Creating a Positive Impression Lesson 2

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<ul><li><p>Page1</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>IELTSBlog.compresents:</p><p>HowtogetahigherIELTSscore</p><p>bybuildingapositiveimageintheexaminersmindThisseriesoflessonswaspreparedbyDonnaMillenespeciallyforthereadersofELTSBlog.comI .ThelessonsarebrilliantandwilldoamazingthingsforyourIELTScoreifyoustudyandimplementthem.s</p><p>Youwilllearn:</p><p>Lesson#1: ositive,psychologicalimpressiononyourHowtocreateapIELTSassessors.</p><p>Lesson#2:HowtowriteaTask1reportthatwillimpressyourassessors(AcademicModule).</p><p>Lesson#3: rthatwillimpressyourassessorsHowtowriteaTask1lette(GeneralTrainingModule)</p><p>Lesson#4: linfluenceyourassessorsHowtowriteaTask2essaythatwilpositively(AcademicandGeneral).</p><p>esson#5</p><p>L : testscorebyHowtoimproveyourSpeakingconnectingwithyourassessor.</p><p>Lesson#6:HowtooptimizeyourperformanceintheListeningandReading</p><p>tests.</p><p>DonnaMillen,coauthoroftheCentreforEnglishLanguageintheUniversityofSouthAustraliasIELTSonTrackseriesofbooks(ieltsontrack.com)talksaboutwhatmaycreateapositivepsychologicalimpressiononassessorswhomaybescoringtheWritingandSpeaking(interview)componentsofyourIELTStest.</p><p>http://www.ieltsontrack.com/http://www.ielts-blog.com/http://www.ielts-blog.com/http://www.ielts-blog.com/online-ielts-course-sign-up-here/http://www.ielts-blog.com/online-ielts-course-sign-up-here/http://www.ielts-blog.com/online-ielts-course-sign-up-here/http://www.ielts-blog.com/online-ielts-course-sign-up-here/http://www.ielts-blog.com/online-ielts-course-sign-up-here/http://www.ielts-blog.com/online-ielts-course-sign-up-here/http://www.ieltsontrack.com/</p></li><li><p>Page2</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>Lesson#2:HowtowriteaTask1reportthatwillimpressyourassessors(AcademicModule).</p><p>BeforebeginningLesson#2,hereisashortsummaryofwhatwelearnedlastweek.SummaryofLesson#1.</p><p>owerto:IntheIELTSWritingandSpeakingtestsyouhavesomepi essionthatyoumakeontheassessorb ychologicalimpressionintheassessorsmindofthesortofnfluencetheimpruildapositive,pspersonYOUare.</p><p>IntheIELTSWritingtestyoucanimpresstheassessorby:</p><p>wellorganisedwayturelyandwithprecision</p><p>presentingyourwritingneatlyandinawritingsentencesthatexpressideasmaavoidingbabyishsimpleexpressions.IntheIELTSSpeakingtestyoucanimpresstheassessorby:behavingasanequale afriendlyandopenwayt thingsaboutyourlifeandculture</p><p>xpressingyourpersonalityinellingtheassessorinteresting(whenitisrelevanttodoso).</p><p>NowletsmoveontoLesson#2.</p></li><li><p>Importantbackgroundissues</p><p>eforelookingspecificallyatthisweekslessononIELTSAcademicWritingTask1,etsexploreoneortwoimportantbackgroundissuesintheWritingtest.Bl</p><p>Dontbecomeaclockvictim</p><p>TheIELTSAcademicWritingtestputseverycandidateunderagreatdealoftimepressure.Candidatesknowthattheyhavetorespondtotwotasksbywritinga150word,andthena250wordanswerinonlyonehour.Undersuchconditions,itiseasyforcandidatestoseethemselvesaspowerlessclockvictims.</p><p>WhatisanIELTSclockvictim?andidateswhospendtoomuchtimeeithercountingwords,clockwatchingorbeingovernxiousabouttimecanbedescribedasclockvictims.CaCutdownonwordcountingAvoidlosingtimebycountingwordstoofrequently.Instead,workouttheapproximate,averagenumberofwordsyounormallywriteonaline,countthenumberoflinesyouhaverittenandmultiplythemtogether.AfullIELTSAnswerpagehasabout20lines.Ifyouormallywriteabout10wordsoneachlineyouwillwriteabout200wordsonafullpage.