PREFACE
Dear all Test takers,
Among the elements that contribute to a good performance in IELTS writing, the appropriate formats
of essays and a variety of sentence patterns play an important role in helping test takers get high scores
in writing skill when they sit an IELTS test. Therefore, the IELTS Writing Guidelines has been
composed with the aim of giving explanations as to how to respond to IELTS writing tasks effectively
by:
•
Recommending the format of each question type in IELTS Writing test;
•
Providing detailed instructions on how to write main parts of an essay;
•
Providing sample sentences with the structures highly recommended.
Target readers
The IELTS Writing Guidelines (IELTS Target 6.0+) is exclusively designed for HCMUT students who
have enrolled in Advanced Program, English Program and Transfer Program and are preparing for
IELTS with the target band score of 6.0+.
How to best use this book
It is highly recommended that test takers follow the procedure below for their self-study with the
IELTS Writing Guidelines (IELTS Target 6.0+)
•
Get a grasp of the format of each essay type
•
Use recommended structures when doing exercises
•
Create your own work based on the knowledge given
A message from the OISP English Team
We believe that the IELTS Writing Guideline (IELTS Target 6.0+) will be a great resource for your
IELTS Writing test preparation. It can help test takers raise the scores of task achievement, coherence
and cohesion and grammar in IELTS writing task 1 & 2.
Wish you all the best in your academic study and personal life.
As this is the first issue of the IELTS Writing Guilines (IELTS Target 6.0+) published, there can still be
room for improvement. Please reach out to us at oisp_english_program@oisp.edu.vn if there is any
feedback that you would love to give.
Copyright © 2022 by OISP English Team
This book is compiled for the sole purpose of IELTS training at OISP. Under no circumstances may any
part of this book be reproduced, distributed, or transmitted in any form or by any means, or stored in a
database or retrieval system, without the prior permission of OISP English Team.
TABLE OF CONTENTS
TASK 1 OVERVIEW ............................................................................................................................ 2
HOW TO DESCRIBE A LINE GRAPH ............................................................................................. 3
HOW TO DESCRIBE A BAR CHART .............................................................................................. 9
HOW TO DESCRIBE PIE CHARTS ................................................................................................ 13
HOW TO DESCRIBE A TABLE ....................................................................................................... 17
HOW TO DESCRIBE MIXED CHARTS ......................................................................................... 22
HOW TO DESCRIBE A LIFE CYCLE ............................................................................................ 24
HOW TO DESCRIBE A MANUFACTURING PROCESS ............................................................ 28
HOW TO DESCRIBE AN OBJECT AND ITS MECHANISM ...................................................... 32
HOW TO DESCRIBE MAPS ............................................................................................................. 36
TASK 2 OVERVIEW .......................................................................................................................... 41
OPINION ESSAYS .............................................................................................................................. 44
DISCUSSION ESSAYS ....................................................................................................................... 51
ADVANTAGE – DISADVANTAGE ESSAYS ................................................................................. 55
CAUSE - SOLUTION ESSAYS.......................................................................................................... 62
EFFECT - SOLUTION ESSAYS ....................................................................................................... 66
CAUSE - EFFECT ESSAYS ............................................................................................................... 70
IELTS WRITING
TASK 1
OISP ENGLISH PROGRAM
1
TASK 1 OVERVIEW
I.
GENERAL INFORMATION:
•
The Writing Task 1 of the IELTS Academic test requires candidates to write a summary of at
least 150 words within the suggested period of time of 20 minutes in response to a particular
graph (bar, line or pie graph), table, chart, process, map and multiple charts.
•
Candidates’ ability to select and report the main features, to describe and compare data, identify
significance and trends in factual information, or describe a process is tested in this task.
•
It contributes 1/3 to the total score of writing skill.
•
There are 4 areas of assessment namely Task Achievement (TA), Coherence and Cohesion (CC),
Lexical Resources (LR) and Grammatical range and accuracy (GR) with the weighting of 25%
each.
II.
GENERAL STRUCTURE:
In order to get a high score of IELTS task 1, it’s highly recommended that there are 3 main parts in
the report.
•
Introduction: Paraphrase the information given in the task. (Try to use your own words as many
as possible). Here are two recommended structures used to write the introduction
S + introducing verb + noun phrase + Relative clause
S + introducing verb + Noun clause
•
Overview: Give key features of the graphics in the task.
•
Body paragraphs: Give detailed information of the graphics in the task and make comparison
and contrast between categories where relevant.
The recommended amount of time is 2-3-10 minutes for introduction, overview and body
respectively.
The remaining 5 minutes is used for the information understanding and for grammar and spelling
checking as well.
OISP ENGLISH PROGRAM
2
HOW TO DESCRIBE A LINE GRAPH
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + a noun phrase + Relative clause
S + an introducing verb + Noun clause
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
•
Common quantifiers used with noun phrases: the amount of + uncountable N, the number of
+ plural N, the proportion of, the percentage of, the volume of, the quantity of, …
PRACTICE: Write the introduction for the line graph below.
The chart below shows the average cost of monthly contract for four different mobiles (cell
phones) in a European country from January to September 2002, measured in euro.
Introduction: The given line graph illustrates how much mobile phone services cost every month
from 4 different companies namely Domo, Lex, Sim TX and Alpha in a nation in Europe over a 9month period between January and September, 2002.
OISP ENGLISH PROGRAM
3
II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
•
Show the general trend (increase/ decrease in general, fluctuation, almost unchanged)
•
Make comparison and contrast among categories if possible
•
Don’t include data
Common expressions:
•
Overall, In general, Generally
Recommended structures:
•
Category A experienced/ witnessed/ saw an increase/ a decrease in … whereas the opposite was
true for …
•
There was an increase in … except category… whose …
•
Category A was always higher/ lower/ more/ fewer than …. of any other category throughout
the surveyed period.
•
Category A was always the most/ the least …
PRACTICE: Write the overview for the line graph below
Overview:
Overall, there was an increase in the prices of almost all companies, except Sim TX whose cost
remained almost unchanged over the period shown. In addition, the monthly cost of Domo’s contract
was generally higher than that of any other company surveyed.
OISP ENGLISH PROGRAM
4
III.
BODY PARGRAPHS:
Give the information in a logical order:
•
At the beginning of the period.
•
Middle periods of time
•
At the end of the period.
Represent the figures in detail:
•
Time + information + data
Useful vocabulary:
•
Nouns, verbs, adjectives
Part of speech
Nouns
Increase
Decrease
Fluctuate
Increase
Decrease
Fluctuation
Rise
Fall
Variation
Growth
Decline
Surge
Reduction
Peak
Dip
Stay the same
Plateau
Drop
Plunge
Plummet
Verbs
Increase
Decrease
Fluctuate
Plateau out
Rise
Fall
Vary
Level off + at
Go up
Decline
Level out
Grow
Go down
Stay the same
Soar
Reduce
Remain unchanged
Surge
Dive
Stay stable
Rocket
Drop
Stabilize
Peak
Plunge
Plummet
Adjectives
Upward
Downward
Erratic
Unchanged
increasing
Decreasing
Volatile
Stable
Unstable
OISP ENGLISH PROGRAM
5
•
Prepositions:
Increase/ decrease + in + field
Increase/ decrease (verb) + by + a number
from + a number + to + a number
Increase/ decrease (noun) + of + a number
from + a number + to + a number
Peak (verb) + at + a number
Reach/ Hit the peak (noun) + of + a number
Plateau out/ level off (verb) + at + a number
•
Adjectives and adverbs
Meaning
Adjective
Adverbs
Slight
Slightly
Steady
Steadily
Stable
Stably
Gradual
Gradually
Moderate
Moderately
Steep
Steeply
Sharp
Sharply
Quick
Quickly
Rapid
Rapidly
Sudden
Suddenly
Dramatic
Dramatically
Substantial
Substantially
Marked
Markedly
Significant
Significantly
Change a little
Change a lot
Useful introductory expressions:
•
It can be seen from the graph that ….
•
As can be seen from the graph…..
•
A closer/ more detailed look at the …. reveals that…..
Time expressions:
•
Over the next ...., For the following/ next ...., Over a period of ...
•
From ... To, Between ... and
•
Until/ in
•
since
OISP ENGLISH PROGRAM
6
Recommended Structures:
•
To list the data:
✓ (number) of (factor) + verb…
Ex: 30% of the women smoked in 2015.
✓ The proportion/ percentage/ number/ amount of (category) was (number)
Ex: The percentage of the smoking women was 30% in 2015.
✓ There + Be + (number) of (category)
Ex: There were 30% females smoking in 2015.
