IELTS Writing strategies

Spend 20 minutes on Task 1 (150 words) and 40 minutes on Task 2 (250 words). Task 2 is longer
than Task 1 and is worth twice as many marks.

Task 1

Before you write

 Read the task and make a mental summary of the key points and overall trends/stages.
 Why? Because if you misinterpret the data or diagram, you will lose a lot of marks for content.

As you write
 Introduce the information, in a sentence or two, using your own words.
 Why? Because if you copy the question, the examiner will not count these words.
 Summarise the key points and use data to illustrate these.
 Why? Because you will lose marks if you miss key points or fail to illustrate them.
 Include an overview of the information - either in your introduction or conclusion.
 Why? Because you will lose marks if your answer does not contain an overview.

How you write

 Try to show that you can use your own words (wherever possible) and a range of grammatical
structures.
 Why? Because you will get more marks for vocabulary and grammar if you can do this.
 Divide your answer into paragraphs and use linkers to connect your ideas.
 Why? Because you will get more marks if you can organise your answer well and use a range of
linking and reference words.

When you have finished

 Count your words to make sure you have written enough.
 Why? Because short answers lose marks. (There are no extra marks for long answers.)
 Check your grammar, spelling and punctuation.
 Why? Because mistakes in these areas can reduce your marks.

Task 2

Before you write

 Read the task carefully to decide how many parts it has and what your position is.
 Why? Because you will lose marks if you do not address all the parts of the question relevantly.
 Make a quick plan either mentally or on rough paper. Decide on your main ideas.
 Why? Because the examiner will be looking for a number of clear main ideas.

As you write
 Introduce your answer in your own words and make your position clear. You may state your
position here as well.
 Why? Because the examiner will not count copied material as part of your total word count.
 Present your main ideas clearly and use examples to support them.
 Why? Because you will get more marks if your ideas are clear and well supported.
 Write a conclusion and re-state your position.
 Why? Because your examiner will expect to find a logical conclusion and a consistent position.

How you write

 Try to show that you can use your own words (wherever possible) and a range of grammatical
structures.
 Why? Because you will get more marks for vocabulary and grammar if you can do this.
 Divide your answer into paragraphs and use linkers to connect your ideas.
 Why? Because you will get more marks if you can organise your answer well and use a range of
linking and reference words.

When you have finished

 Count your words to make sure you have written enough.
 Why? Because short answers lose marks. (There are no extra marks for long answers.)
 Check your grammar, spelling and punctuation.
 Why? Because mistakes in these areas can reduce your marks.

IELTS Writing Task 1: comparing pie charts

Look at the following pie charts and decide if the sentences are true or false.
1) The pie charts show how many people listened to music in 2000 and 2010. False

2) The pie charts show the proportion of songs played on different formats in 2000 and 2010. True

3) More people listened to music on radio in 2010 than in 2000. False

4) In 2000 nearly a third of songs were played on cassette tape but this amount decreased to about two
per cent in 2010. True

5) The proportion of people listened to music on CD was about the same in 2000 and 2010. True

6) There was a slight increase in the number of people listening to music on MP3 player from 2000 to
2010. False

7) In 2000 no one used the Internet to listen to music but in 2010 people used the Internet to listen to a
quarter of the total songs. True

8) In 2010 approximately half of the songs were played using two formats: MP3 player and CD. True

9) From 2000 to 2010 the number of people listening to music on radio decreased by just over 25
percent. False

10) From 2000 to 2010 the number of people listening to music on radio decreased to approximately
half. True

Show Answers - Hide Answers

Test Tip
Note the way we use prepositions with numbers and dates:

2000   40%
2010   25%

In 2010 the number decreased to 25 per cent. (40 -> 25)

In 2010 the number decreased by 15 per cent. (40 – 15 = 25)
In 2010 the number decreased from 40 per cent. NOT in 40 per cent.
The number dropped to 25 per cent between 2000 and 2010. (40 -> 25)
By 2010 the number had fallen to 25 per cent

IELTS Writing Task 1: describing a line graph

Test Tip
Useful introductory expressions:
The graph shows / indicates / depicts / illustrates
From the graph it is clear
It can be seen from the graph
As can be seen from the graph,
As is shown / illustrated by the graph,
Example: The graph shows the percentage of children using supplements in a place over a year.

