Contents
Day 1
The IELTS Writing T e s t......................... 11
1. Length of Time........................................... u
2. Test Format...............
n
3. Markirfg Criteria......................................... u
4. Skills for the Writing Module.................... 14
Day 2
Mini-Writing Practice.............................. 36
Day 3
Report Writing (1) - Task 1 ..................44
1. An Introduction to Report Writing.......... 44
2. The Layout of a Report Passage.............. 44
3. Types of Charts......................................... 44
4. The Structure of a Report Passage......... 46
Day 9 Discussion Essays.............................109
Day 10 Enumerative Essays
................ 114
Day 11 Skills for Argument Essay Writing
124
Day 12 Sample Essays................................. 1:9
Day 13 Essay Writing Practice.......................134
Day 14 Countdown to the Test..................... 150
1. Useful Statements..............................iso
2 . Writing Practice.....................
iss
Day 15 Sample Tests....................................159
5. Commonly-Written Expressions..............47
6. Tenses and Voices.................................... 54
Day 4
Report Writing (2) - Task 1 ..................55
1. Skills for Report Writing...........................55
2. Examiners’ Comments on Candidates’
Report Passages..........................................63
Day 5
Process or Diagram Writing - Task 1... 68
1. An Introduction to Process or Diagram
Writing......................................................... 68
2. The Language Used in a Process
Passage........................................................70
3. The Organisation of a Process Passage.... 74
4. Steps to Write a Process Passage.............75
Day 6 Report Writing Practice....................
79
Day 7 Essay Writing - Task 2............................. 91
Answer Key................................................. 163
Appendix 1 Letter Writing ( 1) ................... iss
1. An Introduction to IELTS Letter
Writing......................................... „. irs
2 . The Layout of a Letter .......
las
3 . Letter Writing Styles (1)...........
i«t
4 . Types of Letters in the IELTS Test
iss
Appendix 2 Letter Writing ( 2 ) ...................197
1. Common Expressions in Letter Writing 197
2 . Letter Writing Styles (2 )....
3 . Skills for Task 1 Writing ...............
200
202
Appendix 3 Letter Writing(3 ) ..................... 208
1. Comments on Candidates' Letter
Versions....................
2 . Sample Letters ---
208
210
1. An Introduction to Essay.Writing............ 91
2. Task Requirements................................... 91
3. Skills for Essay W riting...........................92
Day 8
Opinion and Balanced-Argumcnt
Essays..........................................................99
1. Opinion Essays..........................................99
Appendix 4 Letter Writing Practice...........216
Appendix 5 IELTS Task 1 Writing Band
Descriptors.............................. ::9
Appendix 6 IELTS Task 2 Writing Band
Descriptors........................... -.231
2. Balanced-Argument Essays.................... 104
9
DiiyJ.
The IELTS Writing Test
1. Length of Time
T he W riting test consists o f tw o tasks. C andidates o f both A cadem ic and G eneral Training
m od ules are g iv en o n e hour to co m p lete both T ask 1 and Task 2 in about 2 0 m inutes and
4 0 m inutes resp ectively. T he W riting test co m es after th e Listening and R eading tests w ith
a ten-m inu te break in b e tw e en for relaxation.
2. Test Format
W hile all candidates take th e sam e L istening and Speaking tests, th ey sit different R ead­
ing and W riting tests, d epend ing on w h eth er th ey h a v e selected the A cadem ic M odule or
the G eneral Training M odule. T h ese tw o do n o t carry the sam e w eigh t and are not inter­
changeable. O verall, Tasks 1 o f th e tw o m od ules are qu ite different, but Tasks 2 are alike.
. T ask 1 o f th e G e n e r a l T ra in in g M o d u le
T ask 1 o f this m od u le asks candidates to w rite a letter o f a m inim um o f 1 5 0 w ords in res­
p on se to a situation or problem . T ypical situations centre round com plaining about so m e­
thing, req uesting inform ation, asking for h elp , m aking arrangem ents and /or explaining a
situation. A ll o f th ese are fairly sim ilar tasks w h ich can be w ritten in inform al, sem i-form al,
or form al styles.
T ask 1 o f th e A c a d e m ic M o d u le
Task 1 o f this m od ule asks candidates to w rite a descriptive report o f at least 1 5 0 w ords
on som e graphic or pictorial inform ation in their o w n w ords, u su ally for a u n iversity lec­
turer. T he tasks m ay include describing trends in a graph or links in a process, com paring
and contrasting b etw een tw o different sets o f data.
T ask 2 o f b o th m o d u le s
Tasks 2 o f both th e A cadem ic M odule and the G eneral Training M odule are the sam e.
C andidates are asked to w rite a short essa y o f a m inim um o f 2 5 0 w ords in about 4 0 m inutes.
The essay is usually a discussion o f a subject o f general interest. C andidates h a v e to present
and ju stify an opin ion abou t som ethin g, offer solu tion s to a problem , or specu late about
future trends.
Task 2 is not an easy part o f the exam . It is m ore academ ic and dem anding; th erefore, it
lasts longer than Task 1.
Let us n ow look at the requirem ents and w riting task typ es o f the tw o m odules.
1*5 Days’ Practice for IELTS Writing
A cadem ic M o d u le
R e q u ir e m e n ts
f - uusl complete two writing tasks You will have 60 m inutes to com plete both tasks.
OU ‘•lululd spend a b o ut 20 m inutes on Task 1 and w rite at least 150 w ords,
ou should spend about 40 m inutes on Task 2 and write at least 250 w ords.
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You will have to look at a diagram, a table or a short piece of text and then present the
information in your own words.
Your writing will be assessed on your ability to:
• organise, present and compare data;
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• describe the stages o f a process;
• describe an object or event; and
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• explain how som ething works.
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You will also be judged on your ability to:
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• answer the question w ithout straying from the topic;
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• use English grammar and syntax accurately; and
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• use appropriate language in terms o f register, style and content.
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You will have to present an argument or discuss a problem.
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• present and justify an opinion;
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• evaluate and challenge ideas, evidence or an argument.
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• com m unicate an idea to the reader in an appropriate style;
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• use appropriate language in terms o f register, style and content.
12
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G e n e ra l T ra in in g M o d u le
R equirem ents
You m ust com plete tw o w riting tasks. You will have 60 m in u te s to complete b-ilh tasl
You should spen d about 20 m in utes on T ask 1 a n d w rite at least 150 words.
You should spend abo ut 40 m inutes on T ask 2 and w rite at least 250 w ords.
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T ask types
T ask 1
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You will have to write a short letter in response to a given problem or situation.
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Your writing will be assessed on your ability to:
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• elicit and provide general factual inform ation;
• express needs, wants, likes and dislikes; and
• express opinions.
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You will also be judged on your ability to:
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• answer the question w ith out straying from the topic;
• write in a w ay w hich allows your reader to follow your ideas;
• use English grammar and syntax accurately; and
• use appropriate language in terms o f register, style and content.
Task 2
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You will have to present an argument or discuss a problem.
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Your writing will be assessed on your ability to:
• provide general factual inform ation;
• outline a problem and present solutions; and
• present and justify an opinion.
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You will also be judged on your ability to:
• com m unicate an idea to the reader in an appropriate style;
• address the problem w ithout straying from the topic;
• use English grammar and syntax accurately; and
• use appropriate language in terms o f register, style and content.
13
15 Days’ Practice for IELT S Writing
3. Marking Criteria
The writing tasks assess w hether a candidate m eets the requirem ents based on his or her
ultim ate goal of taking the test. H ow ever, the A cadem ic M odule exp ects the m ore form al
requirem ents of a higher education establishm ent as is generally dem anded in an academ ic
context.
The IELTS W riting tasks are scored based on h ow the candidate responds on th ese four
marking criteria:
1. Task Response - how accurately the task is addressed.
2. Coherence and C ohesion - h ow organised the w riting is.
3. Lexical Resource - how large the stock o f vocabulary is.
4. Grammatical Range and Accuracy - h ow varied and accurate h is/h e r grammar is.
You can refer to the appendices at the back o f the b ook to see a chart o f detailed band
descriptors for the writing tasks.
G enerally, your task w ill be m arked from 1 to 9 on the four areas m entioned a b o v e. Task
2 writing is m ore im portant than that o f Task 1; h en ce, to calculate the final w riting mark,
m ore w eight is assigned to the Task 2 mark than to the Task 1 mark. To get a good overall
mark though, both tasks have to be w ell answ ered. So, do not hold back on Task 1, or g iv e
yourself too little tim e to answ er it properly.
4. Skills for the Writing Module
The follow ing study hints w ill help y o u in the w eek s leading up to the IELTS test.
4.1. Grammatical range and accuracy
You should take this m arking criterion into consideration. You are ex p ected to be able
to use a w ide range of structures w ith full flexibility and accuracy. T he aspects o f grammar
include correct grammar, unity and coherence, brevity and appropriateness, varieties and
com plexities of sen tence structures, and correct use o f punctuation.
4.1.1. Correct grammar
The IELTS writing requires the standard w ritten form o f the language. You m ust, th ere­
fore, be able to use your English precisely and accurately.
Let us n ow review som e com m on problem s that non -native writers have m ade w hen
writing in English.
a. Sentence fragments
A sen tence fragm ent fails to be a sen tence in the sen se that it cannot stand by itself. It
does not contain e v en on e independent clause. There are several reasons w h y a group of
14
Day I
w ords m ay seem to act like a sen ten ce, but not h ave the w herew ithal to make it as a com ­
p lete thought.
Examples:
The doctor worked round the clock. Operating on the boy. (It lacks a subject and a finite verb.)
As Vietnam has entered the WTO. The local entrepreneurs are faced with both challenges and
opportunities. (It has no main clause.)
There are many students want to pass the IELTS test. (There are two finite verbs.)
T hese sen ten ces can be corrected as follows:
The doctor worked round the clock, operating on the boy.
As Vietnam has entered the WTO, the local entrepreneurs are faced with both challenges and
opportunities.
There are many students w ho want to pass the IELTS test./M any students want to pass the
IELTS test.
b. Run-on sentences
A run-on sen tence consists o f tw o or m ore main clauses that are run together w ithout
proper punctuation. W e often speak in run-on sen ten ces, but w e m ake pauses and change
our ton e, so p eop le can understand us. But w h en w e w rite, no one can hear us; thus, som e­
tim es w e m ust break our sen tences into shorter units so that they do not sound run-on.
Examples:
Rodin is a world-famous artist his sculptures can be found in many museums and art galleries.
(It has no punctuation.)
“Sesame Street” has been called the longest street in the w orld, it can be seen in so many parts
o f the world. (It is wrongly punctuated.)
T hese sen ten ces can be corrected as follows:
Rodin is a world-famous artist. His sculptures can be found in many museums and a n galleries./Rodin is a world-famous artist, whose sculptures can be found in many museums and an
galleries.
“Sesame Street” has been called the longest street in the w orld. It can be seen in so many pans
o f the w orld./“Sesame Street”, the longest street in the world, can be seen in so many pans o f the
w orld./“Sesame Street”, which has been called the longest street in the world, can be seen in so
many parts o f the world.
c. Dangling participles
D angling participles are tricky w ords or phrases that change the m eaning o f a sentence so
that w e do not say exactly w hat w e intend. The dangling participle is an error in sentence
structure w hereb y a grammatical modifier is associated w ith a word other than the one in­
tended. For exam ple, a writer m ay have m eant to m odify the subject, but word order m akes
15
15 Days’ Practice for IELTS Writing
the modifier seem to m odify an object instead. Such am biguities can lead to unintentional
humour or difficulty in understanding a sentence.
Examples:
Having conducted a comprehensive investigation, some analysis is being done to find the cause
of the problem.
Turning round the corner, an old church appeared in front o f us.
T hese sen ten ces can be corrected as follows:
Having conducted a comprehensive investigation, we are doing some analysis to find the cause .
o f the problem.
Turning round the corner, we saw an old church in front o f us./W hen w e turned the corner,
an old church appeared in front of us.
d. Subject-Verb disagreement
•
One o f the m ost com m on and sim ple errors in English grammar is the disagreem ent b e ­
tw een subject and verb. You cannot put in a verb in its plural form for a singular subject
and vice versa.
For exam p le, you cannot write:
The endless credits at the beginning and end o f the film confuses the audience.
The president, accompanied by his wife and tw o children, are going on a holiday.
Salt is one o f the traditional methods that is used to preserve meat.
Instead, you should 'write:
The endless credits at the beginning and end o f the film confuse the audience.
The president, accompanied by his wife and tw o children, is going on a holiday.
Salt is one o f the traditional methods that are used to preserve meat.
4.1.2. Unity and coherence (within a sentence)
U nity m eans oneness - oneness o f thought and purpose. In order for a sen tence to have
unity: 1) its ideas must be closely related; 2) the relationship o f its statem ents must be clear;
and 3) the statem ents must com pose only one thought.
Coherence refers to a certain characteristic or aspect o f writing. C oherence in writing
means that all the ideas in a sentence flow sm oothly from one idea to the n ext thanks to the
effective use of connectors. W ith coherence, the reader has an easy tim e understanding the
ideas that the writer w ishes to express.
T he follow ing sen ten ces lack un ity and coherence:
The committee first received many proposals from the local people and then an investigation
began. (This sentence lacks unity because the ideas are not closely related.)
16
Day 1
H e brushed his teeth, put on his coat and driving his car to work. (The verbs are not parallel.)
Having finished the typing, she gave it to her boss for signature. (The referent is ambiguous.)
Bac Kan is an inland province. Quang N inh is a coastal province. (It lacks a connector to make it
coherent.)
These sentences can be corrected as follows:
The com m ittee first received many proposals from the local people and then began an
investigation.'
H e brushed his teeth, put on his coat and drove his car to work.
H aving finished the typing, she gave the letter to her boss for signature.
■
Bac Kan is an inland province while Quang N inh is a coastal province.
In addition, th e w rong use o f tenses, pronouns, singulars, or plurals w ill v io la te coh eren ce.
Exam ples:
They want to achieve self-fulfilment in their career. H ow ever, if you don’t w ork hard, you will
lag behind others. (The pronouns are inconsistent.)
In the film, the secret agent goes to his office where he found his papers stolen. H e know s that
som eone wanted to kill him, so he takes refuge w ith a waitress. (The tenses are inconsistent)
■
Everyone should set goals for what he wants to be. People can be guided consciously or uncon­
sciously by the idea they have. (There is disagreement in persons.)
4.1.3. Brevity and appropriateness
B revity m eans w riting co n cisely and avoiding redundancy.
A ppropriateness im plies suitable w riting styles (form al vs. inform al).
The sentences below are wrongly written:
W hen I have finished the novel, I will return it back to the library, (redundancy)
Environment is equally as important as genetic factors in the child’s developm ent, (redundancy)
The local governm ent has taken many measures that are effective and made several policies
that are practical to alleviate the traffic problem in this city, (redundancy)
W e are pretty sure that the delay was due to the shortage o f baggage handlers,
(inappropriateness)
Instead, you should write:
W hen I have finished the novel, I will return it to the library.
Environment is as important as genetic factors in the child’s development.
The local government has taken many effective measures and made several practical policies
to alleviate the traffic problem in this city.
W e are firmly convinced that the delay was due to the shortage of baggage handlers.
17
15 Days’ Practice for IELT S Writing
4.1.4 Varieties and complexities o f sentence structures
W riting that contains m ostly sim ple sen tences can be uninteresting or e v en irritating to
read. C onversely, w riting that consists o f m ostly com p lex sentences is usually difficult to
read. G ood w riters, therefore, use a w ide range o f structures. T hey also occasionally start
com plex or com pou nd-com p lex sen ten ces with the depend en t clause and not the in d ep en d ­
ent clause.
Look at the w ide range o f structures used in the exam ples below :
a. Cleft sentences
President Franklin D. Roosevelt was a man confined to the wheelchair, but it was h e w ho
put America again on its feet.
b. Prepositional phrases
Only 2.2kg o f protein can be lost without death occurring.
He sat in an armchair, nodding w ith a new spaper in th e hand.
With regard to driving, the laws o f some countries are notoriously lax and even the strictest
are not strict enough.
c. Participial phrases
They have conducted investigation after investigation, thereby obtaining an enorm ous amount
o f data.
d. Inversions
N ot only did th ey lose all their m oney but also came close to losing their lives.
e. Comparisons
Today, as an old order passes, the new world is m ore free but less stable.
f. Repetitions of key words
Earth provides enough for every m an’s n eed , but not for ev ery m an’s greed .
There is no objective reality which can be looked at objectively.
g. Cliches
We are living in a highly challenging world, and w e are to be always ready to challenge
challenges.
According to the information available to us, the success o f our task depends on the availability
o f money.
18
Day 1
h. Well-written expressions that you should imitate:
It goes without saying that the state-run enterprises should try every means to improve their
quality and services in order to survive in the econom ic globalisation.
Supposing you wanted to buy a washing machine, it is m ore than likely that you would obtain
details regarding performance, price, etc. from an advertisement.
It does not surprise us to discover that success is measured in terms o f the m oney you earn.
An ancient saying that “T hose w ho constantly feel satisfied tend to be happy” is illustrative in
this respect.
4.1.5. Correct use o f punctuation
M isuse o f punctuation is v ery com m on. In fact, punctuation is pow erful - o n e punctuation
mark can change th e w h o le m eaning o f a sen ten ce.
B elow is a sum m ary o f the correct usage o f so m e com m on ly-u sed punctuation marks,
a. Comma
C om m as are used to separate thoughts w ithin a sen ten ce, allow in g the reader to m entally
pause and assim ilate the full m eaning o f th e sen ten ce. T he m isuse o f com m as can alter the
entire m eaning o f sen ten ces.
T he com m a is used:
• T o set o ff the antecedent w hich is clearly defined.
It is years since I read “G one with the W ind”, w hich is my favourite novel.
• T o set o ff the adverbial clause w hen it com es before the m ain clause.
If there is any misunderstanding, the family members w ill sit dow n and try to reach some
agreement.
• T o set apart words in apposition. (A ppositives are words that identify or define other words.)
Bill Clinton, former president o f the United States, will visit that country.
• T o set apart the participial phrase from the rest o f the sentence.
The m onitor, getting to his feet, began to make a presentation.
• T o separate successive nouns, verbs or adjectives in a sentence.
She likes to dance, sing, talk, and drink at the party.
Note: A comma is used before the final and in a list of three or more items.
• T o set o ff a transition word or phrase w hen a pause is need ed for clearness or em phasis.
W e can, however, disagree if w e wish.
• T o separate an adverbial phrase from the rest o f the sentence.
They tried, in spite o f my advice, to climb the mountain.
19
15 Days’ Practice for HILTS Writing
b. Period or fu ll stop
The primary use o f the period is to end a sen tence (w hen it is a statem ent or
an instruction).
Semicolon co-ordinates or joins tw o independent but related clauses or sentences.
c. C olon
The colon is used:
• T o precede an extended explanation.
I have some news for you: all o f us have passed our exams.
• T o introduce a list. It often follows namely, such as, as follows.
Please send the following items indicated below , namely: a. passport, b. visa application, and
c. correct fee.
d. Semicolon
W hile the com m a is frequently used, the follow ing is the general accepted rule for th e use
o f the sem icolon: to separate tw o ind ep en dent thoughts in a sen ten ce that o th erw ise w ou ld
have been separated by using a conjunction such as and or but.
The lecture was badly delivered; it w ent on far too long as well.
e. Question mark
This punctuation mark is prim arily used to indicate a direct question being asked.
Does everyone agree with what he said?
f. Exclamation mark
T he exclam ation mark is used to indicate a strong and em otion al response.
H ow I wish I were young again!
Notes: - Restraint should be exercised when using the exclamation mark in writing; for w hen it is
used liberally, it will lose its impact.
- Double exclamation marks should be avoided in business correspondence.
g. Hyphen
The hyphen is used:
• In com pound words.
Some people used to think that men have more self-control than wom en.
• In a com pound adjective that precedes a noun.
first-rate service
20
one-man job
up-to-date fashions
Day 1
Note: When a compound adjective follows a noun, it is not generally hyphenated.
The service they provide, first rate and consistent, will be what turns that company into a
success.
h. Square brackets and parentheses
Square brackets and parentheses are used to en clo se w ords and phrases ind ep en dent o f
the sen ten ce, as in explanatory n otes, om issions, and com m ents that are not w ritten by the
author.
William Smith (1910-1969) lived first in M anchester and then moved to N ew Yorlc
Square brackets [ ] should not be confused w ith parentheses ( ). P arentheses (singular:
parenthesis) are used:
• T o enclose words not directly relevant to the m ain topic o f the sentence but too im portant
to om it.
Optimistic thinking people (and I count myself am ong them) always seem to produce positive
results in any situation.
• T o enclose figures or letters marking the division o f a su b ject
Our silent auction fund-raising project included the follow ing priorities:
(1) Securing the location to hold the auction.
(2) Soliciting businesses in the community to donate items.
(3) Launching an aggressive advertising campaign in the community.
• T o add exam ples.
The new photocopier has many features (including scanning options and faxing capabilities)
that will be m ost beneficial to us in this office.
Note: Book titles cannot be written in «
» , b u t “ "must be used.
4.2. Paragraph writing
A paragraph is a basic unit o f organisation in w riting in w hich a group o f sen ten ces d e­
velop s on e m ain idea. This general idea is expressed in a topic sen tence, and four or five
supporting sen tences w ill expand this idea by giving explanations, details and/or exam ples
to support the m ain idea. The num ber o f supporting sen ten ces in a paragraph can vary. The
concluding sen ten ce in a paragraph indicates that the paragraph is ending and sum m arises
im portant points to rem em ber or reprises the m ain idea. T hose are the three parts o f a
paragraph.
In addition to the three parts o f a paragraph, a g o o d paragraph must also have tw o im ­
portant elem ents: unity and coherence (already m entioned in part 4 .1 .2 . o f Skills for the
W riting M odule on page 16).
21
15 Days’ Practice for IE L T S Writing
4.2.1. Unity and coherence (in a paragraph)
a. U n ity m ean s th at all th e su p p ortin g se n te n c e s in a paragraph discu ss o n e and o n ly o n e
m ain idea (co n tro llin g id ea) sta ted in th e to p ic se n te n c e .
L ook at the exam p le below :
N o living creature, plant or anim al, can exist in co m p lete isolation. A n an im al is b o u n d to
d ep en d on o th er liv in g creatures, u ltim a tely p lan ts, for its fo o d supply; it m u st also d ep en d
up on the activities o f o th er p lan ts for a co n tin u e d o x y g en supply for its respiration . A p a rt
from th ese tw o basic relation sh ip s, it m ay be affected d irectly or in d irectly in co u n tless
different w ays by o th er plan ts and anim als around it. O th e r anim als prey o n it or c o m p e te
w ith it for th e sam e food ; plan ts m ay provide sh elter, c o n c ea lm en t or n e stin g m aterial, and
so o n . T here are difficulties that anim als can m e e t w ith w hen building th eir nests. Sim ilarly,
the anim al w ill produce its o w n effects o n th e su rrou n d in g plants and anim als: so m e it m ay
eat or destroy, for oth ers it w ill provide food; and th ro u g h its co n trib u tio n o f m an ure, it
m ay influence th e texture and fertility o f th e so il. M any farmers now use chem ical fertilisers.
In this paragraph, all the sen ten ces support the m ain idea {No living creature, plant or ani­
mal, can exist in complete isolation.). T he supporting sen ten ces d e v e lo p this m ain idea; that is,
all plants and anim als can su rvive thanks to their d ep en d en ce on each oth er. But th e m id ­
sen ten ce {There are difficulties that animals can meet with when building their nests.) and th e last
sen ten ce {Manyfarmers now use chemicalfertilisers.) are irrelevant. T h ey m en tio n q u ite d iffer­
ent ideas: anim als’ difficulties in building their n ests and farm ers’ u se o f chem ical fertilisers.
The unity o f this paragraph is, th erefore, v io la ted .
b. C o h eren ce m ea n s th at your paragraph is ea sy to read and u n d ersta n d b eca u se your
supp orting s e n te n c e s are p u t in log ica l order, and your id ea s are c o n n e c te d b y th e u se o f
appropriate tran sition signals.
Transition signals are used to jo in sen ten ces, idea groups and section s to g eth er to m ak e a
paragraph or an essa y coh eren t. L ook at th e ex a m p le b elow :
V ilm a lik es travelling by bu s b etter th an b y airplane for fou r reasons. It co sts less. S h e
can ride by bu s from N e w Y o rk to C h ic a g o for $ 2 0 . T h e airfare b e tw e en th e tw o cities is
$ 7 8 . T ravellin g by bu s gives her a closer lo o k at cities and countryside th a n sh e c o u ld g e t
from a plane. S h e enjoys d rivin g th ro u g h th e b ig cities o f P h ila d elp h ia , P ittsb u rg h , and
F ort W a y n e . V ilm a fin d s th at passen gers o n th e bu s are o fte n closer to her o w n age. T h ey
are easy to talk w ith o n th e shared travel adventure. M a n y airline passen gers are b u sin e ss­
m en w h o keep bu sy w ith th eir w o rk w h ile flying. R id in g a bus allow s V ilm a to explore
any stop alo n g th e w ay. O n c e sh e g o t o f f th e bu s o n a sm all to w n in In d ian a and sp en t
th e n ig h t w ith a girlfriend. T he n ex t day sh e to o k an oth er bu s to C h ic a g o . V ilm a usually
prefers bu ses in stead o f p lan es u n less sh e has to g e t so m ew h ere in a hurry.
22
Day I
This paragraph is difficult to understand due to the lack o f transition words or phrases. It
w ill becom e easier to follow after the transition signals (in boldface) are added to lead the
reader from on e idea to the n ext.
V ilm a likes travelling by bus better than b y airplane for four reasons. First, it costs less.
She can ride by bus from N e w Y ork to C h ica g o for $ 2 0 . Y et, the airfare betw een th e tw o
cities is $ 7 8 . Second, travelling by bus gives her a closer lo o k at cities and countryside
than she could g e t from a plane. For exam ple, she enjoys driving through th e big cities o f
P h iladelph ia, P ittsburgh, and F ort W a y n e. Third, V ilm a finds that passengers on the bus
are o ften closer to her ow n age. T hey are easy to talk w ith o n the shared travel adventure.
In contrast, m an y airline passengers are b u sin essm en w h o keep busy w ith their w ork w hile
flying. Fourth, rid in g a bus allow s V ilm a to explore any stop along th e way. For instance,
once she g o t o f f th e bus on a sm all to w n in Indiana and sp en t the n ig h t w ith a girlfriend.
T hen, th e next day she to o k another bus to C h ica g o . For th ese reasons, V ilm a usually pre­
fers buses instead o f planes un less she has to g e t som ew h ere in a hurry.
Transition w ords and phrases provide the glue that holds ideas together in writing. T hey
provide coherence by helping the reader to understand the relationship b etw een ideas, and
th ey act as signposts that help the reader fo llo w the m ovem en t o f the discussion. You should
.try to use transition signals appropriately and effectiv ely to increase your band score.
B elow is a list of useful transition w ords and phrases that you should use so as to produce
a coherent and coh esive paragraph or essay.
“ a n d ” equivalents
a. Sequ en cin g/L isting
first o f all
in the first place
to begin with
following this/that
afterwards
the first (reason) is
first(ly)
second(ly)
third(ly)
next
then
after this/that
also
besides
furthermore
in addition
m oreover
what is more
in the sam e way
likewise
similarly
accordingly
equally important
not o n ly ... but (also)
in conclusion
in summary
in short
to conclude
to sum up
finally
finally
b. Reinforcing
c. Equating
d. Summarising
lastly
15 Days' Practice for JOLTS Writing
e. R eferring
for exam ple
for instance
in particular
particularly
such as
that is to say
nam ely
a (good) case in point
to illustrate
f. Sh ow ing results
as a result
conseq uently
h en ce
so
therefore
thereby
thus
for this reason
as a con seq u en ce
on this/that account
it follow s that
in other words
in that case
then
(or) else
otherw ise
“ o r” eq u iv alen ts
a. Inferring
b. G ivin g alternatives
alternatively
on the other hand
then again
that is to say
to put it sim ply
c. R estating
in other w ords
“ b u t” e q u iv ale n ts
a. C ontrasting
conversely
in com parison
in contrast to this
instead
n evertheless
o n the contrary
on the other hand
w hereas
w h ile /w h ilst
after all
all the sam e
still
a lth o u g h /th o u g h /e v en though
h ow ever
n on eth eless
in spite o f/d esp ite th is/that
nevertheless
yet
ev en if
b. C onceding
E xam ples:
O ne should com pete for survival; o th erw ise, he w ould be throw n out o f the tide o f society.
T herefore, if w e are to set up a business research centre or an agricultural research centre, w
had better choose the former for the follow ing three specific reasons.
24
Day I
4.2.2. T opic sentence
T he topic sen ten ce is the m ain sen ten ce o f a paragraph, w hich describes its content and
direction. It has tw o im portant functions. It details th e controlling idea o f the paragraph. It
also sets the ton e for the organisation o f the supporting sen tences that further explain the
concept established by th e topic sen ten ce. T herefore, e v er y topic sen tence has tw o parts: a
topic and a controlling idea. T he topic is usually the subject o f the sen ten ce w hile the co n ­
trolling idea is the predicate o f the sen ten ce.
A lthough top ic sen ten ces m ay appear a n yw h ere in a paragraph, in academ ic essays, th ey
often appear at the beginning.
E xam ple
Topic sentence:
D iv o rce is v ie w ed differently by A m erican s and Japanese.
Evidence:
1. A ttitu d es o f A m erican s
2. A ttitu d es o f Japan ese
Paragraph:
D iv o rce is v iew ed differently by A m erica n s and Japanese. T o A m erica n s, th e hap pin ess
o f th e in d ivid u al is all-im p ortan t. T o Japanese, th e n eed s o f th e co m m u n ity and so ciety
take preced en ce. T hus, divorced A m erican w o m e n can remarry easily. T here is n o stigm a
attached to divorce. B u t to Japanese, divorce is a sign o f character w ea k n ess and im m atu r­
ity. A divorced w o m a n in Japan faces all kinds o f social prejudice.
•
A num ber o f hints are given b e lo w for y o u to w rite a g o o d topic sentence:
a. A good topic sentence is neither too broad nor too specific.
E xam ples:
• M any people keep pets.
• M any old people keep pets to get rid o f boredom .
• M any people keep pets because o f several reasons.
In th e ab o v e exam p les, the first sen ten ce is to o broad. The second on e is to o specific as
* it is hard to d ev elo p . T he last sen ten ce is good since it g iv es background inform ation and
signals w hat w ill com e n ext in the paragraph (som e reasons are going to be presented).
S om e oth er exam ples:
• M usic is enjoyable.
• Rock m usic can be too loud for old people.
• Fast m usic can be stim ulating while gentle m usic has a calming effect.
Sim ilar to the exam ples a b o v e, the first sen ten ce is to o broad; the second on e is to o nar­
row: it on ly sh ow s factual inform ation that cannot be develop ed . The last one proves to be
a good topic sen tence as it signals that tw o effects o f m usic are going to be presented.
25
15 Days’ Practice for IELT S Writing
b. A good top ic sen te n c e has a co n tro llin g idea - w ords or phrases th at h elp guid e th e
flow o f ideas in th e paragraph.
A controlling idea lim its the topic by concentrating on a single aspect o f it.
Look at the follow ing exam ples:
Example 1
Topic:
m ass m edia
Topic sentence: H ie m ass m edia are often badly used.
The controlling idea o f this topic sen tence is often badly used. T he supporting sen ten ces
can include the following:
• Newspapers only give sensational news.
• Radio programmes are usually superficial.
• Television has bad effects on people.
Example 2
Topic:
television
Topic sentence: T elev isio n has bad effects o n p eo p le.
The controlling idea o f this topic sen tence is bad effects on p eo p le. T he supporting sen ­
tences can be w ritten about:
• Television commercials distort the truth about products.
• Crime films on television encourage violence.
• Television documentaries stop people from thinking independently.
Example 3
Topic:
television com m ercials
Topic sentence: T elev isio n com m ercials distort the truth about produ cts.
The controlling idea o f this topic sen tence is distort the truth about products. The support­
ing sentences can be w ritten about:
• T oothpaste does not make teeth w hite.
• T he safety o f electrical goods is exaggerated.
• M any widely-advertised painkillers are not effective.
c. T h e to p ic se n te n c e m u st b e a co m p lete se n te n c e . It can be a sta te m e n t or a
q u estion .
Exam ples:
People in Vietnam have several different ways to keep healthy: a balanced diet, proper exer­
cise and a happy m ood.
W hile some people believe that the government should take care o f our old people, others are
of th e opinion that the families should take the responsibility for their old.
26
Day 1
Students w h o go to universities will face many difficulties. L e t ’s ta k e a serious look at th e ir
frustrations a n d ways of a d a p tin g to th e n e w e n v iro n m e n t.
Some people argue that pollution, a hazard in o u r life, can only be stopped w hen we slow
dow n the rate of industrial developm ent. Is it necessary a n d rig h t to clean u p o u r e n v iro n m e n t
at th e cost of industry?
d. The supporting sentences must directly be linked to the topic sentence of the
paragraph-to ensure unity. Also, transition signals must be added to provide coherence.
Exam ple:
In all th e A rab states, th e m ilitary officer corps has provided an im portant contribution
to th e n e w elite. T he arm ies and air forces, even to a greater exten t than go v ern m en t d e ­
partm ents organised alon g E uropean lin es, have provided effective training and experience
in organisation and com m an d and have d ev elo p ed a sen se o f responsibility. T h e first g e n ­
eration o f officers in th e E gyp tian and Iraqi arm ies to be draw n from all levels o f society,
rather than exclu sively from th e upper classes, produced the leaders o f th e revolutions o f
th e 1 9 5 0 . M a n y o f th em c o m in g from th e m id d le or lo w er-m id d le classes b rou gh t w ith
th em political ideas op p o sed to th o se o f th e established order and to its d ep en d en ce upon
the association w ith G reat B ritain and th e W e st. T he m ilitary life gave th em education,
' special tech n ical skills, th e h ab it o f organisation, and awareness o f the p olitical uses o f
m ilitary pow er. I t w as natural, therefore, that th ese officers should take an im p ortant place
a m o n g th e n e w life.
(Charles D . Cremeans: The Arabs and the World)
This paragraph has coherence: the four supporting sen tences d evelop the controlling idea
- an im portant contribution. T h ey are arranged in order o f im portance - from the least to
the m ost im portant points.
4.2.3. Supporting sentences
Supporting sen tences h ave the follow ing features:
• T hey should directly be tied to the topic sen tence.
• There are 2 - 4 sen tences in a paragraph.
• T h ey d evelop the main idea.
• T hey are arranged in logical order.
• T hey should be proven by using enum eration, exem plification, com parison an d /or con­
trast, cause-and-effect relationship, classification, definition, time order (usually first to
last), or ev en space order (far to near, near to far), just about anything, as long as it
serves the w riter’s purpose.
IS Days’ Practice for IOLTS Writing
a. Enum eration: T his tech n iq u e is used to list ex a m p les or reasons, etc.
Exam ple:
There has been an ever-increasing awareness o f the im portance o f k eep in g health y, and
there are m ainly three w ays the V ietn am ese p eop le m ain tain fitness. First, th ey keep a
balanced d iet com p osed o f sufficient protein, vitam ins and carbohydrates. Second, th ey
take regular exercises in the form o f sports, aerobic exercises and jo g g in g for th e y o u n g ,
T aiji b oxin g for the senior, and varieties o f play and activities for child ren. Third, k eep in g
p sych ological w e ll-b e in g is another w ay for th em to five a health y life. T hey c h o o se to
release their psychological pressure by w ays o f talk ing to their friends, relaxing th em selves
in som e exotic travels and regular m eetin g s w ith th eir fam ily m em bers.
B elow are transition signals used to introduce additional ideas or reasons:
first (ly)
in addition
the first (4- noun)
second(ly)
besides
th e/a second (+ noun)
ihird(ly)
m oreover
one (+ noun)
next
furthermore
another (+ noun)
last/finally
also
an additional (+ noun)
b. E xem p lification : T h is tech n iq u e is used to introd uce an ex a m p le.