•
To express the trend:
✓ S + V + adv +by / from + number (to ...)+ period/ point of time
Ex: The number of car accidents rose sharply by 50% between 2000 and 2005.
✓ S + experience/ witness/ undergo/ see + a/an + adj + N + of + number + period/ point of time.
Ex: The number of car accidents experienced a sharp rise of 50% between 2000 and 2005
(Note: This structure can be used in the passive voice)
✓ There + be + a/ an + adj+ N + of + number+ in + field + period/ point of time
Ex: There was a sharp rise of 50% in car accidents between 2000 and 2005.
OISP ENGLISH PROGRAM
7
PRACTICE: Write body paragraphs to describe the detailed information of the line graph
below.
Body paragraphs:
In January, Alpha’s customers paid the lowest price, at only 5 euros which remained relatively
stable during the next 5 months before they witnessed a significant rise in its cost to 25 euros in
September, making Alpha the most expensive contractor examined.
Domo’s monthly cost was always the highest from January to July, ranging from 15 euros to 25
euros, followed by a slight decrease to about 23 euros by September. Similarly, there was steady
rise in the price of Lex’s contract, from approximately 12 euros in January to 17 euros in
September.
On the other hand, starting with roughly 9 euros in January, the average cost of Sim TX gradually
rose and reached the peak of 14 euros in June before dropping and returning to its initial price
of 8 euros in September.
OISP ENGLISH PROGRAM
8
HOW TO DESCRIBE A BAR CHART
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + a noun phrase + Relative clause
S + an introducing verb + Noun clause
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
•
Common quantifiers used with noun phrases: the amount of + uncountable N, the number of
+ plural N, the proportion of, the percentage of, the volume of, the quantity of, …
Example:
The bar chart shows the percentages of four different kinds of waste materials recycled in one city
in three years 1992, 1997 and 2002.
Percentage of different type of waste recycled
Plastic
Cans
Paper
Glass
0
10
20
1992
30
1997
40
50
60
2002
Introduction:
The bar chart illustrates what the proportions of recycled waste materials namely plastic, can,
paper and glass were in a city in three different years 1992, 1997 and 2002.
OR
The bar chart illustrates how much waste from plastic, cans, paper and glass was recycled in a
city in three different years 1992, 1997 and 2002.
OISP ENGLISH PROGRAM
9
II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
•
Find The biggest/ the smallest of each factor
•
Make comparison and contrast (similarities and differences) among factors in general.
•
Express the general trend (increase/ decrease of each category) if there are changes among
factors in accordance with time period.
•
Don’t include data.
Common expressions:
•
Overall, In general, Generally
Recommended structures:
•
A clause using superlative while the opposite was true for …
•
There was an increase in … except …
•
There was an increase in … whereas (category)… experienced a decrease
PRACTICE: Write the overview for the bar chart below
Percentage of different type of waste recycled
Plastic
Cans
Paper
Glass
0
10
20
1992
30
1997
40
50
60
2002
Overview:
Overall, as can be seen obviously from the bar chart that glass always accounted for the highest
proportion of recycled materials although all the categories witnessed an increase in the percentage
of reprocessed waste over the period given.
OISP ENGLISH PROGRAM
10
III.
BODY PARAGRAPHS:
What:
•
Detailed information: time + event + data
•
Comparison among factors
Useful Vocabulary:
•
Verbs: make up, account for, comprise, constitute, represent, exceed, surpass
•
Nouns: the percentage of, the proportion of, the number of, the amount of, the figure for
•
Adverbs: respectively, approximately, roughly, almost, over, more than, …
•
Numbers: a quarter, a half, a third, a fifth, the majority of, the vast majority, the minority of, …
•
Comparison: as opposed to, compared to, in comparison with, similar to, the same as, likewise,
similarly, different from, …
Recommended Structures:
•
To list the data:
✓ (number) of (factor) + verb…
Ex: 30% of the women smoked in 2015.
✓ The proportion/ percentage/ number/ amount of (category) was (number)
Ex: The percentage of the smoking women was 30% in 2015.
✓ (Factor) made up/ constituted, accounted for (number)
Ex: The women who smoked made up 30% in 2015
✓ There + be + (number) of (category)
Ex: There were 30% of the females smoking in 2015.
•
To make comparisons: as… as, comparative, superlative, relative clause, compared to, as
opposed to, in comparison with, while (whereas), however, …
✓ A, B, C, or D structure, as opposed to/ compared to/ in comparison with + data + another
factor in the graphic.
Ex: In 2015, 30% of the women smoked, as opposed to 50% of the smoking males.
✓ A, B, C, or D structure, as opposed to/ compared to/ in comparison with + data + which was
seen in + another factor.
Ex: in 2015, female smokers accounted for 30%, compared to 50% which was seen in male
smokers.
✓ A, B, C, or D structure, which was + superlative/ comparative/ as … as + another factor
Ex: There were 30% smoking females in 2015, which was 20% lower than the rate of male
smokers
✓ A, B, C, or D structure + while/ whereas + A, B, C, or D structure
Ex: The proportion of female smokers was 30% while smoking men accounted for 50%.
OISP ENGLISH PROGRAM
11
•
To express the trend:
✓ S + V + adv +by / from + number (to ...)+ period/ point of time
Ex: The number of car accidents rose sharply by 50% between 2000 and 2005.
✓ S + experience/ witness/ undergo/ see + a/an + adj + N + of + number + period/ point of time.
Ex: The number of car accidents experienced a sharp rise of 50% between 2000 and 2005
(Note: This structure can be used in the passive voice)
✓ There + be + a/ an + adj+ N + of + number+ in + field + period/ point of time
Ex: There was a sharp rise of 50% in car accidents between 2000 and 2005.
PRACTICE: Write body graphs to describe the detailed information of the bar chart below.
Percentage of different type of waste recycled
Plastic
Cans
Paper
Glass
0
10
20
1992
30
1997
40
50
60
2002
Body paragraphs:
In 1992, paper and glass were the two most popular recycled types of the waste materials, with
approximately 14% for the former and 15% for the latter. However, five years later, there was a
rise of nearly 7% and 14% in their recycling rates which soared to 40% and 50% respectively in
2002.
On the other hand, the portion of reprocessed cans and plastic was by far lower than that of paper
and glass, starting with just around 10% in 1992. While the figure for plastic levelled off at
nearly 12% in 2002 after a slight rise in 1997, cans experienced a marked growth in their
recycling rate to 18% in 1997 and 20% in 2002.
OISP ENGLISH PROGRAM
12
HOW TO DESCRIBE PIE CHARTS
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + a noun phrase + Relative clause
S + an introducing verb + Noun clause
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
•
Common quantifiers used with noun phrases: the amount of + uncountable N, the number of
+ plural N, the proportion of, the percentage of, the volume of, the quantity of, …
PRACTICE: Write the introduction for the pie charts below
The pie charts give information about world forest in 5 different regions.
The percentage of world forest in 5
different regionsSouth
North
America
25%
America
16%
The percentage of timber in each
region
North
America
30%
South
America
23%
Africa
9%
Africa
27%
Europe
18%
Asia
14%
Europe
20%
Asia 18%
Introduction:
The given pie charts illustrate the proportion of global forest which five regions namely North
America, South America, Africa, Asia and Europe account for and their portions of timber.
OISP ENGLISH PROGRAM
13
II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
Key features of the pie charts
•
Find The biggest/ the smallest of each factor
•
Make comparison and contrast (similarities and differences) among factors in general.
•
Express the general trend (increase/ decrease of each category) if there are changes among
factors in accordance with time period.
•
Don’t include data
Common expressions:
•
Overall, In general, Generally
Recommended structures:
•
A clause using superlative while the opposite was true for …
•
There was an increase in … except …
•
There was an increase in … whereas (category)… experienced a decrease
PRACTICE: Write the overview for the pie charts below.
The percentage of world forest in 5
different regionsSouth
North
America
25%
America
16%
The percentage of timber in each
region
North
America
30%
Africa
9%
Africa
27%
Europe
18%
Asia
14%
South
America
23%
Europe
20%
Asia 18%
Overview:
Overall, as can be seen apparently that Africa is the continent where there is the biggest share of
forest in the world but it comprises by far the lowest portion of timber in comparison with other
regions. In addition, a large volume of global forest and timber is found in America.
OISP ENGLISH PROGRAM
14
III.
BODY PARAGRAPHS:
What:
•
Detailed information: time + event + data
•
Comparison among factors
Useful Vocabulary:
•
Verbs: make up, account for, comprise, constitute, represent, exceed, surpass
•
Nouns: the percentage of, the proportion of, the number of, the amount of, the quantity of, the
figure for
•
Adverbs: respectively, approximately, roughly, almost, over, more than, …
•
Numbers: a quarter, a half, a third, a fifth, the majority of, the vast majority, the minority of, …
•
Comparison: as opposed to, compared to, in comparison with, similar to, the same as, likewise,
similarly, different from, …
Recommended Structures:
•
To list the data:
✓ (number) of (factor) + verb…
Ex: 30% of the women smoked in 2015.
