first data source and the broad trend it depicts
• A sentence outlining the minor and minute details of the data source
• Another sentence outlining the minor and minute details of the data source (if needed)

Paragraph 2 – Analyzing data source 2 (graph)

• A sentence describing the second data source and the broad trend it depicts
• A sentence outlining the minor and minute details of the data source
• Another sentence outlining the minor and minute details of the data source (if needed)

Paragraph 3 – Brief description of the relationship between the data types

• A sentence explaining the relationship between the sources
• A sentence for further explanation (if needed)
• A sentence elaborating or commenting on what this relationship means or what perhaps caused it
• A sentence summarizing, predicting or commenting on the data presented

In both paragraph 1 and 2, we are simply going to recite each data source individually, stating precisely what each source shows.  In paragraph 3, we interpret the data source relationship.

So, in the case of our Glasgow example above, we’d write our response something like this:

The table presents Glasgow age demographics in 1998 and appears to reveal an aging population within the city.  Children and teenage Glasgow residents make up 14 and 12 percent of Glasgow’s overall population respectively.  People between 20 and 34 account for 16 percent of the total Glasgow population and this figure grows by increments of 4 percent for the following 2 demographics, those between 35 and 49 and those between 50 and 64.  The elderly demographic is equal to that of Glasgow children.
The chart shows the average annual number of hospital trips a Glasgow person makes.  The figures given between 1960 ad 1980 appear to only waver slightly, at roughly 2.3 trips per year.  However, a steady climb is seen over the next 30 years, with Glasgow people ultimately reaching 3.2 annual hospital visits in 2010.

What you can see above is a clear picture of both data sources.  By simply reading the description, a person could recreate the table and graph this data comes from.

Now to show the relationship between the 2 data sources, we would commence writing our third paragraph:

It is clear when looking at the table and graph comparatively that Glasgow has an aging population and that this is cause for the increased annual hospital visits.  It is assumed baby-boomers play cause to this abnormal weighting.  As these older Glasgow demographics continue to age, it is expected that the annual number of hospital visits will also rise.

What you can see here is 3 sentences.  The first outlines the nature of the relationship between the 2 data sources.  The second provides a quick comment on the possible cause and the third gives a prediction for what the future of the data might look like.

Thus basically our overall response involves 2 paragraphs that present information and 1 paragraph that interprets it.  Let’s read through our entire response from start to finish:

The table presents Glasgow age demographics in 1998 and appears to reveal an aging population within the city.  Children and teenage Glasgow residents make up 14 and 12 percent of Glasgow’s overall population respectively.  People between 20 and 34 account for 16 percent of the total Glasgow population and this figure grows by increments of 4 percent for the next 2 demographics, those between 35 and 49 and those between 50 and 64.  The elderly demographic is equal to that of Glasgow children.
The chart shows the average annual number of hospital trips a Glasgow person makes.  The figures given between 1960 ad 1980 appear to only waver slightly, at roughly 2.3 trips per year.  However, a steady climb is seen over the next 30 years, with Glasgow people ultimately reaching 3.2 annual hospital visits in 2010.
It is clear when looking at the table and graph comparatively that Glasgow has an aging population and that this is cause for the increased annual hospital visits.  It is assumed baby-boomers play cause to this abnormal weighting.  As these older Glasgow demographics continue to age, it is expected that the annual number of hospital visits will also rise.

As you can see, responding to Task 1 questions that pose more than 1 data source are much easier when you employ an effective writing structure.

Good luck with your exam!