IELTS IELTS Academic Writing Paper Academic Writing Paper

English Language CentreEnglish Language CentreThe Hong Kong Polytechnic UniversityThe Hong Kong Polytechnic University

Test Format and TasksTest Format and Tasks

Format and TasksFormat and Tasks

Strategies and ExamplesStrategies and Examples

Further HelpFurther Help

ReferencesReferences

Questions Questions

Test FormatTest FormatTest FormatTest Format– Writing Module lasts 60 minutes.Writing Module lasts 60 minutes.– Two tasks:-Two tasks:-

Task 1 – 20 minutes, 150 words.Task 1 – 20 minutes, 150 words.

Task 2 – 40 minutes, 250 words.Task 2 – 40 minutes, 250 words.

Words are counted by the examiners, so don’t write Words are counted by the examiners, so don’t write too many or too few words.too many or too few words.Tip - learn how many words you usually write on a Tip - learn how many words you usually write on a line, and how many lines = 150 and 250 words, so line, and how many lines = 150 and 250 words, so you don’t waste time counting words in the test. you don’t waste time counting words in the test.

Test Format and Tasks - AnswersTest Format and Tasks - Answers

AnswersAnswers– Must be written on the answer sheet.Must be written on the answer sheet.– Must be written in full.Must be written in full.– Notes are not acceptable as answers.Notes are not acceptable as answers.– Notes may be made on the question Notes may be made on the question

paper, but cannot be taken from the test paper, but cannot be taken from the test room.room.

Test Format and Tasks – Task 1Test Format and Tasks – Task 1Task 1: (20 minutes, 150 words)Task 1: (20 minutes, 150 words)– Interpret a diagram or table, and present the Interpret a diagram or table, and present the

information in information in your own words.your own words.Organise, present and possibly compare data Organise, present and possibly compare data

– e.g. money people spend on different forms of e.g. money people spend on different forms of entertainment. entertainment.

Describe stages of a procedure or process Describe stages of a procedure or process – e.g. the stages of human evolution.e.g. the stages of human evolution.

Describe on object or event or series of events Describe on object or event or series of events – e.g. How the water cycle works.e.g. How the water cycle works.

Explain how something works Explain how something works – e.g. How a car engine works.e.g. How a car engine works.

Test Format and Tasks – Task 2Test Format and Tasks – Task 2Task 2 (40 minutes, 250 words)Task 2 (40 minutes, 250 words)– presented with a point of view or argument or presented with a point of view or argument or

problem.problem.Present and justify an opinion Present and justify an opinion

– e.g. Do you think trial by jury should be used in all e.g. Do you think trial by jury should be used in all criminal cases?criminal cases?

Compare and contrast evidence, opinions and Compare and contrast evidence, opinions and implications implications

– e.g. How effective is it to reward good work with extra e.g. How effective is it to reward good work with extra money?money?

Evaluate and challenge ideas, evidence or an argument Evaluate and challenge ideas, evidence or an argument – e.g. ‘Failure shows desire wasn’t strong enough’. To e.g. ‘Failure shows desire wasn’t strong enough’. To

what extent do you agree? what extent do you agree?

Test Format and Tasks: Test Format and Tasks: Assessment CriteriaAssessment Criteria

General PointsGeneral PointsYou must respond appropriately in terms You must respond appropriately in terms

of:of:Register – formality and politeness; e.g. no Register – formality and politeness; e.g. no short formsshort formsOrganisation – clear and logicalOrganisation – clear and logicalStyle – academic; e.g. no rhetorical Style – academic; e.g. no rhetorical questions, no exclamations, no extreme questions, no exclamations, no extreme opinions, use tentative expressions such as opinions, use tentative expressions such as ‘this appears to be…’ ‘this is probably due ‘this appears to be…’ ‘this is probably due to…’to…’Content – relevant and completeContent – relevant and complete

Test Format and Tasks - TopicsTest Format and Tasks - Topics

Example Task Topics:Example Task Topics:

– Recommended Materials in CILLRecommended Materials in CILLIssues in English CD-ROMIssues in English CD-ROM

Time, Newsweek and The Economist Time, Newsweek and The Economist magazines (also on the Internet)magazines (also on the Internet)

Test Format and Tasks – Task 1Test Format and Tasks – Task 1

Considerations for Task 1 include:Considerations for Task 1 include:Task Fulfillment – answering the Task Fulfillment – answering the question completelyquestion completelyCoherence – e.g. Firstly, Secondly, Coherence – e.g. Firstly, Secondly, FinallyFinallyCohesion – e.g. ‘this’, ‘it’, ‘he’, ‘and’, Cohesion – e.g. ‘this’, ‘it’, ‘he’, ‘and’, ‘but’ and synonyms‘but’ and synonymsVocabulary – good range, appropriateVocabulary – good range, appropriateSentence Structure – concise but not Sentence Structure – concise but not simplistic; e.g. correct use of relative simplistic; e.g. correct use of relative clauses.clauses.