✓ The proportion/ percentage/ number/ amount of (category) was (number)
Ex: The percentage of the smoking women was 30% in 2015.
✓ (Factor) made up/ constituted, accounted for (number)
Ex: The women who smoked made up 30% in 2015
✓ There + be + (number) of (category) + (Relative clause)
Ex: There were 30% females smoking in 2015.
•
To make comparisons: as… as, comparative, superlative, relative clause, compared to, as
opposed to, in comparison with, while (whereas), however, …
✓ A, B, C, or D structure, as opposed to/ compared to/ in comparison with + data + another
factor in the graphic.
Ex: In 2015, 30% of the women smoked, as opposed to 50% of the smoking males.
✓ A, B, C, or D structure, as opposed to/ compared to/ in comparison with + data + which was
seen in + another factor.
Ex: female smokers accounted for 30%, compared to 50% which was seen in male smokers.
✓ A, B, C, or D structure, which was + superlative/ comparative/ as … as + another factor
Ex: There were 30% smoking females in 2015, which was lower than the proportion of male
smokers (50%)
✓ A, B, C, or D structure + while/ whereas + A, B, C, or D structure
Ex: The proportion of female smokers was 30% while smoking men accounted for 50%.
OISP ENGLISH PROGRAM
15
•
To express the trend:
✓ S + V + adv +by / from + number (to ...)+ period/ point of time
Ex: The number of car accidents rose sharply by 50% between 2000 and 2005.
✓ S + experience/ witness/ undergo/ see + a/an + adj + N + of + number + period/ point of time.
Ex: The number of car accidents experienced a sharp rise of 50% between 2000 and 2005
(Note: This structure can be used in the passive voice)
✓ There + be + a/ an + adj+ N + of + number+ in + field + period/ point of time
Ex: There was a sharp rise of 50% in car accidents between 2000 and 2005.
PRACTICE: Write body paragraphs to describe the detailed information of the pie charts
below.
The percentage of world forest in 5
different regionsSouth
North
America
25%
America
16%
The percentage of timber in each
region
North
America
30%
Africa
9%
Africa
27%
Europe
18%
Asia
14%
South
America
23%
Europe
20%
Asia 18%
Body paragraphs:
In terms of world forest, Africa makes up 27% of the total, surpassing the share of any other
region surveyed. Ranked second, North America constitutes 25% of the global forest, which is
7% and 9 % more than the portion of forest found in Europe and South America respectively. In
contrast, only 14% of the total forest in the world is seen in Asian countries, making this region
the least forested continent in the world.
Regarding the proportions of timber in these areas, North and South America comprise more
than a half of the global, with 30% and 23% in turn. On the other hand, the lowest proportion is
found in Africa which makes up 9%. The figure for Europe is 20%, which is 2% higher than the
timber portion of Asia.
OISP ENGLISH PROGRAM
16
HOW TO DESCRIBE A TABLE
I.
INTRODUCTION:
• Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + a noun phrase + Relative clause
S + an introducing verb + Noun clause
• Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
• Common quantifiers used with noun phrases: the amount of + uncountable N, the number of +
plural N, the proportion of, the percentage of, the volume of, the quantity of, …
PRACTICE: Write the introduction foe the table below.
The table below gives information about the production of cocoa beans in six regions between 1992 and
1998.
Introduction:
The given table depicts how many tons of cocoa beans were produced in six different areas namely
North and Central America, Caribbean, South America, Africa, Asia and Oceania from 1992 to 1998.
The unit was measured in tons.
OISP ENGLISH PROGRAM
17
II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
Key features of the table
•
Find the biggest/ the smallest of each category in row and column
•
Make comparison and contrast (similarities and differences) among categories in general.
•
Express the general trend (increase/ decrease) of each category if there are changes among them
in accordance with time period.
•
Don’t include data
Common expressions:
•
Overall, In general, Generally
Recommended structures:
•
A clause using superlative while the opposite was true for …
•
A clause using comparative/ the verb ‘surpass’ or ‘exceed’
•
There was an increase in … except …
•
There was an increase in … whereas (category)… experienced a decrease
PRACTICE: Write the overview for the table below.
Overview: In general, as can be seen obviously that Oceania was the region where cocoa beans were
manufactured least while the opposite was true for Africa throughout the surveyed period. In
addition, while there was a decline in their production in South America and Oceania, a rising trend
was witnessed in Caribbean, Africa and Asia and manufacturing them remained almost unchanged
in North and Central America.
OISP ENGLISH PROGRAM
18
III.
BODY PARAGRAPHS:
What:
•
Detailed information: time + event + data
•
Comparison among categories
Useful Vocabulary:
•
Verbs: make up, account for, comprise, constitute, represent, exceed, surpass
•
Nouns: the percentage of, the proportion of, the number of, the amount of, the figure for…
•
Adverbs: respectively, approximately, roughly, almost, over, more than, …
•
Numbers: a quarter, a half, a third, a fifth, the majority of, the vast majority, the minority of, …
•
Comparison: as opposed to, compared to, in comparison with, similar to, the same as, likewise,
similarly, different from, …
Recommended Structures:
•
To list the data:
✓ (number) of (factor) + verb…
Ex: 30% of the women smoked in 2015.
✓ The proportion/ percentage/ number/ amount of (category) was (number)
Ex: The percentage of the smoking women was 30% in 2015.
✓ (Factor) made up/ constituted, accounted for (number)
Ex: The women who smoked made up 30% in 2015
✓ There + be + (number) of (category)
Ex: There were 30% females smoking in 2015.
•
To make comparisons: as… as, comparative, superlative, relative clause, compared to, as
opposed to, in comparison with, while (whereas), however, …
✓ A, B, C, or D structure, as opposed to/ compared to/ in comparison with + data + another
factor in the graphic.
Ex: In 2015, 30% of the women smoked, as opposed to 50% of the smoking males.
✓ A, B, C, or D structure, as opposed to/ compared to/ in comparison with + data + which was
seen in + another factor.
Ex: female smokers accounted for 30%, compared to 50% which was seen in male smokers.
✓ A, B, C, or D structure, which was + superlative/ comparative/ as … as + another factor
Ex: There were 30% smoking females in 2015, which was lower than the proportion of male
smokers (50%)
✓ A, B, C, or D structure + while/ whereas + A, B, C, or D structure
Ex: The proportion of female smokers was 30% while smoking men accounted for 50%.
OISP ENGLISH PROGRAM
19
•
To express the trend:
✓ S + V + adv +by / from + number (to ...)+ period/ point of time
Ex: The number of car accidents rose sharply by 50% between 2000 and 2005.
✓ S + experience/ witness/ undergo/ see + a/an + adj + N + of + number + period/ point of time.
Ex: The number of car accidents experienced a sharp rise of 50% between 2000 and 2005
(Note: This structure can be used in the passive voice)
✓ There + be + a/ an + adj+ N + of + number+ in + field + period/ point of time
Ex: There was a sharp rise of 50% in car accidents between 2000 and 2005.
OISP ENGLISH PROGRAM
20
PRACTICE: Write body paragraphs to describe the detailed information of the table below
In 1992, 1,716,000 tons of cocoa beans were produced in Africa, making this continent the
leading cocoa producer in the world. Ranked second, South America manufactured 179,000 tons,
which was significantly higher than Asia (96,000 tons). In contrast, cocoa bean production in
Oceania accounted for 41,000 tons compared to 49,000 tons and 50,000 tons which was found
in Caribbean and North and Central America respectively. However, two years later, there was
no information about the production of cocoa in Caribbean, South America, Africa and Asia
whereas a decrease of 7,000 tons in its manufacturing was experienced in North and Central
America and Oceania.
On the other hand, in 1996, there was considerably increasing trend in the amount of processed
cocoa in all the regions except South America and Asia where their production made up 157,000
tons and 94,000 tons in turn. Africa processed 1,971,000 tons of cocoa, which was approximately
four and five times more than the cocoa manufacturing in North and Central America as well as
in Oceania.
Similarly, Africa continued to rank first in producing cocoa in 1998 with the volume of
1,843,000 tons which was nearly twice the quantity of manufactured cocoa in Asia. While South
America experienced an increase to 164,000 tons, Caribbean and Oceania produced cocoa less
with 68,000 tons and 31,000 tons respectively. North and Central America almost levelled off at
50,000 tons in the cocoa production at that time.