Exam ple:
T e le v isio n has bad effects o n peop le. For exam ple, television com m ercials distort th e
truth about products. C rim e film s o n telev isio n encourage vio len ce. A n d telev isio n d o c u ­
m entaries stop p eop le from th in k in g in d ep en d en tly.
B elow are transition signals used to introduce an exam ple:
for exam ple
such as
nam ely
as an illustration
take ... as an exam ple
in the follow ing manner
a (good) case in point
c. C om parison a n d /o r contrast: T h is tech n iq u e is u sed to com pare a n d /o r contrast
th ings.
Example:
There are m any different form s o f entertain m en t for th e V ietn am ese p eo p le now adays.
S om e people w h o enjoy active activities can g o to th em e bars, for exam ple, toy bars, p o t­
tery bars and even b o o k bars, w here th ey can read w h ile enjoyin g a glass o f w in e. T h ose
w h o prefer passive activities can g o to m ovies or theatres. O th ers w h o are bored w ith th e
urban life can g o to th e rural areas and sit back in a tea h ou se or an orchard, b reathin g the
fresh air and enjoyin g th e country view to their heart’s con ten t.
28
Day 1
B elow are transition signals used to com pare a n d /o r contrast things:
likewise
like
similarly
equally important
also
too
in the same way
still
in contrast
on the other hand
nevertheless
instead
rather
on the contrary
after all
unlike
at the same time
♦
B elow are com parison sen tence patterns:
• Comparative form o f adjectives
considerably
i )
*
.
.
a great deal
(very) much
'
.
• *
>
.
* *•»
;
(quite) a lot
.
■
'
V* f j *
_ ,
-
•
•
* r '- i
•
<
•
•
.
"• v
bigger
a b it/a little
slightly
th a n B .
cheaper
..
•r
. }l
scarcely
•
*
•
smaller
som ewhat
,.
/
V
-
•-
.
_
.
.
•
i
. ,,r
:! hardly
-
^
•»
7
.
■ o n ly just
:
■
.
‘
I
; ?
« • .
'
.
,
■
:* ”•
-
?’
'
.
.
. ._ ■
i .
.1
•
:
•
• Adverbs m odifying th e sam e as
*
exactly
*
precisely
just
,■
“
<
1•
.
- J*
*. r
•:*d*. ’
•’ .
. •-T. 1
•
almost
- :
nearly
approxim ately
•
^.
* the same as B.
t
V -
-
’
r
r: .
. > , ; about
«»*•*
1
•
j [. .' 4 '• » ' ,
1 *1• *'
*
'*
■ ’ *• ^ W ’ 1 1-_ ‘
-
! , practically
/
■m ore or less
4
- .
t
•' virtually
, i
A is .
S
'
]
i /:
• . 'V
-
* -
• Adverbs m odifying n o t ... th e same as
: ’ • ' exactly
A is not
*
i [ .
i
entirely
■
;
*. 4
quite
precisely
•'r . *
n
*
the same as B.
r
i
*
’
'
■ i
.
*
—
1
1
•
' ■» * 1
,i ? z )
■
r v
*
■
*
*
29
15 Days’ Practice for IEL T S Writing
• A dverbs m odifying d ifferen t (from)
totally
com pletely
A is
different from B.
entirely
i
•
quite
If
■
way.
in every
different
£
• -*
A and B are
J
respect.
i
r
|(
*
totally
. i
'
i t f t : qi'ji ■’ ■
.
com pletely
different.
entirely
quite
•
• Structures show ing contrast
W hereas
:
•;
;j
, .
. :
•.
•jl R oom A is dark, R oom B is bright.
'
W hile
W hilst
*■ -
*
•• -
;
!-
i * i. * -■
: *• i
' V
J _ . '
, v.* f .
••
'•
‘
.* - V
.
extrem ely
O n the other hand,
,t really
R oom A is
•
i ,
dark.
very
rather
quite
T
i In
• • •: .
■'
y
’i
.. i
■
i
•
.
com parison,
/
'' ^
•1
i: i * '
R o o m B is bright,
. . «. . .
.■•
_*__*
TT
In contrast,
- * * *.
•*
•
*' *'
1
~ ,*»*
r
.
„*
>•
»•
. V »*
T he main difference
ice betw een
_
■
._. ,
R
oom
s
A
and
B is that
V' •* '
' .*
•r _
. . , ,
mces betw een ; R oom A is dark,
O ne o f the differences
whereas
i
'..while
w h ik ,
!
n„
■.
• j> R oom B is bright,
f e
'
Example:
M any people think that A and B are similar. On th e contrary, they are quite different.
d.
Cause-and-effect relationship
Exam ple:
F or th e last h u ndred years, th e clim ate has b e e n g r o w in g m u ch w arm er. T h is has had
a num ber o f different effects. S in ce th e b e g in n in g o f th e 2 0 th century, glaciers have b e e n
m eltin g very rapidly. S eco n d ly , rising tem peratures have b een causing th e sn o w lin e to
retreat on m ountains all over th e w orld. As a result of this, vegetation has also b een ch a n g in g .
30
Day 1
The d istribu tion o f w ild life has also b een affected, m a n y E uropean anim als m o v in g n o r th ­
wards in to Scandinavia. F inally, th e sea has b een risin g at a rapidly increasin g rate, largely
due to th e m e ltin g o f glaciers.
B elo w are w ords and phrases sh ow ing cau se-an d -effect relationship:
• N ouns introducing causes or reasons
T he
•
T cause 0
reason for
higher prices is an increase in dem and,
N ou n s introducing effects
. • If
•
•
effect
T he
;i consequence
.
result
_
O ne
I
.
•’)! of an increase in dem and is
!;
higher prices.
.
..
to raise/increase prices,
r
• T ransition words and phrases show ing effects
•'! T h e r e fo r e ,;■ •
So,
As & result,
jVAs a consequence,
The dem and has increased.
‘
C onsequently,
the prices are higher.
: B ecause of this,
’j'Thus,
..j x iw H v t) Hpnrp
.. i.
For this reason,
: •
• •
••
•
'
j|
•
•
•
*
•
• Verbs and verb phrases show ing effects
- ,Y
>•••*• ii
J
A n increase in dem and (often)
■
i ■ >I
.
causes
■
•r.
resu*ts f*1
leads to
produces
. '• "■ '
■• ■ ____ '
'■
_
.
higher prices.
'
• Passive form or prepositional phrases show ing causes
caused by .
H igher prices are (often) ■
due to
an increase in dem and.
.b e c a u se of
i‘ • • • • «
• .r
. i
1 .I
31
15 Days’ Practice for IELT S Writing
• P repositional phrases o f cause
because of
i%. -rii
as a result of
as a consequence of
^ r
on account of
.
The prices are hitrher
1
°
.
. ,
,
an increase in dem and.
•% v i !
•
* .!
»
' •* 1 • -
. •• I » .
/ ••
owing to
through
Or:
As a
result of
an increase in dem and, the prices are higher.
consequence of
Owing to
•
• Subordinating conjunctions show ing causes
■. .'I ;
Because
As
.A-
..1.y;T ; ?
the dem and has increased, the prices are higher.
Since
N ow (that)
•-
•
,
•
.
.
•.
.
•
.
.•
.
Or:
because
The prices are higher
since
there is an increase in dem and,
as
Or:
W hen
If
there is an increase in dem and, (then) the prices rise.
• ■ ' '
-* r j
f
; •
e. C lassification: T h is tech n iq u e is u sed to classify or group th in g s.
Exam ple:
State schools in E nglan d can be classified according to th e age range o f th e pupils and
the type o f ed u cation provided. B asically, there are tw o types o f sch ool: prim ary and
secondary. Primary schools cater for children aged 5 -1 1 and secondary schools for ages 1 1 16 (and up to 19). Primary schools can be subdivided into infant schools (for ages 5 -7 ) and
junior schools (for ages 7 -1 1 ). Secondary schools m a y b e o f on e type for all abilities, viz. c o m ­
prehensive sch ools. A lternatively, th e pupils m ay b e grouped according to their ability
and selected by m eans o f exam ination at th e age o f 11. T hus, gram m ar sch o o ls cater for
Day I
th o se w ith academ ic ability, m od ern sch o o ls for th o se w ith less academ ic ability, and
tech n ical sch o o ls for th o se w ith m ore practical skills.
B elow are som e phrases and exp ression s used to classify or group things:
consists o f ...
.
A
according t o ...
c o m p r ises...
A
can
according to ...
classified
m ay
. be
in to ...
classed
on the basis o f ...
depending o n /u p o n ...
separated
r *‘
• * *V* * ' * * I • ;
T he classification is based on /u p on ... , I . . . I (
.
I'M i
j V
} 1 .M I
i
B is
f.
!
,
'
f
»•.
.
.
•
a m em ber of
placed in th e class of
* •
: .-d'fi; A .
1
•
r *
. . .
...
* *
• ■;'{ • '
■
...
.
•
'
•
1
Definition: This technique is used to define a new or difficult term or concept.
E xam ple:
A telescope is (defined as) an instrument for m agn ifyin g distan t objects. It has tw o essential
parts: th e objective w h ic h collects lig h t from th e d ista n t object and fo rm s a real im a g e,
and th e eyep iece w h ic h form s a m a g n ified im a g e o f th is im a g e. R efractin g telesco p es use a
convex lens as th e objective, and reflecting telescopes use a curved mirror o f a large diam eter.
B elo w are som e exp ression s used to define a term or concept:
a. X is defin ed /m ay be defined a s ...
Semantics is defined as a branch o f linguistics which studies meaning.
b . ... is kiiown a s/called X.
A branch o f linguistics which studies meaning is called semantics.
g. Time and space order: This technique is used to show time or space order.
E xam ple 1:
T o w a sh your d o g properly, you sh ou ld fo llo w several steps w ith th e u tm o st care. First,
you sh ou ld m ake sure th at your d o g k n ow s n o th in g , in advance, o f your plan to w ash him .
•After q u ietly preparing h is tub o f lukew arm w ater, you sh ou ld plu nge h im in to it tenderly
but firm ly. T hen, k eep in g his head w ell above w ater, you should soap his w h o le bod y,
33
15 Days' Practice for 1ELTS Writing
proceeding from his neck to his tail. After your p et is co m p letely covered w ith soap, be
sure to rinse him th oroughly. For your d o g , b ein g w ash ed is an experience that ca n n o t end
soon en ou gh . Therefore, as soon as possible, you should enjoy the final step o f his bath - the
vigorous sport o f drying him .
B elow are words used to sh ow tim e order:
id
third
fourth
then
m eanw hile
re
afterwards
lately
later
finally
lorarUy
presently
thereafter
next
eventually
Example 2:
From m y office w in d o w , I in sp ected the public garden b elo w daily. D ir ec tly in front of
m e, I saw the graceful sw aying branches o f so m e b ig palm trees w ith so m e birds sin g in g
happily in them . T hey n ot o n ly provide us w ith precious shade in the h o t sun b u t also a
lovely green background for the purple and blue periw inkles that b lo o m ed in th e b ed ju st
to the right o f it. To my left stood four evergreen shrubs.
B elow are words and phrases used to sh ow space order:
here
there
beyond
to /o n the right
above
inside
on the opposite side
oyer
to/on the left
on top of
in the centre/m iddle of
up
below
across
within
near
next to
between
down
in front of
far
across from
outside
4.3. Essay w riting
Tasks 2 of both the A cadem ic M odule and the G eneral Training M odule are the sam e.
Candidates are asked to w rite a short essay o f a m inim um o f 2 5 0 w ords in about 4 0 m inutes.
The essay is usually a discussion o f a subject o f general interest. C andidates h ave to present
and justify an opinion about som ething, offer solutions to a problem , or speculate about
future trends.
A w ell-organised essay has three parts: an introductory paragraph, bod y paragraphs, and
a concluding paragraph. On the n ext page is the organisation of an essay:
34
Day I
Introduction (3 - 4 sentences): a. G eneral statem ents to lead in
b. T hesis statem ent
B ody (2 -4 paragraphs):
Paragraph 1:
T op ic sen tence
a. 1st supporting sentence
b. 2 nd supporting sentence
c. 3 rd supporting sen tence
etc.
Paragraph 2:
T o p ic sentence
a. 1st supporting sen tence
b. 2 nd supporting sentence
c. 3 rd supporting sen tence
etc.
Paragraph 3:
T op ic sentence
a. 1st supporting sentence
b. 2 nd supporting sen tence
c. 3 rd supporting sentence
etc.
C onclusion (2 - 4 sentences):
a. Clear transition signal
(op tional)
b. R estate or paraphrase the thesis statem ent
c. C onclud e or sum m arise m ain points o f the essay
d. C o m m en t/F in a l thought: give the read er‘som ething to
think about
35
D a y - 2
Mini-Writing Practice
1. C h o o se th e p rop er tr a n sitio n w o r d s a n d p h ra ses fr o m th e b o x to fill in th e b la n k s in
th e paragrap h s b e lo w .
although
but
instead
tii eh
next
fifst (of all)
th u d
fourth
finally4
furthermore
consequently
on ce
in contrast
for exam ple
in addition
at other tim es
second
1. T o get th e m o st ou t o f his textb o o k s, a stu d en t sh ou ld follow several step s very carefully.
, he sh ou ld m ake a prelim inary survey o f each book to g et a general idea o f
w hat the book c o n t a in s .__________
, he sh ou ld read for deeper un derstan ding and
form ulate q u estio n s as he reads.
, he sh ou ld te st h im se lf to be sure that
he can answ er q u estio n s likely to be raised in class and in exam in ation s.
,
he sh ou ld review h is n o tes and reread any parts o f th e b ook that are unclear to him .
2. European u n iversities and u n iversities in th e U n ited States are different in m any w ays.
, European stu d en ts enrol in few er courses each term than A m erican
stu d en ts do.
______
, European stu d en ts seld o m live at their u n iv e r s ity .______
, th ey live at h om e and travel to c l a s s e s .
, m o st European
cou rses are given by p rofessors w h o lecture to their c la s s e s .__________________ , European
p rofessors often ask their stu d en ts q u estio n s or allow their stu d en ts to w rite few er papers
than A m erican p rofessors d o . _________________, European stu d en ts’ final exam in ation s are
usually oral, w hereas A m erican stu d en ts take w ritten final e x a m in a tio n s.________________ ,
a European university is m ainly a place to s t u d y ._________________ , at m o st u n iv ersities in
th e U n ited States, social activities take up a large part o f th e stu d en ts’ tim e.
2. U n d e r lin e th e c o n tr o llin g id ea s in th e fo llo w in g to p ic sen te n c e s.
1. Som e W estern holidays have a great influence on the y ou n g people in V ietnam .
2. C ollege students take part-tim e jobs for different reasons.
3. T h e governm ent is taking several effective measures to help the la id -o ff workers.
4. People take different attitudes towards censorship on the Internet.
5. T here are m any advantages and disadvantages for the use o f public transport.
3. R earrange th e fo llo w in g se n te n c e s so th a t th e y fo r m a c o h e r e n t p aragrap h .
1. In addition, they have trouble identifying signal lights and m ust m em orise the position o f
the light to know w hich signal is being given.
36
Day 2
♦
2. C olour-blind people have problem s that people w ho perceive colour never think about.
3. T h ose w ho are fashion-conscious avoid brightly coloured wardrobe so that they will not
wear clashing colours.
4. O n e very real problem is that o f traffic signs and signals.
5. T h ose that are red-green colour blind have trouble seeing stop signs found on shady streets
because they may not notice them against the leaves.
6. Perhaps less o f a problem is that o f dressing.
7. For exampld, they cannot work as interior decorators, commercial photographers, painters,
airline pilots, or railroad engineers.
8. Perhaps the greatest handicap o f colour-blind people is evident when they select occupations.
9. As m ost colour-blind people cope w ith their problem s, their handicap goes unnoticed.
4. W rite a topic sentence for each of the following paragraphs.
1. T op ic: In form in g Patients o f C ancer
. A m ericans believe the individual has a right
to know w hat is w rong w ith him so he can take decision s accordingly. D octors, family, and
friends are n ot allow ed to deprive the individual o f th is right. In Japan, on the other hand,
it is not th e right o f the patient that is param ount but the duty o f the doctor and fam ily
to protect the patient from undue m ental suffering. T hey seem to feel that their w ish es
su p ersed e th o se o f th e patient. This is a paternalistic approach in w hich the doctor’s
authority takes the precedence over the patient's right to know . T he patient is supp osed to
be subm issive and obey th ose around him .
2. Topic: City Life
_____________________________
. There are many reasons, but the major
on es include job and prom otion opportunities, higher salaries, and better sports and
entertainm ent facilities. In addition, cities also provide conveniences for transport such as
public transport. H ow ever, it cannot be ignored that cities are plagued w ith m any problem s
such as overcrowding, increasing crim e rates, and im personal human relations. Likewise,
many urban dw ellers find living in cities too expensive and dangerous.
3. Topic: Corporal Punishment
___________________________________ . T h ose w h o feel that American education has
declined w ant a return to the older and strict discipline in the classroom . They favour
sw ift p u nishm ent for w rongdoings - spanking, sw itching, or a slap. They believe teachers
m u st parent as w ell as teach. However, educators feel that hitting is neither discipline
nor teaching. T hey believe that corporal punishm ent sh ow s a loss o f control and condem n
corporal pu nishm ent. They point out that every year, 2 ,0 0 0 students are injured by teachers.
37
15 Days* Practice for IELTS Writing
4. Topic: M y First V isit to the C inem a
__________ . I was taken there by my parents to see a film
about animals w hen I was just 4 years old. At first, there were bright lights and m usic and
I felt quite happy. W hen the lights w ent out, I felt afraid. Then, the film started and I saw a
dinosaur on the screen running towards me. I shouted out in fear and covered my eyes w ith
my hands. W hen my m other saw me, she explained to m e that it was just one o f the special
effects and encouraged m e to look at the screen again. I watched the film to the end, but I
still felt afraid because the pictures were so real. I was glad when the film ended.
5. T o p ic : Travel with C om panions
. Travelling is getting so
popular that som etim es booking a train ticket or a hotel room is not easy. For a group o f
travellers, if there are not enough tickets available, or not enough room s to live in, the
situation can be very awkward and embarrassing. For an independent traveller, how ever,
such a case seldom happens; and even if it does, he can easily adapt h im self to the changing
situation.
6. T o p ic : Studying A lon e
. W e certainly can discuss a certain problem
until w e have found a solution, but that can be an inefficient way o f making use o f tim e
since we can leave the problem aside until w e can ask the teachers afterwards for a detailed
explanation. Furthermore, studying alone could let us choose whatever books and subjects
w e like w ithout the influence o f our friends.
S. R ew rite th e fo llo w in g in trod u cto ry paragraphs, each o f w h ich is in scram b led order.
Paragraph 1
a. T h e heavy traffic problem can be solved by building rapid transit systems from the suburbs
to the cities, by im proving public transport systems w ithin the cities, and by form ing car
pools.
b. Traffic congestion is caused by the thousands o f cars that com e into the cities from the
suburban areas as well as by the thousands o f cars w ithin the city limits.
c. O ne o f the m ost serious problems facing m ost big cities is traffic congestion.
d. This m am m oth problem m ust be resolved before it gets worse.
Paragraph 2
a. However, in others, the nuclear family is the norm, w ith only the parents and young children
sharing the same house.
b. People in different cultures all over the world have different systems for family life.
c. In m ost cultures, people live in extended families, in w hich several generations share the same
house.
38
Day 2
d. If this new system becom es widespread, it could have enorm ous effects on American
society.
e. O n the positive side, living together m ight reduce the divorce rate in the U nited States; on
the negative side, it m ight lead to the eventual disintegration o f the family altogether.
f. In the U nited States, som e people are experim enting w ith still another system o f family
life: living together w ithout marriage.
Paragraph 3 '
a. A lthough scientists have experim ented w ith different m ethods o f prediction, from observing
animal behaviour to measuring radio signals from quasars, they have not proven successful.
b. Earthquakes are the m ost destructive natural disasters known to man, in terms o f the
m illions o f deaths and billions o f dollars in property loss that they cause.
c. D espite these heavy losses, scientists are still unable to predict earthquakes.
d. T his paper w ill review the history o f the science o f earthquake prediction, then discuss each
o f the m ethods in more detail, and finally present data indicating the success/failure ratios
o f each m ethod.
6. D evelop paragraphs b y su p p o rtin g th e to p ic sen ten ces.
Exam ple 1
W atching too much television reduces p e o p le ’s capacity to think for them selves. Firstly,
watching television m akes people lazy as view ers are given second-hand opinions, w hich can
be used as a substitute for individual thought. Secondly, m ost television programmes are
primarily entertainm ent as they are designed to attract view ers away from rival channels.
Therefore, they are aimed to appeal to the low est com m on denom inator and have little
educational value. Unlike books or even radio, television leaves little scope for imagination
and so tends to dictate sim plified role m odels o f w hat life should be like.
Example 2
If p eo p le are allow ed to carry guns, th e number of murders w ill increase. The link betw een
guns and murders has been consistently proved by world crime figures. There are more people
murdered in America than in Europe, largely because guns are readily available. It stands to
reason that if people can easily obtain guns, they w ill use them . Therefore, the only wav to
control gun-related crime is to make it extrem ely difficult for ordinary people to ow n a cun.
1. Television watching should be minimised to a certain extent if we want to live a more
meaningful and happier lif e ._____________________________________
39
15 Days’ Practice for IELTS Writing
2. There is justification for war in some cases.
3. Overpopulation can lead to many serious problems.
4. Computers can bring us a lot o f disadvantages as well as benefits.
5. A sense o f humour is the most important character in a person.
6. People should not be rewarded according to their age due to several reasons.
7. School education and parental influence are equally important for the development o f a child.
Day 2
8. Censorship o f films, T V , and printed matter is a controversial issue in som e countries.
7. D isc u ss h o w th e fo llo w in g paragraphs are d ev elo p ed .
1 . ____________________________________________
M iss Q uentin lives alone in a detached bungalow in a London suburb: the ro o f is low and
the tiles are covered w ith pale m oss w ith lichen; the front wall is alm ost entirely covered w ith
ornam ental trees. T he structure o f the bungalow is concealed by plants and trees; everything
is reticence, tim idity and concealm ent.
2.
... .
.
.
.
T he elastic used in cloth es extends and contracts under the influence o f forces applied to
it. D em and and supply sim ilarly extend and contract under the influence o f such forces as
changes in price. It is often useful to kn ow the degree o f exten sion or contraction that w ill
follow a given price change. For instance, a finance m inister w h o is about to im p ose a tax o f 10
per cen t on som e com m od ities w ith a view to raising revenue w ould like to know in advance
the probable contraction in dem and that new tax w ill inevitably cause. T he resp on siven ess
o f dem and and supply to changes in price has been term ed "price elasticity .of dem and and
supply". Price elasticity o f dem and is the resp on siven ess o f dem and to changes in price; price
elasticity o f supply is the respon siveness o f supply to changes in price.
3 .
_
Parasitology may be defined as a branch o f biology w hich deals w ith the nature o f
parasitism and its effects on both the parasite and th e h ost. Broadly defined, a parasite is an
organism w hich lives for all or part o f its life on or in another organism from w hich it derives
som e benefit, such as food, shelter or protection. O rganism s living on the h o st are know n as
ectoparasites; th ose living w ith in the h o st organism are called endoparasites.
There is an essential difference betw een a new s story, as understood by a newspaperm an
or a w ire-service writer, and the new sm agazine story. The c h ie f purpose o f the conventional
new s story is to tell w hat happened. It starts w ith the m ost important inform ation and
continues into increasingly inconsequential details, not only because the reader may not read
beyond the first paragraph, but because an editor w orking on gallery proofs a few' m inutes
before press tim e likes to be able to cut freely from the end o f the story. A new sm agazine
story is very different. It is w ritten to be read consecutively from beginning to end, and each
41
15 Days’ Practice for IELT S Writing
o f its stories is designed, follow ing the critical theories o f Edgar Allan Poe, to create one
em otional effect. The new s, w hat happened that w eek, may be told in the beginning, the
middle, or the end, for the purpose is not to throw inform ation at the reader but to seduce
him into reading the w h ole story, and into accepting the dramatic (and often political) point
being made.
5_____________________________________________
The cottage where w e stayed for one w eek during our holiday co n sists o f tw o floors: the
ground floor and the first floor. In front o f the hou se, there is a garden w ith an untidy hedge
o f roses. D ow nstairs, there is a garage, dining room , kitchen, a lounge and a hall. In th e hall,
there is a telephone and a big TV set. A staircase leads from the hall to the landing on the first
floor. There, w e have four bedroom s and a bathroom . On the roof, there are tw o chim neys and
a TV aerial.
6.
M icroorganisms w ere once regarded as being m em bers o f the plant kingdom , apart from
protozoa, w hich w ere once classed as anim als. It becam e obvious that this arbitrary classifica­
tion resulted in confusions, even absurdities. A virus infecting an anim al cannot, by any cri­
terion, be term ed a plant. There becam e alm ost as m any system s o f classification as there
w ere m icrobiologists. In order to clarify the nature o f m icroorganism s, w e m ay d istin guish
betw een those, like fungi and som e algae, w hich have a cell structure sim ilar to higher or­
ganism s and those, like the bacteria and the blue-green algae, w hich have a com paratively
sim ple cell structure. W e w ill refer to the former as "higher protists" and to the latter as
"lower protists". Both th ese groups are placed in the kingdom "protista”. The viruses and the
recently described subviral agents cannot at present be adequately classified, so w e shall place
them in a group o f their ow n.
7.
__________________________________________
There is som e disagreem ent as to w hether w e should spend more m on ey on the building
o f the new school. Som e people are o f the opinion that the governm ent should spend m ore
m oney on the infrastructure so as to im prove the living standard o f people. H ow ever, others
argue that education is m ore im portant a w ay to help people out o f poverty. Even if you had
advanced machinery and first-class infrastructure, the citizen s could not put them in to full
play due to their lack o f com petence or ignorance. A generation o f literate people can, in the
long run, contribute to the developm ent o f a country.
8.
_________________
A s the price o f everything from toothpaste to tuition increases, w orkers dem and higher
w ages to keep up w ith the rising costs. T his can produce further increases in prices or a
decreased demand for manufactured goods, or both. Since production tried to keep pace w ith
demand, decreased dem and is follow ed by decreased production. T his, in turn, can lead to
layoffs and unem ploym ent, w hich further decreases the dem and for goods.
42
Day 2
8. W rite a c o n c lu sio n for each o f th e fo llo w in g paragraphs.
1. The busy schedules that m ost adults face from day to day have created a rising health
problem in the m odern world. Stress affects alm ost everyone, from the highly pressured
executive to the busy hom em aker or student. It can cause a variety o f physical disorders,
ranging from headaches to stom ach ulcers and even alcoholism . Stress, like a com m on cold,
is a problem that cannot be cured; how ever, it can be controlled. A person can learn to control
stress by settin g realistic goals, enjoying a hobby and /or physical exercise, and by maintaining
a good, warm relationship w ith family and friends.
________
2. T elevision is the m ost popular form o f entertainm ent in m any households. People o f all
ages use this m edium to entertain th em selves for an average o f four hours a day. Thus, tele­
vision has had a trem endous influence on its view ers, especially children. Scientists now say
that children can be adversely affected by constantly w atching television. This is due to the
fact that they participate less in physical activities, spend less tim e reading and studying, and
see a world o f violence that can affect their ow n feelings o f security.
43
Day 3
Report Writing (1) - Task 1
1. An Introduction to Report W riting
B asically, Task 1 o f the A cad em ic M odule asks y o u to describe so m e in form ation p r e s­
e n ted in a visual form at (graph, chart, tab le or diagram ). Y ou m ust w rite at lea st 1 5 0 w o rd s.
T he m ain featu res giv en in the graph, chart, tab le or diagram m ust b e rep orted in y o u r
d escrip tion , or y o u w ill lo se m arks. Y ou w ill also lo se m arks if y o u p ro v id e y o u r p erso n a l
o p in ion or do n ot w rite th e required num ber o f w ords.
2. The Layout of a Report Passage
A report passage can b e p resen ted in an in d en ted sty le or a b lock sty le .
3. Types of Charts
O verall, candid ates w ill be asked to d escrib e so m e inform ation p resen ted in a v isu a l fo r­
m at such as pie charts, bar charts, ta b les, lin e graphs, etc.
E xam ples:
P ie chart:
Fam ily S p e n d in g in B ritain 2 0 0 2
35%
15%
□
R ent and food
□
C lothes
□
T ravel
D
O th ers
m Study m aterials
n E n te rta in m e n t
25%
44
Day 3
Bar chart:
S tu d en ts’ op inion about the new regulation
160
o
140
o
cO
ft 120
c
u
"T3 100
S
to
80
•o
Lh
U
JO
e
D
a
60
40
i—f
o
H
20
N o t very good
G ood
Causes of crim e
Poverty
Unemployment
Boredom
Drug addiction
Lack of education
Poor housing
Family upbringing
Lack of facilities
Working parents
Lack of school discipline
Peer group pressure
10
20
30
40
50
60
70
80
90
100
Table:
Statistics about children killed in road accidents in a Western country
during May, June and July in one recent year
Age
W h e n /W h e re accidents occurred
Total
11-13
Going to school
2
12
8
2
1
25
G oing hom e from school
2
17
10
3
2
• 34
Playing in the street
98
81
28
5
2
214
C ycling in the street
1
10
25
8
1
45
Shopping for their parents
5
32
12
2
1
52
108
152
83
20
7
370
Total
45
15 D a y s’ P ra c tic e fo r IE L T S W ritin g
Line graph:
From the visual inform ation ab o v e, you can see that pie charts and tables norm ally sh o w
percentage/proportion, w hich can be m easured in percentages or fractions. On the other
hand, bar charts and line graphs generally sh ow different quantities or changes o v er a period
of tim e.
4. The Structure of a Report Passage
The inform ation given in a visual form at m ust be presented accurately and coherently
(i.e. the paragraphs should be linked by sen ten ces that are logically con n ected w ith on e
another). Especially, the organisation is o f logical paragraphing w ith an introductory para­
graph, bod y paragraphs, and a concluding paragraph.
Your report passage should consist o f three parts:
L Introduction:
1 paragraph (1-2 sentences) T he introductory sentence(s) explain(s) what
you are describing.
2. Body:
2-4 paragraphs W hen discussing the date presented in the task, iden­
tify significant trends and give exam ples that relate directly to the
given information to support your statements. If you are explaining a
process or an object and how it works, you need to group your infor­
m ation so that it follows a definite logical order. R em em ber that the
use o f verbs expressed in the present (present sim ple or present perfect)
passive voice is often appropriate w hen giving a description o f a process
or procedure. T he secret here is to select what is important, organise it,
and com pare a n d /o r contrast.
46
Day 3
3. Conclusion:
1 paragraph (1-2 sentences) T he conclusion should sum up the global
trends show n on the figure and com pare them if possible.
__________________________________________________———------—
5. Commonly-Written Expressions
5.1. Introduction
The introduction should describe the purpose o f the chart and say w hat overall trends can
be seen. N o te that y o u should not co p y the exact w ords given in the instructions. B elow are
som e com m only-w ritten expressions:
Type of charts (Subject)
Main verb
Object ’Nounclause
shows
•-- \
chart ;• graph
•
f
indicates
illustrates
table
■
* *
diagram
.•%
i • describes . . .
gives
presents
The
the number o f...
the proportion o f ...
information on ...
_•- .1* ■i . . .
*
show
*
data o n ...
indicate
figures
illustrate
statistics
describe
th a t...
•
give
present
5.2. Body
5.2. L The body should point out the source of inform ation. The expressions below may
be used:
•
table/chart,
A ccording to the
As (is) shown in the
As can be seen from the
diagram,
graph,
figures,
- •
table/chart
It can be seen •
W e can see
It is clear/apparent
from the
dia* ? un
graph
th a t...
figures
47
15 Days’ Practice for IELT S Writing
5.2.2. T h e fo llo w in g s e n te n c e s m a y b e u se d to wTite a b o u t th e p r o p o r tio n s o r
p e r ce n ta g es:
C om pany A and C om pany B both had 10%.
T he profit rem ained steady at 10%.
T he profit rose to 10%.
T he profit peaked at just over 10%.
T he m onthly profit increased/fell by 10% from 10% to 20% /from 20% to 10%.
China had the largest percentage/n um b er (10% /245) o f students.
China had 10% of th e students.
10% of th e students were from China.
Taiw an accounted for 10% o f the students.
T h ey m ade tw ice/three tim es/four tim es the profit p ercentage/p ercen tage o f the profit in
M ay than in March.
T he profit percentage/percentage o f the profit d ou b led /in creased threefold from M arch to
M ay.
C om pany A ’s profit percentage rose steadily, w hereas that of C om pany B fell slightly.
There w ere m ore m ales than fem ales (10% and 5% respectively).
5.2.3. The following expressions m ay be w ritten in describing o r com paring data:
in relation to ...
com pared w ith ...
twice as h ig h /la rg e/m a n y as ...
three tim es as h ig h /la rg e/m a n y as ...
d o u b le/treb le/h a lf the p ercentage/n um b er o f...
Subject r thain verb Adverb of degree Fraction
I The scale being compared
a /o n e quarter
half
C om pany A has
alm ost
a third
nearly
three quarters
approxim ately
a quarter
about
half
just over
three quarters
twice
three times
48
o f the (total) num ber o f (em ployees).
as m any (em ployees) as
main verb Adverb of degree Comparison Uord 4 noun The scale being compared
alm ost
•
C om pan y A has
nearly
as m any (em ployees) as
about
as m uch (space) as
C om pan y B.
app roxim ately
.
exactly
. .
p recisely
num ber
the sam e
proportion
1 1
am ount
,,
.
.
C om p an y
ol (em ployees) as
1 J
B.
$.2.4. W hen describing graphs, you have to exam ine w hether there is an obvious trend,
it is im p o rta n t to m e n tio n this; o r look for obvious differences such as th e largest,
the smallest. W hen describing a graph o f this type, you should state w h at the overall
tren d is (upw ards, dow nw ards or u n changing), an d m ention th e in itial an d final
figures. You should also m en tio n th e low est an d highest points reached.
Y ou w ill n o t n orm a lly s e e a graph w ith a straight line; m o st w ill fluctuate in so m e w a y or
another. O n ce y o u h a v e id en tified a trend, p oin t o u t th e e x cep tio n s.
Y ou m a y u se th e fo llo w in g sen te n c e patterns:
a. V erb + adverb
T h e nu m ber o f so m e th in g + verb + adverb + from ... to ... /b e tw e e n
pmm s s
' - ' ■' V .
Verb indicatinj
.* - ■ increased
.
sudd en ly
ju m p ed
rapidly
rose
quickly
grew
dram atically
7V .
r"
w en t up
significantly
■
' 7
clim b ed
sharply
steep ly
T he num ber
o f (cars)
.
*»•
. and ...
decreased
steadily
dropped
consistently
fell
sm oothly
reduced
continually
w ent d ow n
stably
from (June) to (D ecem ber).
betw een (June) and (D ecem ber).
gradually
•
fluctuated
slow ly
varied
slightly
49
15 Days’ Practice for HILTS Writing
Or:
Verb indicating changes
Adverb
increased
slightly.
w ent up
slow ly.
grew
dramatically.
rose
significantly.
declined
greatly.
dropped
sharply.
w ent dow n
gradually.
fell
m oderately.
Subject
From (February) to (March),
sales
b. A djective + n o u n
T h e re + b e + a (very) + a d jec tiv e + n o u n + in th e n u m b e r o f s o m e th in g + from ... to .../
b e tw e e n ... and ...
Adjective indicating Noun indicating
changes
changes
sudden
increase
rapid
jum p
dramatic
rise
significant
growth
Period of time
sharp
steep
from (January) to
decrease
large
drop
marked
fall
steady
decline
gradual
reduction
slow
small
fluctuation
slight
variation
c. Some other phrases of time:
for one month
for a period of one month
over the next month
during the next month
50
in the number
(February).
o f (cars)
betw een (January)
and (February).
Day 3
$.2.5. T h e fo llo w in g se n te n c e s m a y b e u se d w h e n d e sc r ib in g sm a ll c h a n g e s or n o
changes:
steady
.
.
The number o f (cars sold)
rem ained
stable
from (June) to D e ce m b e r .
.
