IELTS Writing Preparation: Tips, Format, and Practice Strategies

IELTS Writing Preparation 2024: Tips, Format, Strategies and Resources

Edited By Team Careers360 | Updated on Jul 01, 2024 09:35 AM IST

The International English Language Testing System (IELTS) assesses all four English language skills: listening, reading, writing, and speaking. Universities across the globe trust it and students prepare rigorously to achieve a high band score. Scoring high bands in the IELTS writing section is not easy and in today's article, we will highlight some perfect IELTS writing tips and tricks so that you can achieve your dream bands.

This Story also Contains

IELTS Writing Task 1 Strategies
IELTS Writing Task 2 Strategies
IELTS Writing Task 2 - Band Parameters
IELTS Writing Parameters - Study the assessment criteria
IELTS writing band score descriptors
How to improve grammar and vocabulary for IELTS
IELTS Writing Preparation Books
IELTS writing practice tests

IELTS Writing Preparation 2024: Tips, Format, Strategies and Resources

To score high in your IELTS writing, students often think about how to start preparing for IELTS writing, however, they need to refer to authenticated IELTS writing preparation material and follow the given IELTS writing preparation tips.

Plan your time- Always start with Writing Task 2

IELTS Writing task 2 carries two-thirds of the total IELTS writing band weightage and must be given due importance. You should provide forty minutes to the task and never forget to plan and write. If you prefer IELTS writing preparation online, you should refer to authenticated web portals to check your band level regularly and keep working on the mistakes till the time you reach your desired band score. Even on your main exam day, you should first attempt the IELTS writing task 2 as at the initial stage your mind is fresh and will help you generate the required ideas.

Read the Task outline twice- Understand the IELTS Writing Task Questions

One of the common mistakes students make while attempting the IELTS writing section is they fail to understand the main question that is asked in the essay and just revolve around the topic. So the candidates must use the appropriate grammar, a diverse set of vocabulary and a conducive tone throughout the writing assessment. While you prepare for the IELTS writing module, you need to refer to the IELTS writing preparation course which is structured appropriately and teaches you to analyze the question statement correctly.

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Example of a wrong understanding of the Task response

Question: Populations in developing nations are rapidly growing, people now believe that we should turn to GM crops to increase the production of food grains.

Discuss the Advantages and Disadvantages of this approach.

Introduction of the Essay: The population in developing countries is growing by many folds and it is believed by some people that farmers should leverage GM crops to enhance the output of food resources. The merits and demerits of using GM crops are listed below.

The introduction clearly states that only the merits and demerits of producing genetically modified crops need to be discussed. Now let's check both wrong and right approaches students have so that you get an example and plan your essays accordingly.

Wrong Task response:

To begin with, genetically modified crops are a new way of crop production. When the genes of two crops are taken to make a new crop with equal nutritive value or more, the new crop made is called the genetically modified crop. The farmers need to learn this technology and apply it correctly in the fields so that people may get the benefit of this crop. This will raise the production of crops and the nation will get more food.

After reading the first body paragraph, it is very clear that the candidate has failed to mention the merits of genetically modified crops and instead has just written the way they are grown and what farmers should do. Now, let's check the correct way of writing and presenting the first body paragraph.

Correct Task response:

To commence with, GM crops will benefit countries by significantly increasing the overall output and satisfying the ever-growing demands of people. It will also eliminate the geographical factors that influence the growth of plants and vegetables in a specific region. Furthermore, such a surge in production will eventually contribute to the economy by expanding the per capita income, exports, and foreign direct investment. For instance, a plethora of crops are exclusive to certain countries. GM crops will allow farmers to grow such crops in their native countries.

After reading the correct response, you will be able to realize the mistakes highlighted in the wrong response.

Use the correct structure for presenting the IELTS Writing Task

Both Academic and General IELTS writing tasks have to be structured and written in the academic style of writing except for the informal letter in the general IELTS writing section. In the IELTS academic writing task 1, make sure you have paraphrased the introduction accurately and presented the overview in the next paragraph. Also, the body paragraphs of the report should highlight the trends in a comparative way and not just simple sentences. While you do IELTS writing preparation, effectively practice presenting the trends in a comparative way rather than just highlighting the trends. Check out the example given below to understand in a better manner.

Example:

Question: The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in three different countries.

WRITING TASK 1

You should spend about 20 minutes on this task.