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HOW TO DESCRIBE MIXED CHARTS
The method for describing mixed charts in IELTS writing task 1 is relatively similar to the way to deal
with a single chart. However, the introduction, overview and body paragraphs have to include the
information from all charts provided.
The pie chart below shows the main reasons why agricultural land becomes less productive. The table
shows how these causes affected three regions of the world during the 1990s.
Region
% land degraded by …
Deforestation
Over-cultivation
Over-grazing
Total land degraded
North America
0.2
3.3
1.5
5%
Europe
9.8
7.7
5.5
23%
Oceania*
1.7
0
11.3
13%
*A large group of islands in the South Pacific including Australia and New Zealand
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SAMPLE:
The pie chart illustrates why arable land is degraded in the world whereas the table depicts the proportion
of land in three different regions namely North America, Europe and Oceania which was negatively
affected by these causes throughout the 1990s.
In general, as can be seen obviously that over-grazing activities are the major factor leading to less
productivity of the global farmland. In addition, while Europe suffered from degraded agricultural land
most in the 1990s, the opposite was true for North America.
According to the pie chart, among main reasons for land degradation in the world, over-grazing accounts
for the highest percentage with 35%, which was 5% and 7% higher than the factors making land less
productive namely deforestation and over-cultivation respectively. The remaining portion comes from
other causes (7%).
In the 1990s, the detrimentally impacted arable land by these aforementioned causes was seen in Europe
most with 23% collectively, among which deforestation made 9.8% of the land unproductive and 7.7%
and 5.5% was caused by over-cultivation and over-grazing in turn.
In contrast, North America only had 5% of the degraded land which was induced by too much cultivation
(3.3%), and to a lesser extent, over-grazing (1.5%). Cutting down trees was responsible for only 0.2%
of land degradation. Additionally, 13% of less productive land in Oceania was mainly due to overgrazing with 11.3%.
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HOW TO DESCRIBE A LIFE CYCLE
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + the various phases which + S + experiences/ undergoes…
S + introducing verb + how + S + develops in the life cycle
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
PRACTICE: Write the introduction for the life cycle of a salmon below.
The diagram shows the life cycle of a salmon
Introduction:
The given diagram gives information about the various stages of development which a salmon
experiences in the life cycle.
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II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
Key features of the diagrams. Here are some common aspects:
•
The final results of the process?
•
The first and the last stage?
•
How many stages?
•
How many days if possible?
Common expressions:
•
Overall, In general, Generally
Recommended Structure:
Overall, the complete life cycle of … which lasts … days experiences … phases to fully develop
from …
In general, as can be seen obviously that a salmon experiences 8 phases in three different locations
namely rivers, estuaries and ocean in the life cycle to fully develop from eggs into mature fish.
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III.
BODY PARAGRAPHS:
What:
•
Detailed information: stages are described in a chronological order
•
Don't omit any steps or stages in the process
•
Use mainly the simple present tense
•
Use mainly active voice for natural process.
•
Based on the clues in the task.
•
Use a variety of structures. Use a variety of words or phrases to explain the order in which things
happen.
Vocabulary: sequences
Stages
Conjunctions
First
Adverbs
Verbs
Other expressions
First of all
The
Firstly
begins/
First
when …
process
starts/ To begin with,
commences In the first stage/ step/
phase
Initially
Middle
When
Then
The process continues/ Following this,
As soon as
Subsequently
proceeds with+ Noun
After
Afterwards
After that,
Before
Next
In
Until
After that
stage
Followed by
the
subsequent
Once
While
Last
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Finally
The
process
ends/ In the last/ final stage,
culminates with …
26
PRACTICE: Write body paragraphs for the life cycle below.
The life cycle of salmon commences when a massive number of eggs are laid by adult salmon
and are then incubated in rivers. After emerging from the eggs, young salmon spend their
subsequent stage in freshwater and they keep being raised there before growing in size and
moving downstream to estuaries which are suitable for their rearing and development.
At the subsequent stage, the maturing salmon start to migrate to the ocean where they eventually
become fully-grown salmon. Finally, the adults swim upstream to spawning areas of rivers to
reproduce and spawn their eggs and the life cycle is repeated.
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HOW TO DESCRIBE A MANUFACTURING PROCESS
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + the process in which + clause
S + introducing verb + how + clause
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
PRACTICE: Write the introduction for the manufacturing process below.
The diagram shows how to make silk cloth
cocoon
Introduction:
The given diagram illustrates the process in which silk cloth is made.
OR
The given diagram illustrates how silk cloth is made.
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II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
Key features of the diagrams. Here are some common aspects:
•
The final results of the process?
•
The first and the last stage?
•
How many stages?
Common expressions:
•
Overall, In general, Generally
Recommended Structure:
•
Overall, there are … main stages in the process of producing …, commencing with + Noun
phrase/ V-ing + O and culminating with + Noun phrase/ V-ing + O
•
Overall, … main phases are required/ are involved in the process of manufacturing …,
commencing with + Noun phrase/ V-ing + O and culminating with + Noun phrase/ V-ing + O
PRACTICE: Write the overview for the manufacturing process below.
cocoon
Overall, 6 steps are required in the process of manufacturing silk cloth, commencing with selecting
cocoons and culminating with the weaving or dyeing stage.
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III.
BODY PARAGRAPHS:
What:
•
Detailed information: stages are described in a chronological order
•
Don't omit any steps or stages in the process
•
Use mainly the simple present tense
•
Use mainly passive voice for natural process.
•
Based on the clues in the task.
•
Use a variety of structures. Use a variety of words or phrases to explain the order in which things
happen.
Vocabulary: sequences
Stages
Conjunctions
First
Adverbs
Verbs
Other expressions
First of all
The
Firstly
begins/
First
when …
process
starts/ To begin with,
commences In the first stage/ step/
phase
Initially
Middle
When
Then
The process continues/ Following this,
As soon as
Subsequently
proceeds with+ Noun
After
Afterwards
After that,
Before
Next
In
Until
After that
stage
Followed by
the
subsequent
Once
While
Last
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Finally
The
process
ends/ In the last/ final stage,
culminates with …
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PRACTICE: Write body paragraphs for the manufacturing process below.
cocoon
To begin with, a cocoon is carefully selected before it is boiled in water. Afterwards, it is
unwound into thread which is from 300 to 900 metres in length. Subsequently, the strings of
thread are twisted and dyed before being woven into silk cloth in the final step. Alternatively,
the twisted threads are woven into silk that is finally dyed.
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HOW TO DESCRIBE AN OBJECT AND ITS MECHANISM
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using the following structures
S + an introducing verb + what + S + is made up of and how it works
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
PRACTICE: Write the introduction for the diagram below.
The diagram shows the components of a hot balloon and how it works.
Introduction:
The given diagram illustrates what a hot balloon is made up of and how it self-flies.
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II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
Recommended Structure:
Overall, some components are required to make … which can… (perform its function) thanks to …
(main factors).
PRACTICE: Write the overview for the diagram below.
Overall, several components are required to make up a hot balloon which keeps itself fly and float
thanks to hot air inside.
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III.
BODY PARAGRAPHS:
Give the information in a logical order:
•
The components of the object
•
The operating mechanism of the object
Represent the information in detail:
•
Don’t omit any steps or stages in the process.
•
Use mainly SIMPLE PRESENT tense
•
Use mainly PASSIVE VOICE and ACTIVE VOICE
•
Based on the CLUES in the diagram.
•
Use a variety of structures.
•
Use a variety of words or phrases to describe the order in which things happen.
Vocabulary: sequences
Stages
Conjunctions
First
Adverbs
Verbs
Other expressions
First of all
The
Firstly
begins/
First
when …
process
starts/ To begin with,
commences In the first stage/ step/
phase
Initially
Middle
When
Then
The process continues/ Following this,
As soon as
Subsequently
proceeds with+ Noun
After
Afterwards
After that,
Before
Next
In
Until
After that
stage
Followed by
the
subsequent
Once
While
Last
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Finally
The
process
ends/ In the last/ final stage,
culminates with …
34
PRACTICE: Write body paragraphs for the diagram below.
A hot balloon consists of a large teardrop-shaped envelope whose body is made of gores and
panels. While there is a parachute valve which is a self-sealing flap at the top, the lowest part is
a small base called skirt attached to a basket where there is a burner and a propane cylinder
through several ropes.
In terms of the hot balloon’s mechanism for self-flying, first of all, the propane in the cylinder
is mixed with air to produce flame. Subsequently, hot air is made and filled into the envelope.
Because it is lighter than the cool air outside, the balloon is buoyant. In order to adjust and control
the height of the flying balloon, the parachute valve is sealed or unsealed to allow hot air to
escape at a controlled rate.