</p><p>wnWhattodotopreventfeelingsoanxiousintheIELTSwritingtestTo youneedto:</p><p>canincreaseyourabilitytocontrolthishelptomanagefeelingsofanxiety</p><p>seeyourselfinamorepositivewaysothatyouchallengingwritingtestsituation.beco ebetteratorganisingyourwrittentext. m</p><p>OW?H</p><p>Page3</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>CreateasuitabletestpersonafortheIELTSwritingtestItisimportantfortesttakerstocreateasuitabletestpersona(asortoftestidentity)withwhichbothtomanagetheirtestperformanceandtobuildtheconfidencetoconnectpositivelywithandmakeapositiveimpressionontheassessor.Beingapanickytesttakerisnotasuitabletestpersona.</p><p>http://www.ielts-blog.com/ielts-preparation-tips/ielts-writing-how-your-band-score-is-calculated/</p></li><li><p>Page4</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>Whatmightbeasuit</p><p>maginethiscontext:</p><p>abletestpersonafortheIELTSAcademicWritingtest?I</p><p>Youareworkingwithasenior,universitylectureronsomesocialresearch.Thislecturerhasaskedyoutopresentthemwithabriefreportonsomedataandtogivesomeoutlineviewsonasocialissueasbackgroundmaterialtobetakentoatwoday,academicseminaroverseas.Thelecturerisflyingoverseasforthatseminaratlunchtime.</p><p>Timeisimportantalsointhisimaginarycontext,butitisimportantinthiscasebecauseofyourcolleaguesschedule,soyouarehelpingsomeone.Alsoanacademiccontextisaprofessionalcontextinwhichyouwouldbeexpectedtowriteinamature,considered,clear,preciseandprofessionalmanner.Thisprofessionalandacademictestpersonaisamoresuitableoneforyoutoimagineyourselfinthanjustbeingatestcandidate;itestablishesamuchstrongerenseofrelationshipbetweenwriterandreader,andthisgivesyourwritingastrongerocialpurpose.ssButImtakinganIELTSlanguagetest,notworkingforauniversity.erhapsthisiswhatyouarethinkingrightnow.PerhapsyouthinkthisideaofaP</p><p>professional,academictestpersonaisalittlebitcrazy.OK,thenthinkaboutitthisway.Evenifyouarenottryingtodoso,ornotawareofdoingso,almosteverythingyouwritetoanotherpersoncarriesanimpressionofYOUwithinit.If,forexample,yourwritingisdisorganised,looksmessy,isoffthepoint,offersinaccurateinformation,thenallofthesefeaturestellthereadersomethingnegativeaboutYOU(thewriter)asaperson.ThereaderstartstoimaginewhatYOUarelikefromhowyouwrite,notjustfromwhatyourlanguageislikegrammatically.Thismeansyourwritinghasthepowertoinfluencetheimpressionyoumakeinmanydifferentways.Soyouneedtotrytoommunicatepositiveimpressionsofyourselfinyourwriting.c</p><p>Howelsecananxietyorpanicbemanaged?</p></li><li><p>Planningbeforewriting</p><p>OftencandidatesreceivetheirIELTSwritingtestpaperandthenbeginwritingtheiranswersalmostimmediately.Why?</p><p>Becausetheyaresoscaredoftime.</p><p>Aprofessionalperson,incontrast,learnshowtoplanandmanagetimeinthemosteffectivewayinordertoachievethegoalstheyhaveestablishedforwriting.Planningisessentialtoaprofessionalapproachinworkinglife.Ifyougotomeetabusinesslientyoupreparethenightbeforesothatyouareclearaboutwhatyouwanttoachievecandthebestwaytoachieveit.ThesameistrueinIELTSWriting.OneofyourprimegoalsistogetabetterIELTSscorebybuildingapositiveimpressionintheassessorsmind.InIELTS,planningtime(even23minutes)iseffectivebecauseitelpsyoutodevelopasystematicandwellorganisedanswer,andthiscreatesarofessionalimpressionofYOUinthemindoftheassessor.hpImaginethis:Let sa twopeopleofthesameEng sh</p><p>s yyoudidsomeresearchandmadeavideorecordingofritingtask1BUT:</p><p> planningtheanswerli levelansweringthesameIELTSW onepersonspentabout3minutes theotherspentnotimeplanning.</p><p>Myguessisthatwhenyouplaybackthevideooftheonewhodidntplan,itwillshowthathiscandidatestopstothink,orstopstocrosssomethingout,moreoftenduringthe</p><p>thanthecandidatewithaplan.perhapseven3minutesmore!ttwentyminutesInotherwords,itmaybejusttestanxietywhichcausesyoutothinkthateveryossiblesecondhastobeusedaswritingtime.ItmayalsobeamistaketobelievethathebestTask1answersarefromcandidateswhohavewrittennonstopfor20minutes.pt</p><p>areaboriting</p><p>Someonewhoplansandorganiseswellisshowingthattheycbeingsystematicaboutorganisingthecontentofwhattheyarew</p><p>ut:</p><p>Page5</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>helpingthereaderoftheirworktoreaditaseasilyaspossible.hisactofplanningdemonstratesanimportantbasicvalidationofthereaderwriterelationship,whichisimportanteveninalanguagetestsituation.Tr</p><p>http://www.ielts-blog.com/ielts-preparation-tips/tips-by-ielts-examiner/</p></li><li><p>CreatingagoodimpressioninyourWRITINGACADEMICWritingtask1</p><p>AcademicWritingtask1involvesrespondingtoagraph,chart,tableorotherdiagram.Theassumptionisthatyouarewritingasortofsummarisingreportwhichdrawsoutandcompareskeyfeaturesandpresentstheminaclearandprofessionalmanner.TobuildapositiveimpressioninthemindoftheassessortherearemanythingsyoucandowhenchoosingthelanguagetousewhilebuildingyourTask1response.</p><p>7TipstoWritingaSuccessfulReport1.TakecarewiththeaccuracyofinformationWhatever llyndlookat ely</p><p>thematerialanddatapresentedtoyouinTask1,youneedtostudyitcarefueachcategoryornumbercarefullysothatyoureportonthemaccurat</p><p>hydoit?Accuracycreatesagoodimpressionofyouasa iter.professionalreportwraW2.Writeaboutthemostimportantpatternsandtrendsnotabouteverythinghydoit?Anappropriateselectionofkeyinformationshowsevaluationskills,andthisisprofessionalstyle.Wa3.Avoidshoppinglistwriting,whichmeansjustlistingobviousfiguresoneafteranother.In tstead,trytoidentifykeytrendsandcompareandcontrastpatterns,donjustrepeatlistsoffactshydoit?Comparing/contrastingshowsmorematureevaluationofmaterial,whichisW</p><p>moreprofessional.Remember,too,thatlanguageusedtoconnectideasatthebeginningofasentencecansignalthiscomparativewritingnicely.Forexample:Similarly,Conversely,Anexceptiontothistrendis,Comparedto,Thispatternchangedfromto.)(</p><p>Page6</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>4.DontmakepersonalcommentsaboutthestatisticalmaterialWhydoit?Beingprofessionalwhenyoureportondatarequiresyoutobefactualandobjective.</p><p>http://www.ielts-blog.com/ielts-preparation-tips/writing-tips/ielts-academic-test-tips-for-writing-task-1/</p></li><li><p>5.UseasystematiclayoutHaveanintroductiontoyourreportonthedataandincludeinitperhapsaverygeneralstatementaboutthemostdominanttrendinthedata.Createandarrangeotherparagraphslogically.Whydoit?Rememberintermsofyourtestpersona,anacademiccolleaguemightnotaveverymuchtimetoreadyourreportandneedstofindandclassifyreportinformationasily)he6.UseaprofessionalwritingstyleandformaltoneThisisnoteasytoachieveifyourlevelofEnglishisnotveryhigh.Neverthelessitisstillpossibletoshapeyourtone(whichmeansyourattitudetothecontentthatthereadergetsromyourTask1writingandhowappropriatethattoneisbothtothegenre(type)ofriting,andtotheexpectationsthatthereaderhasofareportofthistype.</p><p>fwYoucantrytoachieveanappropriateformal,professionalreportstyleby:</p><p> avoidinglazylanguageexpressions(egetc,orandsoontheyarenotprofessional,areusedmoreinspokenlanguage,andsuggestthewriterdoesntcareenoughtofinishasentence</p><p>properly)</p><p> avoidinginformalexpressions(egalot,wasOKtheyarenotprofessionalenoughforareports</p><p>tyle)</p><p> avoidingrepetition(tooboringandmakesthewritersoundverylimited.Useappropria esynonyms,orreferencinglanguage(egthis,itw ossible)</p><p>t hereverp</p><p> avoiding(wherepossible)overuseofgeneralexpressionsthatlackprecision(egthing,do,is,big,nice)</p><p>7.ReducesimplegrammarmistakesOfcourse,anyonetakingtheIELTStestislikelytomakenumerousgrammarmistakes.However,somemistakescreateamorenegativeimpressionthanotherswhenreadbyanativespeaker.Ifyoucanreducethenumberoftheseyoucanhelpapositiveimpressiontospreadtootherpartsofyourwriting.