Useful time expressions:

over the next... / for the following... (for the following two months... over the next six months...)
from ... to / between ... and (from June to August... between June and August...)
during (during the first three months...)

Warning!
Per cent is the word form of the symbol %. We can write 10% or 10 per cent. Percentage is the noun
form: The percentage of children using supplements. NOT The percent of children...

Note!
You can use a combination of adjective + noun, or verb + adverb, to avoid repeating the same phrase.
Example: There was a sharp decrease in the numbers. The numbers decreased sharply.

Language for graphs

This exercise focuses on some basic language, which you need to describe graphs. Look at the
graph below. Following the graph, there are 25 statements about the data.
remain (-ed, -ed)
unchanged, steady, stable, constant, plateau, fixed/static

From January to March the percentage of children using supplements remained fairly static at
approximately 10%.
The percentage of children taking dietary supplements was relatively stable during the first two months of
the year.
During the first two months, supplement use remained fairly unchanged.

fall (fell, fallen), decrease (-ed, -ed), drop (dropped, dropped), plunge (-ed, -ed), decline (-ed, -ed)
slight (slightly), steady (steadily), gradual (gradually), gentle (gently), slow (slowly)
downward trend

It then fell gradually in March.

There was a slight decrease in the use of dietary supplements in March.
The graph shows a slight decrease in March.
Supplement use experienced a steady decrease in March.
Supplement use decreased slightly in March.

fluctuate (-ed, -ed)

wildly

It went up and down widely over the next two months.

It fluctuated for the following two months.
rise (rose, risen), grow (grew, grown), climb (-ed, -ed), shoot up (shot up, shot up)
dramatic (dramatically), sharp (sharply), significant (significantly), rapid (rapidly)
upward trend

There was a significant increase in the percentage of children taking dietary supplements between June
and August.
The period between June and August saw a dramatic growth in the use of dietary supplements.
Between June and August, the percentage of children taking dietary supplements shot up dramatically.
The greatest rise was from June to August when it rose by 22% for two consecutive months from June to
August.

peak (-ed, -ed), reach (-ed, -ed)

The percentage of children taking dietary supplements was at its highest level in April.
Supplement use peaked at close to 25% in April.
It reached a peak of 25% in April.

fall (fell, fallen), decrease (-ed, -ed), drop (-ed, -ed)

dramatic (dramatically), sharp (sharply), significant (significantly), rapid (rapidly)

Between August and October, this figure dropped dramatically to 11%.

From August to October, there was a drop of 14% in the percentage of children taking dietary
supplements.
Between August and October, There was a considerable fall in the percentage of children using
supplements.
This was followed by a sharp drop of 14% over the next two months.
Supplement use experienced a dramatic fall between August and October.

fall (fell, fallen), decrease (-ed, -ed), drop (dropped, dropped), plunge (-ed, -ed), decline (-ed, -ed), reach
(-ed, -ed) its lowest point
slight (slightly), steady (steadily), gradual (gradually), gentle (gently), slow (slowly)
downward trend

Between October and December, the decrease in the use of dietary supplements was at a much slower
pace than in the previous two months.
Supplement use continued to fall steadily over the next two months until it reached its lowest point in
December.
It fell to a low of only 5% in December.

IELTS Writing Task 1: introduction

One the hardest part of IELTS writing module is writing the introduction. If you have a good
technique for this, then the rest of the task is easy.

The first thing to note is that writing about Tables, Graphs and Diagrams is not the same as writing
an essay in IELTS writing task 2:
 You are NOT asked to give your opinion on the information, but generally to write a report
describing the information factually.
 It is NOT necessary to write an introduction like in an essay for this writing task. You are writing a
report, which means that you do NOT begin with a broad general statement about the topic.
 You do NOT need to write a conclusion which gives any kind of opinion about the significance of
the information.

Three steps to keep up

1. Identify the main idea behind the graph or table. This will be the focus of your first sentence.

2. Consider the details of what is being shown - the units of measurement and the time frame - and
decide how much you need to include.