/T \
i
*
betw een (June) and (December).
stayed the same
little
There was
hardly any
change .
in the number o f (cars sold),
no
5.2.6. Use the sentences below when describing the highest and lowest points:
peaked
reached
The m onthly profit
a peak
a high point
The figures
at (2
bottom ed out
The situation
reached
in (December),
the bottom
a low point
5.2.7. In your description, you have to quote some data or examples, applying the fol­
lowing rules:
a. Use parentheses: (
)
b. Use adjective clauses:
w hich + a p p r o p r ia te v erb (is /m a k e s u p /c o n s t i t u t e s / a c c o u n t s for)
c. Use participial phrases (V-ing):
m aking u p /a c c o u n tin g for
Example 1
51
15 Days' Practice for IELT S Writing
- W h ite , w hich is 53%, is considerably m o re c o m m o n th a n grey, w hich m ak es u p 11%.
— Black, which constitutes 26%, is a b o u t fo ur times as p o p u la r as blue, w hich is 8%.
- T h e o th e r colours, w hich constitute 2%, are considerably less p o p u la r th a n blue (8% ).
— T h e o th e r colours, w hich is 2%, are considerably less p o p u la r th a n blue, accou ntin g for 8% .
Exam ple 2
Crime (cases per 10.000 people)
Violence
Theft
Others
N o data are included:
— T h eft is the m ost com m on crime.
— T h eft is slightly m ore com m on than violence.
— T heft is just under four tim es m ore com m on than other crimes, excluding violence.
— Aside from theft, there are nearly three tim es more incidences o f violence than o f other
crimes.
D ata are incorporated:
— T heft is the m ost com m on crim e, w ith 9 4 cases per 10,000 people.
— T heft, o f w hich there are 94 cases per 10,000 people, is slightly m ore co m m o n than violence
(65 cases).
— T heft, w hich accounts for 94 cases per 10,000 people, is just under four tim es m ore c o m ­
m on than other crimes (25 cases).
— N o t including theft, there are nearly three tim es m ore incidences o f violence (65 cases per
10,000 people) than o f other crim es (25 cases).
52
\
Day 3
Example 3
N o data are included:
— Full-tim e em ploym en t is the m ost co m m o n type o f em ploym ent.
— Full-tim e em ploym en t is considerably m ore co m m o n than part-tim e and casual
em ploym ent.
— A bout tw ice as m any people are em ployed in fu ll-tim e w ork than in casual work.
D ata are incorporated:
— F ull-tim e em ploym ent, w hich makes up 56.18% , is the m ost co m m o n type o f em ploym en t.
— F ull-tim e em ploym en t (56.18% ) is considerably m ore co m m o n than part-tim e (19.24% )
and casual em ploym en t (24.58% ).
— A bout tw ice as m any people are em ployed in fu ll-tim e w ork (just over 50% ) than in casual
work, w hich accounts for about 25% .
5.3. Conclusion
5.3.1.
| Connectors to signal conclusion
Content
In summary,
T o sum up,
In short,
Express the main point o f the illustration again in your
ow n words.
In conclusion,
To conclude,
O n the w hole,
Altogether,
Say som ething new that docs not extend too far beyond
what the illustration show s. Y ou can m ention future
im plications or draw a conclusion.
53
15 Days’ Practice for JULTS Writing
5.3.2.
Therefore,
, , ,
concluded
^ us»
O n this basis,
it
can
m ay
'
be
deduced
. .
,
inferred
t h a t ...
Given this,
5.3.3.
Table 1,
seen
concluded
table,
From
the
figures,
can
data,
m ay
,
be
shown
.
,
estimated
results,
calculated
information,
inferred
,
t h a t ...
5.3.4.
In conclusion,
we c a n /m a y say
Finally,
it c a n /m a y be said
t h a t ...
6. Tenses and Voices
You are exp ected to use correct tenses an d voices in y o u r rep o rt passage.
1. You should use the present (present sim ple or present perfect) passive voice w hen describing a
process. Besides, gerunds (V -ing) and to-infinitive phrases (It is necessary to ...; I t is important
t o ...) m ayb e applied.
2. You can also use the present sim ple, present continuous, and passive voice w hen reporting a
diagram show ing current situations.
3. W hen describing past situations or past changes, you have to use the past sim ple and past
perfect.
4. If a prediction about the future is made, you will use the future simple.
D a y i
Report Writing (2) - Task 1
1. Skills for Report W riting
1,1. Important steps
T here are th ree im p ortan t step s y o u sh o u ld fo llo w : preparation, w riting and editing.
T h ese step s-w ill h elp y o u to w rite a co h e re n t and w ell-o rg a n ised report passage in th e tim e
given .
Step 1: Preparation (about 3 minutes)
Y ou n e e d to sp en d 2 - 3 m in u tes w o rk in g o u t e x a c tly w h at y o u are goin g to do. Y ou
should b ear th e fo llo w in g p oin ts in m ind:
1. Study the question carefully. M o st Tasks 1 involve w riting a report w hich describes the visual
inform ation given. Y ou should note the instructions w ith a highlighting pen.
2. T h in k carefully about the title. O u tlin e som e pertinent points.
3. N o te the tim es given for correct use o f tenses.
4. Ensure that your ideas are arranged logically in clu ding appropriate connectors.
*
E xam ple 1
You should spend about 20 m inutes on this task.
It is o fte n c la im e d th a t w o m e n have achieved g re a te r free d o m a n d have access to the;
sam e o p p o r tu n itie s as m e n . T h e pie c h a rts b elo w sh o w so m e e m p lo y m e n t p a tte rn s m
a dev elo ped co u n try .
S u m m a r is e th e in f o r m a tio n by selecting a n d re p o rtin g th e m a in features, and make
c o m p a riso n s w h e re relevant.
You should w rite at least 150 words.
Females
32%
E3 Craft or similar
H
General Labourers
□
Managerial &* protnuoaal
O
Other non-manual
0 Other manual
0 Clerical & related
22%
2* 5%
55
15 Days’ Practice for IELT S Writing
A n a ly s is
Time: N o t given - present simple tense
Subject: Employm ent
Trends: M ore men than wom en engaged in managerial and professional, craft; fewer m en in
clerical work; same number for men and w om en in other manual work
Details: N on-m anual section: more wom en in clerical; more men in managerial and professional;
the same in other work
Manual section: men in most craft and general labour; the same in other work
Step 2: W riting (about 15 minutes)
W hen writing a Task 1 report passage, include:
• An introduction (1-2 sentences)
• Body paragraphs (2 -4 paragraphs)
• A conclusion (optional)
W hile you are w riting, k eep the follow ing guides in mind:
1. Introduction
The introductory sentence(s) explain(s) w hat y o u are describing, for exam ple:
The table compares the population growth and interstate migration in each Australian state for
12 months to the end o f 1994.
The graph shows the growth o f computers in Australia between 1975 and 1995.
The pie chart represents the proportion o f gases contained in natural gas.
2. B o d y
Each bod y paragraph m ust contain the follow in g points:
• C om plete sentences are used in describing the given inform ation.
• W hen discussing the data presented in the task, identify significant trends and give
examples that relate directly to the given inform ation to support your statem ents.
• T h e use o f verbs expressed in the present passive voice is often appropriate w hen giving a
description o f a process or procedure. A lso, add transition devices appropriately.
The body paragraphs for the a b o v e task m ay be w ritten as follow s:
In the non-manual occupations, while a greater percentage o f working w om en than men are
found in clerical-type positions, there is a smaller percentage o f wom en than men em ployed in
managerial and professional positions. The percentage o f men employed in other non-manual
occupations is slightly larger than the percentage o f w om en in these occupations.
(Details: men vs. women In non-manual section)
In manual employm ent, the biggest difference between the tw o sexes is in the em ploym ent of
craft workers, where males make up 21% o f the workforce and females just 4.5% . Furthermore,
56
Day 4
the percentage o f w om en w orking as general labourers is small, only 11%. There is no t a great
deal of difference betw een the percentage of men doing oth er forms o f manual w ork (28%) and
women in oth er manual w ork (32%).
(Details: men vs. women In manual section)
3. C o n c lu sio n (o p tio n a l)
A simple concluding statem ent m ay include any o f the follow ing w here relevant:
• significant c o m m e n ts
• an overall s u m m a ry o f the key point(s)
The concluding sen tence for the ab ove task m ay be w ritten as follow s:
In conclusion, the tw o charts clearly show that w o m en do not have the same access as m en to
certain types of employment.
(This sen tence sum s up the k ey point and answ ers the task question.)
Step 3: Editing (about 2 minutes)
Make sure that you h ave follow ed the instructions carefully. Be sure that y o u h ave w rit­
ten what you intended and that no im portant ideas are missing.
In the last fe w m inutes, check for obviou s errors such as spelling and grammatical errors.
This is a sam ple answ er to the ab ove task:
The two pie charts show the proportion o f males and females in em ploym ent in six
^
broad categories, divided into manual and non-manual occupations. In general, a greater
K
percentage o f w om en w ork in non-manual occupations than in manual occupations, and
£
the reverse is tru e for men.
v
.
(General trend: men vs. women in the two sections)
^
In the non-manual occupations, while a greater percentage o f working w om en than
men are found in clerical-type positions, there is a smaller percentage o f women than men
employed in managerial and professional positions. The percentage o f m en employed in
,7
other non-manual occupations is slightly larger than the percentage of women in these
V
occupations.
j*
(Details: men vs. women in non-manual section)
|
In manual employment, the biggest difference between the two sexes is in the employ-ment of craft workers, where males make up 21% o f the workforce and females just 4.5%. ^
Furthermore, the percentage o f women working as general labourers is small, only 1 1 %.
6
There is not a great deal o f difference between the percentage o f men doing other forms o f 2
manual work (28%) and women in other manual work (32%).
(Details: men vs. women in manual section)
5
57
15 Days’ Practice for IELT S Writing
In conclusion, the two charts clearly show that wom en do not have the same access as
f*
O' men to certain types o f employment.
(.
^
(One sentence for conclusion)
1.2. A summary o f the three-step report writing
Take the table b elow as an illustrative exam ple for the w riting steps m en tion ed .
Study the table below and look for paUerns in passenger death ratps in Country A in
relation to the modes o f land transport.
Write a report for a university lecturer describing the inform ation in the table below,
You should write at least 150 words.
P assenger D e a th R ates in C o u n try A by M o d e s o f T ra n s p o rt
Rates per billion passenger kilometres
Modes of transport
Studying the title
vn
*■ * - • • .*'
Understanding the task
a
O
■r
u
au
V)
e
c
o
Noting the instructions
with a highlighting pen
Average 1996-2008
Topic: Study the table below and look for patterns in passenger death
rates in Country A in relation to the modes of land transport.
Task: Write a report for a university lecturer describing the information
in the table below.
You should write at least 150 words.
Time/tense: 1996-2008 - past
.2 2
Topic: passenger deaths from transport
5 S'
General comment: decrease in passenger death rates except buses and
J i
coaches
Outlining some key points Details: significant reduction for cars, vans and bicycles
1
slight drop for motorcycles and rail
CL
r/z
buses and coaches nearly trebled
Conclusion: buses and coaches still the second safest type of land
transport
58
6
Day 4
. r v«->
Explaining what you are
describing
V «•
Identifying the first
significant Information
>1, .V
r': j./-;'•
V-Vr\
^-v
*v,
Describing the second
significant category
.v^VV'v
■>*..' ir<
.\
Indicating the third
important information
1,11 The concluding sentence
(none)
X yc\
i
x
. &} <: Checking the content
ir
3=
P* Checking the language
k
■:w ,
-
Checking the organisation
•A
iS»\ •
and coherence
) \ I »
The table shows the passenger death rates by different means of
land transport in Country A between 1996 and 2008. As can be seen
from the table, death rates saw a general trend of decrease over the
period except for buses and coaches.
It is clearly seen that cars, vans and bicycles experienced a signifi­
cant reduction in the rate of road death over the period under study.
For example, death among the car and van users declined by more
than half, falling from 6.1 per billion passenger kilometres to 3.0
and 3.8 to 1.7, respectively. Cycling, however, despite a significant
decrease from 56.9 per billion to 41.3, remained the third most
dangerous type of land transport.
In the second category, comprising motorcycles and rail, the
rate dropped slightly between 1996 and 2008. Motorcycling was
the most dangerous type of transport, averaging more than twice
as many fatalities as cycling, and more than twenty times as high as
cars.
Regarding buses and coaches, the road death almost trebled over
the period under view, increasing from 0.3 per billion' passenger
kilometres to 0.8. Nevertheless, buses and coaches were still the
second safest type of vehicular transport.
Have you fulfilled the requirements of the task? Have you written
what you intended? Are any important ideas missing?
Are there any lexical, grammatical and spelling errors?
Is the report well organised and coherently written?
1.3. A combination of graphs and charts
Som etim es, w h en there is m ore than o n e graph, h o w m uch detail should be included in
your report passage? This depends really on h o w m uch detail there is in the question. There
is usually a relationship b etw een the tw o and y o u can bring in som e com parison, but m ore
than this is not necessary. To cop e w ith this kind o f task, y o u should describe the relevant
and m ost im portant parts, or describe any com parisons or trends that can be m ade out.
A lso, y o u can com pare and contrast b etw een the tw o different sets o f data. If there is too
much data presented, w hat can be done?
1. D o not describe all the data.
2. Spot the significant information: the highest point, the lowest point, etc. .
3. Classify the most important and significant detail that needs to be included, for example,
developed countries and developing countries, motor vehicles and non-m otor vehicles, etc.
59
15 D a y s’ P ra c tic e fo r IH LTS W ritin g
Exam ple
able and graph give in form ation ab o u t the gross dom estic p ro d u ct
t sectors of a developing country.
v< rsity lecturer describing the in fo rm atio n show n below. .
1 '?35
■
S ectoral D istrib u tio n o f E m p lo y m en t an d G D P , 2004
Natural
Resources
%
l
«
l
Industry
%
i
Others Total
%
%
15.4
P e rc en ta g e o f G D P
T im e/tense: 1 9 9 8 -2 0 0 7 - past
Topic: E m ploym ent sectors; gross dom estic product (G D P )
Table: T he percentage o f people em ployed in a sector did not match the percentage o f G D P
the sector produced in 2 0 0 4 .
Graph: Importance o f sectors changes over tim e - services decline, industry goes up, and
natural resources go dow n.
Note:
T he table relates to a single year only (2 0 0 4 ), w hile the graph relates to a num ber o f
years (1998 to 2 0 0 7 ).
60
Day 4
Analysis
T here are several p ossib le versions for the description o f the table and the graph. B elo w
are the three illustrative version s.
Version 1: Describing the table and the graph separately
u
I
y
The table sh ow s the percentage o f people em ployed in different sectors o f th e
i)
econ om y in 2 0 0 4 , and th e percentage o f GDP w h ich they produced. The main eco n o m ic
J)
sectors are natural resources, industry and services. The graph sh ow s m ovem en ts
j]
betw een 1998 and 2007.
,
(Introduction includes paraphrase of topic words, and general Interpretations of the table and
jj
graph.)
The table reveals that although 77.4% o f the population w orked in natural resources
£> in 2 0 0 4 , th ey produced o n ly 19.2%
o f GDP. H ow ever, 3.6% o f the population w h o
w orked in industry produced 15.4% o f GDP, and 15.2% o f those w h o w orked in
.
a^
services sector produced 58% o f GDP.
the i;
l)
«j
o
(Notable features of the table)
The graph sh ow s that services as a percentage o f GDP has been falling steadily. In
1998, natural resources provided m ore than 25% o f GDP, but th is declined to less than
a
20% in 2007. Industry earned on ly about 10% o f GDP in 1998, but rose alm ost to 20%
Ji
in 2007.
n
*
(Summary of information and trends in the graph)
The table and the graph reveal that GDP is earned prim arily by the sen d ees sector.
(Concluding sentence)
•••' • •. - • !
J>
I
Jj
J)
&>2
Version 2: Describing each sector in both the table and the graph
I,
T h e data show s som e econom ic indicators for the services, natural resources and
%
industry sectors in a developing country.
(Brief introduction)
L ook in g first at services, clearly this area contributed significandy more to G D P th in
6
the others, although it decreased slowly, from above 60% in 199S to below that level in
2 007. In 2 0 0 4 , services made up 58% o f G D P (m ost o f this - 37.1% - in terms o f trade,
i! restaurants and hotels), but com prised only 15.2% o f the workforce.
V
(First sector - services)
V*
\<
61
15 Days’ Practice for IELT S Writing
In contrast, m ost people (77.4% in 20 0 4 ) worked in natural resources, but this sector
J|
made only a small and decreasing contribution to the c o u n t ^ s G D P , w h ich fell from
»! about 27% to 18% betw een 1998 and 2007.
I
/
(Second sector - natural resources)
*'
In terms o f em ploym ent, the third sector, industry, was easily the sm allest at only
h
6
it
3.6% in 2004. H ow ever, over the tim e period in question, it gradually becam e more
[j
important in the nation’s econom y, actually having a higher percentage o f G D P (19%)
than natural resources by 2 007.
L
(Third sector - industry)
^
Version 3: Comparing and contrasting the different sectors in both the table and
the graph
•s
|
The data shows the levels o f em ploym ent and G D P in different areas in a developing
(l
|
country.
n
|
(Brief introduction)
|
I
Looking first at em ploym ent in 2 0 0 4 , by far the m ost important sector was natural
\
resources, with 77.4% of the workforce. This was followed by services (including trade,
I
(j
i
restaurants, hotels, transport,com m unication, and government), which totalled 15.2%.
Finally, industrial workers were the fewest in this country at
only 3.6%.
(Employment)
I(j
However, the GDP of this country had very different patterns. M ost o f the G DP came
|
from the services sector. Although this showed a slow but steady decline in importance, it
i
u
\
\
ft was still by far the main contributor to the econom y in 2 0 0 7 at about 55% o f total GDP. \
|'j
(GDP 1 - services)
v
/)
y
•
" *1
A* %
^ >.
* •' ’
*
•
In contrast to its huge number o f employees, natural resources was much less key in
11
V
|
terms of GDP. In fact, its share fell from nearly 30% (1 9 9 8 ) to under 20% (2 0 0 7 ).
|
|
(GDP 2 - natural resources)
|
/
Finally, industry, in 1998 the smallest sector o f the country’s wealth at only about
\
li
10%, steadily increased its contribution, actually overtaking natural resources by 2 0 0 7 .
0
y
(GDP 3 - Industry)
V
9
62
Day 4
2. Examiners* Comments on Candidates* Report Passages
E x a m p le 1
T itle
——
You should spend about 20 minutes on this task.
The chart below shows the num ber o f m en and wom en in further education in bn
in three periods and whether they were studying fu ll-tim e or part-tim e.
Sum m arise the inform ation by selecting and reporting the main features, and make
com parisons where relevant.
You should write at least 150 words.
M ale
1980/81
1990/91
F em ale
2000/01
1980/81
1990/91
2000/01
□ part-time study
■ full-time study
Version 1
This is a b ar c h a rt o f th e n u m b e r o f m e n and w o m e n in fu r th e r education in
Britain in th re e periods, In 1980 m o st o f m e n w e re s tu d y in g p a rt-tim e b u t from 1990,
s tu d y in g p a rt-tim e w as deceased and s tu d y in g fu ll-tim e w as increased and in 2000, it
was tw ice as m a n y s tu d e n ts as in 1980. O n th e o th e r h a n d , w o m e n s tu d y in g full-tim e
^ w e re increased and n o t o nly full-tim e, p a rt-tim e also w e re increased, in 2000, stud y ing / ,
fu ll-tim e was th re e tim e s as m a n y s tu d e n ts as in 1980. If c o m pare m e n and w om en,* a
as y o u see, 1980, m e n w e re s tu d y in g m o re th a n w o m e n full-tim e o r p a rt-tim e b u t it \
* •
ch anged from 1990 and th e n in 2000. W o m e n w e re stu d y in g p a rt-tim e m o re th a n m e n
M and stu d y in g fu ll-tim e w as sam e n u m b e r.
/ r >
i
^
It sh ow s y o u w o m e n has a h ig h e d u cation now .
63
15 Days* Practice for IFLT S Writing
Score: B and 5
/
Examiner's comments
The length o f the answ er is just acceptable. There is a good attem pt to describe the o v e r ­
all trends but the content w ould have been greatly im proved if the candidate had included
som e reference to the figures given on the chart. W ithout th ese, the reader is lacking som e
important inform ation. The answ er is quite difficult to fo llo w , and there are som e punctu­
ation and spelling errors that cause confusion. The structures are fairly sim ple, and efforts
to produce m ore com plex sen tences are not successful.
V e rsio n 2
|
According to this chart, the number of men and women in further education in Britain
£
shows that following pattern.
|
*
^
In the case of male, the number of male has declined slightly from about 1,000 thousands
v
fj
in 1980/81 to about 850 thousands in 2000/01. However, this figure rose back to about 850 |
|
thousands in 2000/01 from about 820 thousands in 1990/91. The proportion of full-time
I
t
education has declined during this period. However, the proportion of part-time education
f:■
i
has increased dramatically.
On the other hand, in the case of female, the number of both full-time education
and
3i
jy part-time education has increased during the period.
|
f
3
g
"J
From about 700 thousands in 1980/81, these figures rose to about 820 thousands in
pj 1990/91, to about 1,100 thousands in 2000/01.
|
j;
In terms of full-time education, this figure rose byabout 260 to about 900 in 2000/01.
^
On the other hand, with respect to part-time education, this figurerose dramatically
J
ty between 1990/91 and 1980/81. However this figure rose slightly between 1990/91 and
}
2000 / 01 .
K
Score: B and 6
Examiner's comments
The candidate has m ade a good attem pt to describe the chart looking at global trends
and m ore detailed figures. There is, h o w ev er, som e inform ation m issing and the inform a­
tion is inaccurate in m inor areas. The answ er flow s quite sm oothly although con n ectives
are overused or inappropriate, and som e o f the points do not link up w ell. T he gram m atical
64
Day 4
accuracy is q u ite g o o d , a n d th e la n g u ag e u sed to d e sc rib e th e tre n d s is well h a n d le d . H o w ­
ever, th e re are p ro b le m s w ith e x p re ssio n a n d th e a p p ro p ria te choice of w o rd s a n d w hilst
th ere is g o o d s tru c tu ra l co n tro l, th e c o m p le x ity a n d v a ria tio n in th e sen te n c es a re lim ited.
1
The bar c h a rt sh o w s th e n u m b e r o f people in f u r th e r education in Britain, divided
.j by g e n d e r and full- o r p a rt-tim e study, in 1980/81,1990/91 and 2000/01.
(The overall graphic Information is introduced. Remember not to copy the exact words in the
instructions.)
It is clear th a t in g en eral p a rt-tim e e d ucation was m o re p o p u la r th a n full-tim e.
cion'xc .cjsc.c»sc*s>
This is th e c o rre c te d v ersion:
J How ever, for m e n th is has been changing. In 1980, abo ut 90% o f m ale s tu d e n ts studied
•] p a rt-tim e (about 900,000), b u t by 2 0 0 0 th e n u m b e r o f p a rt-tim e stu d en ts had d ro p p e d
to about 600,000.
J
significant data.)
3
’
In contrast, for b oth m e n a n d w o m e n , fu ll-tim e e d ucatio n has s h o w n a m a rk e d in-
i crease, fro m b elo w 100,000 in 1980 to 2 0 0 ,0 0 0 in 2000.
(The second trend: A marked increase in the number of men and women in full-time education
is indicated.)
Perhaps th e biggest c h ang e has b een in th e overall n u m b e r o f w o m e n in f u r th e r
education. In 1980, this figure w as at app ro xim ately 700,000, significantly lo w e r th a n
th e m e n (1,000,000). T h ere was an increase o f a b ou t 100,000 o v er th e n e x t te n years,
and th e n a sh a rp j u m p in th e n u m b e r o f p a rt-tim e w o m e n stu d en ts to give a total o f
CiZis.crsoscoxcosTixcJxcc
(The first trend: Part-time education is compared with full-time education, including some
'i in 1990, and j u s t over th a t n u m b e r by 2000.
(The third trend: The number of women and men in further education is compared and
\
I
contrasted.)
.
an an sdz
1,100,000. This w as w ell over th e n u m b e r o f m e n , w h ic h had declined to about 800,000
ft
'{
65
15 Days’ Practice for 1ELTS Writing
E xam ple 2
T itle
You should spend about 20 minutes on this task
Many women w ant or need to co n tin u e w orking even after they have children. The
charts below show the w orking p attern s o f m o th e rs w ith young children to care for.
Sum m arise the in fo rm atio n by selecting and reporting the main features, and m ake
com parisons where relevant.
You should write at least 150 words.
Youngcit dependent child 0-2 years
Youngcit dependent child 3-4 years
J9 K
.35 *
□
Noi working
Working part-time
UK
Youngest dependent child 5-9 years
□
Working full-time
Youngest dependent child 10 years'
..J4 S
38K,
45K
Working Patterns of Mothers with Young Children, Great Britain
In Great Britain, there are many w om en w ho want or need to continue working even
I
after they have children. The four charts show the working patterns o f mothers with
\
young children to look after.
lj
At first, mothers with their youngest dependent child aged 0-2 years, there is 11%
I
wom en working full-time and 19% w om en working part-time. The w om en w ho are not
|
working is 70%.
Jj
The mothers with youngest dependent child aged between 3-4 years, almost half
\
of them not work. There is 35% w om en working part-time and the w om en w ho are
0
working full-time is 11%. It increase.
|
Then, the mothers with youngest dependent child aged between 5-9 years 38% o f
|
them are not working. There is 48% w om en working part-time and the w om en w ho are
not working full-time is 14%. The number o f w om en working full-time was increase in
66
|
Day 4
this c h art and the n u m b e r o f w o rk ing p art-tim e increase 13% from chart 2 and increase
|
)
'j 2 9 % from c h art 1.
^
|
Finally, the ch art 4 show ed th at the m o th e r with d e p e n d e n t child aged 10 years has the
\
j
biggest percentage nu m ber. T h e re is 4 5 % w o m e n w o rk in g full-time and 2 5 % part-tim e.
\
Score: B an d 5
Examiner’s comments
This report passage has th e follow in g errors:
• T h e structures are n ot varied, and there are several grammatical errors (i.e. there is no
grammatical range and accuracy).
• T h e organisation is not good. (T he overall organisation is som ehow satisfactory, but the
details in each paragraph are not consistent.)
• Som e descriptions are confusing. (T his is due to the fact that each chart is described
separately.)
O verall, th e report has responded to th e qu estion . M ost details are described accurately.
B elo w is the corrected version:
r~
i
\r ~
" ~ vr-
:-.-w
-
^
T h e pie charts give inform ation about British w om en ’s em ploym ent patterns w ith
regard to the ages o f their children.
T h e m ost obvious fact show n by the charts is that, as their youngest child growrs
older, more and more w om en return to work. O f those w om en w ith very young children
(0 -2 years old), 70% do not work. T h is figure falls to 54% for mothers w ith toddlers,
and continues reducing steadily until, w hen children are over 10, only about a quarter o f
w om en still remain in the hom e all day.
W h ile the number o f w orking w om en increases w ith the age o f their children, the
)
types o f w ork m ay vary. In general, part-tim e work is more popular for mothers although
both part-tim e and fu ll-tim e work rise over tim e. A m o n g mothers w ith the youngest
children, 19% w ork part-tim e and 11% full-tim e. A s children growr older, more w om en
take up part-tim e work (35% for 3 -4 -y ea r-o ld children, 4S% for 5 -9 ). F ull-tim e w’ork
does not increase significandy until children are much older (i.e. over 10), w hen there is a
sudden jum p from 14% to 29%, although this is still less than 45% o f part-tim e w'orkers.
i
* • I,
'
t
. .. .’
I
In conclusion, it is clear that looking after* children often affects w om en’s W'ork
availability.
*7
Day 5
Process or Diagram Writing - Task 1
1. An Introduction to Process or Diagram W riting
U su ally in Task 1 o f th e A cad em ic M odule, candid ates are ask ed to d escrib e a graph,
chart or table o f data. O ccasion ally, h o w e v e r, candid ates are sh o w n an o b ject, or series o f
pictures, a diagram , or a flow chart, w hich th ey th en h a v e to describe in at lea st 1 5 0 w ord s
for ap p roxim ately 2 0 m inutes. This kind o f task tests ca n d id a tes’ ab ility to d escrib e, to e x ­
pand, and to link e v e r y im portant stage in the d escrip tion . T he m ost co m m o n tasks g iv e n in
recent exam s in v o lv e static description and p rocess description.
1.1. Static description
Static description com prises an object such as a car, a hum an b o d y , a superm arket plan,
etc., or a diagram and a flow chart.
D escribing objects is o n e w a y o f com m u nicating inform ation. T o d escrib e an ob ject, y o u
should:
• look at the object in the picture and tell so m eth in g about its shape, size, colour, location
o f parts, co n d itio n , texture. A lso, explain w hat they are used for, etc.;
• include com parisons w ith other things i f you find that this w ou ld aid you in describing;
• check if all the essential inform ation from the picture or diagram is in your description,
exclu din g the inform ation that is n o t o n the flow chart; and
• focus on the key inform ation as there w ill usually be to o m uch inform ation for y o u to
describe every detail.
Exam ple: A m ap o f Iceland
Capital: Reykjavik
Norwegian Sea
To Norway
(606 miles)
Atlantic O cean
68
To UK (500 m
miles)
'^cs)
Land area:
1% cultivated land
25n/o grassland and vegetation
74% rock, lava and wasteland
Climate: cool temperate and oceanic
Annual rainfall: 80.5cm
Population in 1977:222,055
Density: 2 per square kilometre
Language: Icelandic
Day 5
Sample passage
> ^
Iceland is an island that lies close to the Arctic Circle. T h e nearest country is G reen­
land, w hich is 180 m iles away and from w hich Iceland is separated by d ie Denm ark
)' Strait. T h e island is surrounded by the A dantic O cean , to d ie soudi, and the Norwegian
Sea, to d ie east. T h e capital city is Reykjavik, w hich is situated in soudiw est Iceland.
Iceland has a total area o f 39,756 square m iles. A bout 1% o f the land area is cul­
tivated, abou t 25% is devoted to grassland and vegetadon, and 74% is rock, lava and
wasteland. T h e centre o f Iceland consists o f m ountains and plateaus.
}
j
•
Iceland has a generally cool tem perate and ocean ic clim ate. It has an annual rainfall
o f 80.5cm .
In 1977, d ie pop u lad on o f Iceland was 222,055. T h e density o f pop ulad on was ap­
proxim ately 2 p eop le per square kilom etre. In Iceland, Icelandic is d ie language which
is spoken.
M.
< i '> —
-< o c v
} V
/’ V
J ‘-_____
A
_
1.2. Process description
D escribing a process or a procedure m eans describing w hat it is like to do som ething or
telling other p eo p le h o w to do som ething. You should focus on answering these questions:
W hat happens? H ow d oes it happen? W hat is the purpose o f this diagram? W hat principles
are involved? H ow does it w ork and w h y does it w ork in that way?
Rem em ber:
• to make sure you understand what the im portant stages o f the flow chart or diagram are,
and that you know w hat order they all com e in;
• not to include m inor details;
• to make sure that the inform ation is in logical order;
• to clearly mark the different stages w ith adequate linking expressions;
• to use the language accurately and appropriately; and
• to write the w hole passage w ith unity and coherence.
69
15 Days’ Practice for IELT S Writing
E x a m p le
CO FFE E A N D ITS PROCESSING
jecdj
pulp
covering
pulping
m ic h in c
tank
hot air
i. Pulping
ii. F e rm entatio n
ill. W ashing
Iv. D rying
Sam ple passage
i •
\
Coffee and Its P rocessing
The coffee plant, an evergreen shrub or small tree o f African origin, begins to produce
I
fruit 3 or 4 years after being planted. The fruit is hand-gathered when it is fully ripe and a
£
reddish purple in colour. The ripened fruits o f the coffee shrubs are processed where they
are produced to separate the coffee seeds from their covering and from the pulp. Usually, a
wet process is used as the main technique.
First, the fresh fruit is pulped by a pulping machine. Some pulp still clings to the coffee,
however, and this residue is removed by fermentation in tanks. The few remaining traces
o f pulp are then removed by washing. The coffee seeds are then dried to a moisture content
of about 12 per cent either by exposure to the sun or by hot-air driers. If dried in the sun,
they must be turned several tim es a day for even drying.
2. The Language Used in a Process Passage
W hen describing a process or a flow chart, you n eed to choose th e right language given
in the diagram. A lso, the present sim ple passive as w ell as tim e w ords and phrases such as
then, next, after that, afterwards, etc. and prepositions or prepositional phrases are generally
used in the description. Som etim es, the future sim ple p assive can be used w hen appropriate.
Example
7 he diagram illustrates how a new dredging boat will be used in the future to drain canals of
mud in a certain city.
70
Day 5
The boat will carry a suction pump •with rotating blades on the end o f it which will be lowered
into the canal by tw o hydraulic arms. These rotating blades will stir up the mud, called slurry, on
the bottom o f the canal and this will then be sucked up by the centrifugal pump. From the pum p,
the mud will be discharged through a large tube into a shuttle boat located behind the dredging
boat. W hen the shuttle boat is full o f mud, it will be tow ed out o f the city and the mud will be
dumped.
B elo w is a list o f w ords and exp ression s that m ay be used in the description o f a process
or procedure.
2.1. D escribing functions
T here is a variety o f w ords and exp ression s for stating the function o f som ething. You
will find the sen ten ces w hich are appropriate for each o f the pictures b elo w .
The gearbov is used for controlling the engine power.
The dynam o serves to generate electricity'.
The function of the brake is to stop the car.
The gear lever enables the driver to change gear.
W ith the help o f th e clutch pedal, the driver is able to o inrr. I ;T . . .
71
15 Days' Practice for IIZLTS Writing
brain (controls the nervoui system)
eyes (for seeing)
nose (for smelling)
mouth (for eating and speaking)
•lungs (for breathing - oxygenate the blood)
- heart (pumps the blood round the body)
(conduct blood bick
to the bean)
•liver (stores glycogen)
•stomach (digests protein)
•nerves
(conduct Impulses from the brain)
■legs (support the body)
Internal and external parts o f the
human body and their functions
ii.
t" l
f
: "
I'll
s
-i.
r
t i
.
1
1
.!
ill. liefvotis system.
t
The legs act as a support to r the body,
t )lir tyes help tis to see,
Out biiVk are organs for* h e a rin g .
1lie Veins conduct blood back to the hear
72
:
Day 5
2.2. Indicating actions in seq u en ce
a. Simultaneous actions
As the water evaporates, liquid is turned to gas.
As the plant germ inates/D uring germination, the seeds swell.
b. Preceding actions
Before the plant germinates, it is watered.
B efore/Prior to germination, the seed is watered.
C. F o llow in g a ctio n s
After the plant germ inates/After germination, the roots and leaves develop.
As soon as the gas is turned on, bubbles appear.
2.3. Showing causes and effects
a. Actions and results
A match is rubbed against the side o f a m atchbox, w ith th e result that/and as a result it ignites.
• b. C h an ges o f state
The process o f smoking a water pipe: Smoke is sucked dow n the pipe, and as a result the
smoke changes into bubbles, the water turns green and the smoke becom es cool. A n oth er result
is that the tobacco is converted into ash.
c. O ther ways of expressing result
H ydrogen com bines w ith oxygen to form water.
Gases and solids som etim es dissolve in liq u id s... to form /thus forming solutions.
Calcium burns in oxygen to form calcium oxide.
M etals often react w ith acids to g iv e metal salts.
Calcium reacts w ith water, th ereb y liberating hydrogen, and producing calcium hydroxide.
W hen the handle is pulled out, the valve inside the cylinder opens, and this allows the q linder
to fill with air.
The air enters the tyre through a valve, which preven ts it from escaping from the ty re when
the handle is pulled back again.
73
15 Days' Practice for 1ELTS Writing
2.4. D escribing locations
The garden is located/situated ... (in /to /o n ...)
The botanic garden is in th e south o f the city.
It is to th e north of the zoo.
T he north of the country is cold.
The city is on/near the coast/sea.
It is a neighbouring/adjacent country.
