Writing test preparation resources

This video is a general introduction on how the IELTS writing task is marked.

The IELTS Test is made up of four sections, which are usually taken on the same day. Each section focuses on one skill; listening, reading, writing or speaking.​

This video is the first in a series about the Writing test.​

These videos will provide you with some information about what to expect in the test and how it’s marked.​

Watching these videos will help you prepare for the test. By the end, you will know what to expect so you will feel more confident when you take the test.

There are two main types of IELTS tests:

IELTS Academic and IELTS General Training. The writing tests are different so before booking your IELTS test it’s important to find out which one is the right test for your needs.

You can find out more about this on the IELTS website.

Let’s have a closer look at the writing test.​

The test lasts for one hour in total.

Within this time, you’re asked to complete two writing tasks; Task 1 and Task 2.​

For Task 1, you’re asked to write at least 150 words. This is the shorter of the two tasks, so it’s best to spend no more than 20 minutes on it.​

For Task 2, you’re asked to write at least 250 words, so it’s best to spend about 40 minutes on this task.​

Task 1 is worth a third of your overall mark for Writing. Task 2 is worth two thirds. That’s why it’s important to allow more time for Task 2.

Let’s have a look at these two different tests, starting with IELTS Academic.

In Task 1 of the Academic test, you’ll be presented with visual items. These can be statistical in nature, such as graphs, charts or tables. But they can also be images, such as process diagrams, maps or plans.

Here are some examples of visual items in Task 1 questions. As you can see, they’re very different in appearance but what you’re asked to do in each case is quite similar.​

You should write a description of what you see in your own words. In your description, you should summarise the information by selecting and reporting the main features, and make comparisons where relevant.​

This should be in a formal or neutral style.

For Task 2, you’ll be asked to write an essay. This essay will be in response to a point of view, an argument or a problem. In IELTS Academic, your essay should be written in an academic or semi-formal style.​

You don’t need to have specialist knowledge to answer this question. You can support your point of view with relevant examples from your own knowledge or experience.

Let's now look at IELTS General Training.

In IELTS General Training, for Task 1, you’ll be asked to write a letter.​

You’ll be given a situation and, depending on that situation, you may need to write a personal letter – for example, a letter to a friend; a semi-formal letter – for example, a letter to your manager; or a formal letter – that is, a letter to someone you don’t know personally.​

For the second writing task, you’ll be asked to write an essay. The same as in the Academic Writing test, this essay will be in response to a point of view, an argument or a problem. You’ll support your point of view with relevant examples from your own knowledge or experience. ​

How will your writing be marked?​

Examiners use four analytical assessment criteria.

The first criterion is Task Achievement. This is used for Task 1 responses. It assesses how fully, appropriately, accurately and relevantly your response fulfils the requirements of the task. It also assesses how appropriate the format is.​

Task Response is used for Task 2 responses. It assesses how fully you respond to the task; how your main ideas are extended and supported; how relevant your ideas are; how clear your position is; and how appropriate the format you’ve used is.​

The second criterion is Coherence and Cohesion. This assesses how well you’ve organised your response; how logical the development of the message is; and how well you’ve linked the information, ideas and language in your response. ​

The third criterion is Lexical Resource. This assesses the range of vocabulary you use, how accurate it is, and how appropriate it is for the task or topic in question.​

Finally, there’s Grammatical Range and Accuracy. This assesses the range and appropriacy of grammar you use and the accuracy of your sentences.​

The band descriptors can be found on the IELTS website.​

As a test taker, it’s helpful to know as much as possible about a test you’re planning to take. The more you know the more effectively you’ll be able to prepare for the test.​

With that in mind, in the videos that follow, we’ll be discussing the Writing criteria in more detail. We’ll be looking at examples and responses at different levels, and discussing why a particular band has been given.​

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In this video, you’ll learn more about Task Achievement for the IELTS Academic Writing test.​

We’ll discuss what this includes and the things to consider to get the best possible score.​

As you can see here you’re asked to write a summary of the information by selecting and reporting the main features and making comparisons where relevant.​

To do this, you should read and analyse the information carefully before you begin writing your description.​

Your answer for this task must also be written in an appropriate format. ​

Your response should be at least 150 words long and written in full. This means it should have no sub-headings; no bullet-points; no greeting at the beginning or name at the end; and no diagrams, charts or tables.​

This is an example of a response written in full.

To meet the requirements of the task you’ll need to identify the main features.

These are also known as ‘key’ features.