Example of Task 1Example of Task 1

You should spend You should spend about 20 minutes about 20 minutes on this task.on this task.

The graph below The graph below shows the shows the different modes of different modes of transport used to transport used to travel to and from travel to and from work in one work in one European city in European city in 1950, 1970 and 1950, 1970 and 1990.1990.

Academic WritingAcademic Writing - - Writing Task 1Writing Task 1

Write a report for a university lecturer describing the information Write a report for a university lecturer describing the information shown. You should write at least 150 words.shown. You should write at least 150 words.

Example of Task 1Example of Task 1

With a partner:With a partner:

1.1. Identify the main Identify the main trends for each trends for each mode.mode.

2.2. Identify any large Identify any large increases or increases or decreases.decreases.

3.3. Are there any Are there any clear and clear and consistent consistent directions?directions?

4.4. Does anything Does anything seem surprising?seem surprising?

5.5. Are there any Are there any clear clear relationships relationships between modes between modes or percentages?or percentages?

Academic WritingAcademic Writing - - Writing Task 1Writing Task 1

Possible Answer for Task 1Possible Answer for Task 1Full AnswerFull Answer

The graph shows the percentage of travellers in a European city who The graph shows the percentage of travellers in a European city who used bus, car, bike and foot to commute to and from work in the years used bus, car, bike and foot to commute to and from work in the years 1950, 1970 and 1990.1950, 1970 and 1990.

The amount of people using cars grew considerably, rising from just over The amount of people using cars grew considerably, rising from just over 5% in 1950 to 25% in 1970, and then climbing to almost 40% by 1990.5% in 1950 to 25% in 1970, and then climbing to almost 40% by 1990.

However, the amount of people using bikes decreased. Over 25% of However, the amount of people using bikes decreased. Over 25% of commuters cycled in 1950, but this had fallen to less than 10% by 1990. commuters cycled in 1950, but this had fallen to less than 10% by 1990. Similarly, the amount of people who walked to work fell from more than Similarly, the amount of people who walked to work fell from more than a third in 1950 to about 10% in 1990.a third in 1950 to about 10% in 1990.

The amount of people using buses initially rose in 1970 to about 30%, The amount of people using buses initially rose in 1970 to about 30%, but had dropped to about 17% by 1990.but had dropped to about 17% by 1990.

The graph indicates the growing use of cars for commuting and the The graph indicates the growing use of cars for commuting and the corresponding fall in the popularity of other modes of transport since corresponding fall in the popularity of other modes of transport since 1950.1950.

Possible Answer for Task 1 - Possible Answer for Task 1 - IntroductionIntroduction

Answer:Answer:The graph shows the percentage of The graph shows the percentage of travellers in a European city who used bus, travellers in a European city who used bus, car, bike and foot to commute to and from car, bike and foot to commute to and from work in the years 1950, 1970 and 1990.work in the years 1950, 1970 and 1990.

Instructions:Instructions:

The graph below The graph below shows the different shows the different modes of transport modes of transport used to travel to and used to travel to and from work in one from work in one European city in European city in 1950, 1970 and 1990.1950, 1970 and 1990.

Possible Answer for Task 1 - CarsPossible Answer for Task 1 - CarsAnswer:Answer:The amount of The amount of people using people using cars grew cars grew considerably, considerably, rising from rising from just over 5% just over 5% in 1950 to in 1950 to 25% in 1970, 25% in 1970, and then and then climbing to climbing to almost 40% almost 40% by 1990.by 1990.

Possible Answer for Task 1 – Bikes Possible Answer for Task 1 – Bikes and Walkersand Walkers

Answer:Answer:However, theHowever, theamount of amount of people using people using bikes decreased. bikes decreased. Over 25% of Over 25% of commuters commuters cycled in 1950, cycled in 1950, but this had but this had fallen to less fallen to less than 10% by than 10% by 1990. Similarly, 1990. Similarly, the amount of people who walked to work fell the amount of people who walked to work fell from more than a third in 1950 to about 10% in from more than a third in 1950 to about 10% in 1990.1990.