*
3. The Organisation of a Process Passage
A process passage has an organisation similar to that o f a graph report. It also has an
introduction, bod y paragraphs, and a conclusion.
3.1. Introduction
The introduction m entions w hat is being described.
The diagram shows the workings o f ...
The diagram illustrates h o w ... is produced ...
As can be seen from the diagram, the human heart consists o f ...
You m ay directly introduce the equipm ent or d ev ice.
The equipment consists o f X main p a rts,...
3.2. Body
You have to organise your inform ation clearly by show ing a logical order: from the g e n ­
eral to the specific, from the m ost im portant to the least im portant, from the front to the
back, from the low est to the highest, etc.
T here w ill usually be to o much inform ation for y o u to describe ev ery detail, so y o u need
to focus on the key inform ation only.
You should check if all the essential inform ation from the picture or diagram is accurately
described.
3.3. Conclusion
W hen describing a process, the final paragraph m ay be a brief sum m ary o f the overall
function of w hat you have just described. W hen describing an object, h o w ev er, y o u do not
need a conclusion as your opinion on w h y the thing w as invented , or w hether it is useful,
etc. is not asked. A n opinion w ould be considered irrelevant for this task, and y o u could
lose your marks.
74
Day 5
MILK PROCESSING
1 ■
Milk plant-
r
i
I
jj;
Griding,Weighing,Sampling
Homogenisation
----► Pasteurisation
1t 1
in
■ ■»• Clarification ...
«►
► Cooling ----► Distribution
Sample passage
rc>'^C5'
s*c>,J' * v 5 s T c ^ / ' ^ o ' w 7> °<3 i f c / <
>c / N 5 V c^ - o =»c / 1-.
T h e diagram shows the different stages o f m ilk processing.
M ilk is first received at the milk plant where three different operations are performed
U
I
on it: grading, w eighing and sampling. It is graded by examining it for abnormal odours
and flavours. T h e milk is w eighed by em pting it into a tank on scales. A sample o f the
milk is then taken and tested for butterfat.
i
I1
T h e milk then flows to a clarifier w hose purpose is to remove foreign material and
sediment. T h e clarified m ilk may then be hom ogenised to prevent cream formation. T he
hom ogenised m ilk is then pasteurised to destroy all pathogenic bacteria. T h e pasteurised
’ m ilk is cooled to 50°F or below. T h e cooled m ilk is then ready for distribution.
I'
j
i
4. Steps to Write a Process Passage
Step 1: Study the question carefully. N ote the beginning and the end o f the diagram. Also,
n ote the instructions w ith a highlighting pen.
Step 2: List som e im portant verbs and connectors needed for the passage.
Step 3: Think o f the right tenses to write. If the diagram is about the past, use the past tense;
or else, use the present tense.
75
15 Days' Practice for IEL T S Writing
E x a m p le 1
spend about 20 minutes on this task.
iSis and engineers are continuing to look for new ways to generate electricity,
iliowing is a diagram o f how electricity may be generated from tidal flow.
arise the inform ation by selecting and reporting the main features! and make
Main barrage structure
Sluice gates to
control flow
Roadway
Inland bay or estuary
W ater flow
Electricity generator
A nalysis
Subject: Electricity is gen erated from rising and falling tides.
Procedure: a. m ain construction and roadw ay
b. sluice gates op en
c. w ater from incom ing tide passes generator
d. electricity generated
Conclusion: A lthough this m eth od is a clean and perpetual source o f en ergy, it is inefficient.
76
Day 5
Sam ple p assage
•£*
a?
\F\tr .— 4
r - c u r ''C 'u r v r v '* r ■«r'»-—»r-
■r-.t' jt *z*<z”jt ^ c - r 'r *t
if
v
ij
The diagram shows how electricity can be generated from rising and falling tides.
^
>»
rt
body o f water can be contained. The structure can also have a roadway built on top o f it,
^
ij thus providing dual services. W hen the water level on one side of the structure is signifi-
J
!j cantly higher than the other side, i.e. at high tide or low tide, the sluice gates are opened
!!
J
to allow the water to flow. T he water passes through tunnels where the generators are
J
S housed and causes them to spin. This creates electricity, which is then harnessed for use.
J
y
*
A structure w hich houses turbines is built across a bay or somewhere where a large
In conclusion, although this m ethod is a clean and perpetual source o f energy, it appears to be rather inefficient as it is dependent on the tidal changes, which have a rather
L
slow cycle.
.
jj
Example 2
Describe the changes that took place at the Rainbow Cottage.
The Rainbow Cottage
and G arden 1986
K ey
The Rainbow Cottage
•
V egetable g ard en 19 96
N ew land purchased 1 9 9 1 -----
N ew land pu rchased 1 9 8 9 --------
T rees 2 0 0 2 * * * *
P ond 1996
A ddition to cottage 1 9 9 2 -1 9 9 4 D-D
O rch ard 1995
O p en -air sw im m ing pool 2 0 0 6 -2 0 0 7 D
77
15 Days’ Practice for IE L T S Writing
Sample passage
•’••
• I
I
Diagrams 1 and 2 illustrate a number o f changes which took place at the Rainbow Cotj tage between 1986 and 2008.
I]
(The introduction states the main subject of the pictures, place, and time.)
'I
(/
The purchase o f two plots o f land enlarged the garden. The one adjacent to the southI ern border was bought in 1989 and alm ost equalled in size to the original garden. Then in
II the year 1991, the area covered by the garden was effectively doubled by the acquisition o f
/
another plot o f land on the eastern border.
(The first body paragraph points out the most Important change: how and when the garden
j
was enlarged.)
li
Between 1992 and 1994, the cottage was extended on the southern side and the follow-
V ing year saw the planting o f an orchard in the northern part o f the land acquired in 1991. A
(i pond was added to the garden in 1996 and in the same year, a vegetable garden was added
'j on the other side o f the garden from the orchard. In 2002, tw o lines o f trees were planted,
11 one along the southern edge o f the garden and the other above the orchard. Between 2006
and 2007, an open-air swim m ing pool was built in the land purchased in 1989.
(The second body paragraph indicates other changes; all the details are accurately written.)
(j
I
f
In conclusion, in the tw o decades, the Rainbow Cottage has seen great increase in size
and new development.
(The conclusion sums up the main information.)
t
D a jL fi
Report Writing Practice
1. Gap filling: Look at the graphs, the tables,-the diagram s, and the charts below and fill
in the blanks w ith appropriate words or phrases to com plete the descriptions.
1. Sum m arise the inform ation by selecting and reporting the main features, and make
com parisons w here relevant.
in
O
O
O
600
aOJ
Oh
8
400
T he a v e r a g e ____________ o f p eo p le attending the m useum yearly sto o d at just under
7 0 0 ,0 0 0 at the beginn ing o f 1 9 9 5 . O ver the subsequent years, attendance saw a _____
, fo llo w e d by a period o f volatility. D uring 1 9 9 9 , the m useum suffered a
in the num ber o f visitors as a result o f the introduction o f voluntary charges.
T he recovery, fitful at first,
.
o f p eo p le attending had
through to the beginning o f 2 0 0 3 , by w h ich tim e
.
a n ew
the first half o f 2 0 0 3 , the attendance at the m useum w en t into free
o f 7 5 0 ,0 0 0 . In
, n o se­
diving to approxim ately 3 0 0 ,0 0 0 visitors after charging w as introduced. O ver the n ex t
tw o years and a h a lf ,_____________ o f p eo p le com in g to the m u se u m _____________ ; the
trend, h ow ever, w as o b v io u s ly ____________ .
79
15 Days’ Practice for IELT S Writing
2 Summarise the inform ation by selecting and reporting the main features, and make
Comparisons where relevant.
—
W e st In d ia n s
In d ia n s a n d P ak istan is
D ate o f entry to the UK
T he g r a p h ____________ the number o f W est Indians and Indians and Pakistanis im ­
migrating to the UK fr o m ____________ .
As
, immigration o f both W est Indians and Indians and Pakistanis_____
over a twenty-year period. After 1 9 8 0 ,____________o f W est Indian immigrants
____________ w h e r ea s
From 1960 to 1 9 8 0 ,
o f Indian and Pakistani immigrants continued t o ___
o f Indian and Pakistani im m igrants___________ to
just under 10 ,0 0 0 people. T hen, after an initial drop, there was a ra p id ____________ to
over approximately 2 5 ,0 0 0 immigrants. Between 1985 and 1990, the number o f im m i­
grants ____________ with an overall upward trend.
Similarly, the number o f W est Indian im m ig ra n ts____________betw een 1960 and
1976 to roughly 18 ,0 0 0 people, and decreased to 1 0 ,0 0 0 in 1978. T hen there was a very
sharp increase____________to a peak o f 3 5 ,0 0 0 people. From 1982 to 1 990, the number
of im m igrants____________w ith s o m e
to just over 5 ,0 0 0 people.
I n ____________, it is impossible to speculate that immigration from India and Pa­
kistan may have continued t o _____________up to the present d a y ,_____________W est
Indian immigration may have continued t o ____________.
80
Day 6
3 . The table below presents the perceptions o f C hief Executive Officer*. (CEOs) and
their partners as to the main sources o f stress in the CEO lifestyle,
U sing the inform ation in the table, describe and compare the ways CEOs and their
partners perceive pressures in the CEO lifestyle.
P e rc e p tio n s o f P ressu re in th e C E O Lifestyle:
T o p T e n R a t e d S o u rc e s o f S tre s s (P e rc e n ta g e s )
Perceptions of
Perceptions of
CEOs
spouses/partners
Tim e pressures and deadlines
■52
fit)
D em ands o f work on private life
48
23.
D em ands o f work on relationship with family
45
29
W ork-related travel
39
37
Work overload
37
62
Interpersonal relations
25
21
Long working hours
02
l aKing work iiom e
24
0i
IA
Inadequately trained subordinates
21
17
Factors perceived to produce stress
The table
rfn
in the perceptions o f a number o f issues about stress o f Chief
Executive Officers (CEOs) and their spouses or partners.
____________ , the three main sources o f stress as far as CEOs were co n cern ed ______
time pressures and deadlines (52% ), demands o f work on private life (4S%), and
demands o f w ork on relationship with family (45% ). The four main sources o f stress
their spouses or partners included work overload (62%), long working hours
(62% ), time pressures and deadlines (60% ), and work-related travel (57%). Time pres­
sures and deadlines are tangible fa cto rs____________ both groups were aware o f . __
, spouses or partners tended to be more specific in identifying work overload, long
working hours, and work-related travel as problem s,____________ CEOs w ho focused on.
more general “demands o f w ork”.
____________ is in the numbers nominating long working hours as a source o f stress:
62% o f spouses or partners,____________only 24% o f CEOs.
SI
15 Days’ Practice for IELT S Writing
i below shu.v^ the num ber o f shoppers who visited a new shopping comnli \ n its irstyear o f operation and the estim ated num ber ot shoppers over t he same
p riod. Below the diagram, there are two charts, w hich show the sales at the centre in
the first and last quarters o f the year.
t
Summarise the inform ation by selecting and reporting the main features, and make
comparisons where relevant.
You should write at least 150 words.
v
N u m b e r o f sh o p p e rs in ’0 0 0 s
Estim ated
num ber of shoppers
+ — Actual num ber
of shoppers
M o n th s o f th e y e a r
I
1
Sales in percentage terms for the first quarter
Day 6
Sales in percentage term s for the last quarter
Electrical
O thers
Com puters
25%
10 %
Food
20%
Clothes
10%
L ist o f w ords and phrases
a. in N ovem b er the num ber o f shoppers
increased again
o. w hich is twice as m uch as the estim ated
figures
b. fell by a large am ount
p. they w ere
c. those
q. reveal a marked shift
.d. exp erien ced a hefty fall
r. dou blin g the estim ate for the period
e. in the chart
s. before picking up
f.
t. proved
outstripping projections by a w ide margin
g. outperform ing the figures predicted
u. hitting a peak
h. declined further
v. w ere
i.
being
w . show that there was a change
j.
N ovem b er saw a noticeable turnaround
x. w ent dow n
k. before they w ent up
1. o f forecast for the period
m. as can be seen from the chart
y. during w hich tim e they did better than
the figures predicted
z. d oin g better than expected
n. w hich w ere predicted for the period
S3
15 Da) s’ Practice for IEL T S Writing
, in the first tw o m onths after the opening o f the new shopping com plex,
the number o f shoppers reached nearly 5 0 , 0 0 0 ,
ever, the number o f shoppers dropped slightly,
again
___
. T he summer m onths
numbers at the end o f August
. During M arch, h o w ­
_ _during April and M ay, once
not only erratic w ith the shopper
no higher than
at the end o f
February, and also falling well below the numbers
During September and O ctober, the number o f actual shoppers
w ith the volum e o f shoppers rising dramatically,
, but
. Decem ber saw
this spectacular rise continue with the number o f people shopping at the centre for the
year
o f nearly 1 6 0 ,0 0 0 visitors per m onth.
The sales figures
in spending patterns at the com plex over the year
w ith greater expenditure on toys, com puters and other items at the expense o f food and
clothes. For exam ple, toy sales soared from 5% to over 30% , w hile at the same time
clothes sales
5 th e charts show the number of books borrowed from a local library per month in
•2007 and 2008 .
. Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Yuli should write at least 150 words.
Borrowings per area 2007
%
84
Day 6
*
•
Borrowings per area 2008
'
O th e r s
1
Sci-fi
:
1
•
1
C h ild r e n ’s
1
-
.
C rim e
1
-
R om ance
'
-
,
N o n - fic tio n
1
•
F ic tio n
,
•
_
: -
)
i
5
11
15
i
10
i
20
i
25
30
•
%
r
- t
■
--------—
•
—
Ci --------- ' . - - . 1 . '
: i----- •--------- ;_____ ________:________________ :___ L i ______________ __________ .______ •______ . _______ .
L ist o f w ords and phrases
w
in no w ay
a com parison
for exam ple
the latter
in the third category com e
fall into three categories
whereas
how ever
as another exam ple
on the one hand
by contrast
by varying degrees
The tw o bar charts give inform ation about the average number o f books borrowed
from one library per month in each category during the periods o f 2 0 0 7 and 2008.
0)
o f the borrowings for 2 0 0 7 and 2 0 0 8 shows that th e y
_____ .
, those for fiction and the “others” category fell, the former by 5096 from
(3)
30% o f borrowings to 15%, a n d
00
again by 50% from 10% to 5%.
(5) ___ , children’s books, romance and sci-fi all rose
increased by several percentage p o in ts,
(7)
Children’s
books taken out from the romance
section rose by 50% between the tw o years. The number o f books borrowed by those
reading s c i-fi,
(9)
W
w ent up threefold.
non-fiction and crime, neither o f which saw any rise.
85
15 Days’ Practice for IEL T S Writing
2. W rite a report a ccord in g to th e in fo r m a tio n given.
The following table gives statistics show ing the aspects o f quality o f life in live countries,
Summarise the inform ation by selecting apd reporting the main features, and make
comparisons where relevant.
y o u should write at least 150 w ords.
GNP per head
Country
(2007; US
dollars)
Daily calories
supply per head
Life expectancy
Infant mortality
at birth
rate (per 1,000
(years)
live births)
40
132
Country A
140
1,877
Country B
570
2,086
Country C
GOO
2,950
56
97
Country D
580
2,296
49
87
Country E
13,1 GO
3,652
74
12
124
J
3. W rite a report for each o f th e fo llo w in g tasks a cco rd in g to th e req u irem en t.
1. The bar chart on the next page shows the results o f a survey o f the reading habits
of male and fem ale first-year university students at a university in the UK. The pie
charts show the am ount o f tim e male and fem ale students spend on various activities.
Summarise the inform ation by selecting and reporting the main features, and make
comparisons where relevant.
You should write at least 150 words.
Day 6
"■ '
1
'' *•
^
*
’
" "
'
r *. * ’*•.■ *
‘
' '
; * •
•: •• ••* • •
' •
*
•,
:
,
•
•
-
-
.
'
- .~
r
~
•
•
..
•
— ...
*> ■ :
-
-
.
.
87
15 Days’ Practice for IELT S Writing
2 . The pie charts below show the persons arrested in the past five years, and the bar
chart shows the reasons for m ost recent arrest in 2008 .
Summarise the inform ation by selecting and reporting the main features, and make
comparisons where relevant.
You should write at least 150 words.
88
Day 6
I
| 3. The table below shows the average incom es o f scientists employed by an organisati
Sum m arise the inform ation by selecting and reporting the m ain features, and mi
com parisons where relevant.
!
You should write at least 150 words.
Pay o f the Scientists by Gender
)
Position
,•v'♦.wi -
»•.: « ---V-.'
'-\.V
Male (number)
Female (number)
Total M D
$89,219
(483)
$85,274
(71)
Total PhD
$74,024
(473)
$64,903
(118)
Lab C h ief M D
$95,185
(138)
$105,696
(7)
Lab C hief PhD
$89,827
(78)
$89,484
(2)
Section C hief M D
$89,653
(157)
$ 86,022
(21 )
Section C hief PhD
$76,819
(140)
$73,570
(31)
Investigator M D
$83,249
(177)
$81,585
(43)
Investigator PhD
$67,131
(251)
$61,164
(85)
Staff Fellow PhD
$34,642
(14)
$31,848
(9
Difference
4. Rewrite the sample writing about the changes at the Rainbow Cottage (p.77), making
as few changes as possible.
5. Describe the diagrams on page 90.
S9
15 Da\s’ rraclicc for IELT S Writing
W A TER TREATM EN T
A D D IT IO N O F
ST A R T ER C U L T U R E
I
A D D IT IO N O F
C H L O R IN E
•
D IG E S T IO N T A N K
TANK
r t - o
- i
C LEA N W A TER
-
LA RG E SU SPEN D ED
B A C T E R IA - FR E E
P A R T IC L E S
SLUD G E
I
n
,
R IV ER S.
= ----
SEAS
L IQ U ID
E V A P O R A T IO N
S L U D G E LA G O O N
IN C IN E R A T O R
D R IE D S L U D G E
U S E D AS L A N D F IL L
I
I You should spend about 20 minutes on this tusk.
Nitrogen is very im portant for the life on earth. Over 90% of the earth’s supply exists
as a gas in the atmosphere. The diagram below describes the nitrogen cycle.
Summarise the inform ation by selecting and reporting the m ain features, and make
comparisons where relevant.
You should write at least 150 words.
90
HayJZ
Essay Writing - Task 2
1. An Introduction to Essay W riting
T asks 2 o f b o th th e A c a d e m ic and G en era l T raining m o d u les are th e sa m e. C an d id ates
are ask ed to w rite a sh ort e ss a y o f a m in im u m o f 2 5 0 w o rd s in ab ou t 4 0 m in u tes. T he e ssa y
is u su a lly a d iscu ssio n o f a su b ject o f g en era l in terest. C a n d id a tes h a v e to p resen t and ju stify
an o p in io n a b o u t so m e th in g , o ffe r so lu tio n s to a p ro b lem , or sp ecu la te a b ou t future trends.
T ask 2 is m o re im p ortan t th an T ask 1 in th at th ere is m o re ‘w e ig h tin g ’ to w a rd s T ask 2.
If y o u r p erfo rm a n ce in T ask 1 is n o t as g o o d as it is in T ask 2 , y o u can still r e c e iv e a g o o d
w riting sco re.
2. Task Requirem ents
In th is task, y o u n e e d to w rite an a c a d e m ic -sty le e ss a y o n a sin gle to p ic g iv e n . Y ou h a v e
n o c h o ic es h ere - y o u m u st w r ite o n ly a b o u t th e o n e to p ic - so prepare y o u r se lf w ith strat­
eg ies to w rite a w e ll-o r g a n ise d e ssa y o n a v a r ie ty o f su b ject areas. Y ou m a y n e e d to offer
so lu tio n s to a p r o b le m , e x p r e ss an o p in io n , or c o m m e n t o n id eas or argu m en ts p resen ted .
•
Y our e ssa y sh o u ld b e a b o u t fou r or fiv e paragraphs in len g th , w ith an in tro d u ctio n , b o d y
paragraphs and a co n clu sio n . It sh o u ld n o t b e a list o f b u lle t p oin ts, but a p ro p erly -o rg a n ised
essa y , w r itte n in fu ll se n te n c e s.
Preparation (about 3 minutes)
Y ou m a y sp en d a b ou t 2 - 3 m in u tes w o rk in g o u t e x a c tly w h a t y o u are g o in g to d o. B e lo w
are th e step s y o u sh o u ld tak e in to con sid eration :
1. S tu d y the q u estion carefully. M o st task statem ents or qu estion s have a key instructional
w ord or w ords tellin g y o u w h at to d o. N o te these w ords w ith a h ig h lig h tin g p en. T h ere are
also key to p ic w ords w h ich p o in t to the m o st im p ortant parts o f the q u estion . U nd erline
th ose w ords, too. A sk y o u rself h o w th e key w ords relate to the given instructions.
2 . U se the w ritten language, n o t the sp ok en language. U se a w id e range o f structures.
3. T h in k in E nglish w h en w riting. D o n o t translate w ord for w ord from the m other ton gu e
in to E nglish.
4. D e cid e w h ic h p oin ts w ill be w ritten as to p ic sen tences. T h in k about h o w they w ill be
d evelop ed in to paragraphs.
91
IS Days’ Practice for IHLTS Writing
5. Use topic sentences to clearly identify the main them e in each paragraph.
6 . Try to develop ever)' paragraph in a convincing way. T his may be don e througli the use
o f examples, explanations, details, logical inferences, causes and effects, or com parisons/
contrasts.
7. Ensure that your paragraphs are arranged in logical order. Each o f these contains an appro­
priate connective word to ensure a sm ooth transition between paragraphs.
3. Skills for Essay Writing
3.1. The essay organisation
W hen you are writing a Task 2 answ er, a structure based on the follow in g elem en ts could
be used: an introductory paragraph, bod y paragraphs, and a concluding paragraph.
B elow is the basic essay organisation:
Introduction (3-4 sentences)
a. general statements
b. a thesis statement
Body (2-4 paragraphs)
Paragraph 1: a. a topic sentence which is the main point of the paragraph (including an
appropriate connective word)
b. supporting sentence 1 (logical inference)
c. supporting sentence 2 (examples)
d. supporting sentence 3, etc.
Paragraph 2: a. a topic sentence which is the main point of the paragraph (including an
appropriate connective word)
b. supporting sentence 1 (logical inference)
c. supporting sentence 2 (examples)
d. supporting sentence 3, etc.
Paragraph 3: a. a topic sentence which is the main point o f the paragraph (including an
appropriate connective word)
b. supporting sentence 1 (logical inference)
c. supporting sentence 2 (examples)
d. supporting sentence 3, etc.
Conclusion (2-4 sentences)
a. a connective word
b. a summary o f the main points, or a restatement of your thesis in different words
c. your final comment on the subject based on the information proved before
92
Day 7
3.2. W riting
3.2.1. Introduction
The introduction is the first paragraph o f an essay. It introduces the essa y and arouses
the reader's interest.
a. Purpose
T he introduction is aim ed at letting th e reader know :
• the topic
• the aspect o f the topic being dealt w ith
• the stand (attitude) taken by the writer to the topic
In oth er w ords, the introduction actually contains the conclusion.
b. Parts of the introduction
T he introduction usually has tw o parts:
• General statem ents: T hese give the reader the background inform ation about the topic o f
an essay. T h ey should lead the reader gradually from a general idea to a very’ specific idea.
• A thesis statem ent: T h is introduces the m ain idea o f an essay. A thesis statem ent is like
an answer to the question your paper explores. It provides your reader w ith a “guide” to
your argum ent.
E xam ple 1
Discuss the advantages and disadvantages o f living in the modern world.
Introduction:
A person born in the late twentieth century has seen a lot o f changes taken place in almost all
areas o f human life. Some people are excited by the challenges that these changes offer; others
want to return to the simpler, less automated lifestyle o f the past. Living in the m odem world
has certain advantages such as a higher standard o f living, but it also has some disadvantages such
as a polluted environment, the depersonalisation o f human relationships, and the weakening o f
spiritual values.
Exam ple 2
Evely country lias poor people and every country has different ways of deafim: ■
What ate soflie o f the reasons for world poverty? What can he done to help the p in ;
Introduction:
Every country, no matter how rich, has groups o f people w ho live under the poverty' line.
They live in miserable conditions without adequate goods such as food or shelter, or without such
services as health or education. This essay will examine some o f the main causes o f poverty and
suggest some possible solutions.
93
15 Days’ Practice for IELT S Writing
(Introduction refers to topic w ords and defines p o v erty , and then states the scop e o f the
essay.)
Example 3
li cm intnos are serious about solving traffic problems, they should tax private cars very
heavily and use the money to provide free or very cheap rail travel,
To what extent do you agree with the above?
C om pare the th ree in trod u ctory paragraphs b elo w :
Introduction 1
Many nations are facing massive traffic congestion in their cities. This both makes travel difficult
and causes environmental damage. In order to solve this problem, it is necessary to establish
alternative transport systems such as railways. In my opinion, the best way to finance the devel­
opment o f public transport is to tax car drivers.
Introduction 2
M otor cars were invented at the end o f the last century and have developed greatly over the
last 100 years. In many countries, families have tw o cars and sometimes even three. As there
are so many cars on the road, there are often traffic jams on major roads. It can take hours to
complete a short journey at peak times in some major cities. Many attempts have been made to
solve the problems o f bad traffic. These include limiting the times cars are allow ed to drive in
certain areas and making cars carry a certain number o f passengers. These schemes have met with
varying degrees of success.
Introduction 3
Many people say that if countries are serious about solving traffic problems, they should tax
private cars very heavily and use the m oney to provide free rail travel.
A s you h ave seen , the first introduction is fairly good . The secon d o n e lists to o m any
details w hile the last on e copies the sam e w ords in the instructions, w hich gains no valu e.
3.2.2. Body
The body is at the heart of an essay. It contains several paragraphs.
The purpose o f the b o d y is to explain , illustrate, discuss or p rove the thesis statem ent.
There are three things to rem em ber w hen w riting d evelop m en tal paragraphs in the body:
1. Each paragraph in the body discusses one aspect o f the main topic.
2 . T h e controlling idea in the developm ental paragraph should echo the central idea in the
thesis statement.
3. T h e developm ental paragraphs should have coherence and unity.
Day 7
Exam ple 1
Describe the disadvantages o f living in a big city,
Introduction:
Big cities are full o f charm and opportunities, so people from the country all rush to the urban
areas to take advantage o f the opportunities for jobs and education, make good use o f the theatres,
cinemas and museums, and patronise all the ethnic restaurants in the cities. Although cities seem
like a paradise, it is not, for the cities have several serious problems: poor public transport, congested
streets, and expensive housing.
Body:
•
A. T he first and m ost im portant problem is the inadequate public transport system for the
urban dwellers.
1. Schedules are unreliable.
a. Late bus arrivals
b. Arrival in bunches
2 . Passengers are victim s.
a. Late to work, appointments, classes
b. Extra waiting time
B. T he second serious problem is the extrem ely congested condition o f the city streets.
1. H eavy dow ntow n traffic
a. Cars and trucks within city
b. Commuter traffic from suburbs
i
c. Accidents '
2 . Traffic jams
C. T he final problem is the lack o f reasonable housing.
1. Shortage o f rentals
2. H igh rents
Conclusion:
In conclusion, the traffic systems in big cities are in bad shape. Furthermore, the high cost of
housing and massive traffic jams are all negative aspects o f the city life.
Exam ple 2
In what ways should imports and exports be adjusted to increjv • you: counny'i
. .
jy .
and effectiveness in the world marketplace?
Body:
First of all, a balance should b e m aintained b etw een exports and imports. Vietnam is a
developing country and tries to import as many goods as possible to serve our society. Bur if
95
15 Days’ Practice for HILTS Writing
the quantity o f imports is much greater than the quantity o f exports, w e have to go into debt or
depend heavily on other countries. In this case, our econom y will be controlled, and obviously
it will not be able to run efficiently and effectively. On the other hand, if the quantity o f exports
is greatly more than the quantity o f imports, that means w e do not efficiently use what w c earn
from other countries to serve our society. In this sense, it wastes the earnings.
Secondly, exportation should concentrate on th e goods w e have th e greatest advantages
to produce. Considering our society’s real situation, labour-intensive products such as textiles,
handicrafts, and so on, should be given priority as exports. If we do not consider our advantages,
maybe our exported products will have no competitive value in the world market, and o f course,
will prove superfluous.
Thirdly, concerning im portation, it is necessary to im port technology rather than consum er
goods. T oday’s technology plays a major role in developing the econom y. If w e import consumer
goods, after consuming them we have to import again. But if we import technology, w e can apply
it in our manufacture and produce the goods w e need to m eet the needs o f the people. In this
way, our econom y can be improved fast and efficiently.
D ifferent topics w ill h ave different body-paragraph d ev elo p m en t. This w ill be dealt w ith
in the n ext section .
3.2.3. Conclusion
T he conclusion is the last paragraph o f an essay.
a. Jobs of the conclusion
T he conclusion d oes three things:
s
• It signals the end o f the essay.
• It summarises the m ain points or restates the thesis in different words.
• It leaves the reader w ith the writer’s thought on the subject. A conclusion, however,
should not bring up a new topic.
b. Parts of the conclusion
T he conclusion has tw o parts:
• T h e concluding sentences
• T h e final thoughts
The concluding sentences
• form the first part o f the conclusion.
• summarise the main points or restate the thesis in different words.
c. Conclusion transition signals
The first sentence in a conclusion usually begins w ith a conclusion transition signal such
as in brief, in conclusion, in summary, in short, to sum up, etc.
96
Day 7
E x a m p le 1
If countries are iuriniis about solving traffic problem s, they shutflll tax ptivutc >.jr, *. •_rt
heavily and use the money to provide free or very chi-lip rail travel,
i»
i *
L_.
»_
,
To what extent do you agree With the above?
Introduction:
M any nations are facing massive traffic congestion in their cities. This both makes travel
difficult and causes environmental damage. In order to solve this problem, it is necessary to
establish alternative transport systems such as railways. In my opinion, the best way to finance
the developm ent o f public transport is to tax car drivers.
T he conclusion can w eigh the pros and cons o f the issue:
For
Against
a. Encourage people to use public transport
a. N ot door-to-door service like cats
b. Reduce the number o f cars on the road
b. People like owning cars.
c. Cut down on traffic jams/pollution
c. Increased taxes are always unpopular.
d. Save fossil fuels
d. Cheap railways would lose money and
• e. M ore money to develop infrastructure
need state subsidies.
Conclusion:
Although taxing private cars w ould be an unpopular short-term measure, it would eventually
solve the problem o f road congestion. Cheap railways and expensive cars are undoubtedly in the
public interest. H ow ever, it is unlikely that any government has the political will necessary to
bring in measures which would undoubtedly alienate influential groups within society.
E xam ple 2
Discuss, the advantages and disadvantages o f living in the modern world.
Introduction:
A person born in the late twentieth century has seen a lot o f changes taken place in almost all
areas of human life. Some people are excited by the challenges that these changes offer; others
want to return to the simpler, less automated lifestyle o f the past. Living in the modern world
has certain advantages such as a higher standard o f living, but it also has some disadvantages such
as a polluted environment, the dcpersonalisation o f human relationships, and the weakening o f
spiritual values.
Conclusion:
In conclusion, although the modern life has indeed given us a lot o f advantages by making
us richer, healthier, and freer to enjoy our lives, it has, in my opinion, not made us wiser. The
modern world has also made our earth dirtier, our people less humane, and our spiritual lives
97
15 Days’ Practice for II-LTS Writing
poorer. We should continue to enjoy the benefits o f technological advancements because they
free us to pursue our interests and goals. H ow ever, w e must make a joint effort to preserve our
natural environment for future generations. M oreover, w e should take the time now to make our
lives more meaningful in an increasingly impersonal, mechanised world.
3.2.4. T ra n s itio n sig n als b e tw e e n p a ra g ra p h s
Transition signals are im portant not o n ly w ithin a paragraph but also b etw een para­
graphs. If you w rite tw o or m ore paragraphs, y o u n eed to show the relationship b etw een
your first and second paragraphs, b etw een your second and third paragraphs, and so on.
T w o paragraphs are linked by adding a transition signal to the topic sen ten ce o f the sec ­
ond paragraph. This transition signal m ay be a w ord, a phrase, or a d ep en d en t clause that
repeats or sum m arises the main idea o f the first paragraph.
Look at the transition signals y o u should include in the follow ing essay. T he top ic is
Flexitime.
Introduction:
One of the most important changes that management has made in industry in recent years
is the scheduling of flexible working hours for their em ployees. Workers are given the option o f
choosing when they will work. This allows them more leisure time for family and fun. Flexitime
has obvious advantages for both workers and management although it may not be practical in all
types of businesses.
Transition signal word:
The first advantage is increased production per working hour.
(+ supporting details)
Transition signal word:
A second advantage is that factory workers are happier.
(+ supporting details)
Transition signal phrase: In addition to increased output and w orker satisfaction, factory
managers report that absenteeism has declined.
(+ supporting details)
Transition signal clause: A lthough flexitim e has produced th ese th ree p ositive results in
som e industries, it is not as advantageous in all types o f businesses.
(+ supporting details)
Conclusion:
T o summarise, flexitime has resulted in increased production and happier workers w ho are
less likely to miss work, and it works well in manufacturing and retail industries. It works less well
in service industries such as the restaurant and health care industries.
98
Day.8
Opinion and Balanced-Argument Essays
S o m e ca n d id a tes h a v e a hard tim e figuring o u t w h a t ty p e o f e ssa y to w rite on th e seco n d
task o f th e IELTS W riting test. L et us n o w ta k e a lo o k at so m e typ ical task ty p es in the
IELTS T ask 2 W riting.
In T ask 2 , y o u o ften s e e th e fo llo w in g k e y w o rd s in th e essa y titles:
1. T o w hat e x te n t/H o w far do you a g r e e /th in k ...?
2 . ... agree or disagree?
3. ... D iscuss.
4. G ive your opinion.
3. a d v a n ta g e s/m e r its /b e n e fits/u p s id e s/p o s itiv e effe cts and d isa d v a n ta g es/d em erits/
d r a w b a c k s/d o w n sid es/n e g a tiv e effects
6 . problem s + reason s + recom m end ation s
A ll in all, th o u g h th ere are d ifferen ces in th e w o rd in g o f th e task instruction s, all o f th ese
b elo n g to th e g en era l ty p e o f e ssa y s, sp ecifica lly , argum ent essa y s. In a d d itio n , the w a y y o u
d e v e lo p y o u r e ssa y is a lso sim ilar.
T he k e y h ere is to id e n tify th e task at hand; n a m ely , figuring o u t w h a t ty p e o f essa y the
q u estio n asks for. B a sically, argum ent e ssa y s can be d iv id ed into th ree m ajor typ es: op in ion
and b alan ced -argu m en t e ssa y s, d iscu ssion e ssa y s, and en u m era tiv e e ssa y s. Y ou w ill find a
gen eral g u id e in a n sw erin g each o f th em .
1. O pinion Essays
H ere y o u are g iv e n an o p in io n ab ou t a certain so cia l issu e to discuss. S o m etim es, y o u are
g iv e n so m e backgroun d in form atio n , th en th e o p in io n and th en th e task. T y p ica lly , y o u are
ask ed w h e th e r or to w h at e x te n t y o u a g ree or d isa g ree w ith it.
In th e task instruction s, y o u m ay see th e fo llo w in g k e y w ords:
H ow far do you a g r e e /th in k ...?
T o w hat e x te n t/d e g r e e do you a g r ee /th in k ...?
T o such q u estio n s, y o u are b ein g ask ed for y o u r person al opinion; th erefo re, it is not
en ou gh to talk g en era lly abou t th e top ic. Y ou m ust g iv e y o u r personal v ie w , using th e induct­
iv e m eth o d . That is to sa y , y o u ten d to p resen t e v id e n c e and then draw a general con clu sion .
O p inion essa y s are the ea siest to w rite and s o m e h o w g iv e y o u the freed o m to ex p ress you r
v ie w s on a certain top ic. G en erally , an o p in io n e ssa y has 4 -5 paragraphs.
99
15 Days’ Practice for I LILTS Writing
E x a m p le 1
ledtt& ogV develops, traditional cultures must he lost, Technology and
alible - you cannot have both together,
his opinion?