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HOW TO DESCRIBE MAPS
I.
INTRODUCTION:
•
Paraphrase the information given in IELTS by using either of these following structures
S + an introducing verb + the changes which + S + experience + time
S + an introducing verb + how + S + change + time
•
Common introducing verbs: illustrate, demonstrate, represent, depict, give information on …
PRACTICE: Write the introduction for the maps below.
The maps below show Hunderstone at present and a proposed plan for it.
The given maps illustrate how Hunderstone will be developed in the future.
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II.
OVERVIEW:
Where:
•
After the introduction
•
After the body paragraphs
What:
General changes between two maps. Here are some common aspects:
•
Are there any changes?
•
Are the changes dramatic or negligible?
•
Are there any major improvements in infrastructure?
•
How have the buildings or facilities changed?
Common expressions:
•
Overall, In general, Generally
Recommended structures:
•
S + see/ witness/ experience + adj + N + time.
Ex: Over the period, the town centre witnessed dramatic changes.
•
S + change + adv + time.
Ex: The town centre changed dramatically over the period.
•
S + was/ were + adv+ transformed/ reconstructed/ rebuilt/ modernized/ redeveloped + time.
Ex: The town centre was totally modernized during the period of time.
PRACTICE: Write the overview for the maps below.
Overall, as can be seen obviously that Hunderstone town is proposed to witness dramatic changes
with the development of road systems to access the town centre.
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III.
BODY PARAGRAPHS:
What:
•
Detailed description
•
Make comparison and contrast (similarities and differences)
Vocabulary:
•
Verbs: locate, situate, lie, tobe.
•
Preposition of position: in, on, at, next to, behind, in front of, opposite, across from, to the
left, to the right, …
•
Direction: to the south/ north/ eat/ west of ..., in the centre of …, in the middle of …
•
Buildings: build, construct, erect, demolish, knock down, flatten, replace, give way to (no
passive), make way for, renovate, expand, modernize, convert into, turn into
•
Trees & forests: clear, cut down, chop down, remove, plant.
•
Roads, bridges and railways: construct, extend, expand, remove, replace.
•
Leisure facilities/ amenities: open, set up, develop….
Recommended Structures:
•
Mainly passive voice
•
Use present, past or future tenses, depending on the maps.
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PRACTICE: Write body paragraphs to describe the detailed changes between two maps below.
At present, the town is divided into two main areas by a railway running from the north to the south
and passing a gas station at the intersection, which will stay unchanged in the plan. However, there
will be a big roundabout constructed midway the railway which will connect a smaller roundabout
on A2 main road and the town centre. In addition, a new main road named A4 plans to be erected to
the south of the town to give more access to the centre from the A2.
Another striking change will take place to the northwest of the town when an airfield connected to
the A2 will be removed to give way to an industrial estate which will be reached through either the
A2 from the west or the railway from the east of the town.
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IELTS WRITING
TASK 2
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TASK 2 OVERVIEW
I.
GENERAL INFORMATION:
•
The Writing Task 2 of the IELTS Academic test requires candidates to an essay of at least
250 words within the suggested period of time of 20 minutes in response to a particular question.
•
It contributes 2/3 to the total score of writing skill.
•
There are 4 areas of assessment namely Task Response (TA), Coherence and Cohesion (CC),
Lexical Resources (LR) and Grammatical range and accuracy (GR) with the weighting of 25%
each.
II.
GENERAL STRUCTURE:
In order to get a high score of IELTS task 2, it’s highly recommended that there are 3 main parts in
the report as follows
MAIN
CONTENT
PARTS
Background statement: paraphrase the information given by IELTS by:
Introduction
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
Thesis statement: answer the question in the task clearly
Note: it is advisable that the answer is a general statement which can be used for
all topics with the same question type
Topic sentence: give general statement expressing the main idea of the paragraph
(relevant to the thesis statement)
Subtopic sentence 1 + supporting detail: explain the main idea of the topic
sentence by giving one of particular arguments. Then, it is modified by an
explanation, example, effect, reason…
Body 1
•
Cohesive devices for the first argument: First, Firstly, First of all, To
begin with, Initially, First and foremost.
•
Expressions used for giving supporting details:
o
Giving an example: for example, for instance, to illustrate
o
Giving a more specific explanation: in other words
o
Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
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o
Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
Subtopic sentence 2 + supporting detail: explain the main idea of the topic
sentence by giving another argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices for the second/ additional argument: secondly, in
addition, additionally, moreover, furthermore, besides, another+ N is
that …
•
Expressions used for giving supporting details:
o
Giving an example: for example, for instance, to illustrate
o
Giving a more specific explanation: in other words
o
Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
o
Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
(IF NECESSARY)
Subtopic sentence 3 + supporting detail: explain the main idea of the topic
sentence by giving final argument. Then, it is modified by an explanation, example,
effect, reason…
•
Cohesive devices for the last argument: Finally, Lastly, last but not least.
•
Expressions used for giving supporting details:
o
Giving an example: for example, for instance, to illustrate
o
Giving a more specific explanation: in other words
o
Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
o
Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
Topic sentence: give general statement expressing the main idea of the paragraph
(relevant to the thesis statement)
NOTE: START WITH COHESIVE DEVICES AS FOLLOWS
Body 2
•
Additional
information:
In
addition,
Additionally,
Secondly,
Furthermore, …
•
Contrasting information: On the other hand, in contrast, by contrast, on
the contrary,…
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Subtopic sentence 1 + supporting detail: explain the main idea of the topic
sentence by giving one of particular arguments. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices for the first argument: First, Firstly, First of all, To
begin with, Initially, First and foremost.
•
Expressions used for giving supporting details:
o
Giving an example: for example, for instance, to illustrate
o
Giving a more specific explanation: in other words
o
Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
o
Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
Subtopic sentence 2 + supporting detail: explain the main idea of the topic
sentence by giving another argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices for the second/ additional argument: secondly, in
addition, additionally, moreover, furthermore, besides, another+ N is
that …
•
Expressions used for giving supporting details:
o
Giving an example: for example, for instance, to illustrate
o
Giving a more specific explanation: in other words
o
Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
o
Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
Summary: the key points of the essay by restating the thesis statement.
Conclusion
•
Cohesive devices: in conclusion, to conclude, in summary, to summarize,
to sum up, …
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OPINION ESSAYS
I.
INTRODUCTION
There are two main factors included in the introduction
1. Background statement: paraphrase the information given by IELTS by:
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
2. Thesis statement: answer the question in the task clearly to show your agreement or disagreement
Notes:
•
It is advisable that the answer is a general statement which can be used for all topics with the
same question type
•
The thesis statement can be placed BEFORE the background statement.
•
Regarding to the question type of “To what extent” or “How true…”, you need to not only say
you AGREE or DISAGREE, but you also have to say HOW MUCH you agree or disagree
(partly/strongly/completely agree/disagree)
•
Here are some recommended expressions used to start a personal opinion:
− From my perspective, …
− In my point of view, …
− I am inclined to believe that…
− I am (not) convinced that
Example:
Young people should choose their professions instead of letting their parents choose for them.
To what extent do you agree or disagree with this statement?
Young adults are believed to have the right to select their careers instead of their parents. From
my perspective, I completely agree with this opinion.
From my perspective, I completely agree with the idea that young adults are believed to have
the right to select their careers instead of their parents.
*****As for two-sided argumentative essays, you can give a more specific thesis statement to
show your opinion.
E.g. From my perspective, while I agree that parents help select professions for young adults
may bring some benefits, I believe that young adults should be free to do it.
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II.
BODY PARAGRAPHS
1. General directions
•
The body depends on the thesis statement.
•
Write ONE main point for each paragraph.
•
Each paragraph consists of: a topic sentence (at the beginning of the paragraph) + subtopic
sentences + supporting details. (examples, explanations, effects, reasons, …)
•
Use a variety of connectors among clauses, sentences and paragraphs.
•
Use high level in grammar and academic vocabulary.
2. Recommended format
•
One-sided argumentative essay
Thesis statement Body paragraphs
Recommended structures
TOPIC SENTENCE: there are some reasonable
explanations as to why + clause
❖ Subtopic sentence 1 + supporting detail: explain
the main idea of the topic sentence by giving one of
the particular arguments. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
Completely
agree/ disagree
Body paragraph 1:
one
argument
to
support the statement
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
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•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
TOPIC SENTENCE: Additionally, I would argue
that …
❖ Subtopic sentence 1 + supporting detail: explain
the main idea of the topic sentence by giving one of
the particular arguments. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
Body paragraph 2: − Giving a more specific explanation: in other words,
another argument to
support the statement
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
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Expressions used for giving supporting details:
46
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
Giving a reason: the explanation for this is …, the reason
for this is that …, the reason why … is …, the explanation
as to why … is …
Example
Young people should choose their professions instead of letting their parents choose for them.