The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in three different countries.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

1716960455930

The simple structure of presenting the data:

In 1940, the ratio of people aged 65 in the USA was 7% and the ratio of Swedes was 9%.

The ratio of Japan was around 10%. There was a rise in the trend of the USA of 13%, then there was a fluctuation in the USA. The other two countries also Japan and Sweden were rising.

IELTS High-scoring sentence structure:

In 1940, the proportion of people aged 65 and above in the USA and Sweden was nearly 7% and 9% respectively, exceeding the proportion of the population in Japan at only 5%. The USA hit the plateau for 40 years from 1980 to 2020, averaging at approximately 13%. However, a dramatic spike was observed from 2020, till the end of the period. The proportion of the same population was fluctuating to hit the high in 2040 at just above 25% followed by the USA at approximately 25%.

Check Grammar Accuracy Before Submission- Use a mix of sentence structures

Some students even if they know the correct form of writing, and can present correct sentence structure, usually get anxious at the time of the exam and forget to check or proofread their answers, one of the best IELTS preparation writing tips is to never forget to proof-read your entire IELTS writing section as you might observe minor punctuation errors, or a silly spelling error which can be corrected.

Do not memorize the answers:

Many times, just to generate ideas during the IELTS writing preparation, you will have to read sample essays, but remember that they are just for ideas and not for you to copy the same. While you read them, try to retain the vocabulary, the writing style, and the sentence structure used, and be very careful to read samples from authenticated websites and books only.

Remember that template-followed answers or crammed answers will lower your IELTS writing bands.

Do not complicate with high vocabulary or Show off your vocabulary

Keeping your IELTS writing simple and clear will lead you to a high band score. Complicating your ideas with too many difficult vocabulary words may lead to the wrong grammar or sentence structure usage. In your IELTS writing preparation stage learn to use the vocabulary simply and smartly.

Example: if you are using connectors, use sequential words like firstly, and secondly in one paragraph, and in the other paragraph use one heavier word like moreover or furthermore and other lighter words like also, then, and so on.

Maintain the required word limit

Although the minimum word limit for Task 1 is 150 words and Task 2 is 250 words, we recommend you write a minimum of 170 words in your Task 1 and 280 words in your Task 2. The best IELTS preparation tip is that you should practice the same word limit as mentioned so that you get the desired bands.

The reason behind this is that the examiner will not count the words you have copied from the question statement. Your IELTS writing preparation should emphasize on the paraphrasing the words.

Plan the Writing Task carefully (Pen paper based IELTS) or Draft your answers (CBT Based IELTS)

Your IELTS writing preparation should be done in a manner that you can divide your time accurately for planning the entire structure of the report/letter and the essay. Ideal planning time for Task 1 is 7 minutes and that of Task 2 is 20 minutes.

Develop focus questions at the time of planning your essay so that you are accurately meeting the task response.

Make a note of all the changes in the data presented in the report so that you can make relevant comparisons.

IELTS Writing Task 1 Strategies

Academic Writing – Task 1

Overview

In Academic Writing Task 1, the candidates may be asked to describe:

one or more graphs, charts or tables, a diagram of an object, device, process or event. The candidates should include the most vital points in the diagram like given data and other information that can help them in the research. Some irrelevant points or details may be left out.

The candidates must write in an academic or semi-formal/neutral style.

The candidates must ensure that they spend no more than 20 minutes on this task. They should also write at least 150 words or will be penalised if their answer is too short.

While the candidates will not be penalised for exceeding the 150-word limit, taking more time in Task 1 answer may result in less time to attempt Task 2, which contributes twice as many marks to the Writing band score. This can severely negatively impact the overall writing band score of the candidate. The candidates are also advised to understand more about task 1 by attempting several IELTS practice writing task 1 assignments.

The candidate should also keep in mind that they will be penalised if they do not write related to the topic. They will also be penalised for writing answers in bullets.

The candidate will also be severely penalised if found written with plagiarised content which is copied from a different source.

What skills are required?