Introduction: stating the argument in question and signalling parts o f the bod y
Therefore, it is worthwhile to investigate the possibility o f coexistence o f traditions and
science and technology.
Body:
1st paragraph: 1 st v iew - presenting the “ for” v ie w , giving ideas and exam ples
It is an undeniable fact that some traditions have been replaced by machines, the scientific and
technological results.
e.g. the making o f som e handicrafts
traditional wedding ceremonies
performance such as shadow or puppet playing
2 nd paragraph: 2 nd v ie w - presenting the “against” v ie w , giving ideas and exam ples
H ow ever, it is observed that many traditions still flourish with the aid o f science and
technology.
e.g. fireworks display at festivals
computers help make more beautiful cards
local operas more attractive, more audience
cherish traditional moral values more
C onclusion: giving your ow n opinion and your conclusion
Traditions and science and technology can coexist. Use the discoveries o f science and technol­
ogy to reinforce the cultural traditions.
Exam ple 2
only to provide defence capability ahd urban infrastructure (roads,
■
11, ■v,tin.,t
I K 111'!'.111
her services (education, health, social security, etc.) should be
y;, o f individuals in the com m unity.
agree or disagree with this opinion?
.. tf ±
In order to deal w ith this task, y o u m ay apply the follow in g suggestions:
1. U nderline and interpret the key words in the question.
A government’s role - the job a government should do
Defence capability - the ability to defend people against attack
100
Day 8
Infrastructure - roads, water supplies
Private groups or individuals - businesses, charities or private people
2. T h in k o f how to answer the question.
In this typ e of question, you are given an opinion and then told to discuss it. You m ust
discuss the opinion in the question. You cannot o n ly g iv e your opinion.
3. W ork out a possible outline.
Thesis: Certain types of service must be provided by governments, whereas both governments
and private groups or individuals can share the responsibility to provide other services.
Body paragraph 1: A government must provide those services which are essential to a country,
e.g. defence capabilities
social security
compulsory education and basic health care
Body paragraph 2: Some services can be provided by either governments or private groups or
their joint efforts.
e.g. secondary or tertiary education
part o f health care
urban infrastructure, water or electricity supply
C onclusion: R estatem ent o f the thesis
■
Sam ple essay
rl
Governments can only provide a limited range o f services for citizens. Certain types
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o f service, however, must be provided by governments, whereas both governments and
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private groups or individuals can share the responsibility to provide other services.
A government must provide those services which are essential to a country'. These
include defence capabilities and social security, which must not be left to private enterprises
V
or individuals. Other services the government must provide are the infrastructure such as
the road system in the city and protection o f the environment.
v
On the other hand, som e services could be provided by either governments or private
-
groups or both. To ensure the quality and literacy o f its citizens, the government m u s t. >
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take the responsibility for the 9-year compulsory education and basic health care so that
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all citizens can have easy access to them. However, in tertiary' education or part o f health
care, the private groups could get involved at som e stage. Urban infrastructure is another
area where governments and private groups or individuals can join efforts and share the
i
responsibility. Governments m ust build and maintain a sy'stcm o f roads, but toll roads
101
IS Days’ Practice for IF.LTS Writing
can be built and road maintenance carried out by private contractors. Similarly, other
j)
infrastructure, such as water or electricity supply, can be operated by private companies.
A
To sum up, there are som e services such as defence and social security which m ust be
provided by governments. Other services, for example water supply or education, could be
f.
provided by both governments and private enterprises. Consequently, it is not true to say
-) that a government's role is only to provide som e services while others should be provided
by the private sector. In fact, both governments and private groups can share in the proviS sion o f most services.
In this essay, the introduction states the w riter’s definite v ie w . T he first b o d y paragraph
gives the opposing idea, and supports it w ith som e specific exam ples; the secon d b o d y para­
graph voices the n ext opp osin g opin ion supported w ith exp lan ation s and e v id e n c e. T he
conclusion restates the w riter’s opinion.
Exam ple 3
note education than they need to
audience for or atjaiust.the above.
H ere you are given a social issue and asked directly to discuss it. Y ou m ay th en w ork out
som e “for” and “ against” ideas as below :
For
Against
a. Give people unrealistic expectations
a. H ow do you decide the level o f education
b. Expensive
a person needs?
c. N ot enough challenging jobs to meet
b. High-level human resources necessary for
people’s expectations
development
d. Students’ major cause of disruption,
c. Uneducated people unable to show initiative
reject authority
d. People have the right to attain self-fulfilment.
Your bod y paragraphs m ay read lik e this:
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Some people may say that education gives people unrealistic ambitions; the law o f the <>
(> marketplace decrees that not everyone can be a managing director. In fact, for every boss
(*t there must be many more employees, so some countries believe there is very little point
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in training people for a level o f job that they can never hope to achieve. W hat is more,
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d education is expensive. Therefore, over-education is a waste o f time and money. Another
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argument against education would be that students tend to be a disruptive influence on
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society. Once you encourage people to think for themselves, it is difficult to control what
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Day 8
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they think. It is hardly surprising that students are often found at the forefront of radical
h organisations.
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In spite o f the problems o f over-education, most countries need a high standard o f
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human resources in order to com pete in the world market. Constantly changing technology
4>
b
means that the workforce has to he flexible and receptive to new ideas in order to he o f
J1 value to employers. W hen a person is only trained to perform one job, it is not realistic to
b expect him or her to adapt to a change in circumstances or an unexpected problem. All this
[j is not to m ention the moral questions involved in limiting education. W ho has the right to
() say how much education a person is entitled to? W hat criteria could he used to decide a
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level o f schooling?
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a
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It may be true that a greater level o f education tends to make people more radical.
0 I lowcvcr, if society is not going to become static, it must be prepared to accept new ideas.
h Therefore, the degree o f radicalism caused by a high level o f education can only serve to
J' make the country more adaptable and better able to withstand social change in the long
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run.
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E xam ple 4
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..
j Some em ployers rew ard m e m b e rs o f staff for their exceptional c o n trib u tio n s to the com pany
j by giving th e m extra money, T his practice can act as an incentive for some, b u t may also hj\<j
I a negative im p a c t on others.
j To w hat extent is this style of m a n a g e m e n t effective?
i
I Are there b e tte r ways o f e n co uragin g employees to w ork hard?
Sam ple essa y
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(
)
In tim es o f high unem ploym ent, em ployers need do very little to encourage their '
staff to work hard, but w hen job vacancies arescarce,they have to find effective ways o f
rewarding their staff in order to stop them from going elsew here.
)
)
O ne obvious way o f doing this is to offer extra m oney to em ployees w ho are seen
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to be w orking exceptionally hard, and this is done in com panies w ith a product to sell.
)
(
For exam ple, real estate agents or departm ent stores can offer a sim ple com m ission on
)
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all sales.
y
.(
T his style o f m anagem ent favours people w h o can dem onstrate their contribution
)
(
through sales figures, but does not take into account the work done by people behind
)
the scenes w ho have little contact w ith the public. A better approach is for m anagem ent
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103
15 Days* Practice for IF.LTS Writing
to offer a bonus to all the staff at the end o f the year if the profits are adequate. This,
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‘ however, docs not allow m anagem ent to target individuals w ho have genuinely worked
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harder than others.
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Another possibility is to identify excellent staff through incentive sch em es such as y
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v "Employee o f the Month" or "Worker o f the Week" to make people feel recognised. Such
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^ people arc usually singled out w ith the help o f clients or custom ers. H otels, restaurants
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( and tour operators may also allow staff to accept tips offered by clients w h o are pleased
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with the service. However, tipping is a highly unreliable source o f m oney and does not
^ favour everyone.
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Basically, em ployees want to be recognised for their contribution - w hether through
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receiving more m oney or sim ply som e encouraging w ords. They also need to feel
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^ that their contribution to the w hole organisation is w orthw hile. Good m anagem ent
^ recognises this need and responds appropriately.
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2. Balanced-Argument Essays
1) For the first ty p e, y o u are usually g iv en tw o different v ie w s on a social issue; th en , y o u
h ave to discuss both o f them , and finally offer you r o w n v ie w . Y ou m ay find the fo llo w in g
k ey w ords in the questions:
Some people ... Others ... D iscuss the arguments on both s id e s ... W hat is your opinion ...?
E xam ple 1
Soihe people are >>] the opinion that prisons are basically universities o f crim e, fostering the
kind of behaviour they aim to eradicate, and are, therefore, not effective. Others feel that
pr; soft life is not hard enough. Discuss the arguments on both sides o f the issue. W hat is your
o\vu opinion cm ihe matter?
I f st your .jvvr. ideas, knowledge and experience and support your argum ents w ith examples
Rind with relevant evidence.
-------
Reading the instructions, yo u can spot th ese k e y w ords:
Some people ... prisons ... universities o f crime ... not effective. O thers ... prison life ... not
hard enough. D iscuss the argum ents on both sides o f the is s u e .... your ow n opinion ...
The question asks yo u to discuss the argum ents on both sides o f the issu e, and th en g iv e
your ow n opinion on the m atter.
uu
Day 8
Sam ple essay
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T h e use o f prisons as a m eans to com bat crime has always been a matter o f debate and
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is becom ing more so as prison population increases, and crimes becom e m ore violent.
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.
(The Introduction presents the current matter of debate.)
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f.
S om e p e o p le b e lie v e that prisons are merely a breeding ground for criminals, and
E are, th erefore, not doin g the job they are supposed to do. T hey p oin t to th e in cid en ce
?
o f reoffending am ong former prison inm ates and the rise in the seriousness o f crim es
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_ com m itted by reoffenders as evidence for their case. T h ey m aintain that young people
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enter prison for m inor offences and com e out equipped w ith the skills to com m it more
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serious crimes. For this group, the prison process is not working.
f
(The first body paragraph discusses the first view In a limited way.)
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O thers are o f th e opin ion that prisons are not harsh enough. T h ey argue that
prisoners lead a life o f luxury inside at the expense
o f the taxpayer, quoting estim ates o f
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the high cost o f keeping people inside compared w ith staying in luxury hotels. A n o th er
argum ent put forward is that, for m any crim inals, prisons are a soft option, as th ey
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are often released after serving only a sm all portion o f their sentence to ease the overp
crow ding in jails. Prisons are, th erefore, not seen as a deterrent.
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(The second body paragraph discusses the second view, expanding it more with some
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arguments.)
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I’m personally in clin ed to agTee w ith the latter view point. I fe e l that to make penal
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institutions m ore effective, the regim e needs to be m uch harsher than at present, w ith
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no sentence rem ission. It is unrealistic to think that this w ould be a panacea for all the
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ills o f prisons. H ow ever, at th e sam e tim e, this increased harshness should be coupled
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w ith an attack on the causes behind crime. Poverty is often quoted as a factor behin d
f,
criminal activity as is a lack o f education, but th ere are rich criminals as w ell as w ell-
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educated ones. By generally im proving the standard o f living and the quality' o f life for
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everyone, and at the same tim e making prisons very harsh regim es, such institutions w ill
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b eco m e effective.
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•(The last body paragraph gives your own view, supporting it with convincing arguments.) •
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Exam ple 2
In tuahv countries, children are engaged in som e kind o f paid work. Som e people /. eerd lb as com pletely wrong, while others consider it as valuable work experience, import an, . .
learning and taking responsibility
What is your opinion?
105
15 Days’ Practice for 1ELTS Writing
Rending this essay title, you can see the tw o sides o f an issue. You m ay w ork out a p o s­
sible outline as follows:
Thesis: The issue of children doing paid work, a complex and sensitive one, has aroused a
heated debate.
(Introducing the Issue)
Body paragraph 1: An important consideration is the kind of work undertaken.
(Giving supportive argument 1)
e.g. factory production line
dangerous work or work with heavy pollution
Body paragraph 2 : 1lowever, in many countries, children work because their families need the
additional income.
(Discussing concession view)
Body paragraph 3: Nevertheless, in better economic circumstances, few parents would choose
to send their children out to full-time paid work.
(Giving supportive argument 2)
Sam ple essay
The issue o f c h ild re n doing paid w o rk is a c o m plex and sensitive one. It is difficult
to say w h o has th e rig h t to ju d g e w h e th e r it is “w ro n g ” o r “valuable”. O p in io n s w ill
also differ as to “learning" benefits: n o do u b t teachers and factory o w n e rs, for exam ple,
w o u ld have varying concerns.
An im p o rta n t co nsideration is th e k in d o f w o rk u n d e rta k e n . Young c h ild re n do in g
$
arduous and repetitive tasks on a factory p ro d u c tio n line, for exam ple, are less likely
to be “learn in g” th a n o ld e r c h ild re n h elp in g in an old peop le’s ho m e. T h e re are he alth
and safety issues to be considered as well. It is an u n fo r tu n a te fact th a t m a n y e m p lo y ers
Y may p refer to use th e services o f c h ild re n sim p ly to save m o n e y by paying th e m less
th a n adults, and it is th is type o f exploitation th a t sh o u ld be discouraged.
H ow ever, in m a n y co un tries, c h ild re n w o rk because th e ir families need th e a d d ­
itional incom e, n o m a tte r h o w small it is. This was certainly th e case in th e past in
m any industrialised cou ntries, and it is very difficult to ju d g e w h e th e r it is w ro n g for
'J. ch ild re n to co n trib u te to th e family in co m e in th is way.
N evertheless, in b e tte r e co no m ic circum stances, few p aren ts w o u ld choose to
send th e ir c h ild re n o u t to fu ll-tim e paid w ork. If learning responsibilities and w o rk
experience are considered to be im p o rta n t, th e n c h ild re n can acquire th ese by having V?
light, part-tim e jo b s o r even do ing tasks such as h e lp in g th e ir p a re n ts a ro u n d th e
h om e, w h ic h are u npaid, b u t u n d o u b te d ly o f value in c h ild re n ’s develo pm ent.
106
Day 8
2) For the secon d typ e, you are given a problem or an issue and tw o different solutions or
opinions about it. T ypically, y o u are then asked to d ecid e w hich so lu tio n /o p in io n is the
better. You m ay see th ese typical task words:
W hich is the more ..., A or B?
Exam ple
Which do you consider is the more important influence 1on hum an in tclli^ n c s.
factors or the environment?
W ith this task, y o u n eed to discuss both sides o f the question: gen etic factors and the
environm ent.
Sam ple essa y
We are constantly reading o f outstanding Figures in the w orld o f science or politics,
w h o came from relatively poor environm ents and received little formal education. It
is always fascinating to consider w hat factors have produced this kind o f exceptional
ability.
(The introduction draws attention to the issue.)
It is generally agreed that a stim ulating livin g environm ent can have positive effects
.
on the developm ent o f the intelligen ce. A ccording to the results o f a study in the US o f
the achievem ents o f tw o groups o f children in an intelligen ce test, those w h o remained
in the relatively quiet atm osphere o f the country did less w ell than their counterpans
w h o had m oved to the city, w ith its better education facilities and m ore colourful
cultural environm ent.
(The First body paragraph discusses the impact of the environment on the development of the
Intelligence.)
But it cannot be denied that there seem to be som e lim its to the extent to w h ich w e
can develop our intelligence. It is generally accepted that parents hand dow n a num ber
o f personal characteristics and intellectual qualities to their children, and thus, given
the sam e opportunities, m em bers o f the sam e fam ilies seem to show sim ilar abilities.
fThe second body paragraph writes about the effects of the genetic factors on the human
Intelligence.)
It seem s that w hat w e inherit at birth is a kind o f potential ability that w e may
develop as best w e can. There are m any w h o unfortunately do not reach their full
potential, and there are also those surprising few w h o seem to outshine their fam ilies
and succeed against all odds. There are several factors w h ich may influence the degree
to w h ich w e use the talents that nature has given us.
fThe third body paragraph expands more on the effects of the genetic factors on the human
intelligence.)
107
I*) Days’ Practice for ICLTS Writing
And secondly, w e cannot neglect the character o f the individual. Apart from in telli­
gence, a person may have in his genetic make-up som e personality traits that make him
a prey to laziness, or distraction from his goals, whereas another person may be gifted
w ith a kind o f determ ination and singleness o f purpose that enables him to grapple
with all difficulties and make the most o f every opportunity that com es his way. In
this sense, what w e receive from our genetic inheritance is not only our potential
intelligence, but also a kind o f programming that determ ines how w e w ill use it.
(The fourth body paragraph points out that the genetic Inheritance has an Influence not only
on the human intelligence but also on their personality.)
108
Day-9,
Discussion Essays
For this ty p e o f e ssa y , y o u are first g iv e n an o p in io n and then ask ed to a g ree or d isagree
w ith it. T his q u estio n is o ften fo u n d in the instructions: Do y o u agree or disagree?
T o a n sw er this q u estio n , y o u m a y a p p ly th e d e d u ctiv e m eth o d in y o u r a n sw er. N a m e ly ,
y o u b eg in w ith a g en era lisa tio n and th en u se sp ecific in sta n ces w ith ex a m p les or e v id e n tia l
argum ents to su p p ort y o u r v ie w .
E xam ple
Sohie people suggest that m ore courses prom oting the healthy psychological growth of <11j dents should be set up in high schools. T hey believe that such courses will help the
:den
in their future careers.
Do you agree or disagree?
T here are fou r or fiv e paragraphs in this ty p e o f essa y . It begins w ith an in trod uction,
w h ere th e w riter states th e argum ent in th e title and e x p r esses the sid e h e /s h e is taking in the
argum ent (eith er agree or d isagree). T hen, in the b o d y , th e first idea is discussed to support
h is /h e r op in io n . T he seco n d and third paragraphs co n tin u e w ith the secon d and third ideas to
exp an d m ore on h is /h e r o p in io n . T he co n clu sio n en d s b y repeating h is /h e r v ie w .
A lte r n a tiv e ly , y o u m a y a n a ly se so m e pros and co n s o f th e issu e and fin ally g iv e y o u r
d e c isiv e stand or co m p rom ise.
E xam p le 1
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Spthe people say part-tim e job s are useful for fu ll-tim e students because the;, no: :«il > .
m oney but also gaifi carder experience.
Do you agtee or disagree?
B e lo w are so m e su g g estio n s fo r y o u to c o p e w ith this e ssa y title:
1. Read th e task in stru ctio n s, u n d erlin e and interpret th e k ey term s and con cep ts.
Part-time jobs - w ork a student does outside his study
Full-time students - those students w h o need to devote them selves sufficiently to srudv
N o t only ... but also - both ... and
M on ey and career experience - tw o advantages (m oney and work experience)
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15 Days’ Practice for IPLT S Writing
2. T h in k o f how to answer the question.
There are tw o w ays y o u can apply: either giving you r personal stand and supporting it
w ith argum ents and justifications or investigating the issue on both sides w ith e v id e n c e, and
finally establishing your view p o in t in a con cise m anner.
3 . W ork out a possible outline.
Thesis: Taking a part-time job has both advantages and disadvantages.
(Paraphrasing the essay question and stating your stand.)
Body paragraph 1: The first obvious advantage is that work can bring in money.
(Agreeing: earning money. Pointing out the first advantage of part-time Jobs with practical examples.)
e.g. independent
poor families
financial position
Body paragraph 2: Moreover, a part-time job can help prepare a person for the real world of
work, a step out of the ivory tower.
(Agreeing: gaining career experience. Pointing out the second advantage of part-time jobs with practical
examples.)
e.g. employer’s complaint
my own example
Body paragraph 3: However, it should be borne in mind that the primary purpose of university
study is to concentrate on academic work, and a student w ho also works may be unable to devote
themselves sufficiently to their study.
(Disagreeing: causing negative effects on study. Providing counter-argument with justifications.)
e.g. insufficient time for study
failing to meet the requirements o f universities
terrible consequences for their futures
C onclusion: Therefore, in my opinion, the decision of whether or not to take up a part-time
job while studying depends on individual students’ circumstances.
(Restating the introduction and giving recommendations.)
110
Day 9
Sam ple essa y
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It is com m on nowadays for students at university or college to undertake part-time
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V work either for m oney or gain som e work experience. In m y opinion, this has both advan-
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tages and disadvantages.
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T he first obvious advantage is that work can bring in m oney. In m any countries,
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students are independent from their fam ilies, or their parents are not wealthy enough to
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afford their education. Therefore, a part-time job can greatly contribute to the financial
position o f a student. It may be an essential factor in permitting study in the first place.
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j; For example, in Britain, the tuition fees have increased a lot in recent years, which has
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kept som e o f the intelligent but poor students from concentrating on their study as they
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are often in debt and in severe shortage o f financial support. So, if they want to continue
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M oreover, a part-time job can help prepare a person for the real world o f work, a step
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ou t o f the ivory tower. M any employers nowadays complain that new workers do not
appreciate the needs o f business, nor can they apply their theoretical study to practice.
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But som e work experience gained during study can facilitate one to develop o n e ’s career.
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M y own experience is a good case in point. Thanks to my experience o f working as a part-
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in an IT com pany after graduation.
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However, it should be borne in m ind that the primary purpose o f university study
is
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students failing to m eet the requirements o f the universities in attendance, performance
or assignments or exams. It seem s likely that those students who work will have greater
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difficulty in passing their courses, with terrible consequences for their futures.
Therefore, in m y opinion, the decision o f w hether or not to take up a part-time job
while studying depends on individual students’ circumstances - it may be beneficial or
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financially necessary, but it should never be at the cost o f underachieving in academic work.
111
|
15 Days’ Practice for IGLTS Writing
Exam ple 2
belt onterininintnl. such as Imung .ind whistling, nilVI
iilu he banned
First, think o f som e rough ideas for your writing:
1. Rephrase the topic
2 . Give reasons w hy violent sports should be banned
3. Point out the counter-argum ent to present the consequences
4. C onclude (agree/partially agree/disagree)
T hen, w ork out a possible outline:
Thesis: It is highly debatable whether this is acceptable in modern society when at all other
times we try to emphasise co-operation and team spirit, training people not to be aggressive and
not to resort to violence when in conflict with others.
Body paragraph 1: It is argued that dangerous sports like boxing and wrestling, even in a
controlled and institutionalised form, are highly disturbing.
Body paragraph 2: However, it should be borne in mind that cruelty is inherent in society
and banning violent sports like boxing will not alter this. On the contrary, institutionalising and
controlling violence in boxing clubs can help change this.
C onclusion: To sum up, therefore, there is not much to be said about the prohibition of violent
sports like boxing as it will not stop violence in society.
Sam ple esasy
[ ,
It is quite com m on nowadays to see such sports like rugby and football involve violent
( contact betw een players and often lead to injury. O ther sports like boxing and w restling,
in particular, have the deliberate intention o f hurting the opponent. It is highly d e b a t­
able w hether this is acceptable in m odern society w h en at all oth er tim es w e try to
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em phasise co-operation and team spirit, training p eo p le not to b e aggressive and not
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to resort to violen ce w hen in conflict w ith others.
It is argued that dangerous sports lik e boxin g and w restling, e v e n in a controlled
and institutionalised form, are highly disturbing. The line o f reasoning lies in the fact
that it is better for everyone if w e live in a violence-free society. In order for us, especially
children, to learn to avoid such behaviour, it is preferable i f we never see it and cannot
copy it. I f society actually sanctions brutality, as in boxing, it cannot be argued that
violence is always unacceptable.
112
Day 9
H ow ever, it should b e borne in m ind that cruelty is inherent in society and banning
vio len t sports lik e boxin g w ill not alter this. On th e contrary, institutionalising and
controlling v io len ce in b oxin g clubs can h elp change this. Boys, w ho would otherwise
be part o f street riots outside the law, can be taught to be part o f the law-abiding citizens,
directing their energies at legal activities. In this environm ent, they can be trained to
be better members o f society. In addition, organised sports follow elaborate rules and
medical facilities are always on hand; so, barring accidents, no one should be seriously
hurt in the fair and peaceful game.
To sum up, th erefore, th ere is not much to b e said about the prohibition o f v io len t
sports lik e b oxin g as it w ill not stop v io le n c e in society; on the contrary, it w ill drive
organised fighting outside the law and into the hands o f criminals. There is no p oin t in
losing so m uch w ith lim ited gains.
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DayJO.
Enumerative Essays
T he third and last ty p e is th e en u m era tiv e e ssa y . T his is u su a lly g iv e n w h e n th e title is
about a p h en o m en o n . T h e w riter’s task is to discuss so m e prob lem s o f and so lu tio n s to the
identified p h en o m en o n , or to p oin t o u t th e cau ses and effects o f th e p h e n o m e n o n , or th e
advan tages and d isad van tages o f th e p h en o m e n o n .
You m ay find th ese typ ical task w o rd s in th e e ssa y titles: W h a t ...? , or H ow ...?
Examples:
W hat are the advantages and disadvantages o f the Internet?
W hat is the m ost dangerous threat the w orld faces today?
T he w a y y o u d e v e lo p this task in to an e ssa y is sim ilar to that o f th e p re v io u sly -le a r n t
typ es. A slight d ifferen ce is y o u do n o t h a v e to discuss the issu e, ju st p o in t o u t so m e o f y o u r
ideas to app rop riately resp on d to th e task q u estio n .
Example 1
There are lots o f difficulties for the newly-arrived international students in the first several
days o f s th o o l They often feel very lonely and a bit depressed. W hat are other difficu lties
they will face on the first day? D iscuss the causes and give som e advice and suggestions.
H ere is a su ggested o u tlin e for it:
T hesis: It is often the case that students w ho study abroad will be confronted w ith som e prob­
lems in their first several days of school, and it is vital to find a timely and proper solution to these
problems.
B ody paragraph 1: The problems they will meet can be com pounded to their uncertainty and
confusion.
e.g. language barrier
psychological problems
financial difficulties
B ody paragraph 2: A variety of causes can contribute to the discomfort of the new students.
e.g. a breakdown in com m unication
language obstacle, culture shock, and hom esickness
feeling o f being out o f place w hen suddenly transplanted to a new culture
an adjustment problem
114
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Day 10
B ody paragraph 3: All these uncomfortable reactions can be overcome as long as the students
have an active attitude and take sufficient precautions.
e.g. improve language by taking som e courses
enlarge o n e’s circle o f friends or join som e societies
keep an open attitude towards the new culture
C onclusion: Restatement of the thesis
From this ou tlin e, you can se e that the last sen ten ce o f the introduction should include
a thesis statem en t w hich sh ow s the direction that w ill b e supported in the body. The first
bod y paragraph is th e indication o f the first task (m entioning other difficulties). T he second
task (providing causes) is p oin ted out in th e n ext b o d y paragraph. A nd the third bod y para­
graph responds to th e third task (giving ad vice and suggestions). T he conclusion in volves
the restatem ent o f the thesis.
Example 2
Every country has poor people and every country has different way* o f dealing v nh r
What are som e of the reasons for world poverty? W hat can be dora to help the poojj
Sam ple essay
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Every country, no matter h ow affluent, has groups o f people w ho live in poverty.
Poor people can be described as those w ho are lacking in goods and services to the point
where their lives becom e miserable. T hey may lack such important goods as food and
shelter and such services as health care and education. It is interesting in this article to
exam ine som e o f the main causes o f poverty and suggest som e possible solutions.
(The introduction begins with a general idea that takes into account the key topic words (a
definition of poor people). The last sentence includes a thesis statement which shows the
direction that will be supported in the body.)
A major cause of poverty has always b een war. The recent war in Afghanistan saw
people evicted from their hom es and deprived o f food and shelter, and o f services such
as hospitals, schools, gas, water and electricity. M edia coverage o f the war caused w orld­
w ide revulsion. The solution to war may be such universal rejection that the world leaders
will not consider it as an option and seek peaceful negotiation instead.
(The first body paragraph mentions the first cause of poverty: war, then, it suggests a solution:
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peaceful negotiation by the world leaders .)
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Som e countries such as India and China have th e problem s of both overpopulation
/* and underdevelopm ent. They simply do not create enough wealth per capita for their
l» people to escape from poverty. This is changing in many places as countries have adopted
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effective measures to reduce their birth rate and develop their resources. O ther countries
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are facing th e problem s o f unem ploym ent and natural disasters. T he possible solutions
■' for som e countries include massive aid from the rest o f the world whereas for bigger
115
IS Days’ Practice for IELT S Writing
countries like China and India, the best solutions lie in the developm ent o f their national
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econom y and the implementation o f birth control policies.
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(The second body paragraph points out the second cause of poverty: overpopulation
and \
underdevelopment, unemployment and natural disasters-, next, it mentions solutions: aid /■
fro m developed countries, economic development and birth control policies .)
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In conclusion, poverty can be attributed to the frequent occurrences o f war, natural
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disasters as well as overpopulation, unem ploym ent and underdevelopm ent. The problems
7
at times appear overwhelm ing, with no solution. Despite this, much good w ork is being
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done, with more people than ever enjoying a good quality o f life.
(The conclusion paraphrases the thesis.)
D esp ite som e slight differences am ong the a b o v e-m en tio n ed types o f argum ent essays,
the structure o f an argum ent essay is held togeth er by the follow ing:
1. A clear, concise, and defined thesis statem ent that occurs in the first paragraph o f the essay
2. C lear a n d logical transitions betw een th e in tro d u c tio n , body, a n d con clusio n (Transitions are
the mortar that holds the foundation of the essay together.)
3. T o p ic sentences a n d su p p o rtin g sentences (The topic sentence in each body paragraph expresses
the main idea of the paragraph, and it is supported with supporting sentences which are directly related
to it to ensure unity.)
4. Evidential s u p p o rt (Every view in the body paragraphs must be supported adequately through the use
of examples, explanations, details, logical inferences, causes and effects, or comparisons/contrasts.)
Let us n ow review the three argum ent essays w ith the follow ing table o f illustrative
exam ples.
Questions
The twentieth century saw the It is inevitable that as tech- Some people say part-time
rise of powered flight from
nology develops, traditional jobs are useful for full-time
a dreamto a commonplace
cultures must be lost. Tech- students because they not
occurrence. Nowadays every
nology and traditions are only earn money but also
country has airports, and flying incompatible - you cannot gain career experience,
is a boring routine for many.
have both together.
Howhas the aeroplane changed To what extent do you agree Do you agree or disagree?
the way we live? Have all of
or disagree with this
these changes been positive?
opinion?
Question
analysis
116
Two part question:
Specific opinion - can tech- Specific opinion - part-time
1. Describe positive changes
nology and traditions exist jobs are good for students
2. Describe negative changes
together?
because of money and
Opinion may be one-sided experience? Or not?
or two-sided, but two is
Opinion may be one-sided or
better.
two-sided, but two is belter.
Day 10
Plan:
1. Introduction
1. Introduction
1. Introduction
Limit yourself to
2. 1st change - distance
2. Yes (1) - destruction of
2. Yes (1) - money
3 or 4 basic, clear 3 . 2nd change - speed
main ideas. Make 4. l 5t negative change sure they are
pollution
relevant but do
5 . 2nd negative change - war
not try to include
C. Conclusion
everything
'
old by new
3. Yes (2) - replacement
of old by new
4. No (1) - new helping
3. Yes (2) - experience
4. No (1) - negative effect
on study
5. Conclusion
old
5. Conclusion
In tro d u c tio n :
Aeroplanes have become
Some people say that
Nowadays, an increasing
1. Introduce the
an almost mundane form
whenever modern society
number of full-time stu­
general topic
of transport in many parts
and old traditions meet,
dents take part-time jobs
2. Thesis state­
of the world. This essay
the old is always replaced
both to earn money and
ment - give
would like to examine some
or destroyed by the new.
to improve themselves. I
specific direc­
of the effects of the rise of
Is this really true?
would definitely agree
tion (what are
the plane in the twentieth
with the idea that students
you going to
century.
should look for decent
do in your
part-time jobs for these
essay?)
two reasons.
Body:
The most obvious change
It is certainly true that
Each paragraph
that flight has brought to
many ancient civilisations, work can bring in money.
contains:
the world is that it is now
societies and customs
The second advantage is
1. Linking or
easy to travel to all, even
have been wiped out by
that part-time jobs can
transition
the most distant, parts of
the march of “progress”.
enhance students’interper­
phrase + topic the world. Due to its ability
In the 19th century, for
sonal skills and leadership.
sentence
to go great distances, the
example, the native Indian However, in actual fact,
2. 1st supporting
modern aeroplane connects
tribes of the USA could
some people are of the
sentence
the whole world. This can
not withstand the inva­
opinion that part-time jobs
(often but
be seen by the fact that,
sion of the white settlers,
would occupy a huge
not always a
before this great invention
with their more advanced
amount of time, and most
reason)
became commonplace, most
weapons. Most of these
of jobs are merely basic
ancient societies are now
work that might not
3 . 2nd supporting people had never left their
The first advantage is that
sentence
own country, and those
extinct. Many people
promote students’ specific
(example or
who travelled far away,
believe that moral and
skills.
evidence)
for instance, the explorer,
spiritual values are being
4. 3rd supporting Stanley, were seen as great
destroyed by modern, es­
sentence, etc.
adventurers.
pecially Western, cultural
values.
117
15 Days’ Practice for IliLTS Writing
Conclusion:
In conclusion, therefore,
In conclusion, therefore,
In conclusion, I admit that
Repeat/Summa­
planes are not an absolute
while modern science and
there are a few disadvan­
rise main idca(s).
boon to humanity although
society clearly does threat­ tages of part-time jobs for
Make sure the
they have greatly expanded
en much of our heritage, it full-time students. Yet, I
question is clearly our horizons.
answered.
is not always destructive.
strongly believe that its
It should be possible for
advantages outweigh its
Conclusion
the best parts of ancient
disadvantages. Thus, part-
agrees with your
culture to coexist with the time jobs should become
introduction and
best of the modern world. an indispensable part of
body.
schooling.
N o w , read the three com p lete essa y s b e lo w to see h o w th ey are co h eren tly w ritten and
effectively com m unicated.
J'jw twentieth century satv the risi of powered flight from a dream to a com m onplace occur­
rence. Nowadays every country has airports, and llyin g is a boring routine for many.
f lo w h as ilio iu-roplanc c h a n g e d the w.iv we liy ej H a v e all
w ch an g e s b een p o sitiv e?
Aeroplanes have become an alm ost mundane form o f transport in many parts o f the
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world. This essay would lik e to exam in e som e o f th e effects of th e rise o f th e plane
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in th e tw entieth century.
T he most obvious change that flight has brought to th e world is that it is now easy
to travel to all, ev en th e most distant, parts of th e w orld. Due to its ability to go great
distances, the modern aeroplane connects the w hole world. This can be seen by the fact
that, before this great invention became commonplace, m ost people had never left their
own country, and those w ho travelled far away, for instance, the explorer, Stanley, were
seen as great adventurers.
In addition to th e distances covered, the plane is th e fastest form o f transport. For
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instance, travellers from China to the United Kingdom before World War II w ould have
to spend literally m onths at sea. In contrast, when I made the same journey a few years
ago, it only took 12 hours. This great convenience has resulted in air travel's rapid rise to
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be the primary form o f transport for both tourism and international business.
H ow ever, despite its obvious benefits, not all of th e changes brought to us have
b een good. T he most serious problem w ith aeroplanes is the pollution and environ­
mental destruction they bring with them. T he problem s are many: airport construction
totally devastates the pristine environments, jet fuel adds significantly to the greenhouse
effect, and people living near airports suffer major noise pollution as the great monsters
take off and land.
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A nother m odern disadvantage is the use to which som e have put planes, particularly
in the arena o f war. Aircraft make devastating weapons, as the US bombardment o f Iraq
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proved. The increase in air power has greatly increased the misery and destruction o f war.
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In conclusion, th erefore, planes are not an absolute boon to humanity although they
have greatly expanded our horizons.
.
It is inevitable that as technology develops, traditional culture- roust br W .
traditions are incom patible
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you cannot have both together,
To what extent do you agree pr disagree wtth this opinion?
Som e p e o p le say that w henever modern society and old traditions m eet, the old is
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always replaced or destroyed by the new . Is this really true?
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It is certainly true that m any ancient civilisations, societies and customs have b een
w ip ed out by th e march of “ progress” . In the 19th century, for exam ple, the native
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Indian tribes o f the USA could not withstand the invasion o f the w hite settlers, with
their more advanced w eapons. M ost o f these ancient societies are now extinct. Many
people believe that moral and spiritual values are being destroyed by modern, especially
W estern, cultural values.