To what extent do you agree or disagree with this statement?
Introduction: Young adults are believed to have the right to select their careers instead of their
parents. From my perspective, I completely agree with this argument.
Body paragraph 1:
•
Topic sentence: There are some reasonable explanations as to why parents should not decide
their children’s jobs.
•
Subtopic 1: Firstly, parents today tend to choose jobs which their kids do not like.
•
Supporting details: In other words, the selected professions are often their fields of interest rather
than their children’s. As a consequence, their children may be bored and demotivated at work.
•
Subtopic 2: …………………………………………………………………………………….
Body paragraph 2:
•
Topic sentence: Additionally, I would argue that young people should be free to choose the
occupation that they want to follow.
•
Subtopic 1: ………………………………………………………………………………………
•
Subtopic 2: More importantly, being free to make the decision may help them improve their
motivation because they would be more responsible for their choice.
•
Supporting details: These motivated people are more likely to achieve success as they would
pay more attention to their tasks, which is often the key to success.
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•
Two-sided argumentative essays
TOPIC SENTENCE: Admittedly, there are some
negative/ positive consequences caused by …
❖ Subtopic sentence 1 + supporting detail: explain
the main idea of the topic sentence by giving one of
the particular arguments. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words, it
means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
Agree/
disagree
to some extent
Body paragraph 1:
one
argument
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
counter-
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words, it
means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
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TOPIC SENTENCE: In contrast/ On the other hand,
I am of the opinion that …. brings more significant
merits/ causes more detrimental effects.
❖ Subtopic sentence 1 + supporting detail: explain
the main idea of the topic sentence by giving one of
the particular arguments. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words, it
means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
Body paragraph 2:
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
the view you support
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words, it
means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
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Example
Some people believe that reading stories from a book is better than watching TV or playing
computer games for children. To what extent do you agree or disagree?
Introduction: Watching TV or playing computer games is believed not to be as good for children
as reading books. From my perspective, I agree with this opinion to some extent.
Body paragraph 1:
•
Topic sentence: Admittedly, watching TV or playing computer games is beneficial to children.
•
Subtopic 1: First of all, children can widen their knowledge thanks to televised education
programmes. (supporting details)
•
Subtopic 2: Additionally, playing computer games is believed to be one of effective ways to
release children’s stress. (supporting details)
Body paragraph 2:
•
Topic sentence: On the other hand, I would argue that reading stories from books brings more
significant merits to children.
•
Subtopic 1: First and foremost, story book reading plays a vital role in the development of
children’s imagination and creativity.
•
III.
Subtopic 2: Another merit is that children’s good characters and behaviour will be formed.
CONCLUSION
Paraphrase the topic and restate the opinion
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DISCUSSION ESSAYS
I.
INTRODUCTION
There are two main factors included in the introduction
1. Background statement: paraphrase the information given by IELTS by:
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
Recommended structures:
•
It is debatable whether … or
•
Opinions differ as to whether … or …
•
Opinions vary on whether or not + clause
•
There has been a debate on whether … or
2. Thesis statement: answer the question in the task clearly.
There are two possible ways to write a thesis statement of a discussion essay
RECOMMENDED THESIS STATEMENTS
•
State your opinion clearly in the While it is argued by some that + clause …. (one view), I
thesis statement ***
•
would argue that + clause … (the other view)
Don’t express your own opinion These arguments will be weighed before reaching an
clearly in the introduction but it is informed conclusion.
included in the conclusion.
Example:
Some people say that modern technology has made shopping today easier while others disagree.
Discuss both views and give your opinion.
Opinions vary on whether or not the advent of modern-day technology has simplified the way to
do the shopping. While there are some problems caused by this development, I would argue that it
is more convenient for customers to shop online.
II.
BODY PARAGRAPHS
1. General directions
•
The body depends on the thesis statement.
•
Write ONE main point for each paragraph.
•
Each paragraph consists of: a topic sentence (at the beginning of the paragraph) + subtopic
sentences + supporting details. (examples, explanations, effects, reasons, …)
•
Use a variety of connectors among clauses, sentences and paragraphs.
•
Use high level in grammar and academic vocabulary.
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2. Recommended format
Thesis statement
Body paragraphs
Recommended structures
TOPIC SENTENCE: there are some reasonable
explanations as to why + clause (paraphrase the view
you oppose)
❖ Subtopic sentence 1 + supporting detail: explain
the main idea of the topic sentence by giving one of
the particular arguments. Then, it is modified by
an explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
Your
own
opinion is stated
clearly
in
While it is argued Body paragraph 1:
by some that + the view you are
clause …. (one against
I
argue
that
clause
…
− Giving a more specific explanation: in other words,
the
introduction:
view),
illustrate
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
would
+
(the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
other view)
argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
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− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
TOPIC SENTENCE: In contrast/ On the other hand,
I believe that … (paraphrase the other view) for a
variety of reasons.
Subtopic sentence 1 + supporting detail: explain the
main idea of the topic sentence by giving one of the
particular arguments. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
Body paragraph 2:
the view you are in
favour of
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
argument. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
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− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
Example:
Some people say that modern technology has made shopping today easier while others disagree.
Discuss both views and give your opinion.
Introduction:
Opinions vary on whether or not the advent of modern-day technology has simplified the way to
do the shopping. While there are some problems caused by this development, I would argue that it
is more convenient for customers to shop online.
Body paragraphs:
Body paragraph 1:
•
Topic sentence: There are some reasonable explanations as to why some people are against
technology-based shopping
•
Subtopic 1: Firstly, shoppers are likely to be duped into purchasing low-quality products when
they shop on the internet.
•
Supporting details: In other words, the quality of the online purchases delivered to them is
sometimes poor and different from that of the items advertised beforehand. This, in turn, erodes
the confidence of customers in online shopping.
•
Subtopic 2: ………………………………………………………………………………………..
Body paragraph 2:
•
Topic sentence: On the other hand, I believe that people find technology-based shopping easier
for its own immeasurable merits.
•
Subtopic 1: ……………………………………………………………………………………….
•
Subtopic 2: In addition, one can purchase an item from nearly every part of the world with an
online-shopping application and basic internet connection.
•
Supporting details: This has made it easier for them to find the goods they need without having
to travel a very long distances or to make a purchase in foreign countries without flying there.
III.
CONCLUSION
Summarize the main point and state the opinion
E.g. In conclusion, while fraudulent acts and challenges to individuals who are not adept at
technology are often cited to be the reason why shopping today has not been made any easier. I am
of the opinion that the convenience and user-friendliness brought about by this is far greater and
shopping has undoubtedly undergone a transformation for the good thanks to technology.
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ADVANTAGE – DISADVANTAGE ESSAYS
I.
INTRODUCTION
There are two main factors included in the introduction
1. Background statement: paraphrase the information given by IELTS by:
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
2. Thesis statement: answer the question in the task clearly as follows
Questions
Request
Recommended thesis statement
What are the advantages and Both
Although this trend has some benefits, it can
disadvantages?
cause adverse ramifications.
Do
the
advantages
of… Both
outweigh the disadvantages?
+ I believe that the advantages are greater than
comparison
the disadvantages.
Is it a positive or negative One sided essay/ I believe this trend only benefits/ harms …
development?
both
I believe this trend could bring both benefits
and drawbacks
Example:
In the world, it is private companies rather than governments who pay for and carry out scientific
research.
Do the advantages outweigh any disadvantages?
In this day and age, it is increasingly popular for research relating to science to be paid and conducted
by privately owned corporations instead of governments. From my perspective, this trend brings
more benefits than its drawbacks.
II.
BODY PARAGRAPHS
1. General directions
•
The body depends on the thesis statement.
•
Write ONE main point for each paragraph.
•
Each paragraph consists of: a topic sentence (at the beginning of the paragraph) + subtopic
sentences + supporting details. (examples, explanations, effects, reasons, …)
•
Use a variety of connectors among clauses, sentences and paragraphs.
•
Use high level in grammar and academic vocabulary.
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2. Recommended formats
Advantages and disadvantages without comparison
Thesis statement Body paragraphs
Recommended structures
TOPIC SENTENCE: On the one hand, it is believed
that … is beneficial/ harmful to …
Subtopic sentence 1 + supporting detail: explain the
main idea of the topic sentence by giving one of the
benefits/ drawbacks. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
Although
trend has some
benefits, it can
cause
− Giving an effect: as a result, as a consequence, This,
this
adverse
in turn …, a positive consequence of this could be
Body paragraph 1:
benefits/ drawbacks
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
ramifications.