The following skills are required for completing the IELTS writing section task 1

Understanding the Task:

Interpreting Visual Information:

Describing Trends and Patterns:

Selecting Key Information:

Organizing Information Logically:

Using Appropriate Vocabulary:

IELTS Writing Task 2 Strategies

Academic Writing – Task 2
Overview	In Academic Writing Task 2, an essay writing question is given to the candidates and they have to write about it. Mostly, a question on social issues is asked. The answer given by the candidate should discuss the most relevant issues in depth. They must go through the task carefully so that they will be able to write a complete answer that is relevant. Candidates should write in an academic or semi-formal/neutral style. They will need to organise the ideas clearly before writing and make use of relevant examples that can support the answer to catch the attention of the reviewer. Candidates should spend only a maximum of 40 minutes on this task. They must write at least 250 words or will be penalized if the answer is too short. While the candidate will not be penalised for writing more than 250 words, writing a long answer might reduce the time required for checking at the end for mistakes. This can impact the scoring of the candidate. The candidate should also keep in mind that they will be penalised if they do not write related to the topic. They will also be penalised if the answer is written using bullet texts or notes. The candidate will also be severely penalised if found written with plagiarised content which is copied from a different source.
What skills are required?	Understanding the Question Thesis Statement and Central Argument Development of Ideas and Arguments Organization and Coherence Vocabulary Range and Accuracy Grammar and Sentence Structure
Word limit	A minimum of 250 words.

IELTS Writing Task 2 - Band Parameters

Task Response
Lexical Resources
Coherence and cohesion
Grammar range and accuracy

IELTS Writing Parameters - Study the assessment criteria

The IELTS scores for the IELTS writing task 2 is done by considering the below 4 criteria’s mentioned below.

Task Response - The way of response given for the prompt by supporting their ideas with evidence and examples derived from the candidate's own experience is checked. Also, the word count of 250 has to be met, if not penalty score will be laid

Coherence & Cohesion - The overall clarity and fluency of the content is assessed. Here, Coherence refers to ideas linking logically in a sequenced manner and Cohesion refers to the appropriate usage of pronouns, conjunctions etc.

Lexical Resource - Appropriate usage of Vocabulary maintaining accuracy is measured.

Grammatical Range and Accuracy - Accurate usage of Grammar throughout the essay is assessed.

IELTS writing band score descriptors

Now let us go through and understand the band score descriptors of the IELTS writing test.

IELTS writing task 1 band score descriptors

IELTS writing band score

Task Achievement

Coherence & Cohesion

Lexical Resource

Grammatical Range &

Accuracy

All the requirements of the task are fully and appropriately satisfied.

There may be extremely rare lapses in content.

The message can be followed effortlessly.

Cohesion is used in such a way that it very

rarely attracts attention.

Any lapses in coherence or cohesion are

minimal.

Paragraphing is skilfully managed.

Full flexibility and precise use are evident

within the scope of the task.

A wide range of vocabulary is used accurately

and appropriately with very natural and

sophisticated control of lexical features.

Minor errors in spelling and word formation

are extremely rare and have minimal impact

on communication.

A wide range of structures within the scope

of the task is used with full flexibility and

Control.

Punctuation and grammar are used

appropriately throughout.

Minor errors are extremely rare and have

minimal impact on communication

The response covers all the requirements of the task appropriately, relevantly

and sufficiently.

(Academic) Key features are skilfully selected, and clearly presented,

highlighted and illustrated.

(General Training) All bullet points are clearly presented, and appropriately

illustrated or extended.

There may be occasional omissions or lapses in content.

The message can be followed with ease.

Information and ideas are logically

sequenced, and cohesion is well managed.

Occasional lapses in coherence or

cohesion may occur.

Paragraphing is used sufficiently and

appropriately.

A wide resource is fluently and flexibly used

to convey precise meanings within the scope

of the task.

There is skilful use of uncommon and/or

idiomatic items when appropriate, despite

occasional inaccuracies in word choice and

Collocation.

Occasional errors in spelling and/or word

formation may occur, but have minimal

impact on communication.

A wide range of structures within the scope

of the task is flexibly and accurately used.

The majority of sentences are error-free, and

punctuation is well managed.

Occasional, non-systematic errors and

inappropriacies occur, but have minimal

impact on communication.

The response covers the requirements of the task.

The content is relevant and accurate - there may be a few omissions or lapses.

The format is appropriate.

(Academic) Key features which are selected are covered and clearly

highlighted but could be more fully or more appropriately illustrated or extended.

(Academic) It presents a clear overview, the data are appropriately

categorised, and main trends or differences are identified.

(General Training) All bullet points are covered and clearly highlighted but

could be more fully or more appropriately illustrated or extended. It presents

a clear purpose. The tone is consistent and appropriate to the task. Any lapses

Information and ideas are logically

organised and there is a clear progression

throughout the response. A few lapses

may occur.