</p><p>Page7</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p></li><li><p>4TypesofGrammarMistakesThatAnnoyanAssessortheMost</p><p>MistakeType#1VERBTENSE</p><p>a)TalkingaboutthedataUsuallyIELTSTask1susedatafromparticularyeardates.YoumustusethePASTtensewhendescribinginformationfromthepast.Similarlyiftheinformationisaboutthefuture,useappropriateFUTUREtenseforms.b)TalkingabouttheactualgraphordiagramyoucanseeinfrontofyouonthetestpaperYouusethePRESENTtenseformstosayThegraph/chart/tableshows/indicates/reportson.becausethegraphitselfisalwaysthesameandalwaysinthepresent.MistakeType#2SUBECT/VERBagreementInEnglish,wesay:Thegraphshows;Thestatisticsshow;ThepopulationofthehreeAsiancountriest ischanging;ThenumberofpeoplewhositIELTSisincreasingtheheadnounspopulationandnumbercontroltheverbagreement);(MistakeType#3WORDFORMSAdjective/Noun/Adverb</p><p>andidatesneedtocontrolandmanageeffectivelytheEnglishwordformstheyuse.CLookatthese4 s:example</p><p>Page8</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>eissomeTher oubtfuld aboutthed ounform d</p><p>The thefiguresisat ( n ee ed)</p><p>accuracyofa X doubtn</p><p>doubt (Xa oubtful )djectived neededItisdoubtfullythatthefiguresareaccuracy(XXadjectivesdoubtful&amp;accurateneeded)</p><p>increasedThepopulation rapidduring2000 (Xadverbrapidlyneeded)Insimpleterms,errorsthatrelatetobasicrulesofEnglishgrammarleaveamorenegativeimpressionthanotherkindsofmistakesbecausetheassessormayassumethatyoulearntaboutthesebasicruleswhenyouwereyoungandhavehadplentyoftimetolearntousethemcorrectlysincethattime.</p></li><li><p>So,ifyoustillmakethesebasicerrorsyougivetheimpressionofbeinglikeanimmatureschoolchild,evenifyourownnativelanguagecausesyoutomaketheerrorsbecauseitsverbsystemismuchsimplerthantheEnglishverbsystem,oritstranslatedwordformsarelessvariedthanthoseinEnglish.Theassessorformsanimpressionofyoufromyourwritingandisntinfluencedbysuchcomplexitiesasfirstlanguageinterference.heIELTStest,remember,isbasedultimatelyoncomparingperformancewithanativenglishspeakerequivalent.</p><p>TEMistakeType#4SentenceBOUNDARIESandOMISSIONSfromsentencesCandidatesneedtobuildsentencescarefullyandrespectwhatasentenceisandwhatthepartsofasentenceare,otherwisethereaderhastokeepreadingandrereadingthe</p><p>them.Thisleavesanegativeimpressionontheexaminersentencestotrytounderstandbecause:a)itisfrustratingandboring,b)itdamagestherelationshipbetweenwriterandreader.Lookatthese2examples:1)Thefiguresshowthefoodpreferencesofmenandwomentheyareintwotables.</p><p>.2)Thetableshowsthepopulation.IntheAsiancountriesrosealotinthetenyearperiodfteryoureadeachexampleabove,itisdifficultnottorereadeachofthembecausethey</p><p>unicateeitherclearlyoreffectively.Nowlookattheseimprovedversions:AdontcommExample1</p><p>otables.Thefiguresshowthefoodpreferencesofmenandwomen.TheyareintwOR,moresimply,</p><p>otables.ThefiguresshowthefoodpreferencesofmenandwomenintwR,evenmoresimply,</p><p>ablesshowthefoodpreferencesofmenandwomen.OThetwotExample2ThetableshowsthatthepopulationintheAsiancountriesrosesignificantlyinthetenarperiod.</p><p>Page9</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>yeOAccordingtothetable,thepopulationintheAsiancountrieswentupmarkedlyinthetenyearperiod.</p><p>R</p></li><li><p>Page10</p><p>DonnaMillen(content) Web:http://www.ieltsontrack.comDesign&amp;layoutbyIELTSBlog.com Web:http://www.ieltsblog.com</p><p>Remember,alltheseexamplesrepresentjustasmallsampleofpossiblegrammaticalorothererrorsinlanguageuse,buttheyareonesthatmaysignificantlyaffectthepsychologicalimpressionthatyouranswerhasontheexaminer.</p><p>Tosummarise</p><p>WiththeIELTSAcademicWritingtestTask1itisimportantto:trytobeaconfidentmanageroftimenotaclockvictim.pc</p><p>lanbeforeyouwritetohelpyouranswertobewellorganised.reateanIELTStestpersonafortheWritingtestthathelpsyoumoreeasilytoseeyourselfaswritingforaprofessionalpurposetoanacademiccolleague,notasapanickytestcandidate.</p><p>YoucanhelptocreateapositiveimpressioninWritingTask1if</p><p>goriesofinformation</p><p>you:</p><p>ticsorcateskilfully</p><p>areaccuratewhenreportingstatisselectandcomparekeyinformationresistmakingpersonalcommentsc alstyleandtoner marmistakesthatassessorsmightthinkarefromyourearlydays...</p></li></ul>