3. Consider the language to use - the introductory expressions, the tenses of the verbs, the correct
expressions of time and I or measurement etc.

Three possible ways to start

1. Refer to the visual directly (e.g. This graph shows the population of Canada in from 1867 up to 2007.)
However, this method is not advisable, since the instructions in the IELTS test will normally give you just
this information. If you copy directly from the paper you are wasting time, since the examiner cannot
assess your English from a copied sentence.

2. Refer directly to the main message conveyed by the visual (e.g. There was a sharp increase in the
population of Canada from 1867 up to 2007.) This way is perfectly acceptable, and shows that you are
able to recognise the main concept or message that the graph or table shows.

3. Combine the two (e.g. The graph shows that there was a sharp increase in the population of Canada
from 1867 up to 2007.) This is also acceptable, and is often used as a convenient way to start. In order to
use this method, it is necessary to use a few fixed expressions, which refer to the text itself, like those
below.

Introductory Expression

 The graph/table shows/indicates/illustrates/reveals/represents...

 It is clear from the graph/table...
 It can be seen from the graph/table...
 As the graph/table shows,...
 As can be seen from the graph/table,...
 As is shown by the graph/table,...
 As is illustrated by the graph/table,...
 From the graph/table it is clear....
It is always best to avoid using personal pronouns. Instead of saying We can see from the graph..., it is
better to use the passive or impersonal constructions.
Most of the above expressions can be followed by a clause starting with that.

Several of the above expressions can be followed by a noun or noun phrase.

Several of the above expressions must be followed by a main clause.

Warnings

1. Avoid using the phrase: according to the graph. This is because the phrase according to generally
means that the information comes from another person or source, and not from our own knowledge. (For
example, According to Handbook, the Archaic Period started around 7000 BCE and ended around 1200
BCE.)
In the case of a graph or table that is shown, the information is there right in front of you, the writer, and
also the reader, and so you know it does not come from another source.

2. The expressions as can be seen from the graph or as is shown/illustrated by the table do NOT contain
the dummy subject it. Avoid these expressions if you think you are going to forget this unusual grammar.

3. Avoid using the word presents. It requires a sophisticated summarising noun to follow. (For
example: The graph presents an overview of the population growth of Canada between 1867 and 2007.)

IELTS Exam Tip 1

Listening Tip
When you have to answer multiple choice questions, remember that the information might be
expressed in different ways in the recording.

Listen for ideas, not particular words and phrases.

Reading Tip
Remember that skimming and scanning are important exam skills. Skimming is the quickest way of
finding out what a text, or part of a text is about, and once you know the general subject, it's easier to
read for detail. Scanning is the most efficient way of locating the information you need to answer exam
questions.

It's important to underline or highlight key words or phrases in the questions. This helps you to focus on
the Information you need to find in the text.

Writing Tip
Make good use of modal verbs to frame your ideas.

Use:
1) "will" to state your intention: In this essay I will  outline three measures that can be taken to reduce
the risk of violent behavior.

2) emphatic modal verbs such as "must" and "should" to express a necessity: In my view, the
government  must bear some of this responsibility.

3) "can" and "could" to make suggestions: Firstly, the government  can  ensure that its policies take
the interests of children into account.

4) "would" to indicate the consequences of implementing a suggestion: This would  ensure that the

particular circumstances of each case are properly identified and taken into account.

Speaking Tip
In the IELTS Speaking exam you will be judged on your use of vocabulary. Having a good vocabulary is
not just about knowing lots of words and phrases. You have to know how to use them. If you use slang in
the exam, it might sound inappropriate.

Equally, some words that are extremely formal or old-fashioned are not often used in speaking, and might
also sound inappropriate.

IELTS Exam Tip 2

Listening Tip
When you have to complete short-answer questions, remember that the questions are in the same
order as the information in the recording.

Remember to stick to the word limit.

Reading Tip
Locating information and Matching headings tasks are similar. In both, you have to match information
to sections of a text.

The difference is that headings generally summarise information in a section while locating information

questions usually pick out a key point.

Writing Tip
Make sure you complete your essay by writing a conclusion, even if this consists of only one sentence.