A range of cohesive devices including

reference and substitution is used flexibly

but with some inaccuracies or some

over/under use.

The resource is sufficient to allow some

flexibility and precision.

There is some ability to use less common

and/or idiomatic items.

An awareness of style and collocation is

evident, though inappropriacies occur.

There are only a few errors in spelling and/or

word formation, and they do not detract

from overall clarity.

A variety of complex structures is used with

some flexibility and accuracy.

Grammar and punctuation are generally well

controlled, and error-free sentences are

Frequent.

A few errors in grammar may persist, but

these do not impede communication.

The response focuses on the requirements of the task and an appropriate

format is used.

(Academic) Key features which are selected are covered and adequately

highlighted. A relevant overview is attempted. Information is appropriately

selected and supported using figures/data.

(General Training) All bullet points are covered and adequately

highlighted. The purpose is generally clear. There may be minor

inconsistencies in tone.

Some irrelevant, inappropriate or inaccurate information may occur in

areas of detail or when illustrating or extending the main points.

Some details may be missing (or excessive) and further extension or

illustration may be needed.

Information and ideas are generally arranged coherently and there is a clear overall progression.

Cohesive devices are used to some good

effect but cohesion within and/or

between sentences may be faulty or

mechanical due to misuse, overuse or

omission.

The use of reference and substitution

may lack flexibility or clarity and result in

some repetition or error

The resource is generallyadequate and

appropriate for the task.

The meaning is generally clear in spite of a

rather restricted range or a lack of

precision in word choice.

If the writer is a risk-taker, there will be a

wider range of vocabulary used but higher

degrees of inaccuracy or inappropriacy.

There are some errors in spelling and/or

word formation, but these do not impede

communication.

A mix of simple and complex sentence

forms is used but flexibility is limited.

Examples of more complex structures are

not marked by the same level of accuracy

as in simple structures.

Errors in grammar and punctuation occur,

but rarely impede communication

The response generally addresses the requirements of the task. The

format may be inappropriate in places.

(Academic) Key features which are selected are not adequately covered.

The recounting of detail is mainly mechanical. There may be no data to

support the description.

(General Training) All bullet points are presented but one or more may not

be adequately covered. The purpose may be unclear at times. The tone

may be variable and sometimes inappropriate.

There may be a tendency to focus on details (without referring to the

bigger picture).

The inclusion of irrelevant, inappropriate or inaccurate material in key

areas detracts from the task achievement.

There is limited detail when extending and illustrating the main points.

Organization is evident but is not wholly logical and there may be a lack of overall progression. Nevertheless, there is a sense of underlying coherence to the response.

The relationship of ideas can be followed

but the sentences are not fluently linked

to each other.

There may be limited/overuse of cohesive

devices with some inaccuracy.

The writing may be repetitive due to

inadequate and/or inaccurate use of

reference and substitution.

The resource is limited but minimally

adequate for the task.

Simple vocabulary may be used accurately

but the range does not permit much

variation in expression.

There may be frequent lapses in

the appropriacy of word choice, and a lack

of flexibility is apparent in frequent

simplifications and/or repetitions.

Errors in spelling and/or word formation

may be noticeable and may cause some

difficulty for the reader.

The range of structures is limited and

rather repetitive.

Although complex sentences are

attempted, they tend to be faulty, and the

greatest accuracy is achieved on simple

sentences.

Grammatical errors may be frequent and

cause some difficulty for the reader.

Punctuation may be faulty.