Key features are aspects of the information that are important. They might be the trends over time in a chart; or the steps in a process; or they may be major changes that have taken place in plans or maps. In your description, you should also include any relevant figures or data, or other supporting information. For example, the position of items on a map or in a plan. You may also make comparisons of these key features where appropriate.​

Let’s look at our task example again. ​

In this case, the key features are the major changes that have taken place since 2000. The supporting information should include the figures, or numbers, provided and the position of the items on the map. You can use the compass directions to help with your description if they’ve been provided.​

Your description is a summary of the information and as part of this summary it’s important to include an ‘overview’.​

An overview is the part of the response that summarises the main points. That is, the main trends, changes, or number of steps in the information that has been presented.

Which of the following are overviews of the information in our task about Newtown Theatre?

One and three are overviews because they summarise the main points, in this case the main changes. 3 is more developed and so it’s clearer. A clear overview is important for Band 7 or higher.​

Two does not summarise the main points so we don’t know how the plans are different. This means it’s not adequate enough to achieve Band 6.​

Four is an adequate introduction but it’s not an overview.​

In this response, which received a high-band score, there is a clear overview. It’s highlighted in green.

The response includes all the key features, which, in this case, are the major changes, and these features are supported using figures; for example, 400 and 100, and information that tells us where these changes appear on the plans; for example, the eastern side and on the opposite wall.

As we’ve seen in this video, for Academic Writing Task 1 you’re asked to write a description of information that’s given to you in the form of charts, tables, processes, plans or maps.​

​Task Achievement assesses the ability to summarise this information by:​

Selecting the key features of the information (e.g. trends, changes or steps).​

​Comparing or contrasting the information by adequately highlighting the key features.​

Providing sufficient detail to illustrate the key features (e.g. using relevant figures, data, or other supporting information).​

Reporting the information accurately.​

Presenting an overview of the information. ​

​And, finally, presenting the response in an appropriate format.

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In this video, you’ll learn more about Task Achievement for the IELTS General Training Writing test.

We’ll discuss what this includes and the things to consider to get the best possible score.​

In Task 1 of IELTS General Training, you’ll be asked to write a letter. You’ll be given a situation and, depending on that situation, you may need to write a personal letter (for example, a letter to a friend), a semi-formal letter (for example, a letter to your boss), or a formal letter (for example, a letter to someone you don’t know personally).​

To know what type of letter you need to write and what the letter should contain, you should read the information carefully before you begin writing.

Let’s look at this task.​

In this task, you’re asked to write a letter to the manager of the bus company to explain what has happened, why you’re not happy, and what you’d like them to do about it. Your letter should be formal.​

What format should you use?

You’re writing a letter so your letter should include an opening greeting and have a clear ending with a sign-off. ​

Your letter should be at least 150 words long and written in full. This means it should not have sub-headings or bullet-points.​

For Band 6 or higher, the format you use must be appropriate.

This is an example of a letter with an appropriate format.

To meet the requirements of the task, the letter needs to have a clear purpose. ​

That means, the reason for writing your letter needs to be clear to the reader.​

For Band 7 or higher, the purpose should be clear. To achieve this, it helps to state the main purpose in the opening paragraph. ​

In this letter, a clear summary of the purpose is stated at the beginning.

The tone you use in your letter is also important.

It needs to be appropriate to the context of the task and the purpose of your letter. It also needs to be consistent.

In the Task we saw before, you’re asked to write a letter to the manager of the bus company. This means to someone you don’t know personally. As a result, your letter should be formal, which means it should not be too chatty or too friendly. You’re asked to start your letter with Dear Sir or Madam. This is a greeting we use for formal letters.

In this letter, the writer consistently and appropriately uses a formal tone.

There are some lapses, but as these are minimal, Band 7 can still be given.

Another requirement of the task is to address the three bullet points

For Band 6 in task achievement, you need to cover each bullet point. ​

To perform well in Task Achievement, you must include all of the bullet points and make sure you cover each point adequately. That’s why it’s important that you read the situation and the bullet points carefully.​

You need to be clear about what each bullet point is asking you to include in your letter. You also need to check how many items or issues need to be discussed.​

For Band 6 or higher, you need to cover each bullet point.

For example, in this task here, the third bullet point asks you to make ‘suggestions for improvements’. ​

In this example, because you are asked for suggestions and not a suggestion, you should make more than one suggestion.​

In this next example, the second bullet point asks you to explain your problems, which means explaining more than one problem. ​

This bullet point also asks you to explain why it’s difficult to work, which means it has two parts.

To adequately cover this, you need to explain your problems and explain why it’s difficult to work.

You also need to extend the functions the bullet points contain. ​

This means adding appropriate and relevant detail when presenting and covering the bullet points in your letter.