If you are running short of time, it is better to shorten or omit one of your body paragraphs than to fail to
complete the task.
Speaking Tip
You can be asked to talk about things you like or dislike in all three parts of the IELTS Speaking module.

To do well, you’ll need to be able to express your feelings confidently and correctly, using a variety of
expressions.

Don’t forget to give reasons too!

IELTS Exam Tip 3

Listening Tip
When you have to complete a flow chart, remember to listen for sequencing words such
as then and next as they help you understand the stages of the process.

Reading Tip
True, False, Not Given questions

False means that the information in the question is factually wrong.

Not Given means that the information in the statement is impossible to check because it is not mentioned
in the text.

Use the questions to help guide you through the reading passage. Look for clues in the questions to find
the correct part of the passage then read this section carefully.

Writing Tip
One of the most useful strategies for linking points between sentences is to use the
demonstrative this or these.

This or these can be used either on its own or followed by a summary word which captures the main point
of the preceding sentence.

Study the example bellow:

In the past, many people believed that people over the age of sixty-five were too old to work. This view is
no longer widely held.

Speaking Tip
You can always exploit the vocabulary in the questions.

For example, you might be asked about a time when you won a game, and then you can use the
vocabulary to talk about how you played and won a match.

Or you may be asked to describe a famous person you admire. Then you could describe a sporting hero
and talk about their skill in their sport and a time when they an opponent.

Always think about how you can transfer vocabulary you have learnt to other exam questions.

IELTS Exam Tip 4

Listening Tip
You will have time at the start of each listening section to Look at the questions. Read all of the
information carefully.

For notes completion questions you should check how many words you need to write.

You should also use the information in the questions to help you predict the type of word you need to
listen for (e.g. a number, a date, or a name).

Reading Tip
When you have to match paragraph headings to paragraphs, skim each paragraph in turn.

Decide what the main point of the paragraph is, then find a heading that means the same things.

Writing Tip
In IELTS Writing tasks, don’t copy information from the question paper, use your own words. Make sure
that you describe the most important information and that your figures are accurate.

Check your spelling when you have finished and make sure you have written at least 150 words for Task
1 and at least 250 words for Task 2.

Speaking Tip
The correct intonation that reflects accurately how you feel, will improve your marks.

If you are telling an exciting story, but your intonation makes you sound bored, the examiner will probably
find your story less interesting.

We use different intonation to express different emotions. The best way to improve your intonation is to
listen to how English-speakers say something, as well as what they say.

You could watch a film and listen carefully to how the characters sound when they are sad, happy,
frightened, and so on. Pause the film and imitate them.

IELTS Exam Tip 5

Listening Tip
In Section 1 of the IELTS listening exam, you may have to complete a form. Normally, each answer is one
or two words.

In Section 1, the information is factual; for example, dates, telephone numbers and places.

Reading Tip
In IELTS Reading exam, follow the instructions carefully. In tasks that ask you to summarize, the
following instructions apply:

1) You are told how many words you can use in your answer.

2) Numbers can be written using words or figures. A number or symbol counts as one word.

3) Hyphenated words count as single words.

Writing Tip
In Academic Writing Task 1, don’t forget that you are not expected to give your opinion on the
information you are given.

You should merely describe the information factually.

Speaking Tip
In IELTS Speaking exam, when you have to answer questions in Part 1, think for a moment before you
respond.

You can use conversation fillers such as, “Let me think for a moment” or “What an interesting
question!”.

IELTS Exam Tip 6

Listening Tip
In IELTS Listening exam, when you have to complete sentences, make sure that the word or phrase you
write is correct both in terms of meaning and in terms of its grammar.

If it doesn't fit grammatically, it's the wrong answer.

Reading Tip
It is easy to forget the meaning of new words. Try to work with new words you come across: look at the
different related meanings, look up the different word forms and use them in a sentence about yourself.

The more you do with a word when you first come across it, the more likely you are to remember its
meaning later.
Writing Tip
In Writing Task 2, if the question asks you to “discuss both views” then you need a balanced argument,
so make a list of ideas for and against the issue, and then give your opinion (I believe; I think).