IELTS writing task 2 band score descriptors

IELTS writing band score	Task Response	Coherence & Cohesion	Lexical Resource	Accuracy
9	The prompt is appropriately addressed and explored in depth. A clear and fully developed position is presented which directly answers the question/s. 9 Ideas are relevant, fully extended and well supported. Any lapses in content or support are extremely rare.	The message can be followed effortlessly, Cohesion is used in such a way that it very rarely attracts attention. Any lapses in coherence or cohesion are minimal. Paragraphing is skilfully managed.	Full flexibility and precise use are widely evident. A wide range of vocabulary is used accurately and appropriately with very natural and sophisticated control of lexical features. Minor errors in spelling and word formation are extremely rare and have minimal impact on communication.	A wide range of structures is used with full flexibility and control. Punctuation and grammar are used appropriately throughout. Minor errors are extremely rare and have minimal impact on communication.
8	The prompt is appropriately and sufficiently addressed. A clear and well-developed position is presented in response to the question/s. Ideas are relevant, well extended and supported. There may be occasional omissions or lapses in content.	The message can be followed with ease. Information and ideas are logically sequenced, and cohesion is well managed. Occasional lapses in coherence and cohesion may occur. Paragraphing is used sufficiently and appropriately.	A wide resource is fluently and flexibly used to convey precise meanings. There is skilful use of uncommon and/or idiomatic items when appropriate, despite occasional inaccuracies in word choice and collocation. Occasionalerrors in spelling and/or word formation may occur, but have minimal impact on communication.	A wide range of structures is flexibly and accurately used. The majority of sentences are error-free, and punctuation is well managed. Occasional, non-systematic errors and inappropriacies occur, but have minimal impact on communication.
7	The main parts of the prompt are appropriately addressed. A clear and developed position is presented. Main ideas are extended and supported but there may be a tendency to over-generalise or there may be a lack of focus and precision in supporting ideas/material.	Information and ideas are logically organised, and there is a clear progression throughout the response. (A few lapses may occur, but these are minor.) A range of cohesive devices including reference and substitution is used flexibly but with some inaccuracies or some over/under use. Paragraphing is generally used effectively to support overall coherence, and the sequencing of ideas within a paragraph is generally logical.	The resource is sufficient to allow some flexibility and precision. There is some ability to use less common and/or idiomatic items. An awareness of style and collocation is evident, though inappropriacies occur. There are only a few errors in spelling and/or word formation and they do not detract from overall clarity.	A variety of complex structures is used with some flexibility and accuracy. Grammar and punctuation are generally well controlled, and error-free sentences are frequent. A few errors in grammar may persist, but these do not impede communication.
6	The main parts of the prompt are addressed (though some may be more fully covered than others). An appropriate format is used. A position is presented that is directly relevant to the prompt, although the conclusions drawn may be unclear, unjustified or repetitive. Main ideas are relevant, but some may be insufficiently developed or may lack clarity, while some supporting arguments and evidence may be less relevant or inadequate.	Information and ideas are generally arranged coherently and there is a clear overall progression. Cohesive devices are used to some good effect but cohesion within and/or between sentences may be faulty or mechanical due to misuse, overuse or omission. The use of reference and substitution may lack flexibility or clarity and result in some repetition or error. Paragraphing may not always be logical and/or the central topic may not always be clear.	The resource is generally adequate and appropriate for the task. The meaning is generally clear in spite of a rather restricted range or a lack of precision in word choice. If the writer is a risk-taker, there will be a wider range of vocabulary used but higher degrees of inaccuracy or inappropriacy. There are some errors in spelling and/or word formation, but these do not impede communication.	A mix of simple and complex sentence forms is used but flexibility is limited. Examples of more complex structures are not marked by the same level of accuracy as in simple structures. Errors in grammar and punctuation occur, but rarely impede communication.
5	The main parts of the prompt are incompletely addressed. The format may be inappropriate in places. The writer expresses a position, but the development is not always clear. Some main ideas are put forward, but they are limited and are not sufficiently developed and/or there may be irrelevant detail. There may be some repetition.	Organisation is evident but is not wholly logical and there may be a lack of overall progression. Nevertheless, there is a sense of underlying coherence to the response. The relationship of ideas can be followed but the sentences are not fluently linked to each other. There may be limited/overuse of cohesive devices with some inaccuracy. The writing may be repetitive due to inadequate and/or inaccurate use of reference and substitution. Paragraphing may be inadequate or missing	The resource is limited but minimally adequate for the task. Simple vocabulary may be used accurately but the range does not permit much variation in expression. There may be frequent lapses in the appropriacy of word choice and a lack of flexibility is apparent in frequent simplifications and/or repetitions. Errors in spelling and/or word formation may be noticeable and may cause some difficulty for the reader.	The range of structures is limited and rather repetitive. Although complex sentences are attempted, they tend to be faulty, and the greatest accuracy is achieved on simple sentences. Grammatical errors may be frequent and cause some difficulty for the reader. Punctuation may be faulty.