Possible Answer for Task 1 - BusesPossible Answer for Task 1 - BusesAnswer:Answer:The amount The amount of people of people using buses using buses initially rose initially rose in 1970 to in 1970 to about 30%, about 30%, but had but had dropped to dropped to about 17% about 17% by 1990.by 1990.

Possible Answer for Task 1 Possible Answer for Task 1 ConclusionConclusion

Answer:Answer:The graph The graph indicates the indicates the growing use of growing use of cars for cars for commuting and commuting and the the corresponding fall corresponding fall in the popularity in the popularity of other modes of of other modes of transport since transport since 1950.1950.

Test Format and Tasks – Task 2Test Format and Tasks – Task 2

Task 2 is assessed on:Task 2 is assessed on:Quality of Arguments – logical, well-Quality of Arguments – logical, well-consideredconsidered

Ideas and Evidence – support your pointsIdeas and Evidence – support your points

Communicative QualityCommunicative Quality

Vocabulary and Sentence StructureVocabulary and Sentence Structure

Example of Task 2Example of Task 2Read the question carefully and read it several Read the question carefully and read it several times. Decide what the times. Decide what the focusfocus of the task is? of the task is? The first sentence is sometimes background The first sentence is sometimes background information, the focus of the essay and the information, the focus of the essay and the question come after. For example:question come after. For example:

‘‘Some businesses now say that no one can Some businesses now say that no one can smoke cigarettes in any of their offices. smoke cigarettes in any of their offices.

Some Some governments have banned smoking governments have banned smoking in all in all public places. public places.

This is a This is a good ideagood idea but it takes away some but it takes away some of of our our freedomfreedom..

Do you agree or disagree?’Do you agree or disagree?’

– Decide what the task requires you do.Decide what the task requires you do.

Strategies - OrganisationStrategies - Organisation

OrganisationOrganisation– After you have produced your ideas, you After you have produced your ideas, you

need to need to organise organise them.them.– Do not produce a list of ideas without Do not produce a list of ideas without

development.development.– Decide on the key ideas. How many ideas Decide on the key ideas. How many ideas

can you cover in 150 or 250 words?can you cover in 150 or 250 words?– Select some supporting points for each key Select some supporting points for each key

idea in your list.idea in your list.– Think about your own experience – do you Think about your own experience – do you

have any further points to add.have any further points to add.

Strategies – ContentStrategies – Content

Respond to each point mentioned in Respond to each point mentioned in the task.the task.– Your answer must be complete. Your answer must be complete. – Make sure you do not:Make sure you do not:

misunderstand the question; misunderstand the question; e.g. smoking in Government officese.g. smoking in Government officeswrite about something not required in the write about something not required in the question; e.g. banning smoking completelyquestion; e.g. banning smoking completelyanswer only half of the topic; answer only half of the topic; e.g. you write about is it a good idea, but e.g. you write about is it a good idea, but don’t write about freedom.don’t write about freedom.

Strategies - PlanningStrategies - PlanningAllow some time to think about the question.Allow some time to think about the question.– note down clear and relevant ideasnote down clear and relevant ideas– make a brief plan of the organisation and content of your make a brief plan of the organisation and content of your

answer. For example:answer. For example:Intro – smoking in businesses & Govt. - good idea, freedom?Intro – smoking in businesses & Govt. - good idea, freedom?Smoking in businessesSmoking in businesses

– Good idea? Good idea? Smokers may work better if they can smokeSmokers may work better if they can smoke

Passive smoking – objections from other staffPassive smoking – objections from other staff– Takes away freedom?Takes away freedom?

Businesses have the right to limit staff activitiesBusinesses have the right to limit staff activities

Govt. limitations on smoking in public placesGovt. limitations on smoking in public places– Good idea? Good idea?

Costs to society - Passive smoking, litter, health careCosts to society - Passive smoking, litter, health careBenefits to society – tax revenue, pleasure of smokersBenefits to society – tax revenue, pleasure of smokersPressure groups – smokers, tobacco companies, Pressure groups – smokers, tobacco companies,

sponsorssponsors– Takes away freedom?Takes away freedom?

Govt. has the right to regulate citizens’ activitiesGovt. has the right to regulate citizens’ activitiesWill citizens support regulation?Will citizens support regulation?