H ow ever, not all of th ese changes are bad. M any old customs and traditions are re-
;*) placed by new ideas because society deem s them to be no longer suitable. For instance, in
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China, w om en used to bind their feet to m eet the fashionable standards o f beauty, despite
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the fact that this caused them great pain and permanent disability. M odern people rightly
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consider it good that this tradition was abandoned.
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It is also true that som etim es m o d em technology can b e used to p reserve or enhance
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ancient traditions and cultures. Science is improving our ability to protect and restore
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ancient buildings or paintings so that they can be enjoyed and understood by future
C generations. Som e old ideas and custom s are being w idely distributed and discussed using
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the Internet. For exam ple, the ancient game o f chess is now easier to study and practise,
thanks to computers.
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In conclusion, therefore, w hile modern science and society clearly does threaten
(' much o f our heritage, it is not always destructive. It should be possible for the best parts •
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o f ancient culture to coexist w ith the best o f the modern w orld.
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m o n e y but also gain career experience.
Do you agree or disagree?
119
IS Day s' Practice for IPL1S W riling
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Nowadays, an increasing number o f full-tim e students take part-tim e jobs both to
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earn m oney and to improve them selves. I w ould definitely agree w ith th e id ea that
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students should look for d ecen t part-tim e jobs for th ese tw o reasons.
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To begin with, doing part-tim e jobs can h elp students financially in d ep en d en t,
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^ I h c y arc partially supporting them selves. A ccording to a survey conducted by a college,
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nearly forty per cent o f university students are able to pay for their tuition fees. A s a )
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result, this has encouraged them more in taking part-time jobs.
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Secondly, part-tim e jobs can enhance students’ interpersonal skills and leadership, )(.
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w hich w ill put them in a favourable position in the future job markets. G o o d inter- )
,• personal skills are considered as a major prerequisite for getting rapid prom otion. There
. is no better way to improve interpersonal skills than to w ork part-time. W h en students
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are working, they have to m eet and com m unicate w ith different kinds o f people. In
^ this process, they can learn how to cope w ith the relationship betw een strangers and
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them selves. Furthermore, doing part-time jobs helps students raise their awareness o f );
( leadership. Clearly, leaders play an essential role in an organisation, especially in this )
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extremely com petitive and com m ercialised society. For a good leader, leadership is the
m ost important character.
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In actual fact, som e p e o p le are o f th e opinion that part-tim e jobs w ould occupy a )|.
( huge amount of tim e, and m ost o f jobs are m erely basic w ork that m ight not p rom ote )
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students’ specific skills. B ut i f students spend all their spare tim e just on video gam es,
■ part-time jobs seem to be a far better choice for them .
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In conclusion, I adm it that there are a few disadvantages o f part-tim e jobs for full-
^ tim e students. Y et, I strongly b e lie v e that its advantages outw eigh its disadvantages,
Thus, part-tim e jobs should b ecom e an indispensable part o f schooling.
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N ote that there is not a single pattern o f organising argum ent essays. D ifferen t patterns
of organisation can result in different effects on readers. Let us n o w ex a m in e a variety o f
organisation patterns for the one essay title b elow .
v \x the key to happiness; w ithout money We arc nothing,
i' air.v w ith flth opinion!
120
Day 10
T he first pattern: using counter-argum ents to sh o w the w riter’s v ie w
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There are a variety o f op in ion s on the im portance o f m oney and its role in ensuring
& or creating happiness. In th is essay, I w ill give m y opin ion as to its level o f im portance
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in our lives.
(Introduction: The writer’s view is not yet shown.)
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There are th ose w h o believe that m on ey is everyth ing and those w h o despise those
w ith ou t it. In m y opin ion, such a v iew is unjustifiable. Sim ple reflection w ill conjure
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up m any exam ples o f those livin g a happy and fulfilled life, despite not being rich. The
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C hinese poet, Du Fu, for instance, was a poor man, w ith ju st a sim ple hom e, y et he
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w created such w onderful w ork and lived a rich spiritual life. In contrast, th ose w h o are
always chasing M am m on w ill surely find their hearts becom e cold and em pty.
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(Real-life examples are given to show disagreement with the opposing view.)
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In m y op in ion , m on ey is sim ply a tool for subsistence, not the goal o f living. If on e
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has m on ey, but no love, h ow can happiness be found? The poor are obviously ju st as
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capable o f livin g as the rich; in fact, th ey m ay be even m ore so as they do not have
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to w orry that their lovers are on ly after their m on ey. And, w h ile m on ey m ay buy
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ft) good doctors, it cannot buy life. The Am erican billionaire, Howard H ughes, w h o w as
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he still died.
(The first view is presented: love and health are more important)
In order to find true happiness, one m ust look inside oneself, and cultivate kn ow -
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ledge and w isdom . All o f the w orld ’s religions em phasise this point, as w h en Jesus
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th rew the m on eylend ers from the tem ple, or w h en Buddha renounced his w ealth for
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a life o f contem plation.
(The second view is pointed out: knowledge and wisdom are also important.)
In con clu sion , the true requirem ents for happiness are not m oney, but love, health
and spiritual w ealth.
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(Conclusion: The writer’s view is concluded.)
121
IS Days’ Practice for ILLT S Wriling
The second pattern: using the w riter’s ow n v ie w to offer counter-argum ents and su p ­
portive argum ents
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In m odern society, we are surrounded by visions o f wealth and m oney, and by
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terrible im ages o f poverty and despair. T hus, m any p eo p le place an extrem ely high
value on the possession o f m oney. Are they correct to d o so?
(Introduction: The writer’s view is not yet shown.)
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In the first place, there is no dou b t that m oney is very im portant in our daily life,
as we n eed it to buy the daily essentials and to enjoy som e necessary luxuries. News
reports, for exam ple, frequently show the utter miser)' o f the h om eless and starving
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in places such as Afghanistan and Ethiopia, w here a total lack o f m on ey m akes even
simply staying alive a cruel burden. Furtherm ore, it is difficult to im agine enjoying a
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life without b ein g able to buy our favourite things. M oney lets us have a g o o d m eal in a
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nice restaurant and buy gifts for our loved ones, so it is im portant for the quality o f life. ^
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(This paragraph approves of the opposing view supported with examples.)
But, o f course, having m on ey d oes n o t autom atically ensure happiness. T h ere are
many things in life that we n eed w hich cannot be bought. As the Beatles so rightly sang,
“M oney can ’t buy m e love.” N either can it guarantee health or luck, all o f w hich are, in
my opin ion, m ore essential to a g o o d life than m ere material objects.
(The first supportive argument Is given with a specific quotation.)
In addition, we can plainly see many rich p eo p le w ho are unhappy despite their
wealth. T oo m uch m oney creates pressures o f its own, such as the fear o f robbery or
kidnapping, or the n eed to continually increase o n e ’s fortune. T he terrible story o f the
H ernandez brothers in the USA, w ho, driven by greed, m urdered their rich parents in
order to inherit their m oney, is only o n e exam ple o f many.
(The second supportive argument Is indicated with a real-life example.)
In conclusion, in my o p in io n , it is clear that we n eed som e sufficient m on ey to e n ­
sure our basic survival, but true happiness d ep en d s on m uch m ore.
(Conclusion: The writer sums up the views of the opposing and supporting sides, and then
concludes with a compromise.)
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The third pattern: offering o n ly o n e v ie w (not as e ffe ctiv e as the oth er tw o patterns)
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There are a variety o f opinions on the im portance o f m oney and its role in ensuring
Y or creating happiness. However, I do not believe it is the m ost essential thing for a truly
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y happy life.
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(Introduction: The writer’s view is given.)
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In m y ‘opinion, m oney is sim ply a tool for subsistence, not the goal
o f living.If one has
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m oney, but no love, how can happiness be found? The poor are obviously just as capable
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o f loving as the rich; in fact, they may he even more so as they do not have to worry that
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u rate of divorce and remarriage than com m on folk, presumably for precisely this reason.
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(The first reason with evidential support is presented.)
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Secondly, health is an essential for a good life. It isclearly impossible to be
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happy if
one is ill or in pain. W hile m oney may buy good doctors, it cannot buy life or guarantee
y, freedom from disease. The American billionaire, Howard Hughes, who was obsessed with
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cleanliness and disease, wasted his vast fortune trying to escape fate, but he still died.
(The second reason with evidential support is shown.)
In order to find true happiness, one must look inside oneself, and cultivate knowledge
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and wisdom . All of the w orld’s religions em phasise this point, as when Jesus threw the
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contem plation. M any people find great happiness in activities such as music, literature, »'
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WhC"o f“ w hich require
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or sim ply walking
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(The third reason with evidential support is pointed out)
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In conclusion, the true requirements for happiness are not m oney, but love, health and
spiritual wealth.
(Conclusion: The main view is restated.)
Day 11
Skills for Argument Essay Writing
T he sec o n d w riting task is d e sig n e d to a ssess th e c a n d id a te ’s a b ility to:
1. Present differing p oin ts o f view and support o n e w ith his/h er o w n ideas and evid en ce.
2. C o m m u n ica te h is/h er ideas and o p in io n s clearly and fluently.
3. U se gram m atical and appropriate E nglish w ith a w id e range o f structures and vocabulary.
4. O rganise his/h er ideas and stick to the p o in t.
W h en w riting a T ask 2 a n sw er, y o u sh o u ld ap p ly th e step s b e lo w in o rd er to p ro d u ce a
w ell-structured and co h eren t e ssa y that a d d resses th e g iv e n task.
Step 1: Preparation (about 5-7 minutes)
1. Stu d y the q u estion carefu lly. M ost task sta te m e n ts or q u estio n s h a v e a k e y in stru c­
tion al w ord or w ord s tellin g y o u w h a t to d o . N o te th e se w o rd s w ith a h ig h lig h tin g p e n .
2. T h ere are also k e y to p ic w ord s w h ich p o in t to th e m o st im p ortan t parts o f th e q u e s ­
tion . U n d erlin e th o se w ord s to o . A sk y o u r se lf h o w th e k e y w o rd s rela te to th e g iv e n
instructions.
3. E stablish a p oin t o f v ie w and list so m e p o in ts fo r d e v e lo p m e n t. In a T ask 2 a n sw er,
y ou r p u rp ose is to d e v e lo p y o u r p o in t o f v ie w in a c o n v in c in g w a y .
E xam p les
_el w ill bring about a new freedom o f inform ation and so narrow the tech n ology
ap^cLweeti developed urfd develdpitig countries.
W orld w id e co m m u n ica tio n possible (yes)
G reater access to inform ation (yes)
O n ly the rich can afford access to the Internet, (no)
C o m p u tin g skills are necessary to operate the Internet, so new te c h n o lo g y gap develops,
(no)
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: i MjV safety in o f the high est im portance, it is often necessary to test new products on
j 1 himIs It \i better for a lew anim als to suffer than for hum an life to be placed at risk by
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Ufjlesteu product!,;
Realistic tests are necessary, (yes)
It’s better that anim als suffer than hum ans, (yes)
T ests are necessary to find cures, (yes)
N o t all anim al tests are im portant, (no)
124
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Day 11
• Anim als have rights, (no)
• O ften com puter sim ulation is possible, (no)
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It countries are serious about solving traffic problems, they should tax private cars ver;, heav
ily and use the m oney to provide free Or very cheap rail travel.
To what extent do you agree with the above?
• Taxes on cars w ould discourage people from using cars, (yes)
• G ood public transport w ould increase the m obility o f the people, (yes)
• Save natural resources (yes)
• N o door-to-door service (no)
• Take tim e to develop the infrastructure (no)
The quality o f health care a person receives should not depend on the size o f their bank
balance. The government is responsible for providing a high level o f health care for all its
citizens.
To what extent do you agree or disagree with the above statement?
• H ealth is the responsibility o f the individual, (no)
• A ging population makes health care practical, (no)
• H ealth is a fundam ental right, (yes)
• G ood hospitals are governm ental responsibility, (yes)
• A healthy population is vital to national interests, (yes)
A fter listing som e points for d evelop m en t, decide w hich points w ill be w ritten as topic
sen tences. Think about h o w th ey w ill be d ev elo p ed into paragraphs and ensure that your
points are arranged in logical order. (You had better w ork out an outline so that you can
w rite in the right direction.) For exam ple:
Topic sentence:
It is often said that people need to work to feel useful. This is not true.
Supporting arguments:
It is doubtful whether m ost o f the jobs people do are o f any value to society. It is hard to
imagine people getting much satisfaction from the usual paper shuffling that takes place in most
offices. Therefore, if a lot o f jobs are o f little value to the world and some jobs are actually harm­
ful to mankind, there is no reason for people to feel guilty about staying at home and doing
something more interesting instead. In fact, it could be said that in these times o f high unemploy­
ment, it is more useful not to work as you are giving other people opportunities to feel fulfilled.
As most jobs are neither interesting nor productive, the idea o f working to contribute to society
is not realistic.
125
15 Days’ Practice for IELT S Writing
S tep 2: W r i t i n g (about 30 m inutes)
W hen you are writing, a structure based on the follow ing elem en ts could be used:
1. Introductory paragraph
The introduction should begin w ith a general statem ent or idea o f you r o w n that takes
into account the k ey topic w ords or their syn on ym s. T he last sen tence o f the introduction
should include a thesis statem ent w hich sh ow s the point o f v iew or direction that w ill be
taken in the answ er. (R em em ber to introduce the topic in your ow n w ords. D o not co p y
the task from the question, or it w ill be ignored and not be included in the w ord count.)
2. Body paragraphs
Each body paragraph should start w ith a top ic sen ten ce, then com e so m e supporting
sentences that are arranged in a logical w ay to d ev elo p the top ic sen ten ce. E very sen ten ce
in the paragraph m ust directly be related to the topic and d ev elo p ed ad eq u ately. This m ay
be done through the use o f exam p les, explanations, details, logical in feren ces, causes and
effects, or com parisons/contrasts. Y ou can w rite about 2 -4 bod y paragraphs for a Task 2
answer.
3. C oncluding paragraph
The conclusion should be the final assessm ent starting w ith a concluding co n n ectiv e w ord
or phrase.
Step 3: E d itin g (about 3 -5 m inutes)
In the last few m inutes, you should check for ob viou s errors such as spelling and gram ­
matical errors. Be sure y o u h ave w ritten w hat y o u intended and that th ere are no im por­
tant ideas missing.
Exam ple 1
Irhw hat ways should im ports and expuits be adjusted to increase y o u r c o u n try ’s efficiency
and effectiveness in the world marketplace?
This is an enum erative essay. It is, therefore, w ritten by offering points in order.
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Today, w e are in the era o f globalisation. International trade plays an important role
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in im proving our country’s econom y. So, it is interesting to in vestigate how to adjust $
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First of all, a balance should b e m aintained b etw een exports and imports. Vietnam
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is a developing country, and tries to import as m any goods as possible to serve our
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Day 11
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have to go into debt or depend heavily on oth er countries. In th is case, our econ om y
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w ill be controlled, and ob viou sly it w ill not be able to run efficiently and effectively.
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S econ d ly, exp ortation should con cen trate on th e goods w e h ave th e greatest ad­
serve our society. In th is sen se, it w astes the earnings.
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vantages to produce. C onsidering our so ciety ’s real situation, labour-intensive products
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In such as textiles, handicrafts, and so on, should be given priority as exports. If w e do not ov
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consider our advantages, m aybe our exported products w ill have no com petitive value
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in the w orld m arket, and o f course, w ill prove superfluous.
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Thirdly, concernin g im portation, it is necessary to im port tech n o lo g y rather than
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consum er goods. Today’s tech n o lo g y plays a major role in developing the econ om y.
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If w e im port con su m er goods, after co n su m in g th em w e have to im port again. But if jl
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w e im port tech n ology, w e can apply it in our m anufacture and produce th e goods w e
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need to m eet the needs o f the people. In th is w ay, our econ om y can be im proved fast
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and efficiently.
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In conclusion, by keeping a balance betw een im ports and exports coupled w ith
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our cou n try’s efficien cy and effectiven ess in the w orld marketplace.
E xam ple 2
To w hat e xtent do you th in k that econom ic developm ent .aflbciwliT irorn rapid u .
•. • . ;
This is an op in ion essay. Y ou should app ly the principles learnt (see O pinion Essays) into
your w riting.
First o f all, y o u m ay w ork out a list o f “ p ros” and “c o n s” ideas as follow s:
Pros
a. Im prove the industrial econ om y
e.g. set up more factories
m eet the needs for labour in factories
b. Provide m ore help for farming
Cons
a. Pollution
e.g. decrease the output o f agriculture
b. Lack o f labour on farms
e.g. detrimental to agri-economy
e.g. machines
insecticides
c. Increase the dem and for m ore goods
1:7
15 Days' Practice for IFLT S Writing
From the lists, you can see the pros outw eigh the cons. You can, conseq uently, form your
ow n view now .
As a country's economy develops, its urbanisation usually develops fast as well. So, it
is interesting to investigate the influence of urbanisation on econom ic d evelopm ent.
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It is often argued that urbanisation blocks the developm ent of the econom y. Indeed,
it often causes a series o f problems, such as pollution, which can decrease the output o f
agriculture, lack o f labour on farms, which may be harmful to agri-economy, and so on. But
these problems are not insoluble. For example, if som e steps are taken towards pollution
\j control when the city plan is made, the negative influence can be minimised.
In fact, econom ic developm ent can g et a lot of benefits from urbanisation. First o f ^
all, it can improve the industrial economy. As cities are enlarged, a lot o f factories can be
set up. Meanwhile, a lot o f people migrate from the country to the cities and this can meet
the needs for labour in the factories. In addition, as the industry grows, it can provide more ^
and more farming machines and insecticides for agriculture, which enables farming to be
more effective and efficient. Furthermore, urbanisation increases the demand for advanced
consumer goods, which drives the economy to reach a higher level.
In conclusion, urbanisation, though imperfect in many ways, plays an important role in
improving the economy.
Day-12
Sample Essays
T itle 1
Nowadays* m any people th ink that there is riot enough tim e io do their Work or cjijvy leisure
Som e people com pare tim e to m oney.
To w hat extent do you think tim e is m oney?
Sample opinion essay 1
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In modem society, more and more people emphasise the efficient and rational use T
<) of their time. There is a popular saying which summarises the phenomenon, “Time is §
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money.” But still it is highly debatable to wbat extent this is true, and in what conditions. §
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O f course, in ordinary cases, time is one of the key factors in making money, because •)_
to make money we need high efficiency in our work, and that means highly efficient use . \
A of our time. In other words, under certain conditions, more time means more money.
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But on the other hand, we cannot forget the condition when we use this.proposition.
That is to say that only in combination with other necessary factors can time be meaningful to the moneymaker. The most important factors are, among others, material
resources, knowledge and technology, and money itself. W ithout these factors, time
0 is meaningless in making money. That is why so many poor and lazy people, although
they have a lot of time, cannot succeed in making money.
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Therefore, we must emphasise the efficient use of our time on the one hand, and rationally organise our resources on the other, if we are eventually to produce more wealth.
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Sample opinion essay i
*rIn the m od ern b u sin ess w orld, th e saying “T im e is m o n e y ” has been w id e ly accepted ^
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as o n e o f the m ost im portant g u id elin es leading to su ccess in business. H ow ever, the
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saying is op en to challenge.
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W ith regard to b u sin ess efficien cy and productivity, th is saying is qu ite reasonable.
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If, during the sam e tim e period, a com pan y can produce m ore goods o f a high quality
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than its rivals, th e com pan y certainly can gain m ore profit and even defeat its rivals.
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15 Days’ Practice for IEL T S Writing
In a n e w ly developed in d u s try , if several c o m p a n ie s try to e n te r th e n e w p ro d u c t
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m arket, it is th e first e n tra n c e w h ic h can occu py a larg er m a rk e t sh are a n d m a k e m o re
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j, m o n e y for itself. In th is case, a race to c o n s tru c t plants and in tro d u c e p ro d u c tio n lines
■I betw een th e c o m p e tito rs will take place. In a stock exchange, tim e ly in fo rm a tio n is
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j indeed vital. The a m o u n t o f m o n e y y o u can m ak e is d irectly related to h o w q u ic k ly a nd
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lj efficiently y o u can grasp th e vital in fo rm atio n .
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W ith regard to e c o n o m ic d e v elo p m en t, too, th e saying has m e an in g . A c o u n tr y
j. w h ic h has faster e c o n o m ic d e v e lo p m e n t th a n o th e r c o u n trie s w ill b e c o m e s tro n g e r
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and accu m u late w ealth at a h ig h e r speed. C o n se q u e n tly , th e n atio n a l in c o m e o f th e
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c o u n try will increase faster th a n th a t o f o th e r c o u n trie s. The people o f th e c o u n tr y will
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h receive m o re in co m e and im p ro v e th e ir living stan d a rd s m o re quickly.
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It is w o rth m aking th e proviso th a t as far as d e c is io n -m a k in g is c o n c e rn e d , th e
|1 tru th o f th e saying could be b ro u g h t in to qu estio n . D ecisio n -m a k in g n e ed s a th o r o u g h
I investigation and a detailed analysis. A ny in discreet a n d h a rs h d e c is io n -m a k in g is likely
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to lead to failure. M oreover, e co n o m ic d e c is io n -m a k in g n eed s to take in te rn a tio n a l law
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into consideration. E conom ic d e v e lo p m e n t and b u siness success is related to stric tly
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(i following basic e co n o m ic law. Too fast e c o n o m ic exp ansion is b o u n d to lead to fast
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decline because o f m a ls tru c tu rin g o f ind ustries.
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So, it sh o u ld be o n ly w h e n th e rig h t decision has b een m ad e th a t th e p rin c ip le
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I “Time is m o n e y ” sh o u ld be follow ed in c o n d u c tin g business practice.
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T itle 2
“I *jllnitig dcpyo^Jfi pur upon the personality or- m eiliodoloey o f the teacher, b u t ra th e r o n th e
Hu'dfrm1* im uidy Lu hbi o r h e r own learning *
wo you agree with rhis.sfutemearV
Sample d iscu ssion essay
It is true that all students expect their teachers to be not only know ledgeable in their \
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teaching, but also influentialinpersonality. And they attribute the success o f their
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knowledge acquisition to the performance o f their teachers. But there is a different point
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of view am ong teachers. It is often put forward in this way: whether or not the students’ j;
examination results are good is largely dependent on how hard they work, how much '{
they learn during their spare tim e, and what kind o f study method each student adopts \
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130
in his or her self-study.
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Day 12
W e cannot deny that in all kinds o f schools, teachers play an im portant role in
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im planting know ledge in students. O nly qualified teachers with a suitable personality can
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work effectively during the process o f their teaching. O therw ise, students are not only at
I a loss about w hat they are going to learn, but also discouraged in their efforts. T hey will >
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make very little progress with their studies.
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But another consideration should be taken into account. Learning is a process o f
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co-operation. If students do n ot like to study, h ow can teachers persuade them to bury
i them selves in their books? And there is no point even in pushing these students in their
learning. And teachers will be affected by this negative attitude on the part o f the students.
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So, in'other w ords, students must also study hard and try to work more effectively.
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The conclusion w ill be reached as follow s. W e cannot say that either one o f these tw o
factions, the teachers or the students, is more im portant. In fact, the activities o f neither
students nor teachers can be overem phasised. G ood m ethodology can only work well in
tandem w ith strong student m otivation.
Title 3
Do you think that education should he paid tor by the govu ijtji-.p; nr o (Jjb o
..
Sam ple o p in ion essa y i
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Education, as one important contributor to human society, plays an important role in
d the developm ent and in the improvement o f human living conditions. M eanwhile, it is also
d an expensive commodity, which costs a great deal o f money for those who provide it. So, it
is interesting to investigate w ho should be required to pay, the students or the government.
•
It is said that the students w ho pay for their studies generally study harder than the
students w hose education fees are paid by the government. In som e cases, this situation
may occur. For example, in China, som e students w ho are supported by the government do
not study hard. But the reason does not lie in the question o f who pays for the education.
^ In fact, it is because education in China does not really function as a proper selection
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mechanism. In other words, in som e areas o f China, you can get a good job and earn a
lot o f money without having received a good education. And if we investigate som e other
(> countries which use education as an important selector in employment, it will be found
$ that there is almost no difference in the attitude to study between the students w ho are
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supported by the government and those w ho support themselves.
Meanwhile, it should be pointed out that if education is paid for by the students
them selves, many poor children will be excluded from the schools just because they have
131
15 Days’ Practice for IELT S Writing
no money. In fact, everyone should have equal rights to go to school. And this dream can
j
be realised if the government pays for education.
o
In conclusion, therefore, while there is som ething to be said for the viewpoint that
•
• i
tuition fees should be paid by individuals, the state should pay for education, in particular,
• sponsor those w ho cannot afford their education.
0
^
Sam ple op in ion essay 2
Education is valued as one o f the major institutions in alm ost every society. M c a n w h ilc ^ l
it is a very expensive operation, so it is important to consider carefully w ho should pay
for it.
It is argued that education, as a precious com m odity, should be paid for by its re­
cipients, the students. This view is, to som e extent, justifiable. The recipients can get a lot
o f benefits after receiving education. For example, the people w ho have received higher
education have more chances to get a good job and can earn more m oney than those
w ho have not received higher education. In this sense, the recipients should pay for the
(
advantages that they receive.
I
1lowcvcr, it should not be neglected that, in fact, those who have m ost to gain from
education are the members o f society itself, whose administrator, the governm ent, should
pay for this education. This is because we are dealing with a very special com m odity, which
equips those people who receive it to use what they have learnt in the service o f society.
■
j
And compared with what these educated people, the products o f the education system,
can contribute to society, the rewards which the recipients get arc o f less significance.
y
I
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M eanwhile, the law regulates that all people should have equal rights to receive edu­
cation. If this education is paid for by the recipients them selves, many poor children will
be excluded from schools just because their parents do not have the m oney to pay for it.
In fact, this is a policy o f discrimination, which offends the law. So, it should indeed be,
not the students, but the government, w ho should pay for the education system.
V _ -- 0
132
w-
Day 12
T itle 4
Education i<>som etim es seen is a udeition proves*! Art* examination* gone) s«jfcvtGTiV111
.society?,
Sam ple d iscu ssio n essay
*
Society looks to education to provide qualified people it needs. And education, in
turn, looks to exam inations to measure the level o f so-called qualification. It is worth
[) evaluating the success o f this operation.
0
First, the education process should m eet the needs o f society by teaching everyone
v
some useful skills to perform jobs in society according to what they are suited to. This
/> means, perhaps, that it must first help children to identify what they are good at, and
ft then provide them with opportunities to develop those skills. At the same tim e it must,
v o f course, give people sufficient knowledge to understand the society they are living in
1
•
and how to co-ordinate in it. These aims are surely practical enough to achieve or at least
£
to attem pt in the classroom. Education can provide opportunities, for example, to learn
about the natural world and social world in history', science, geography classes. To keep
C
pace with the changing world, learners have also, o f course, be taught about up-to-date
developm ents in the areas of technology and econom y. And at the same time, education
'f) must give young people chances to meet challenges and to improve their ability to deal
with them , both in the academic spheres and in the wider, practical spheres.
But, it is not, perhaps, so easy to ascertain what has been achieved, for the purposes o f e 1
making the best use o f this achievem ent in society. Examination is not the only method
r’ o f making such judgements, but it is widely used as the only practical way o f making them
sufficiently on a large scale. And examinations, the world over, are notoriously flawed
) as predictors o f people’s ability to be o f use to society. In many cases, they can only tell
what som e people have memorised, and all those people who have not passed the tests
') remain an unknown quantity, because it cannot be established what they can do.
'
'
-
’
3
So, unless som e better form o f assessment can be devised which will tell us more about
0 what a person can contribute to society in terms o f his abilities and personal qualities,
\)
we should not allow the results o f examinations to play such a dom inating role in the
- ,
A selection o f people for particular jobs in society.
133
Day. 13.
Essay Writing Practice
1. Reading the essay titles
Read the titles from (1) to (10) b e lo w , and th en m atch th em w ith th e right ex p la n a tio n s
from (a) to (s) on the n ex t pages.
Example:
io i entrance to m u s e u m s are seen by m a n y as a tax on education. VVhut do you t h i n k
the consequences ot such charging w ould b et
1
E xplanation
The title asks the candidate about the possible consequences o f charging for entrance to
museums.
Titles
1. Charges for entrance to places like m useum s are seen by m any as a tax o n education . H o w
far do you agree w ith this statement?
2. Som e people are very m u ch concerned that the next w orld war w ill happen as a result o f
conflicts over oil. Is this fear justified? G ive reasons for your answer.
3. H appiness is the goal for m any people. W h at factors help to make an individual happy?
4. Som e people believe that it w ou ld be better i f there w ere o n ly o n e language in the w orld.
O thers are o f the op in io n that if this ever occurred, it w o u ld cause m ore problem s than it
solved. D iscuss the problem s that m igh t arise if, in fact, there were o n ly o n e language in the
w orld and give your ow n o p in ion .
5. Som e people believe that the influence that television exerts over society is largely detrim ental
and are calling for it to be m ore strictly controlled. Should television be m ore tightly c o n ­
trolled to protect society and, if so, how? O r should it have even fewer restrictions placed o n
it?
6 . Air pollution is m ost certainly increasing at an alarm ing rate in m any industrialised countries.
In w hat ways can this problem be overcome?
7 . M any people poin t to the num ber o f presidents and other rulers w h o co m e to pow er at
an advanced age, or artists and fam ous people w h o achieve success late in life as o n e o f
the argum ents against age discrim ination in the workplace. W hat are the dangers o f such
discrimination? D o you feel age discrim ination should be banned, or do you feel that there
are certain jobs that should on ly be open to younger people?
134
Day 13
8 . Som e people think that euthanasia, mercy killing, as a way to terminate o n e’s suffering,
should be legalised as som e countries in the world have don e so. Others are horrified and
argue against its application by poin tin g to the immoral side o f this issue. T o what extent do
you agree w ith euthanasia? D o you have any reservations?
9. M on ey has always been a prime driving force for people, but as w e m ove into the techno­
logical age, w e seem to be driven m ore and m ore by the pursuit o f m oney. Discuss the
arguments for and against the idea and give your ow n views.
10. People generally believe that know ledge is power, but rather, it is the ability to manipulate
know ledge, not know ledge itself, w hich bestows power. T o what extent do you agree?
E x p la n a tio n s
a. T h e title makes a distinction betw een the use o f know ledge and know ledge. It says that the
latter gives an individual power. O n e has to give h is/h e r opin ion about the distinction, i.e.
w hich is m ore important?
b. T his title asks the candidate to w hat extent h e /sh e agrees w ith the idea that charges for
places such as m useum s are a tax o n education. O n e can state h is /h e r opin ion and give
h is /h e r reasons. O r one can state h is /h e r ow n op in ion generally, then give other people’s
views, and then dem olish them by supporting h is /h e r ow n opinion. O r the candidate can
give other p eop le’s views and then dem olish them by giving h is/h er ow n.
c. T h e candidate is being asked to describe w hat contributes to making an individual happy.
d. T h is title asks w hat one thinks about the next w orld war being fought over oil. O n e can
state h is/h e r op in ion and sh ow the consequences.
e. D escribe the arguments against m on ey being the m ain driving force for hum an beings.
f. T h is title asks o n e ’s op in ion about w hether w e should be afraid o f a war resulting from
fights over oil supplies and also asks the candidate to give h is/h er reasons.
g. T h e question is asking the candidate to state h is /h e r op in ion about the positive effects o f
T V on society.
h. D escribe the risks o f age discrim ination in the workplace and state w hether it should be
banned. Also give o n e’s op in ion about w hether certain jobs should be don e by younger
people.
i. T h e candidate is being asked to describe w hy people feel sad more often than happy.
j. T h e candidate is being asked to state how far h e/sh e agrees or disagrees w ith euthanasia
being legalised to end the suffering o f the hum an beings and also to say whether h e/sh e has
any doubts about the subject.
k. T h e candidate is being asked to describe the problems involved if there were only one
language in the world and w hat h is/h er op in ion is on this matter.
1. T h e candidate is being asked to state how far h e /sh e agrees or disagrees w ith euthanasia
being practised to end som e incurable illness that som ebody has suffered.
135
IS Days’ Practice for IF.LTS Writing
m . O n e is being asked to describe the advantages and problem s involved if there were only
one language in the world,
n. Describe the arguments for and against and also give o n e ’s opin ion about m on ey being the
main driving force for hum an beings,
o. T he question is asking the candidate to state h is /h e r opinion about w hether television
should be restricted or not. It also asks h im /h e r to describe how to control T V , if h e /sh e
agrees.
p. Describe som e measures to reduce air pollution,
q. Discuss the problem s faced by industrialised nations.
r. T h e title makes a distinction betw een know ledge and the use o f know ledge. It says that the
latter gives an individual power, not know ledge itself. T h e candidate has to give h is /h e r
opin ion about this distin ction, i.e. w hich is m ore important?
s. Describe the argum ents for and against age discrim ination in the w orkplace and state
whether it should be banned.
2. Writing practice
Read the follow ing categorised essa y titles, and then w rite essays based on the outlines
and vocabulary provided.
2.1. Computers
cly.uscd in our daily life. H ow im portant is the com puter in the
|#
.
....
O u tlin e
Introduction
The world has stepped into the computer era. As a symbol o f modern society, it has com e into,
wide use and greatly promoted the developm ent o f our society.
Body
a. The computer, as we all know, is a powerful instrument o f calculation.
b. Furthermore, the computer as a perfect communication device has brought human beings
much benefit.
c. It is quite true that the use o f computers is not without its problems.
Conclusion
But all in all, the advent of the computer brings many exciting prospects to our society. This
precious gift will further benefit the world, and hopefully it will help us to create a newer and
nicer world.
136
Day 13
2. VVhaUs the contribution ol theoom putt
O u tlin e
Introduction
Soon after the innovation o f the first computer in 1946, computers have been applied in the
field o f business. It is not exaggerated to say that m ost o f the computers in the world are used
in business nowadays. The changes the computer brings to business are, therefore, tremendous.
Body
a. It is the introduction o f the computer that releases businessmen from the tiresome, repetitive
calculation work.
b. Furthermore, the development o f computer application in business promotes progress, e s­
pecially in the area o f information processing.
c. In addition, the computer application in business brings dramatic changes.
Conclusion
So in this way, the computer brings structural change in business, higher efficiency and more
profits.
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S u g g ested p h rases
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(? a powerful instrum ent o f calculation
to make a significant contribution
tr
ft
to perform all kinds o f com putations
a perfect com m unication device
ft
to do research
the advent o f the com puter
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A d d ition a l w ord s and ph rases for reference
i
jr to have a great im pact on
all walks o f life
|
market environm ent
to have a close relationship with
*
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|
to make good use o f
network world
to m eet the needs o f
|
inform ation technolog)’
to take part in
ft to depend excessively on
work requirement
1
all-round information
to be indulged in
[) to enhance
e-com m erce
o; to surf the N et
the Internet
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1) accelerating pace o f life
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137
15 Days' Practice for lliLT S Writing
2.2. Legal issu es
ijjf &
it'Kuionship between p o y m y a n d crime;
O u tlin e
Introduction
Statistics may show a certain relationship between poverty and crime. The positive correlation
between unemployment and the crime rate in many countries could be taken as evidence for this.
However, if we investigate this question further, we may find this kind o f statistical phenom enon
both superficial and misleading.
Body
a. It is true that, under certain conditions, poverty may induce crime.
b. The issue could be even better clarified by making comparisons between nations.
Conclusion
In short, there is no direct relationship between poverty and crime. So long as the system o f
legal enforcement and prosecution can enforce justice, social conditions are kept in order, and
the government’s authority is obeyed by the rich and the poor alike, crime will be limited in both
rich and poor areas as well as in both rich and poor countries.
O u tlin e
Introduction
As one o f the major social problems today, juvenile delinquency is a subject o f major concern
in society. It is important to put some thought into how to deal with this problem.
Body
a. Juvenile delinquents differ greatly from adult criminals.
b. Juvenile reform schools are suitable places for correcting young people’s behaviour.
Conclusion
In fact, it is clear that juvenile offenders should be punished in a special way, and the purpose
o f this punishment should be to diminish the number o f future criminals and set these young
people back on the path to good citizenship.