Note that Task 2 counts for twice the marks of Task 1 so spend twice the amount of time on it. It is
important to write at least 150 words for Task 1 and 250 words for Task 2.

Speaking Tip
In IELTS Speaking exam, when you have to answer questions in Part 1, don't just give one-word
answers. You have to show that you can communicate in English. Try to say several sentences for each
answer.

IELTS Speaking strategies

Make sure you know what you have to do in the Speaking test and what you are being assessed
on. Even good candidates can lose marks because they are not prepared for the requirements of
the different parts of the test.

Part 1
Use this part to develop your confidence and fluency. The questions are about you and should be
straightforward to answer.

Give full answers but do not talk for too long. Fuller answers are expected in Part 3.

Do not memorise answers. Your examiner will recognise prepared answers and you will not get credit
for them.

Part 2
Use the preparation time wisely. Useful notes will help you speak for longer.

Refer to the task card as you talk. The points on the task card are designed to help you structure your
talk.

Be aware of how long 2 minutes is. You need to produce a rounded talk that is long enough, but not too
long.

Part 3
Make sure you know what the discussion topic is. Your answers need to be relevant to the topic.

Re-phrase the questions in your mind, so that you know what the examiner expects. The questions
aim to get you to talk about things using a range of language functions.

Support and extend your answers. You must show that you can discuss the Part 3 topics fully.
All parts
Listen carefully to each question the examiner asks and think about the tenses
and vocabulary you should use in your answer. You will get better marks if your answer is
grammatically correct and shows a range of vocabulary.

Have some views on typical Part 1 and 3 topics. You cannot discuss topics if you do not have any
views. This is especially important for Part 3.

Ask the examiner to repeat a question if you do not understand it. This is much better than talking
about something which is irrelevant to the topic.

Try to develop your answers using linkers and structural markers. You will get better marks for
fluency if you can sequence ideas, rather than repeating them or hesitating over them.

Speak clearly and use stress and intonation to help you get your points across. This will help
improve your marks for pronunciation. Even good speakers can lose marks if they speak much too
quickly.

Twenty tips for IELTS success

 In Listening, use the example at the beginning of the first section to familiarize yourself with the
sound, the situation, and the speakers.
 Keep listening until the recording stops, looking only at the questions that relate to the part being
played.
 There are often pauses in the recording between different sections. Use these to prepare for the
next set of questions.
 Answer Listening questions in the order they appear on the Question Paper. Remember that they
normally follow the order of the information in the recording.
 At the end of the recording you have some time to transfer your answers to the Answer Sheet.
Check your grammar and spelling as you do so.
 In Academic Reading, begin by going quickly through each passage to identify features such as
the topic, the style, the likely source, the writer’s purpose and the intended reader.
 As you read, don’t try to understand the precise meaning of every word or phrase. You don’t have
time, and those parts of the text might not be tested anyway.
  Reading tasks sometimes have an example answer. If this is the case, study it and decide why it
is correct.
 Some tasks require you to use words from the text in the answer; in others you should use your
own words. Check the instructions carefully.
 The instructions may also include a word limit, e.g. Use no more than three words. Keep to this
by avoiding unnecessary words in your answer.
 In Academic Writing, you must always keep to the topic set. Never try to prepare sections of text
before the exam.
 Keep to the suggested timing: there are more marks possible for Task 2 than Task 1.
 Organize and link your ideas and sentences appropriately, using a wide range of language and
showing your ability (in Task 2) to discuss ideas and express opinions.
 If you write less than 150 words in Task 1 or less than 250 in Task 2 you will lose marks, but
there is no maximum number of words for either.
 When you plan your essay, allow plenty of time at the end to check your work.
 In Speaking, don’t try to give a prepared speech, or talk about a different topic from the one you
are asked to discuss.
 Always speak directly to the Examiner, not to the recording equipment.
 Whenever you reply ‘Yes’ or ‘No’ to the Examiner’s questions, add more details to your answer.
In each case, aim to explain at least one point.
 Remember that you are not being tested on your general knowledge but on your ability to
communicate effectively.
 Organize and link your ideas and sentences appropriately, talking clearly at normal speed and
using a wide range of structures and vocabulary.