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another benefit/
drawback. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
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− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
TOPIC SENTENCE: In contrast/ On the other hand,
there are some negative/ positive effects that … can
cause.
Subtopic sentence 1 + supporting detail: explain the
main idea of the topic sentence by giving one of the
drawbacks/ benefits. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
Body paragraph 2:
drawbacks/ benefits
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
drawback/ benefit. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
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− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
Advantages and disadvantages with comparison
Thesis statement
Body paragraphs
Recommended structures
TOPIC SENTENCE: Admittedly, there are some
certain demerits when … (topic of the task)
Subtopic sentence 1 + supporting detail: explain the
main idea of the topic sentence by giving one of the
benefits. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
I believe that the
advantages
are Body paragraph 1:
greater than the drawbacks
disadvantages.
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another benefit.
Then, it is modified by an explanation, example,
effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
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− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
TOPIC SENTENCE: In contrast/ On the other hand,
this tendency brings more benefits to …
Subtopic sentence 1 + supporting detail: explain the
main idea of the topic sentence by giving one of the
drawbacks/ benefits. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin
with, Initially, First and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
Body paragraph 2:
benefits
− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main
idea of the topic sentence by giving another
drawback/ benefit. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive
devices:
Secondly,
in
addition,
additionally, further,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to
illustrate
− Giving a more specific explanation: in other words,
it means
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− Giving an effect: as a result, as a consequence, This,
in turn …, a positive consequence of this could be
− Giving a reason: the explanation for this is …, the
reason for this is that …, the reason why … is …, the
explanation as to why … is …
Example:
In the world today, it is private companies rather than governments who pay for and carry out
scientific research.
Do the advantages outweigh any disadvantages?
Introduction:
In this day and age, it is increasingly popular for research relating to science to be paid and conducted
by privately owned corporations instead of governments. From my perspective, this trend brings
more benefits than its drawbacks.
Body paragraphs:
Body paragraph 1:
•
Topic sentence: Admittedly, there are some certain disadvantages when scientific research is
afforded and carried out by private companies.
•
Subtopic 1: Firstly, the financial health of these companies may be negatively affected, causing
them to end up in bankruptcy.
•
Supporting details: In other words, privately owned enterprises usually possess limited funds
but their research projects account for a considerable proportion of their budget. As a
consequence, they may have to struggle financially or even get into debt at the worst.
Body paragraph 2:
•
Topic sentence: On the other hand, this tendency brings more benefits to the companies and the
public-sector finance.
•
Subtopic 2: In addition, this would relieve the financial burden on the shoulder of governments,
thus permitting them to allocate the resources which might otherwise be used for covering these
research.
•
Supporting details: For example, the quality of health care service and educational system may
be enhanced thanks to these sums of money, ensuring the social welfare of that country.
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III.
CONCLUSION
Summarize the main points of the essay.
E.g.: In conclusion, the unpleasant manner in which companies may use their research and possible
financial peril are the two principal drawbacks of the tendency that private companies are
conducting more research than governments. However, this development, thanks to the potential
large-scale benefits it brings about, is more advantageous in the long term.
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CAUSE - SOLUTION ESSAYS
I.
INTRODUCTION
There are two main factors included in the introduction
1. Background statement: paraphrase the information given by IELTS by:
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
2. Thesis statement: answer the question in the task clearly as follows
Some recommended thesis statements:
•
The reasons why this problem has occurred and how it is tackled will be discussed in this
essay.
•
The essay will discuss what causes this problem and propose how it is tackled.
•
This essay will address some reasons for this issue as well as propose feasible measures to
eradicate it.
Example:
People are consuming more and more sugar-based drinks.
Why? What can be done to reduce sugary drink consumption?
It is increasingly popular for people to consume sugar-based beverages. Therefore, this essay will
address some reasons for the popularity of these kinds of drink as well as propose feasible
measures to cut down on their sweetened drink intake.
II.
BODY PARAGRAPHS
1. General directions
•
The body depends on the thesis statement.
•
Write ONE main point for each paragraph.
•
Each paragraph consists of a topic sentence (at the beginning of the paragraph) + subtopic
sentences + supporting details. (examples, explanations, effects, reasons, …)
•
Use a variety of connectors among clauses, sentences and paragraphs.
•
Use high level in grammar and academic vocabulary.
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2. Recommended format
Body paragraphs
Recommended structures
TOPIC SENTENCE:
•
This issue/ trend/ tendency is attributable to some following reasons/
causes/ factors.
•
There are numerous factors contributing to … (a noun phrase: topic
of the task)
•
There are some reasonable explanations as to why … (a clause: topic
of the task)
•
… (a noun phrase) and … (a noun phrase) are the main reasons why
… (a clause: topic of the task)
Subtopic sentence 1 + supporting detail: explain the main idea of the topic
sentence by giving one of the factors. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin with, Initially, First
and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
Body paragraph 1:
causes
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main idea of the topic
sentence by giving another factor. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: Secondly, in addition, additionally, further,
moreover,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
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TOPIC SENTENCE:
•
There are some viable measures that can be taken to eradicate/
mitigate this problem.
•
This problem can be eradicated/ mitigated through some feasible
measures.
•
… (noun phrase/ V-ing) and … (noun phrase/ V-ing) are two effective
solutions to improving the situation/ eradicating the problem/
mitigating the problem.
SUBTOPIC SENTENCE 1 + SUPPORTING DETAIL: explain the main
idea of the topic sentence by giving one of the solutions. Then, it is modified
by an explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin with, Initially, First
and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
Body paragraph 2: − Giving a more specific explanation: in other words, it means
solutions
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
SUBTOPIC 2 + SUPPORTING DETAIL: explain the main idea of the
topic sentence by giving another solution. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: Secondly, in addition, additionally, further,
moreover,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be, …
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
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Example:
People are consuming more and more sugar-based drinks.
Why? What can be done to reduce sugary drink consumption?
Introduction:
It is increasingly popular for people to consume sugar-based beverages. Therefore, this essay will
address some reasons for the popularity of these kinds of drink as well as propose feasible
measures to cut down on their sweetened drink intake.
Body paragraphs:
Body paragraph 1:
•
Topic sentence: There are some reasonable explanations as to why consumption of sugarbased drinks is becoming increasingly high.
•
Subtopic 1: First and foremost, the availability of these products is so widespread that residents
get access to them without any difficulty.
•
Supporting details: The reason for this is that they are mass-produced and sold in every store in
their neighbourhood.
Body paragraph 2:
•
Topic sentence: imposing high taxes and launching awareness-raising campaigns are two
viable measures against the rise in their consumption.
•
Subtopic 2: In addition, educational programs, both on television and at schools which mainly
disseminate the sugary drink-related diseases, should be prioritized.
•
Supporting details: This action would raise both adult and children’s awareness as to the health
concern posed by these beverages.
III.
CONCLUSION
Summarize the main points of the essay.
Recommended concluding patterns
•
In conclusion, … (noun phrase/ V-ing) and … (noun phrase/ V-ing) are the main reasons why
… (clause: topic). Nevertheless, this problem can be mitigated/ eradicated by … (noun phrase/
V-ing) and (noun phrase/ V-ing).
•
To conclude, … (noun phrase/ V-ing) and … (noun phrase/ V-ing) give rise to … (noun phrase:
topic) which can be tackled by … (noun phrase/ V-ing) and (noun phrase/ V-ing).
E.g.: In conclusion, convenience and effective advertising strategies of these kinds of drink are the
major reasons why they are being consumed more and more. Nevertheless, this problem can be
tackled by increasing taxes as well as running campaigns showing the threat posed by
overconsumption of these products to raise consumers’ awareness of their health.
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EFFECT - SOLUTION ESSAYS
I.
INTRODUCTION
There are two main factors included in the introduction
1. Background statement: paraphrase the information given by IELTS by:
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
2. Thesis statement: answer the question in the task clearly as follows
Some recommended thesis statements:
•
There are undoubtedly some negative consequences arising from this issue*****, but these
can be tackled by feasible measures proposed in this essay.
•
This may result in a number of problematic issues which could be resolved by some viable
measures proposed in this essay.
***** It is acceptable to write the introduction by giving a part of the thesis statement first and then
the background.
Example:
Cyclists and car drivers sharing the same road might cause some problems.
What are the problems? What could be done to solve those problems?
In recent years, the same roads have been shared between bike riders and motorists. This may result
in a number of problematic issues which could be resolved by some viable measures proposed in
this essay.
***** There are undoubtedly some negative consequences arising from sharing the same road
between bike riders and motorist, but these can be tackled by feasible measures proposed in this
essay.
II.