138
Day 13
\. How far do y o u c onsider that increased sp en d in g o n police piufcc:uui |* ;|u rA• .i
way to prevent crime?
O u tlin e 1
Introduction
The open policy and econom ic reform bring Vietnam to a period o f rapid econom ic develop­
ment. At the same time, seeking m oney and material satisfaction has become the quest o f many
people. As a result, the crime rate is increasing surprisingly, so it is reasonable to invest more
m oney to enhance the police pow er to control crime. H ow ever, there is some argument about
whether it is the best method.
Body
a. There is no denying that the police force should be strengthened.
b. However, spending more money on the police does not mean that we can control crime
efficiently.
c. As we all know, educating people to abide by the law, organising people to monitor and fight
against criminals, and enhancing the relationship between the police and the public are three
powerful weapons available to minimise the crime rate in our country.
Conclusion
All o f these three methods require a lower expenditure, but more effort on the part o f all
members o f society than simple police funding. But a well-equipped police force, if it successfully
grasps these three w eapons, will be the most powerful force in the world to control crime.
Outline 2
Introduction
Police protection, functioning as a deterrent force, plays a very important role in our society
in maintaining social order and ensuring social security. H ow ever, it is often arguable whether
police protection can be regarded as the m ost effective way to control crime.
Body
a. There is no doubt that police protection can largely prevent people from being attacked by
criminals, and the police can help to enforce justice by arresting criminals and bringing
them to court.
b. Effective control o f crime lies in a thorough understanding o f the causes o f crime.
c. In general, there is more crime where the population density is higher.
d. In addition, people’s sense o f security is by no means improved proportionally by the in­
crease in spending on police protection.
139
IS Days’ Practice for IPLT S Writing
Conclusion
In conclusion, w e can only say that crime control is really a com plicated matter. Police pro­
tection is one o f the effective ways to control crim e, and it should be strengthened w henever
necessary. But eradicating crime from its roots is altogether more fundamental and effective.
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S u g g ested w ords and ph rases
to seek m oney and material satisfaction
to ensure social security
to enhance the police p ow er/th e relationship
to enforce justice
betw een the police and the public
I
to bring sb to court
cunning
to stem from the social environm ent
unscrupulous
to breed corruption
to necessitate increased spending
to give rise to
to abide by the law
to have a profound effect upon crim e
to m inim ise the crim e rate
the population density
to com m it a crime
to be induced to com m it a crim e
to win sb’s trust
to eradicate crime from its roots
a deterrent force/effect
A d d ition a l w o rd s and p h ra ses for referen ce
s
juvenile delinquency
to deter crimes
to observe rules and regulations
to equip ... with ...
social problem s/stability
in pursuit o f
to live under the poverty line
capital punishm ent
to dim inish the num ber o f
psychological problem s
to put the blam e on
illiteracy
to exaggerate sth
the mass m edia
dom estic violence
negative influence
law and order
as the saying g o e s ,...
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2.3. E ducation
Outline
Introduction
Examinations are designed to be objective measures o f our ability or our proficiency in a
particular subject. So, we ought to be able to relax and trust that they will do their work fairly.
Unfortunately, this is unlikely to be our position.
140
Day 13
Body
a. Everyone knows that examinations are number one anxiety producers.
b. But those o f us who are brave and have a fighting spirit know that we must learn to rise
above this problem, know ourselves, and do battle against our nervous “selves”.
Conclusion
Thus, it is quite clear that taking exam inations is indeed a skill in itself, and being successful
has much to'do with how we understand and deal w ith the situation in our ow n minds. Perhaps
we could even say that those w ho are most successful are those w ho are able to use the nervous
tension to generate excitem ent and inspiration to perform better than ever before.
2v “Television is for entertainm ent, not for education."
To What extent do you agree w ith this statement?
Use the outline suggested below to write your own essay.
Outline
Introduction
The reasons for investing in a television set vary greatly from person to person, but arguably
the tw o most popular purposes are for entertainment and for education. It is interesting to
consider which is the more important factor.
Body
a. W e cannot deny that som e people buy TV sets mainly because they regard them as an aid to
education.
b. However, we can hardly deny either that most people buy TV sets not because they teach
people, but because they can provide a form o f relaxation.
c. It is interesting to mention, too, that arguably even the people who bought the TV set mainly
for educational purposes gradually change their minds, though some o f them are reluctant to
admit this.
Conclusion
So generally speaking, I agree that the main function o f TV is for entertainment, although w e
cannot dispute its educational function. And the programme makers should always be aware that
the prime purpose is to divert and amuse even while providing educational information.
3. Sonic pimple believe* that co^educdtioh is aft Important $y.<MMi tV students
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in the real world made Up o f twer different sexes. However, others roc nt the opim oni& al
segregated school is a better system to solve the existing problems m schools
What Is your opinion?
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15 Days’ Practice for IELT S Writing
U se the o u tlin e suggested b elow to w rite y o u r o w n essay.
O u tlin e
Introduction
With the growing number o f behavioural and other problems in students, som e people have
put forward a proposal to start more segregated schools to solve these problems. This essay would
like to discuss this issue from different aspects.
Body
a. Society is composed o f men and women, who will play different roles necessary for the pro­
gress o f human life.
b. Many problems arise not because o f sex but because o f other factors.
c. History tells us that segregated schools did no good to young students’ psychological and
physical development.
Conclusion
In conclusion, therefore, many o f the existing problems cannot be solved by putting girls and
boys into different schools. W hile co-educational schools may not be the ideal solution to the
existing problems, there are more disadvantages than advantages in segregated schools.
&
i
S u g g ested w ord s and p h rases
Z
ii detrimental
to cheat at exam s
J
|
to do m ore harm than g o o d
|
adolescent rebellion
prestigious university
K diplom a
•
know ledge econ om y
quality education
optional course
academ ic
|
law-abiding citizen
illiterate
|
institution o f higher learning
future citizen
d
ambitious
extracurricular activity
£
com pulsory course
to teach with m ultim edia
segregated school
interactive process
(/
co-educational
educational reform
u
pre-school education
exam -oriented education
a)
in miniature
to sit an exam
|
I
142
Oay 13
2.4. Social and cultural issu es
I. W hat arc* the most im p o rta n t factors m otivating P(,")>l< to v.uik liaidV *
U se the o u tlin e su ggested b elo w to w rite y o u r ow n essay.
O u tlin e
Introduction
What could make people devote themselves to their work has been a challenging question in
the area o f management for many years. The problem is that people are motivated by different
factors in 'different countries, different cultural backgrounds, different situations and even in
different periods of time.
Body
a. Under certain conditions, ideological concepts, from religion or propaganda, can help to
persuade people to work hard.
b. In our materialistic society, this kind o f ideological stimulus cannot last long.
c. And there are plenty o f material incentives.
•
Conclusion
So, because different situations require different incentives to motivate people, it is vital to
make a thorough investigation o f the particular working situation and environment before making
management decisions.
.
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S u g g ested w o rd s and ph rases
m ulticulture/diversified culture
to speed up
ideological concepts
to confine ... to ...
stim ulate/stim ulus
material possession
4 econom ic globalisation
material incentives
.j£ cultural heritage
to im prove the quality o f the people
:( ethic
both spiritual and material rewards
^
patriotic propaganda
materialistic society
|
cultural exchange
human nature
*
)
;• cultural differences
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143
15 Days’ Practice for Il-LTS Writing
It is cultural diversity that pushes civilisation forwards. Discuss.
O u tlin e
Introduction
Few people in our modern age can fail to be aware that the world presents a variety of cultures.
And it is generally agreed that each culture makes its contribution towards civilisation. H owever,
some people hold that cultural differences are likely to lead to conflicts between nations. This causes
people to wonder whether cultural diversity is largely a constructive force or a destructive one.
Body
a. It seem s true that many regional conflicts are caused by cultural differences, but in fact, it is
not the case.
b. M eanwhile, it should also be pointed out that many nationality groups with different cultural
backgrounds live together happily in the same areas, and marriages between nationalities are
not uncommon, so long as no one group tries to violate the interests o f another.
c. As a matter o f fact, it is cultural diversity, to a certain extent, that explains the richness o f our
present-day world.
d. It is not difficult to imagine that in the eyes o f tourists, costumes o f different nationalities are
fascinating, and various designs o f architecture in different countries are marvellous.
Conclusion
N o w we may conclude that whether cultural diversity is destructive or not depends on how
people deal with it. W hat w e have a right to express is that there should be no more abuses of
cultural diversity as a tool for inflaming conflicts betw een races, and the w orld should be made
more enjoyable with the contribution o f different cultures.
\
S u g g este d p h ra ses and s e n te n c e s
i
to fail to be aware
Just as different colours m ake our earth
cultural differences
beautiful, different cultural practices
to be likely to lead to conflicts
m ake our world attractive,
cultural diversity
in the eyes o f tourists
m any regional conflicts
T herefore, it is not an exaggeration to say
it is not the case
that w ithout cultural diversity, tourism
a good case in point
w ould no longer be a flourishing indus­
Wars have broken out from tim e to time
try, and even international trade would
political and econ om ic interests
be m uch less prosperous.
it should also be pointed out that
T here should be no m ore abuses o f
to be not uncom m on
cultural diversity as a tool for inflam ing
5 so long as no one group tries to violate the
conflicts betw een races.
interests o f another
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144
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Day 13
2.5. Health
Outline
Introduction
Over the last few years, people in Vietnam have becom e more health-conscious and are making
greater efforts to stay healthy.
Body
a. They do this by eating a balanced diet which includes foods from the five groups (proteins,
carbohydrates, grains, dairy produce, and fats) with less emphasis on fats.
b. Many Vietnam ese people also do exercise to keep fit.
c. Effective ways to relieve pressure also help to maintain fitness as more and more people
have realised that psychological well-being is vital to a person’s health.
Conclusion
Thus, an increased awareness o f a healthier lifestyle has led many Vietnamese people to alter
their dietary and exercise habits and the type o f health care they embrace.
S u g g ested w ord s and ph rases
a balanced diet
com petitive and social sporting activities
proteins
. effective ways
carbohydrates
to relieve pressure/stress
grains
psychological well-being
dairy produce
vital /crucial / important to
fats
to cause /a v o id stress
vegetarian
to com m unicate with each other
in an effort to
personal relaxation
to stay h ea lth y /k e e p fit/m aintain fitness
alternative forms of
fitness centre
m edicinal herbs
a w ide variety o f activities
massage
sports/entertainm ent facilities
acupuncture
to ride a bicycle
aromatherapy
a
*
*4
6
*
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r
'
?
to take public transport
145
15 Days’ Praclicc for IRLTS Writing
2.6. S cien ce and tech n o lo g y
Ad\ imvs m science ami in hnology have sulvtti many problems* However, they also created
ocsv pmhlemii,
utological advancement and give vtmr
Hi w mss .mm of the new problems ‘Mused by
npintiMVon how they s houl d he deal t with,
O utline
Introduction
Nowadays, w e have many conveniences in our society which have been brought through
science and technology. However, these same advancements in science and technology have
caused some very dangerous problems. These problems will not go away easily because people
do not want to give up the conveniences o f modern lifestyle. The most critical problems which
should be dealt with immediately are those o f pollution.
Body
a. Pollution caused by chemicals is a very serious problem because it causes the loss o f ozone
layer.
b. Perhaps the most serious threat to the planet is the warming o f the earth’s atmosphere, primar­
ily through carbon dioxide emissions.
c. There are other problems caused by pollution.
Conclusion
In conclusion, the problems caused by pollution are growing daily. Because people do not
want to change their lifestyle, we must invent a way to neutralise the pollutants w e are putting
into our environment. People need to be educated so that they will stop damaging the planet.
Furthermore, governments must take action to prevent individuals and companies from harming
their environment.
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146
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endangered species (species facing extinction)
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white pollution
animal rights
disposable material
animal conservation
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Outline
Introduction
It is a universally accepted fact that biological diversity has never been so threatened as it is
today as a result of the process o f human civilisation. H ow ever, some people argue that with
human beings still suffering from famine and natural disasters, it is not necessary to p ro tea wild
animals at the expense o f human lives. This essay w'ould like to discuss howr far w e should p ro tea
those animals from dying out.
Body
a. It is an undeniable fact that every year, large quantities o f resources have been used to
protect those animals in the wilderness while many human beings in the w ar-torn countries
or disaster-stricken areas are still suffering.
b. It can also be argued, however, that animal conservation can facilitate the development o f
human civilisation.
c. Animals and human beings share one earth, and it is hard to imagine w hat our world would
be like without animals.
Conclusion
In conclusion, therefore, while we do spend some resources on animal conservation, it is a
worthwhile course and deserves our joint efforts to keep the diversity' o f animals. In addition.
14~
IS Days’ Practice for IELT S Writing
meat is a necessary part o f our diet. W e need not resort to wild animals, especially the endangered
species, and we may use livestock or alternative forms o f protein, which can provide us with
sufficient nutritious produce. So, it is safe to say that to protect animals is to protect human beings
ourselves. The coexistence o f animals and human beings can create perfect harmony and bring
about vividness to our planet.
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a universally accepted fact
the natural habitat
biological diversity
the im balance o f the ecosystem
famine
propagation
natural disaster
in the long run
animals in the wilderness
to pay off for
war-torn countries
the abuse o f animals
disaster-stricken areas
to resort to wild animals
anim al conservation
endangered species
a good case in point
coexistence
in the process o f human evolution
harm ony
the dom estication o f livestock
vividness
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with the accelerating pace o f
to preserve
biodiversity
civilisation
anim als in captivity
animal rights
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giant panda
Tibetan antelope
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have-a negative,effect on others!
ltftjVhat -Aterlt is this style of m anagem ent effective? Are there better ways o f encouraging
' e m c e e s to # o fk hard?
148
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Day 13
O u tlin e
Introduction
W ith the fierce com petition in the commercial market, many employers have struggled to
find ways to stimulate their workers to work hard. One o f these ways is giving their employees
extra money for their exceptional contributions. But it is arguable whether this kind o f stimulus
is effective.
Body
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a. First o f all, in most cases, giving more money to the contributor in a company is undeniably
efficient.
b. Ori the other hand, w e must be aware o f the importance o f using a monetary stimulus
appropriately.
c. And, o f course, financial reward is not the only method to stimulate productivity.
Conclusion
All in all, to get the best o f their em ployees, employers should find various ways to stimulate
their creative energies.
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to realise their potential
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149
Day_14
Countdown to the Test
N o w it is n ot tim e for in ten siv e stu d y a n y lo n g er. It is high tim e y o u reh ea rsed u sefu l
statem en ts for a co h eren t and e ffe c tiv e essa y .
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Day 14
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153
IS Da)s’ Practice for IliLTS Writing
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!>.iy 14
2. W riting Practice
W rite several essays on the titles g iv en b e lo w . S om e can be w ritten w ithout a lim ited
length o f tim e, but so m e sh ou ld b e practised under test con d ition s (in app roxim ately 4 0
m inutes).
2.1. “W hat” q u e stio n s
1. D ifferen t people h old different views as to w hether parents should adopt instruction or p u n ­
ishm ent as the principal m eth od for raising their children. I f punishm ent is chosen as the
m ain m eth od , in w hat ways w ould you recom m end that parents carry it out?
2. T here is an increasing num ber o f juvenile delinquents. A nalyse the possible causes that give
rise to this p h en om en on and offer som e feasible recom m endations.
3. W h at are your op in ion s about the advantages and disadvantages o f “fast fo o d ” and “trad­
itional fo o d ”?
4. In W estern countries, people spend a lo t o f m on ey o n their pets. T h ey buy special food for
their cats and dogs, buy them toys and often pay high fees for m edical treatment. Som e
people think this is a waste o f m on ey and argue that pets are dirty and dangerous. W hat are
the advantages and disadvantages o f having a pet? D o people spend too m uch m oney on
pets? G ive reasons for your answer.
5. M any you n g people choose to con tin u e their education at colleges or universities in Englishspeaking countries such as Britain, Australia or Am erica. W h at are the benefits o f studying
abroad? W h at are som e o f the problem s that students m ight experience w hen studying in a
foreign country? G ive reasons for your answer.
6 . Internet is becom in g a d om in an t elem ent in m odern life. W hat are the advantages and dis­
advantages o f the Internet?
7. M any you n g people find their first day at high school or college difficult, because they feel
very lonely. W hat do you th ink are the other difficulties they face on their first day? WTiat
can schools and colleges do to make them feel m ore comfortable?
8 . W h o should be responsible for children’s education? G ive your op in ion and reasons for it.
2.2. “A gree or d isa g r ee” typ e
1. G ivin g education to its citizens is the responsibility o f the governm ent, so the governm ent
should see to it that every child gets free basic education. I f this is the case, there is no need
for the private schools w hich aim to make profits to exist. D o you agree or disagree w ith this
poin t o f view?
2. Som e people think that the use o f com puters should be restricted. D o you agree or disagree?
3. Som e people suggest that m ore courses prom oting the psychological growth o f students
should be set up in high schools. T h ey believe that such courses w ill help the students in
their future careers. D o you agree or disagree w ith this opinion?
155
IS Pass’ Practice for ILLT S Writing
4. Som e people believe that traditional culture w ill gradually be lost. D o you agree or disagree?
G ive reasons for your answer.
5. M any people think that the governm ent should spend the large am ount o f m oney it is
channelling into artistic and cultural projects on basic infrastructure projects instead. D o
you agree or disagree?
6 . T h e number o f vacation days that an em ployee receives per year varies from job to job. D o
you think people should have the same am ount o f holiday tim e regardless o f their occupa­
tions? G ive reasons for your answer.
7. Som e businesses now say that no one can sm oke cigarettes in any o f their offices. Som e
governm ents have banned sm oking in all public places. T h is is a good idea, but it also takes
away som e o f our freedom . D o you agree or disagree?
8 . Your school dem ands that you wear a school uniform . D o you think that you should have
the right to wear whatever clothes you wish?
9. N ow adays the trend o f fashion changes very rapidly, and gradually people becom e the slaves
o f it. Som e people think that a person should choose com fortable clothes w hich h e/sh e
likes, regardless o f fashion. D o you agree? W rite an essay to state your op in ion .
10. Som e people regard traditional clothes as out o f date and no longer suitable. But others
advocate that w e should encourage m ore and m ore people to wear traditional clothes. W rite
an essay to state your op in ion and reasons.
11. N ow adays there are m ore and m ore advertisem ents. Som e people think that they exercise a
negative influence on youth, and therefore should be restricted. D o you agree or disagree?
2.3. “D iscu ss” type
1. In m any countries, children participate in som e paid w ork in their spare tim e. Som e people
think that this is w rong, but others believe that such w ork w ill extend children’s know ledge
and increase their sense o f responsibility. W hat is your opinion?
2. M any people believe that zoos should be closed because it is cruel to keep anim als locked
up. M oreover, zoos do not have a positive role to play in society. D iscuss.
3. N ow adays the age at w hich children start to attend school is becom ing younger and y o u n g ­
er. Som e children go to school at the age o f four. Som e people think it is good for children
to attend school earlier w hile others disagree. D iscuss.
4. N ow adays surveillance cameras are w idely used in supermarkets. Som e people think that
this is a violation o f hum an rights, w hile others insist that they are for the benefit o f the
supermarkets. Discuss.
3. M ore than four decades ago, man for the first tim e set foot on the m oon . Som e people
think that space research is a waste o f energy and m oney. Discuss.
156
Day I I
6 . M any people think work nowadays is m ore stressful and less leisurely than in the past. W hat
is your opinion?
7. T h e lottery does m ore good than harm. D iscuss.
8 . Som e people think that genetically m odified plants m ay be harmful and should be banned.
W hat do you think?
9. A t present, m any people think that on e language should be used as the com m on language,
but others think that by d oin g so, the cultures o f different nations will be lost. W hat do you
think o f these tw o opinions?
10. Sports events such as the W orld C up may help reduce the tension betw een and bias towards
countries. D iscuss.
11. S om e people believe that w hen a country begins to develop its science and technology, the
traditional technology and m ethods are bou nd to die out. Therefore, the m aintenance o f
the traditional technology and m ethods is futile. W hat do you think?
12. T od ay PC gam es are very popular am on g teenagers. But som e parents consider that these
games are n ot instructive and that teenagers should be kept away from them . W hat do you
think?
13. S om e people argue that students at m iddle school should learn m ore general subjects to
obtain a w ide range o f know ledge. But other people argue that students should learn special
subjects such as arts and sciences w hen they are at senior high school. W hat do you think?
14. T ourism is a m u ltibillion-dollar industry that supports econ om ic developm ent. H ow ever,
som e people think that it causes too m uch dam age to the local environm ent and culture.
W h at do you think?
2.4. “To what extent” type
1. N ow adays m any people think that sport stars are attracting too m uch public attention and
earning too m uch m on ey. T o what extent do you agree or disagree w ith this opinion?
2. A great num ber o f people think that those w ith university education should get higher pay
than those w ith ou t, for they believe that the former have sweated and sacrificed more. T o
w hat extent do you agree w ith this p oin t o f view?
3. T h e idea o f goin g overseas for university study is an exciting prospect for m any people. But
w hile it m ay offer som e advantages, it is probably better to stay hom e because o f the dif­
ficulties a student inevitably encounters living and studying in a different culture. T o what
extent do you agree or disagree w ith this statement? G ive reasons for your answer.
4. T h e mass m edia, including television, radio and newspapers, have great influence in shaping
people’s ideas. T o w hat extent do you agree or disagree w ith this statement? G ive reasons
for your answer.
157
15 Days’ Fractice for ILL T S Writing
5. Som e people believe that the spread o f T V has made fam ily members less close, because it
has taken the place o f the visits and com m u nication am ong relatives. T o w hat degree do
you support this opinion?
6 . Poor countries have realised the im portance o f health care, education and trade for their de­
velopm ent. M any people think that rich countries should give them m ore support. T o what
extent do you agree or disagree w ith this idea?
158
Sample Tests
Practice Writing Test 1
(General Training Module)
Task 1
You atten ded a 7-day course. You are asked to write a letter to the course organiser. D escribe
details abou t th e course and suggest how to im prove it.
Task 2
j...
1 ...,
‘j l i i i
»ftf
1
^
Practice Writing Test 2
•
(General Training Module)
Task 1
•
| You hired a car from a com pan y for your holiday. W hen you were driving during the hob - |
] day, there was a sm all accident. W rite a report to the com pany to explain it. Yi ur
! should include:
! * w hen and w here you hired it,
j
j • a description o f how the accident happened, and
• w hat kind o f action you took after the accident.
1
Task 2
j W hat arc the m ost im portant factors m otivating people to work hard?
•
15 Days’ Practice for HILTS Writing
Practice W riting T est 3
(Academic Module)
Task 1
The following table gives inform ation about leisure activities in a certain country.
Write a report for a university lecturer describing the inform ation in the table below,
You should write at least 150 words.
Leisure activities by different groups in 2008
Leisure activities
Sem i-skilled and
Professional
and managerial
Clerical
Skilled
unskilled
Watching TV
95
99
98
95
Gardening
70
62
66
50
Playing with children
59
63
66
59
H om e decorations/repairs
52
55
56
45
Car cleaning
55
44
51
35
Playing an instrument
10
8
Swimming
34
5
4
25
20
8
i
Fishing
9
3
9
5
Table tennis
10
10
4
2
G oing for a drive
62
51
62
49
G ojng to a pub
51
42
54
58
I
Going for a walk
56
63
41
36
j
G oing out for a meal
48
31
25
23
M eeting friends
22
20
12
9
7 s
N ote: 3 different types of activities: hom e-based activities, sporting activities, and other leisure activities. ,
Task 2
You should spend about 40 m inutes on this task.
You have to w rite ab ou t the following topic.
The world is experiencing a dramatic increase in population. This is causing problems not
only for the poor, underdeveloped countries, but also for industrialised developed countries.
What are the problems that overpopulation causes? Give solutions.
You should use exam ples from your ow n experience to s u p p o rt your answer.
You should write at least 250 words.
160
Day 15
Practice W ritin g T est 4
(Academic Module)
Task 1
The two charts below give inform ation about the changing trends in leisure in Europe
for certain industries.
W rite a report for a university lecturer describing the inform ation in the charts below.
You should write at least 150 words.
$ m illions
European E ntertainm ent Industry
Forecasts for European Cinema A ttendances (Millions)
Estimate 2
Estimate 1
2012
2013
2014
2015
Task 2
To what extent do you think that econom ic development can benefit from rapid urbanisation?
161
Day_2 •
M ini-W riting Practice
1.
1. First (o f all); N ext; Then; Finally
2. First (o f all); Second; Instead; Third; Furthermore; In addition; Consequently; In contrast
2.
1. Som e W estern holidays have a great influence on the young people in V ietnam.
2. C ollege stud en ts take part-tim e jobs for different reasons.
3. The governm ent is taking several effective m easures to help the laid-off workers.
4. People take d ifferent attitudes towards censorship on the Internet.
5. There are m any advantages and disadvantages for the use o f public transport.
•
3.
2, 4, 5, 1, 6 , 3, 8 , 7, 9
4.
1. The issu e o f w hether to inform a patient o f cancer points up an important cultural difference
betw een A m ericans and Japanese.
2. There are advantages and disadvantages for living in cities.
3. American teachers and adm inistrators have different opinions over the issu e o f corporal
punishm ent.
4. My first visit to the cinem a w as a very unhappy one.
5. The drawbacks o f travelling w ith com panions can be easily seen.
6 . There are several advantages for studying alone.
5.
Paragraph 1: c, b, d, a
Paragraph 2: b, c, a, f, d, e
Paragraph 3: b, c, a, d
163
IS D a) s ’ P ra c tic e fo r IE L T S Wri t i ng
7.
1. Description
2. Definition (expanded by using analogy, generalisation and example)
3. Definition
4. Compare and contrast
5. Space order
6 . Classification
7. Argum ent
8. Cause and effect
8.
1. While stress may occur as a result o f busy life, it can be properly controlled by taking some
effective measures.
2. Therefore, it is apparent that while we are enjoying the advantages that television has brought
to us, the negative effects should not be neglected.
Report Writing Practice
Day 6
1.
l.
1—
...—
or-..*-,i-*-or; r j r „*
•;o—
s t :■iy '. or i
u
t
j
r
, oror-,-r.orc r .o ro ro ro ro r oror«.r~. O'
The average number o f people attending the museum yearly stood at just under
{
(
7 0 0 ,0 0 0 at the beginning o f 1995. Over the subsequent years, attendance saw a m odest
<
_
■ •
rise, followed by a period o f volatility. During 1999, the museum suffered a steep decline
>,
in the number o f visitors as a result o f the introduction o f voluntary charges. The recovery,
■
•
ii fitful at first, lasted through to the beginning o f 2 0 0 3 , by which time the number o f people
f
c
r
p
fi
,
f
(
j' attending had climbed to a new peak o f 7 5 0 ,0 0 0 . In the first half o f 2 0 0 3 , the attendance
at the museum went into free falj, nose-diving to approximately 3 0 0 ,0 0 0 visitors after
j’ charging was introduced. Over the next tw o years and a half, the number o f people com h* ing to the museum fluctuated wildly; the trend, however, was obviously upwards.
L
2.
r :
V
The graph shows the number of W est Indians and Indians and Pakistanis immigrating
■
to the UK from 1960
to 1990.
•>j
------------------------------------------------------------------------------------------------------------------------
v
v
<\
As can be seen, immigration of both W est Indians and Indians and Pakistanis increased
'j
5 rapidly
over a^twenty-year period. After 1980, the number of W est Indian immigrants
•-
?\
I
^
n
»,
7
decreased rapidjy whereas the number of Indian and Pakistani immigrants continued to
increase.
/
From 1960 to 1980, the number o f Indian and Pakistani immigrants increased slightly
\
to just under 10,000 people. Then, after an initial drop, there was a rapid increase to
*
|
;
164
jj
Answer Key
*r
\
over approxim ately 2 5 ,0 0 0 immigrants. betw een 1985 and 1990, the number o f imrni-
■
grants fluctuated with an overall upward trend.
V
Similarly, the number o f W est Indian immigrants increased more moderately between
jj
1960 and 1976 to roughly 18 ,0 0 0 people, and decreased to 10,000 in 1978. Then there
£
was a very sharp increase over a two-year period to a peak o f 3 5 ,0 0 0 people. From 1982
I
to 1990, the number o f immigrants dropped dramatically with som e fluctuations to just
y
»
*
1 '
over 5 ,0 0 0 people.
()
In conclusion, it is possible to speculate that immigration from India and Pakistan
j- may have continued to increase up to the present day, whereas W est Indianimmigration
\ may have continued to decrease.
i
---------------
j,
>
3.
j1.
|
a
-i
I
T he table show s the differences in the perceptions o f a number o f issues about stress o f
C hief Executive Officers (CEOs) and their spouses or partners.
1
.ff
As can be seen from the table, the three main sources o f stress as far as CEOs were
?
concerned were time pressures and deadlines (52% ), demands o f work on private life
*
jf (48% ), and demands o f work on relationship with family (45%). The four main sources
$
If o f stress nom inated by their spouses or partners included work overload (62% ), Ions
3
% working hours (62% ), time pressures and deadlines (60% ), and work-related travel
|L
ff (57%). Time pressures and deadlines are tangible factors that both groups were aware of.
2
*
f H ow ever, spouses or partners tended to be more specific in identifying w ork overload, *
j
long working hours, and work-related travel as problems, compared to CEOs w ho focused
*
ff on more general “demands o f w ork”.
i
t
'i t
The biggest difference is in the numbers nom inating long working hours as a source *
o f stress: 62% o f spouses or partners, compared to only 24% o f CEOs.
J i'-V i O t
o i i t r fiiV
V-Tit
V iJ-t
a
o 'C -t V -3 -V V ii-t-iC it 3*O.V
4.
(m) As can be seen from the chart, in the first tw o months after the opening o f the new
«
shopping com plex, the number o f shoppers reached nearly 5 0 ,0 0 0 , (r) doubling the
estimate for the period/(o) which is twice as much as the estimated figures. During March,
however, the number o f shoppers dropped slightly, (s) before picking up/(k) before they
w ent up during April and M ay, once again (f) outstripping projections by a wide margin/
(z) doing better than expected. The summer months (t) provcd'(v) were not onlv* erratic
.
^,
»
165
15 Days' Practice for IELT S Writing
with the shopper numbers at the end o f August (i) being no higher than (c) those/(p) they
t*
c
t
‘ were at the end o f February, and also falling well below the numbers (1) o f forecast for
?
t
V th e perio d/(n) w h ic h w e re p re d ic te d fo r th e p e rio d .
I
------------------------V
During September and October, the number o f actual shoppers (h) declined further/
|
j
j* (x) went dow n, but (j) N ovem ber saw a noticeable turnaround/(a) in N ovem ber
j
the
']
J number o f shoppers increased again with the volum e o f shoppers rising dramatically, (y)
{
during which time they did better than the figures predicted/(g) outperform ing the figures
predicted. December saw this spectacular rise continue with the number o f people shop-
(l ping at the centre for the year (u) hitting a peak o f nearly 1 6 0 ,0 0 0 visitors per month.
*,
j
Y
The sales figures (q) reveal a marked shift/(w) show that there was a change in spend-
3
|I ing patterns at the com plex over the year with greater expenditure on toys, com puters
jj
I
and other items at the expense o f food and clothes. For exam ple, toy sales soared from
J
i;
5% to over 30% , while at the same time clothes sales (d) experienced a hefty fall/ (b) fell
j
(
by a large am ount.
5.
f, 1. A comparison
2. fall into three categories
b 3. On the one hand
by; - r x ;
1^ :
'v -
m
4. the latter
7. whereas
(I
5. By contrast
8 . how ever
|j
6 . by varying degrees
9. In the third category com e
*y: cyr
m
sac ^
m
fac
2.
- i* i s -
J
^
< fc
A
*b. -A
£ z> ,A
ia * j+
^
-A ^
-
A
^ £t
A --A
The table uses four broad economic indicators to show the standard o f living in Five
|
selected countries in 2007.
^
(J
•
'}
As can be seen, C ountry E - obviously an industrialised country - had the highest GNP
'1 and daily calorie intake, the longest life expectancy and the lowest infant mortality rate. £
I The other developing countries had a considerably lower quality of life.
lr
y
■
y
Countries C, D and B were similar in their range o f indicators, w ith C ountry C having
j
X the highest quality o f life am ongst the three. However, Country C ’s infant mortality rate j
t w'as slightly higher than Country D's, at 97 deaths per 1,000 compared to 87 in Country D. (>
«
J
Country A had by far the lowest quality of life in all the four indicators. Its GNP was
ft
J
^
one hundred times smaller than Country E's. Its calorie intake and life expectancy were
£
'I about half those in C ountry E, and its infant mortality rate was ten times greater.
j
!(!
j
In conclusion, it can be seen from the economic indicators that the four developing
(j
countries have to develop a lot more before reaching the same level of quality o f life as
(j
Country E.
jj
» V '+ v V v“ v
166
£
V '*
v ”?
Vv
Answer Key
3.
1.
P>
£
i
£
The bar chart show s how many male and female first-year university students read a
range o f publications.
j.
I
W hereas the female students appear to read m ore quality newspapers than their male
counterparts by a margin o f roughly 15%, male first-year students read more tabloids.
.'
W hen it com es to non-fiction, the same pattern is repeated; only this time the difference
is more pronounced with approxim ately 65% o f female students reading non-fiction as
i
K opposed to 30% o f the males.
j?
T he pattern is reversed for com ics. W hile over 65% o f males read com ics, only 25%
,
|
o f female students claim to do so. W here fiction is concerned, however, male students
jj
are ahead o f females by a narrow margin, roughly 78% for the former and 73% for the
f
K latter. As regards magazines, both sexes arc alm ost equal.
I
|
From the pie charts, a number o f differences betw een the two groups can be seen. Al-
J
. jjj though female students work more (20% o f their time rather than 15% for males), they
jr devote 15% more o f their time to studying. Females also spend less time socialising and
|
much less than men on sport, allow ing them more time for studying.
The tw o pie charts show the proportion o f males and females arrested, and the bar
chart show s the reasons w hy they were arrested.
In general, females were arrested much less frequently than males and were arrested
mostly for public drinking and assault, whereas males were more likely to be arrested for
*! a range o f other reasons.
’!
A
_
,j
The pie charts show that about one third o f the male population was arrested in
d
4
2 0 0 8 , while only 9% o f the female population was arrested. The highest percentage of
arrests o f men, which was approxim ately 31% , was for public drinking. H ow ever, this
j
percentage was less than the percentage o f females arrested for the same reason, w hich- t
was approxim ately 37%. M ales were more com m only arrested for drink-driving, which
}
constituted 26% , breach o f order (about 18%), other reasons (approximately 1S%), and
theft (about 16%). Other offences in w hich females were more com m only arrested than
males were for assault, where it constituted 19% o f the arrests. 4% o f men and about 6 %
o f w om en refused to say w hy they w ere arrested.
j.
167
IS Days’ Practice for IE L T S Writing
It appears that w om en are either more law-abiding than men or that law enforcem ent
|
officers are more reluctant to arrest w om en.
3.
•■'T-.
T". -
h
, - r;. r T . -_T". - r . ? r .
- J'i
•vTT «jTa^ T , O T .o T ,
n JS
^
...
...
T he table show s the difference in salaries for males and females for several jobs at an
\s
b
organisation in a certain country.
h
As can be seen, m en’s salaries exceed those o f w om en in all positions excep t for one
I job type. There are also many more males em ployed at this organisation than females.
6y
It is clear that females at this organisation earn significantly less m oney than males with
b
I, • differences in salaries ranging betw een $ 3 4 3 and $ 9 ,1 2 1 . For exam ple, a male investiga­
tor w ith a PhD earns $ 6 7 ,1 3 1 whereas a female in the same position earns $ 6 1 ,1 6 4 . It is
only in the position o f Lab C hief M D w here salaries for females are higher (by $ 1 0 ,5 1 1 ).
n
j!
H ow ever, it must be noted that there are only seven w om en in this position.
[j
d
.
’
There are 483 males with M D qualifications com pared to just 71 fem ales. Similarly,
j
there arc 473 male em ployees w ho have a PhD whereas there are only 118 w om en. The
biggest difference in numbers for any one position is in the position o f investigator with
i
a PhD. There are 251 males and only 85 females.
4.