Conclusion Conclusion

Strategies – Content - IntroductionStrategies – Content - Introduction

The IntroductionThe Introduction

– Important: gives first impression.Important: gives first impression.– A few sentences.A few sentences.– Introduce the topic.Introduce the topic.– Preface the main points.Preface the main points.– Define what you understand by the taskDefine what you understand by the task– Show how you intend to approach the task.Show how you intend to approach the task.

Strategies – Introduction - ExampleStrategies – Introduction - Example

Limitations on smoking in businesses and public places are a controversial topic as, although they may be a good idea, they may also interfere with people’s freedom. Non-smokers are likely to think that banning smoking is a good idea, but smokers naturally may not. Different cultures may have varying attitudes to whether businesses or governments have the right to ban smoking in certain places.

Strategies – Body - ExampleStrategies – Body - Example

Banning smoking in businesses may not be a good idea because smokers may work better if they can smoke. However, passive smoking can cause objections from colleagues.Although such bans may reduce freedom, businesses are widely seen as having the right to regulate staff activities.Governments may also ban smoking in public. This may be a good idea due to the costs to society of smoking such as litter and health care. However, smoking in public may also benefit society, for example in tax revenue and the pleasure of smokers. Also, pressure groups such as tobacco companies may discourage limitations on smoking.As for freedom, in many cultures the government has the right to regulate citizens’ activities. It is also increasingly possible that citizens would support such bans.

Strategies – Content - ConclusionStrategies – Content - Conclusion

The ConclusionThe Conclusion

– Important: Opportunity to leave a Important: Opportunity to leave a good impression.good impression.

– A few sentences.A few sentences.– Summarises your key ideas and your Summarises your key ideas and your

main ideas.main ideas.– If appropriate, a final decision, If appropriate, a final decision,

statement, or recommendation.statement, or recommendation.

Strategies – Conclusion - ExampleStrategies – Conclusion - Example

As a non-smoker I believe that limiting smoking in workplaces and in public is a good idea. I can also understand the opinion of smokers that banning smoking in such places limits their freedom. If the effects of smoking were limited to smokers I would oppose bans, but as smoking affects the health of others, I support them.

Further Help - WAPFurther Help - WAP

WAP – Writing Assistance Programme WAP – Writing Assistance Programme Core A 3/F Core A 3/F– One-to-one help from an ELC teacher One-to-one help from an ELC teacher

with your writingwith your writing– WAP teachers will give you suggestions WAP teachers will give you suggestions

for improving your writing. They will not for improving your writing. They will not proof-read.proof-read.

– More information at More information at http://elc.polyu.edu.hk/wap/http://elc.polyu.edu.hk/wap/

Further Help - CILLFurther Help - CILL

CILL – Centre for Independent CILL – Centre for Independent Language Learning Core A 3/FLanguage Learning Core A 3/F– Help from an ELC teacher with your Help from an ELC teacher with your

writing, reading, speaking and listeningwriting, reading, speaking and listening– CILL teachers can give you suggestions CILL teachers can give you suggestions

for improving your writing. They will not for improving your writing. They will not proof-readproof-read

– More information at More information at http://elc.polyu.edu.hk/cill/ielts/http://elc.polyu.edu.hk/cill/ielts/

ReferencesReferencesYou can find these books in CILL, Room You can find these books in CILL, Room

AG305: AG305: Cambridge Practice Tests for the Cambridge Practice Tests for the IELTS, Books 1, 2 & 3 (with CD-ROM IELTS, Books 1, 2 & 3 (with CD-ROM for listening tests) for listening tests) Insight into IELTS - an IELTS Insight into IELTS - an IELTS preparation course preparation course Presenting Facts and FiguresPresenting Facts and FiguresGreat EssaysGreat Essays

Useful websitesUseful websites

UGC Introductory site UGC Introductory site http://www.ugccepa.comhttp://www.ugccepa.com

IELTS homepage IELTS homepage http://www.ielts.org/index.htmhttp://www.ielts.org/index.htm

ELC homepage ELC homepage http://elc.polyu.edu.hkhttp://elc.polyu.edu.hk

QuestionsQuestions

Please do not ask us (or any ELC Please do not ask us (or any ELC teacher) to predict what grade you teacher) to predict what grade you will get, as such prediction is will get, as such prediction is forbidden by the IELTS organisation.forbidden by the IELTS organisation.

Please do not ask about test dates Please do not ask about test dates and venues, as these are not and venues, as these are not organised by the ELC.organised by the ELC.