BODY PARAGRAPHS
1. General directions
•
The body depends on the thesis statement.
•
Write ONE main point for each paragraph.
•
Each paragraph consists of: a topic sentence (at the beginning of the paragraph) + subtopic
sentences + supporting details. (examples, explanations, effects, reasons, …)
•
Use a variety of connectors among clauses, sentences and paragraphs.
•
Use high level in grammar and academic vocabulary.
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2. Recommended format
Body paragraphs
Recommended structures
TOPIC SENTENCE:
•
There are some detrimental effects caused by … (noun phrase: topic)
•
Several negative consequences can be anticipated when … (clause:
topic)
•
… (noun phrase/ noun clause: topic) obviously results in some
detrimental effects.
•
… (noun phrase/ noun clause: topic) obviously give rise to … (noun
phrase: effect) and … (noun phrase: effect)s
Subtopic sentence 1 + supporting detail: explain the main idea of the topic
sentence by giving one of the effects. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin with, Initially, First
and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
Body paragraph 1: − Giving a more specific explanation: in other words, it means
effects
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main idea of the topic
sentence by giving another effect. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: Secondly, in addition, additionally, further,
moreover,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
Body paragraphs
Recommended structures
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TOPIC SENTENCE:
•
There are some viable measures that can be taken to eradicate/
mitigate these problems.
•
These problems can be eradicated/ mitigated through some feasible
measures.
•
… (noun phrase/ V-ing) and … (noun phrase/ V-ing) are two effective
solutions to improving the situation/ eradicating the problems/
mitigating the problems.
SUBTOPIC SENTENCE 1 + SUPPORTING DETAIL: explain the main
idea of the topic sentence by giving one of the solutions. Then, it is modified
by an explanation, example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin with, Initially, First
and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
Body paragraph 2: − Giving a more specific explanation: in other words, it means
solutions
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
SUBTOPIC 2 + SUPPORTING DETAIL: explain the main idea of the
topic sentence by giving another solution. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: Secondly, in addition, additionally, further,
moreover,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be, …
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
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Example:
Cyclists and car drivers sharing the same road might cause some problems.
What are the problems? What could be done to solve those problems?
Introduction:
In recent years, the same roads have been shared between bike riders and motorists. This may result
in a number of problematic issues which could be resolved by some viable measures proposed in
this essay.
Body paragraphs:
Body paragraph 1:
•
Topic sentence: that cyclists and motorists are sharing the same road obviously give rise to
accidents and health effects.
•
Subtopic 1: To begin with, it is more likely for traffic incidents to occur when bike riders make
a turn on the roads which are also used by car drivers.
•
Supporting details: The reason for this is that almost all bicycles are not equipped with
indicators, and this makes it challenging for motorists to see where the cyclists are going.
Body paragraph 2:
•
Topic sentence: These aforementioned problems can be tackled through some feasible
measures.
•
Subtopic 2: In addition, getting cyclists to wear face masks when travelling is another option.
•
Supporting details: A positive consequence of this is that these can, although only partially,
protect their respiratory system from dust and exhaust fumes discharged by motor vehicles.
III.
CONCLUSION
Summarize the main points of the essay.
Recommended concluding patterns
•
In conclusion, … (noun phrase/ V-ing) and … (noun phrase/ V-ing) are the major problems
when … (clause: topic). Nevertheless, they can be mitigated/ eradicated by … (noun phrase/ Ving) and (noun phrase/ V-ing).
•
To conclude, … (noun phrase/ V-ing) and … (noun phrase/ V-ing) are negative consequences
of … (noun phrase: topic) which can be tackled by … (noun phrase/ V-ing) and (noun phrase/
V-ing).
E.g.: In conclusion, accidents and health issues are two most obvious problems when cyclists and
car users travel on the same road. Nevertheless, they can be tackled by better urban planning and
the practice of mask wearing.
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CAUSE - EFFECT ESSAYS
I.
INTRODUCTION
There are two main factors included in the introduction
1. Background statement: paraphrase the information given by IELTS by:
•
using different structures without changing the original meaning
•
using synonyms
•
changing the order of the words/ phrases in the task
Note: it is advisable not to give a hook in the introduction in IELTS writing task 2
2. Thesis statement: answer the question in the task clearly as follows
Some recommended thesis statements:
•
I would argue that there are some reasons for this issue/ tendency, causing negative
consequences examined in this essay.
•
There are a number of factors contributing to this tendency which results in a range of
negative consequences outlined in this essay.
•
The reasons for this issue and its effects will be discussed in this essay
Example:
People are living in a ‘throwaway society’, using things for a short time and then throwing them
away. What are the causes of this? What problems does it lead to?
It is increasingly popular to see people throw away purchased items which are used for a while. I
would argue that there are some reasons for this tendency, causing a range of negative consequences
outlined in this essay.
II.
BODY PARAGRAPHS
1. General directions
•
The body depends on the thesis statement.
•
Write ONE main point for each paragraph.
•
Each paragraph consists of: a topic sentence (at the beginning of the paragraph) + subtopic
sentences + supporting details. (examples, explanations, effects, reasons, …)
•
Use a variety of connectors among clauses, sentences and paragraphs.
•
Use high level in grammar and academic vocabulary.
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2. Recommended format
Body paragraphs
Recommended structures
TOPIC SENTENCE:
•
This issue/ trend/ tendency is attributable to some following reasons/
causes/ factors.
•
There are numerous factors contributing to … (a noun phrase: topic
of the task)
•
There are some reasonable explanations as to why … (a clause: topic
of the task)
•
… (a noun phrase) and … (a noun phrase) are the main reasons why
… (a clause: topic of the task)
Subtopic sentence 1 + supporting detail: explain the main idea of the topic
sentence by giving one of the factors. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin with, Initially, First
and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
Body paragraph 1:
causes
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main idea of the topic
sentence by giving another factor. Then, it is modified by an
explanation, example, effect, reason…
•
Cohesive devices: Secondly, in addition, additionally, further,
moreover,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
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TOPIC SENTENCE:
•
There are some detrimental effects caused by … (noun phrase: topic)
•
Several negative consequences can be anticipated when … (clause:
topic)
•
… (noun phrase/ noun clause: topic) obviously results in some
detrimental effects.
•
… (noun phrase/ noun clause: topic) obviously give rise to … (noun
phrase: effect) and … (noun phrase: effect)s
Subtopic sentence 1 + supporting detail: explain the main idea of the topic
sentence by giving one of the effects. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: First, Firstly, First of all, To begin with, Initially, First
and foremost.
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
Body paragraph 1: − Giving a more specific explanation: in other words, it means
effects
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
❖ Subtopic 2 + supporting detail: explain the main idea of the topic
sentence by giving another effect. Then, it is modified by an explanation,
example, effect, reason…
•
Cohesive devices: Secondly, in addition, additionally, further,
moreover,…
•
Expressions used for giving supporting details:
− Giving an example: for example, for instance, to illustrate
− Giving a more specific explanation: in other words, it means
− Giving an effect: as a result, as a consequence, This, in turn …, a positive
consequence of this could be
− Giving a reason: the explanation for this is …, the reason for this is that
…, the reason why … is …, the explanation as to why … is …
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Example:
People are living in a ‘throwaway society’, using things for a short time and then throwing them
away. What are the causes of this? What problems does it lead to?
Introduction:
It is increasingly popular to see people throw away purchased items which are used for a while. I
would argue that there are some reasons for this tendency, causing a range of negative
consequences outlined in this essay.
Body paragraphs:
Body paragraph 1:
•
Topic sentence: the popularity of throwaway society is attributable to advanced technology
and effective advertising.
•
Subtopic 1: To begin with, significant breakthroughs in technology help mass-produce nondurable goods which are often thrown away once they are used.
•
Supporting details: A positive consequence of this is that these products are considerably
cheaper and more convenient than durable ones, attracting more and more customers.
Body paragraph 2:
•
Topic sentence: There are some detrimental effects on customers and the environment
caused by this tendency.
•
Subtopic 2: In addition, it is more likely for the environment where throwaway culture occurs
to be degraded.
•
Supporting details: In other words, the land and water source will definitely be polluted when
massive amounts of hazardous waste are discharged into the environment due to excessive
production of disposable goods.
III.
CONCLUSION
Summarize the main points of the essay.
Recommended concluding patterns
To conclude, … (noun phrase/ V-ing) and … (noun phrase/ V-ing) are the main causes of … (noun
phrase: topic) which gives rise to/ results in/ leads to… (noun phrase/ V-ing) and (noun phrase/
V-ing).
E.g.: In conclusion, mass-production of products and effective commercials are the main causes of
the appearance of throwaway society which leads to customers’ financial problems and
environmental degradation.
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