Let’s look at the letter again. As you can see, all three bullet points have been covered and clearly highlighted in these three paragraphs.​

However, the first bullet point could be more fully or appropriately illustrated, for example by adding a physical description of the briefcase.

As we’ve seen in this video, for General Training Writing Task 1, you’re asked to write a letter based on a situation that you are given.

Task Achievement assesses the ability to:

Clearly explain the purpose of the letter.

Fully address all three bullet points.

Extend the functions appropriately and relevantly.

Use an appropriate format for the letter.

And consistently use a tone that is appropriate for the task.

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In this video, you’ll learn more about Task Response for the IELTS Academic and General Training Writing tests.

We’ll discuss what this includes and the things to consider to get the best possible score.

For Task 2, you’re asked to write an essay.

On the question paper you will find a topic followed by a point of view, an argument or a problem. This is known as ‘the prompt’.​

After this prompt, you will need to either answer one or two questions or discuss different viewpoints and express your own opinion.​

You need to read the prompt carefully to see what the main parts are.

Here we can see that the topic is about advertisements that are aimed at children. The point of view that’s put forward is ‘many people believe that these advertisements have a bad effect on children and their families’.

This is then followed by a question. ‘Do you agree or disagree?’.

To achieve Band 6 or higher, you should address all the main parts of the prompt when answering the question. In this case, you need to discuss whether these advertisements have a bad effect on both children and their families. If you don’t discuss both, you will be limited to Band 5.​

You don’t need to have specialist knowledge to answer this question, but you should give reasons for your answer and include any relevant examples from your own knowledge or experience.

In this response, we can see that the candidate has discussed the bad effects these advertisements have on both children, and their families.

In your essay, you should present a position. That is, you need to communicate your views, ideas or opinion.

For Band 6, your position needs to be directly relevant to the prompt, which means it needs to be relevant to the topic given to you on the question paper.​

For Band 7 or higher, it needs to be clear and developed. This means the reader should be able to easily understand your position, and that your ideas lead to a logical conclusion.

Let’s look at the response we saw earlier. In this essay, the candidate has presented their position in the opening paragraph. They make it clear that they agree with the point of view given in the prompt.

The main ideas are developed in paragraphs 2 and 3 and the final paragraph supports this position. This means that the essay has come to a logical conclusion.​

The main ideas you include in your essay should be relevant to the prompt.

For Band 7 or higher, they should also be extended and supported as appropriate.​

You can ‘extend’ your ideas by going into more detail and you can ‘support’ them by giving examples.

In this essay, the main ideas are highlighted in yellow. They are ‘extended’ and ‘supported’ and you can see where this is done in the parts that have been highlighted in pink.​

Your response should be at least 250 words long and written in full. This means it should not have sub-headings or bullet points.​

As we’ve seen in this video, for Task 2 you’re asked to write an essay.​

Task Response assesses:​

How fully you respond to the task. That is, have you addressed all the main parts of the prompt?​

How relevant the main ideas are and how adequately they are extended and supported.​

How clearly you open the essay, how easily the reader can understand your position, and whether your ideas lead to a logical conclusion.​

And, finally, how appropriate the format of the response is to the task.​

Thanks for watching.

In this video, you’ll learn more about Coherence and Cohesion for the IELTS Academic and General Training Writing tests.​

We’ll discuss what this includes and the things to consider to get the best possible score.

Coherence and Cohesion is concerned with how your response organises and links information, ideas and language.​

Coherence refers to the linking of ideas through structure and the logical organisation of your writing.​

Cohesion refers to using a variety of ways to show clear relationships between and within sentences. These are known as cohesive devices.​

Let’s a have closer look at this.

There are a number of things that can affect coherence in a response.

One is the logical organisation of information and ideas, or the logical progression of an argument. Are the ideas and information arranged in a clear and logical way in the response?​

To score a Band 6, there is clear overall progression. For Band 7, information and ideas are logically organised, and there is clear progression throughout the response.

Another thing that can affect coherence is using paragraphs. ​

In Task 1, as the response is short, using paragraphs is only important for Bands 8 and 9. ​

For Task 2, however, paragraphs are expected at Band 6 and above. This is because for Task 2 you are expected to write a longer response. ​

Organising your response into paragraphs helps with topic organisation and so is important for coherence. ​

Finally, coherence can also be affected by the sequence or order you write your ideas and information within the paragraphs. This means the information and ideas in paragraphs need to be logically organised, too.​

In this example, we can see that the candidate has organised their response into four paragraphs. It’s very clear where each paragraph begins and ends, which is important.