**W •IV's':•'><•
{
W*•V'tf
-’- W ' W . ' - ;
-VWr
Diagrams 1 and 2 illustrate the changes that took place at the R ainbow C ottage be-
X
\
j
,(
tw een 1986 and 2 0 0 8 .
%
.
The garden was considerably enlarged by the purchase o f tw o plots o f land: one adja- v
>
cent to the southern border, w hich was bought in 1 9 8 9 , and w hich was alm ost equal in $
y(
£ size to the original garden; and the other plot on the eastern border, w hich was bought %
i
.
•
V'"
fs. in 1991, and which effectively doubled the area o f the garden.
/
(
Between 1992 and 1994, an extension was built onto the southern side o f the cottage
Y
7
'
and in the follow ing year, an orchard was planted in the northern part o f the land ac-
(
quired in 1991. T he year 1996 saw tw o additions to the property: a pond in the original
(
garden and a vegetable garden on the other side o f the garden from the orchard. A line o f ),
(
trees was planted along the southern edge o f the garden and another above the orchard
)
(
in 2002 . Between 2 0 0 6 and 2 0 0 7 , an open-air swim m ing pool was built in the land
)
purchased in 1989.
y
168
X
Answer Key
In conclusion, in the tw o decades, the Rainbow Cottage has seen a great increase in
[
:< size and new developm ent.
I,
5.
2.
A
T he diagram dem onstrates the cycle o f nitrogen, show ing h ow nitrogen is pro­
1•ft
vided to living organism s and then returned to the atm osphere.
3
<)
*
t
%
9
*
?
!>
A ccording to the diagram, m ost o f the nitrogen exists as a gas in the atm osphere. T o
start w ith, the lightning contributes som e nitrogen in the form of nitrates to the soil. The
t
f*
S
nitrates in the soil are absorbed by plant roots. W hen animals eat the plants, the nitrogen
in the plants is transformed to protein. W hen plants or animals die, proteins are decom ­
it) posed by bacteria into am ino acids which are in turn broken down into am m onium , then
4
<J into nitrates. M eanw hile, gaseous nitrogen is fixed by plants, follow ed by a transforming
•»)
process into am m onium , with the work o f bacteria.
T he am m onium from decom position changes in a cycle, from nitrites, then nitrates,
and to protein. The nitrites are converted into nitrates by soil bacteria. Some o f the ni-
»
f
i'
£
J trates are degraded into nitrogen gas in the denitrification process. The gaseous nitrogen {
II
4
1)
is returned to the atm osphere.
Essay W riting Practice
DayJ.3
1.
1. b
2. f
3. c
4. k
5. o
6. p
7. h
8 .j
9. n
10. r
2.
2.1. Com puters
1. Computers have been widely used ifci our daily life How important >> the o-v.npu.cr
the developm ent o f modern society?
The world has stepped into the computer era. As a symbol o f modern society, it has come
into wide use and greatly prom oted the developm ent o f our society.
169
IS Days’ Practice for IEL T S Writing
The com puter, as w e all know , is a pow erful instrum ent o f calculation. It can perform
almost all kinds o f com putations. By means o f a com puter, scientists can do special research
which could never be done in the past. And engineers can deal w ith com plex problem s in
engineering within a short tim e, w hich perhaps took years to solve w ith out the com puter.
In addition, from space travel to bacteria research, from central governm ent planning to the
modern family affairs, the com puter can make a significant contribution.
Furthermore, the com puter as a perfect com m unication device has brought human beings
much benefit. In Vietnam , you can get a message or inform ation about financial matters from
Britain, or from any other corner o f the w orld.
It is quite true that the use o f com puters is not w ith out its problems. All types o f com puters
can be manipulated. In this way, criminal activities are made possible, such as w ithdrawing
som eone else’s m oney from the bank.
But all in all, the advent o f the com puter brings many exciting prospects to our society.
This precious gift w ill further benefit the w orld, and hopefully it will help us to create a new er
and nicer world.
\ Wbui
the contribution o f the com puter in the world of business?
Soon after the innovation o f the first com puter in 1 9 4 6 , com puters have been applied
in the field o f business. It is not exaggerated to say that m ost o f the com puters in the w orld
are used in business nowadays. T he changes the com puter brings to business are, therefore,
tremendous.
It is the introduction o f the com puter that releases businessmen from the tiresom e, repeti­
tive calculation work. The first application programme o f the com puter in the business area
was to help the work o f the accountant, to calculate the production costs and to distribute
em ployees’ salaries. It is so efficient that m ost o f the calculation w ork o f the accountant is
done by the com puter nowadays.
Furthermore, the developm ent o f com puter application in business prom otes progress,
especially in the area o f inform ation processing. For exam ple, with the help o f the com puter,
w e are able to build a uniform inform ation system in a large corporation. Our organisation o f
information collection in the firm is quite different from w hat we had in the past. It is more
efficient, quicker, and less prone to error. It is this advanced form o f inform ation system that
brings the business in the w orld into a new era.
In addition, the com puter application in business brings dramatic changes. For exam ple, the
introduction o f Electronic Data Interchange (EDI) exerts a great influence on w orld trade. The
traditional form o f paper trading is out o f date. Using EDI, the speed o f trade will be increased
to ten times that of the old paper trading. EDI has becom e a symbol o f evaluating a country’s
170
Answer Key
business level. In order to use EDI, the em ployees in the business should be retrained, and the
m ethod w e used to use in business should also be changed.
So in this way, the com puter brings structural change in business, higher efficiency and
more profits.
2.2. Legal issues
Statistics may show a certain relationship betw een poverty and crime. The positive cor­
relation betw een unem ploym ent and the crime rate in many countries could be taken as evi­
dence for this. H ow ever, if w e investigate this question further, we may find this kind o f
statistical phenom enon both superficial and misleading.
It is true that, under certain con d ition s, poverty may induce crim e. W hen som e poor
people becom e desperate, they may steal or rob in order to survive or to sustain their families.
But this cannot lead to the conclusion that poverty is an inevitable cause o f crime. First, it
is preposterous to say that a person is more likely to be a criminal just because he is poor.
Secondly, “w hite-collar crim e” is the exclusive property o f the affluent. And thirdly, poverty'
is the result o f econom ic inferiority, w hile crime is the result o f demoralisation and a lack o f
sense o f legal enforcem ent. T hese are indeed different sources, and both the rich and the poor
could be involved in crime. In anarchical circum stances, both the rich and the poor may chal­
lenge the authority o f the governm ent.
The issue could be even better clarified by making comparisons between nations. The people
o f developed countries on average enjoy a much higher living standard than the people o f
developing countries. H ow ever, this disparity in richness or wealth betw een the rich and poor
countries in no way represents the disparity in the rate o f crime betw een the tw o types o f
countries. For exam ple, the USA is the number one developed country, and it has a number
one crime rate. Yet Singapore, a developing country, has an extremely low crime rate.
In short, there is no direct relationship betw een poverty and crime. So long as the system
o f legal enforcem ent and prosecution can enforce justice, social conditions are kept in order,
and the governm ent’s authority is obeyed by the rich and the poor alike, crime w ill be limited
in both rich and poor areas as w ell as in both rich and poor countries.
2! In your opinion, what attitude should be taken by the legal s\>n m i'os
tig
young offenders?
As one o f the major social problems today, juvenile delinquency is a subject o f major concern
in society. It is important to put som e thought into how to deal with tin's problem.
171
1^ Days’ Practice for IELT S Writing
Juvenile delinquents differ greatly from adult criminals. Young offenders are mentally im ­
mature. They may be unaware o f the consequences o f what they are about to do or even what
they have done. They may com m it a crime unwittingly or on impulse. Hence, they should not be
punished in the same way as adult criminals. Many juvenile delinquents are indeed the victim s
o f demoralised social conditions. They should not be severely punished by the legal system . Any
unwise decision on the part o f the law may blight the w hole lives o f these young people. And
there is also the consideration that young criminals should not be imprisoned w ith older, more
hardened criminals because o f the possibility o f harmful influence.
Juvenile reform schools are suitable places for correcting young people's behaviour. H ow ­
ever, this kind o f institution should be well organised and well managed. All activities should
be kept under strict control, and such institutions should be regarded as a necessary adjunct to
the legal system. At the same time, juvenile offenders should be treated differently according to
their ages, and older children punished with greater severity because they are more aware o f the
implications o f what they have done.
In fact, it is clear that juvenile offenders should be punished in a special way, and the purpose
o f this punishm ent should be to dim inish the number o f future criminals and set these young
people back on the path to good citizenship.
Version 1
T he open policy and econom ic reform bring Vietnam to a period o f rapid econom ic d evel­
opm ent. At the same tim e, seeking m oney and material satisfaction has becom e the quest o f
many people. As a result, the crime rate is increasing surprisingly, so it is reasonable to invest
more m oney to enhance the police pow er to control crime. H ow ever, there is som e argument
about whether it is the best m ethod.
There is no denying that the police force should be strengthened. Criminals nowadays
always make full use o f modern technology, and they are cunning and unscrupulous. If our
police are not equipped with advanced technology, there w ill be m ore unnecessary sacrifice
and less opportunity to catch the criminals. So, it is not justifiable to ignore this need. In add­
ition, with the open-door policy o f our country, the floating population has experienced a
sharp increase, which adds to the difficulty o f police control. M ore policem en are needed, and
all of these things necessitate increased spending.
H ow ever, spending more m oney on the police does not mean that w e can control crime
efficiently. Western countries, for instance, spend far more m oney on their police forces than
we do, but they still maintain a high crime rate. And w e must be aware that our country is still
172
Answer Key
a developing country, and w e cannot afford to spend m oney on our police force in the same
way that developed countries have don e. So, sim ply increasing spending in this area is not the
most effective way to control crime. W hat other solutions are there?
As w e all know , educating people to abide by the law, organising people to m onitor and
fight against crim inals, and enhancing the relationship betw een the police and the public are
three pow erful w eapons available to m inim ise the crime rate in our country. It was the cre­
ative use o f these three w eapons that made our country one o f those w ith the low est crim e
rate betw een the 1950s and the 1970s. O bviously, now adays they are still pow erful m eans for
us to control crim e. For exam ple, many criminals com m it a crime due to the lack o f know ledge
o f the law, so educating people can greatly reduce the possibility o f such crim es being co m ­
m itted, and by know ing more about the law, many victim s can use the w eapon o f the law to
protect them selves. Organising people to m onitor and fight against criminals is also a very
efficient way. C om m ittees o f residents in urban areas, for instance, play a very im portant role
in m onitoring suspects. N o criminals can escape the eyes o f the old ladies in the com m ittees.
In addition, if every m ember o f society fights bravely against criminals, there w ill be less o p ­
portunity for crim inals to com m it a crim e, and a better social environm ent can be created. And
finally, the relationship betw een the police and the public is also im portant. T hat requires the
police to serve the public w hole-heartedly to w in their trust. T he public, in turn, w ill give the
• police m ore support, and the efficiency o f the police w ill be enhanced.
All o f these three m ethods require a low er expenditure, but more effort on the part o f all
members o f society than sim ple police funding. But a w ell-equipped police force, if it suc­
cessfully grasps these three w eapons, w ill be the m ost pow erful force in the w orld to control
crime.
Version 2
Police protection, functioning as a deterrent force, plays a very im portant role in our so ­
ciety in maintaining social order and ensuring social security. H ow ever, it is often arguable
w hether police protection can be regarded as the m ost effective way to control crime.
There is no doubt that police protection can largely prevent people from being attacked by
criminals, and the police can help to enforce justice by arresting criminals and bringing them
to court. But it is, more often than not, the case that people are only able to receive police
protection after becom ing victims o f crim e. In such a case, police protection can only have a
kind o f w eak deterrent effect.
Effective control o f crime lies in a thorough understanding o f the causes o f crime. The
objective causes o f crime mainly stem from the social environment. It is often said that a de­
generate social environm ent breeds corruption, and there is no shortage o f evidence to show
how abnormal social conditions can give rise to an undue rate o f crime. Abnormal econom ic
conditions also have a profound effect upon crime. Serious recessions, strikes and unemployment
15 Days’ Practice for IEL T S Writing
result in a range o f crime. Urbanisation and other conditions concerning the density and dis­
tribution o f population, too, have a strong influence on the crime rate.
In general, there is more crime w here the population density is higher. As people migrate
from the countryside into the fast expanding cities, shortage o f shelter and job opportunities
often give rise to crime. As popular educators, pornographic publications and m otion pictures
can be considered as stim uli to crime as w ell. Unless w e solve these social problem s, w hich
breed crime, any increased spending on police protection w ill be in vain.
In addition, people’s sense o f security is by no means im proved proportionally by the in­
crease in spending on police protection. Som e countries spend huge sums o f m oney on police
protection, but the rate o f crime is still extrem ely high, w hile others do not spend a great deal
on the society w e live in, yet they are such that no one could be induced to com m it a crim e,
any spending on police protection w ould be com pletely unnecessary.
In conclusion, we can only say that crime control is really a com plicated matter. Police pro­
tection is one o f the effective ways to control crim e, and it should be strengthened w henever
necessary. But eradicating crime from its roots is altogether m ore fundam ental and effective.
2.3. Education
1 'I o whai extent do you think psychological factors plav a role m approaching im portant
examination;,?
Examinations are designed to be objective measures o f our ability or our proficiency in a
particular subject. So, we ought to be able to relax and trust that they w ill do their work fairly.
Unfortunately, this is unlikely to be our position.
Everyone knows that exam inations are number one anxiety producers. In many cases, w hether
we pass or fail determ ines what happens to us next. The exam may be the key to promotion, or
the door o f som e institutions o f higher learning, or it may be the passport to going abroad. W e
fear to lose that chance. W e fear losing face among our colleagues. And what is worse, this very
anxiety generates more anxiety, in that w e fear that our nerves may let us down - so in this way,
we may actually bring failure on ourselves.
But those o f us w ho are brave and have a fighting spirit know that w e m ust learn to rise
above this problem, know ourselves, and do battle against our nervous "selves". First, w e have
to recognise "panic", take a deep breath, and calm down. W e have to know when to slow down
and give ourselves time to understand what we are asked to do. W e have to look after ourselves
so that we remain as fresh as possible in every way, mentally and physically. And w e have to
isolate ourselves from the negative effects o f "other people". This is a tim e when the individual
should concentrate on himself.
Thus, it is quite clear that taking examinations is indeed a skill in itself, and being successful
has much to do with how we understand and deal with the situation in our own minds. Perhaps
174
Answer Key
we could even say that those w ho are m ost successful are those who are able to use the nervous
tension to generate excitem ent and inspiration to perform better than ever before.
2.4. Social and cultural issues
Few people in our modern age can fail to be aware that the world presents a variety o f cul­
tures. And it is generally agreed that each culture makes its contribution towards civilisation.
However, som e people hold that cultural differences are likely to lead to conflicts between na­
tions. This causes people to wonder w hether cultural diversity is largely a constructive force or
a destructive one.
It seem s true that many regional conflicts are caused by cultural differences, but in fact, it is
not the case. The Middle East is a good case in point. Wars have broken out from time to time
between Israel and Arab countries. This is not because o f the cultural differences but because
o f their political and econom ic interests. The former idea is used as war propaganda to inflame
the conflagration by both sides. If there were no territorial disputes and economic conflicts, they
would arguably live peacefully in spite o f the cultural differences, just as they did in history for
many centuries.
M eanwhile, it should also be pointed out that many nationality groups with different cultural
backgrounds live together happily in the same areas, and marriages between nationalities are
not uncom m on, so long as no one group tries to violate the interests o f another Therefore, it is
unfair to regard cultural diversity itself as a destructive force.
As a matter o f fact, it is cultural diversity, to a certain extent, that explains the richness o f our
present-day world. Just as different colours make our earth beautiful, different cultural practices
make our world attractive. Similarly, if there were only one game, or one kind o f costum e for all
people, life would be dull indeed.
It is not difficult to imagine that in the eyes o f tourists, costum es o f different nationalities
are fascinating, and various designs o f architecture in different countries are marvellous. And
there is much pleasure from sampling the delights o f foreign cuisine in different restaurants.
Therefore, it is not an exaggeration to say that w ithout cultural diversity, tourism would no
longer be a flourishing industry, and even international trade would be much less prosperous.
N ow w e may conclude that whether cultural diversity is destructive or not depends on how
people deal with it. What w e have a right to express is that there should be no more abuses o f
cultural diversity as a tool for inflaming conflicts between races, and the world should be made
more enjoyable with the contribution o f different cultures.
l i Days’ Practice for IELT S Writing
2.5. H e a l t h
Over the last few years, people in Vietnam have becom e more health-conscious and are mak­
ing greater efforts to stay healthy.
They do this by eating a balanced diet which includes foods from the five groups (proteins,
carbohydrates, grains, dairy produce, and fats) with less em phasis on fats, which used to be the
favourite food o f many Vietnam ese people in the difficult tim es. In fact, many more V ietnam ese
people are becoming vegetarians in an effort to become healthier.
Many Vietnam ese people also do exercise to keep fit. Fitness centres are very popular and
offer a wide variety o f activities and facilities w hile parks and open spaces have becom e the
appealing places for senior people to do their morning or evening exercises such as dancing or
jogging. A number o f people also get exercise by walking or riding bicycles instead o f driving
or taking public transport. Competitive and social sporting activities are also popular forms o f
exercise.
Effective ways to relieve pressure also help to maintain fitness as more and more people have
realised that psychological well-being is vital to a person's health. Everyday living can cause stress
in people’s lives, which is bad for their health. For this reason, people w ho want to stay healthy
try to reduce stressful situations both at work and at hom e. To avoid stress in the workplace,
som e businesses offer opportunities for their employees to communicate w ith each other. Making
a little time during the day for som e personal relaxation provides an opportunity to relieve stress
and thereby stay healthier. Many Vietnam ese people are also in favour o f using alternative forms
o f medicinal herbs and healing such as massage, acupuncture, and aromatherapy.
Thus, an increased awareness o f a healthier lifestyle has led many V ietnam ese people to alter
their dietary and exercise habits and the type o f health care they embrace.
2.6. Science and technology
•u .>:uT>' C and technology have solved m any problems. However, they also
ffralmd new piobfumS.;
I"
softie ot U h? new p/nbietns caused by techholbgical advancem ent and give your
■I. .^iii’.i nit how lii'.y should bo dealt with,
Nowadays, we have many conveniences in our society which have been brought through
science and technology. However, these same advancements in science and technology have
caused som e very dangerous problems. These problems will not go away easily because people
do not want to give up the conveniences o f modern lifestyle. The most critical problems which
should be dealt with immediately are those o f pollution.
176
Answer Key
Pollution caused by chem icals is a very serious problem because it causes the loss o f ozone
layer. W ithout ozone, not only human beings but also all plant and animal life are exposed to
dangerous rays from sun. Aerosol cans em it chemicals which break down the ozone layer. Refriger­
ation and air conditioning system s and cars also have dangerous em issions.
Perhaps the m ost serious threat to the planet is the warming o f the earth’s atmosphere,
primarily through carbon dioxide em issions. Many scientists think that the warming could be
sufficient to m elt the polar ice caps, thus raising the sea level. This would mean that many parts
of the world would be submerged below the sea level.
There are other problems caused by pollution. Factories which make our modern conveni­
ences emit poisonous gases into the air w e breathe. The chemicals we use for cleaning and wastes
from factories go into our water system s and pollute the water we drink and the fish w e eat.
They also kill much o f the wildlife w e depend on for food. Some o f the pesticides w e have
sprayed on our crops have been found to be dangerous. This kind o f pollution may stay in the
ground for a very long period o f time.
In conclusion, the problems caused by pollution are growing daily. Because people do not
want to change their lifestyle, w e m ust invent a way to neutralise the pollutants w e are putting
into our environment. People need to be educated so that they will stop damaging the planet.
Furthermore, governments m ust take action to prevent individuals and companies from harming
their environment.
2.7. Animal protection
Wild aiiim als have no piae'e in the 2is t century .Som e people dunk ihai pr.
- ■in*
wild animals from dving out i>: a waste o f resources
■
'
> To what extent do you agree or disagree with this opinion'
'
It is a universally accepted fact that biological diversity has never been so threatened as it
is today as a result o f the process o f human civilisation. However, some people argue that with
human beings still suffering from famine and natural disasters, it is not necessary' to p rotea
wild animals at the expense o f human lives. This essay would like to discuss how far w e should
protect those animals from dying out.
It is an undeniable fact that every year, large quantities o f resources have been used to protea
those animals in the wilderness while many human beings in the war-torn countries or disasterstricken areas are still suffering. For example, the African countries are the places where the
extreme weather conditions have made it impossible for human beings to expect an abundant
harvest and a large number o f people face the shortage o f food, shelter and clothing. In spite o f
the international aid, the local people cannot feed them selves better than the wild animals which
have attracted sufficient attention and obtained much investm ent in their protection.
15 Da> s’ Practice for IEL T S Writing
It can also be argued, however, that animal conservation can facilitate the developm ent o f
human civilisation. In the long process o f human civilisation, animals have contributed consider­
ably to the protection and developm ent o f human beings. A good case in point is the dog, which
has developed together in the process o f human evolution. N ow with the dom estication o f live­
stock, human beings can have a certain source o f protein. Furthermore, it is animals that we use
to experiment with before a new drug is put to use on human beings to fight against countless
plagues and diseases.
Animals and human beings share one earth, and it is hard to imagine what our world would
be like without animals. As the pace o f civilisation accelerates, human beings have destroyed the
natural habitats o f som e wild animals, leading to the distortion o f the food chain, thus the im ­
balance of the ecosystem . The extinction o f the hawk, a rat-eating bird seen in many regions can
be taken as an example. Its disappearance would certainly mean the propagation o f rats, which,
in turn, will destroy the prairies and threaten other animals like gazelles, zebras and others that
live on grass and green lands. In the long run, it is human beings that w ill pay o ff for the abuse
o f animals.
In conclusion, therefore, while w e do spend som e resources on animal conservation, it is a
worthwhile course and deserves our joint efforts to keep the diversity o f animals. In addition,
meat is a necessary part o f our diet. W e need not resort to wild animals, especially the endan­
gered species, and we may use livestock or alternative forms o f protein, which can provide us
with sufficient nutritious produce. So, it is safe to say that to protect animals is to protect human
beings ourselves. The coexistence o f animals and human beings can create perfect harmony and
bring about vividness to our planet.
2.8. M anagem ent
Spnie employers reward members o f staff for their exceptional contributions to the com ­
pany by giving them extra m oney. This practice can act as incentive for som e, but it may
have a negative effect on others.
'1 o Vrhat extent is this style of managt»ment effective? Are there better ways o f encourag­
ing employees m work hard?
With the fierce competition in the commercial market, many employers have struggled to
find ways to stimulate their workers to work hard. One o f these ways is giving their em ployees
extra money for their exceptional contributions. But it is arguable whether this kind o f stim ulus
is effective.
First o f all, in most cases, giving more money to the contributor in a company is undeniably
efficient. For people who are engaged in a career, earning money to live a comfortable life is e s­
sential. With the money they earn they can do what they want; and when they enjoy what their
money has brought, they will grasp the meaning o f working hard in a practical way. So, they will
178
Answer Key
subsequently put all their energies into working to show their loyalty to the boss, and the results
are inevitably productive.
On the other hand, we m ust be aware o f the importance o f using a monetary stim ulus ap­
propriately. Employers should give a reward to the right person w ho has really made a major
contribution to the w hole company. The criteria which are used to evaluate the particular con­
tribution should be scrupulously fair and scientific, avoiding biased judgement so that the whole
unit can keep a good balance.
•
And, o f course, financial reward is not the only m ethod to stimulate productivity. There are
many other effective ways to choose. For example, som e international companies which have
great econom ic power can afford to send their best and m ost devoted employees abroad to learn
the latest in management, science and technology. A lso, employers can give them study and pro­
motion opportunities to let them realise their potential.
All in all, to get the best o f their em ployees, employers should find various ways to stimulate
their creative energies.
DayJ.5
Sample T ests
Practice Writing Test 1 (General Training Module)
Task 1
8 •
A
A Dear Prof. Sm ith,
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My n a m e is M in h Thy, a th ir d -y e a r s tu d e n t fro m th e c o m m u n ity college. I jo in e d in
ft
y o u r 7-day first-aid tra in in g c o urse fro m th e 16th to th e 2 2 nd of August! I am w ritin g to
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ft give som e c o m m e n ts a n d suggestions as to h o w y o u can im p ro v e y o u r tra in in g quality.
ft
G enerally, t h e c o u rse is w ell organised. The tra in e e s a tte n d lectures in th e first 5 days
ft
follow ed b y a 2 days’ e x p e r im e n t in th e hospital. The tra in e rs are n u rs e s a nd d octors
fro m th e local hospitals. I fo u n d th e le ctu res given b y th e experts fro m th e Red Cross £
v e ry in te re stin g . All th e tra in e rs are so p rofessional a n d kn ow ledg eab le th a t all o f u s
:•
A feel th e c o u rse re w a r d in g a n d useful.
H ow ever, I th in k train ees could benefit m o re fro m th is tra in in g cou rse if th e re was
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m o re practice, in p articular, about h o w to p u t o n bandages and h o w to identify an
ft e m erg en c y situation. In m y tra in in g session, w e w e re given m o re th e o ry th a n practice,
ft
ft b u t I th in k experience c o u n ts m o re in first aid. M oreover, th e size o f th e class is too
ft big w ith 4 0 trainees in each. As a result, th e tra in e rs c a n n o t give sufficient individual
;j;( a tte n tio n to th e trainees.
8
A
179
15 Days’ Tracticc for 1CLTS Writing
Hope the suggestions w ould be useful. And the trainees w ould appieciate it if you
v
could make som e im provem ents.
6
A
52
a
\ ours sincerely,
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Task 2
Version 1
The reasons for investing in a television set vary greatly from person to person, but arguably
the two m ost popular purposes are for entertainm ent and for education. It is interesting to
consider which is the more important factor.
We cannot deny that som e people buy TV sets mainly because they regard them as an aid to
education. Nowadays there are many educational programmes on TV, and there is no doubt that
people can get a lot o f benefits from these programmes.
However, w e can hardly deny either that m ost people buy TV sets not because they teach
people, but because they can provide a form o f relaxation. As an aid to relaxation, TV has som e
indisputable advantages. For example, if one has a TV set, one can sit down in one's hom e and
enjoy the wonderful pictures on the screen, instead o f going a long distance to see a film or a
play. One can enjoy the programmes by oneself, even if one cannot find company. And TV is
also one o f the cheapest ways to entertain oneself. It is precisely because o f these advantages
that TV has become so popular, and alm ost every family has its own TV set.
It is interesting to m ention, too, that arguably even the people who bought the TV set mainly
for educational purposes gradually change their minds, though som e o f them are reluctant to
admit this. We can easily draw this conclusion from the proportion o f tim e that people spend
on watching TV for entertainm ent and for relaxation.
So generally speaking, I agree that the main function o f TV is for entertainment, although
w e cannot dispute its educational function. And the programme makers should always be aware
that the prime purpose is to divert and amuse even while providing educational information.
Version 2
Undoubtedly television is playing a very important part in our modern society. Various TV
programmes bring us a lot o f things such as entertainment, education, current affairs, infor­
mation, and commercial advertising. It is useful to consider whether the entertainm ent function
of TV is more important than the educational function.
Many people think that TV is for entertainment only. And they see it as a cheap and conveni­
ent diversion after their work. From TV they can see films, comedies, and show s o f every kind
180
Answer Key
and som e kinds o f sporting events. So, after a day's work, they like to sit in front o f their TV
sets enjoying them selves and finding relaxation by watching TV.
So, we cannot deny that TV is a m eans o f am usem ent. But w e should also bear in mind that
TV also functions as an educator. It provides special broadcasts for the TV university. And
primary and secondary education has also benefited from TV programmes. For example, teach­
ers can improve their presentation and teaching skills. Through TV children can extend their
knowledge, and TV provides vital fuel for their imagination and creativity.
Furthermore, w e should also think twice about the entertainm ent function o f TV. In fact,
m ost programmes for entertainm ent are also instructive. From these programmes, people can
learn a lot-of things, which they cannot learn in classroom s or from textbooks. In these senses,
television achieves its educational goal through entertaining and amusing the viewers. In other
words, although som e people claim that they watch TV purely for entertainment, the fact is that
they are also educated at the same time, either consciously or subconsciously.
It is indeed true that it is difficult to separate one goal o f TV from another, but if I have to
evaluate the importance o f TV, I w ould say that it is mainly for education.
Practice Writing Test 2 (General Training Module)
Task 1
/,>'<•■i
V
-
«
••>-*<;•'**£•
-Vs'
.
Dear Sir or Madam,
tf •
^
^
'
>C
,
I am a postgraduate student in the local university. D uring the sum m er holiday, I ^
rented a Maxi from you r com pany for m y fam ily holiday in the Lake District from
y; the 5th to the 19th o f August. I am w riting to explain an accident that happened on th e ^
v*
jou rn ey.
)
I rented a car from your com pany for tw o w eeks, and I picked it up in your city centre
\
-
4
£
All w en t w ell until one day in a M anchester parking lot, w hen I w as ready to pull out ),
(
o f the parking lot, a red Mini backed sw iftly and crashed into tw o o f the cars behind it, )
^
one o f w h ich is the Maxi I was driving. It severely damaged the front o f the car w ith
t
very bad scratches. I got out im m ediately and reasoned w ith the you n g driver w ho,
office in London on the 5 th o f August and planned to return it by the 19lh o f A u gu st )
^
I found out later, w as drunk. He apologised but refused to pay for the damage. So, I ‘
£ called the police and the insurance com pany as w ell w h o w ent to exam ine the whole- )
(
thing and took som e actions. Afterwards, I sent the car to a garage for repair.
.
)
f
r(
The fact is that I cannot get the car until tom orrow , w h ich m eans I cannot return your ^
car in tim e. I w ould appreciate it if you could accept m y delay in getting the car back. )
(
I apologise for any inconvenien ce caused in this matter.
)
1S1
15 Days’ Practice for IE L T S Writing
■t
T ask 2
What could make people devote them selves to their work has been a challenging question in
the area o f managem ent for many years. The problem is that people are m otivated by different
factors in different countries, different cultural backgrounds, different situations and even in
different periods o f time.
Under certain conditions, ideological concepts, from religion or propaganda, can help to per­
suade people to work hard. In W estern countries, the old ethic rooted in Protestant reform 400
years ago once made people believe that diligent, hard-working people w ere good people w ho
would go to heaven after their death. Thus, people w illingly worked hard. And similarly, during
wartime, patriotic propaganda can stim ulate the sam e kind o f hard-working spirit.
In our materialistic society, this kind o f ideological stim ulus cannot last long. But pursuit o f
material possession lies at the root o f human nature, w hich m eans that material incentives are
very effective. An increase in salary is a very efficient incentive for m ost people. Rewards, both
spiritual and material, are also very important stim uli. W hen a person m akes achievem ents in
his work, and his success is recognised by society, he is encouraged to work towards greater
achievement.
And there are plenty o f material incentives. In the late 1970s, company managers o f W estern
countries were astounded by the high efficiency and productivity o f many Japanese com panies.
They began to study these com panies, and drew the conclusion that the life working system was
a very important incentive here. The key to it was the guarantee o f a stable job.
So, because different situations require different incentives to m otivate people, it is vital to
make a thorough investigation o f the particular working situation and environm ent before mak­
ing managem ent decisions.
Practice Writing Test 3 (Academic Module)
T ask 1
The table show s the choice o f different leisure activities by different social classes in a certain
country in 2008.
It seem s that hom e-based activities are, on the w hole, more popular than sporting activities
among all social classes, and, as one might expect, watching television is by far the m ost frequent
182
Answer Key
choice am ong all types o f people. W e may assum e that their life is still very much centred
around the hom e and family.
W e may also observe that several o f the activities referred to are practised more widely by
professional people. T hese include hobbies that are associated with culture and intellectual
developm ent, for exam ple, playing an instrum ent. They also include som e activities which are
som ewhat expensive such as sw im m ing and eating out.
It is also w orth pointing out that other leisure activities like going for a drive or going to a
pub are performed alm ost evenly by all social classes. N oticeably, going for a walk is practised
m ost by clerical people, and fewer sem i-skilled and unskilled groups go out for a meal than the
remaining groups do. Last, m eeting friends ranks highest am ong professional and managerial
staff whereas sem i-skilled and unskilled people do this three tim es less.
Task 2
In m ost countries o f the world, the population is increasing alarmingly. The problem o f
overpopulation has attracted growing concern am ong people o f insight. This essay would like
to discuss the issue and give possible solutions.
The m ost serious problem overpopulation can bring about lies in the fact that it is difficult
to provide enough food to feed the ever-increasing population. While the food production keeps
increasing w ith the developm ent o f science and technology in farming and animal husbandry,
the population o f the world has created even greater demand on food supply. Compounded by
frequent natural disasters and famines, especially in Africa, it is not uncom m on to find som e
people on the edge o f starvation.
In addition, population explosion has exerted great pressure on infrastructure o f any coun­
try. A large population m eans more demand for education, medical care, transport, and energy
consum ption. As a result, it is very difficult for governm ents to provide effective public services
in crowded cities. Moreover, there is usually a higher crime rate, attributable to high rates o f
unem ploym ent, thus downgrading the quality o f people's lives.
There are tw o major solutions to the overpopulation problem. Firstly, better education for
w om en can reduce birth rate as more w om en will be busily engaged in work and they are likely
to have fewer children or delay their age o f pregnancy. Another effective way may rest w ith the
governments, which m ust educate their citizens about the dangers o f a large population and
provide incentives to those w ho lim it the size o f their families. For example, the C hinese gov­
ernment has practised the policy o f “One couple one child”, which has achieved great success in
the recent tw o decades in reducing the population. In return, the quality o f life has been greatly
improved in China.
In conclusion, therefore, overpopulation can lead to starvation and degradation o f people's
quality o f life. If the world governments take effective measures, the world population can be
stabilised.
IS D;i)V Practice for IELT S Writing
Practice W ritin g T est 4 (Academic M odule)
Task 1
The two charts show information about changes in what European people tend to spend on
leisure activities related to such industries as Internet m usic sales, album sales, and cinema
attendances.
The prediction is that European Internet m usic sales will go up a lot over the period which
the graph covers. They will rise erratically at first and will then leap in tw o stages to reach a
high o f $3,900 million in 2019, before going up to a new peak o f $8,000 m illion at the end o f
2021. A lbum sales, on the other hand, w hich w ill clim b at first until the end o f 2 0 1 3 , are
then set to drop steadily throughout the next five years, before they bottom out and end the
period a lot below $ 1,000 million.
With European cinema attendances, there are tw o diverging forecasts. The first estim ate is
for numbers to rise steadily between the year 2010 and 2015, and increase from just 800 million
visitors to 1,200 million, and the biggest jump in cinema people is projected to be in the year
2015. But the second forecast is different. The projection for the first three years o f the period
show s a rise, but after that cinema attendances will fall to 400 m illion people.
Task 2
As a country's economy develops, it entails tremendous changes including urbanisation which
usually develops fast as well. So, it is interesting to investigate the influence o f urbanisation on
econom ic development.
It is often argued that urbanisation blocks the developm ent o f the econom y. Indeed, it often
causes a series o f problems such as pollution, which can decrease the output o f agriculture, lack
o f labour on farms, which may be harmful to agri-economy, and so on. But these problems are
not insoluble. For example, if som e steps are taken towards pollution control w hen the city plan
is made, the negative influence can be minim ised.
In fact, econom ic developm ent can get a lot o f benefits from urbanisation. First o f all, it
can improve the industrial economy. As cities are enlarged, a lot o f factories can be set up.
Meanwhile, a lot o f people migrate from the country to the cities, and it can m eet the needs for
labour in the factories. In addition, as the industry grows, it can provide more and more farm­
ing machines and insecticides for agriculture, which enables farming to be more effective and
efficient. Furthermore, urbanisation increases the demand for advanced consum er goods, which
drives the economy to reach a higher level. All o f these inevitably lead to further developm ent
o f the country's economy.
In conclusion, urbanisation, though imperfect in many ways, plays important roles in im­
proving the economy. It speeds up the development in all fields. Production and service industries,
agriculture, and the labour market all can gain benefits from urbanisation.
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