After reading the response, we can conclude that information and ideas are logically organised and there is clear progression throughout the response.​

Paragraphs are used effectively to support overall coherence. This is because each paragraph contains a central topic, and because the sequencing, or order, of ideas within the paragraphs is generally logical.

Let’s now look at the second part of this criterion, cohesion.

Cohesion refers to the range and appropriate use of cohesive devices. These are words or phrases that help to make the relationships between and within sentences clear.​

Cohesive devices include:​

Sequencers and other adverbials. For example, words or phrases like First, Secondly, Moreover, In addition, In conclusion, etc.

Linking devices that signal a relationship between ideas or information. Words or phrases like and, because, but, since, so that, even though, although, etc.

Reference and substitution devices that help the writer to avoid repetition. For example, pronouns, relative pronouns, the definite article ‘the’, etc.

Let’s look at the response again. ​

We can see that a range of cohesive devices is used flexibly. There is use of reference and substitution, sequencers and other linking devices that signal the relationship between ideas.

As we’ve seen in this video, Coherence and Cohesion assesses:​

The coherence of the response. This comes from organising information and ideas in a logical order, so that the argument progresses logically.​

The appropriate use of paragraphs for topic organisation and presentation.​

The logical sequencing of ideas and/or information within paragraphs.​

The flexible use of reference and substitution (e.g. with the use of pronouns).​

The appropriate use of linking devices that clearly mark sequences or stages in a response (e.g. firstly, In conclusion) as well as relationships in a response (e.g. hence, as a result, although, because).

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In this video, you’ll learn more about Lexical Resource for the IELTS Academic and General Training Writing tests.

We’ll discuss what this includes and the things to consider to get the best possible score.

When assessing a response, Examiners look to see if you use a range of vocabulary in your writing.​

So, for Task 1, have you used a range of vocabulary to describe the information that’s presented or to write the letter that’s required? ​

For Task 2, have you used a range of vocabulary to discuss the given topic? ​

If your range of vocabulary is limited but just enough to complete the task this is described as ‘minimally adequate’ and falls under Band 5 for Lexical Resource.​

For higher bands, Examiners are looking for flexible use of vocabulary. This means that you can demonstrate a wide vocabulary including using synonyms and collocations. Collocation means phrases containing words that are often used together, for example, crime and punishment or global warming. ​

The words you use should also be appropriate, which means they need to be relevant for the topic and suitable for the context in which they’re used.​

Accuracy is important. The words you choose need to be the right words for the topic and context and accurate spelling is also important.​

Let’s have a look at some responses now.​

First, look at this Task 2 question.

The topic is about advertisements that are targeted at children.

In this first response, the range of vocabulary is limited but just enough or ‘minimally adequate’ for the task. Simple vocabulary is used accurately but there is not enough range to award a Band 6. However, it is just enough to discuss the topic in the task.

In this second response, there is some ability to use less common items and there is an awareness of style and collocation.

The range of words used has allowed the test taker to flexibly discuss the topic. They are able to discuss different ideas, express their opinion, and make relevant conclusions.​

In the words of the band descriptors: the resource is sufficient to allow some flexibility and precision.​

What about errors?

Both the frequency of errors and the seriousness of these errors are important, especially if they affect communication.​

A more serious error is one that stops you from communicating what you’d like to communicate.​

If errors in spelling and/or word formation are noticeable and cause some difficulty for the reader, then the score for Lexical Resource will be limited to Band 5.

The band descriptors mention ‘inappropriacies’. This is when a word is not suitable for the situation. For example when you use an informal word when a formal word may be more appropriate, or if the word does not sound natural in that situation.​

There may also be inaccuracies in collocation. That is, when you use two words together that are not normally used together.​

In this response, an awareness of style and collocation is evident, though inappropriacies occur. These inappropriacies include inaccurate word choice and collocation. There are only a few errors in spelling and word formation and they don’t affect overall communication, or in the words of the band descriptors, they don’t detract from overall clarity. The overall message is still clear.

In this video, we’ve seen that for Lexical Resource, the following areas are all important:​

The range of words used. Have you used a variety of words to avoid repetition?​

The adequacy and appropriacy of the vocabulary (e.g. topic-specific words or words in an appropriate style).​

The precision of word choice and expression. Have you used the right word for the context?​

The accuracy and use of less common items, including collocations, idiomatic expressions and sophisticated phrasing.​

The frequency of errors in spelling and word formation and the impact they have on clear communication.​

When you take the IELTS Writing test, you might make some mistakes. But it’s the frequency of those mistakes and the effect they have on communication that make the difference. So make sure you allow enough time to read through your response at the end and correct any mistakes that you see.​

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