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How to improve grammar and vocabulary for IELTS

There are no right or incorrect answers or viewpoints on the writing test. The ability of a candidate to precisely write information and convey ideas in English is being evaluated by the examiners. So the candidates must use the appropriate grammar, a diverse set of vocabulary and a conducive tone throughout the writing assessment. Hence, the candidates must take the IELTS writing preparation seriously and prepare accordingly. They can also attend IELTS online writing practice assignments to help them improve their performance.
If the candidate has time, they must carefully review the questions to ensure that their answer covers every topic the question demands. Attempting more IELTS Academic Writing Practice assignments can help the candidates in time management.
Adhere to word limits, the candidates will lose marks if they write less than the word limit.
The candidates must be careful to write in their own words because the examiner will not count the words copied from the question. Candidates should keep this important factor in mind during their IELTS essay preparation.
The candidate must write both their answers in full as paragraphs, not in note form or bullet points.
It is always advisable not to write long paragraphs exceeding the word limits in the writing section as it can lead to time wastage and a possibility of losing coherence throughout the essay. The candidate should also consider this during their IELTS writing practice.
The total time frame of the assessment is 60 minutes and the candidate must plan likewise so that they can complete the assessment in time. As mentioned before, the candidates can indulge themselves in various IELTS writing practice tests to learn to effectively manage their time.
The essay of task 2 must be well organised. It must begin with an introduction followed by 3 - 4 paragraphs of the body and the last paragraph must be a conclusion to the viewpoints discussed. The candidates can refer to answers from various IELTS writing exam practices to see and understand the proper structuring of the essay.
The candidates must aim for precision in their language. They must take care to choose words that accurately convey their intended meaning. They must also avoid vague or overused terms. Engage in regular IELTS writing practice to improve this.
Vocabulary is an important aspect of the IELTS writing section. The candidate must develop a solid academic vocabulary relevant to common IELTS writing topics after going through various IELTS writing practice tests. This includes terms related to education, technology, health, environment, and society.
The candidates must also ensure grammatical accuracy in their writing. They must pay attention to the right usage of verb tenses, subject-verb agreement, and sentence structures. Frequent grammar errors can impact the overall score of the candidate. By attempting more IELTS writing exam practice tests, the candidates can minimize the possibility of grammatical errors.
The candidate must also practice sentence variety during their IELTS writing preparation. Varying sentence structures can help the candidates to avoid monotony throughout the essay. This includes using a mix of simple, compound, and complex sentences.
The candidates must also emphasize clarity in writing. They must pay attention to punctuation rules. Correct use of commas, semicolons, colons, and other punctuation marks contributes to the clarity of the writing.

IELTS Writing Preparation Books

To enhance the candidate’s IELTS writing preparation, they are advised to go through the following IELTS writing preparation books

Ebooks	Download Links
IELTS Reading Practice Books
IELTS Writing Practice Books
IELTS Speaking Practice Books
IELTS Listening Practice Books
IELTS Preparation Tips 2024 Book
IELTS and TOEFL Vocabulary Guide Book

IELTS writing practice tests

The candidates are suggested to go through these expertly crafted IELTS Mock tests to enhance their preparation and perform better in the IELTS writing test.

IELTS WRITING PRACTICE TEST 1	IELTS WRITING PRACTICE TEST 6
IELTS WRITING PRACTICE TEST 2	IELTS WRITING PRACTICE TEST 7
IELTS WRITING PRACTICE TEST 3	IELTS WRITING PRACTICE TEST 8
IELTS WRITING PRACTICE TEST 4	IELTS WRITING PRACTICE TEST 9
IELTS WRITING PRACTICE TEST 5	IELTS WRITING PRACTICE TEST 10

Frequently Asked Question (FAQs)

1. Can I prepare for the IELTS Writing test on my own?

Yes, you can prepare on your own by practising writing tasks, studying model answers, and using resources like books and online materials. However, feedback from a teacher or tutor can be very beneficial.

2. How can I ensure that my writing is clear and concise?

Avoid unnecessary words and stick to the main points. Use simple and direct sentences. Review and edit your writing to remove any redundant information.

3. What are some useful linking words for the IELTS Writing test?

Useful linking words include: furthermore, moreover, however, therefore, in addition, for example, on the other hand, and in conclusion. These linking words can be beneficial as it can help the candidates to boost their IELTS band scores.

4. Can I use informal language in the IELTS Writing test?

In the Academic test, you should use formal language. In the General Training test, the formality depends on the letter type (formal, semi-formal, or informal).

5. How should I structure my essay in Task 2?

A common structure is, Introduction (introduce the topic and state your opinion), Body Paragraphs (develop your main points with examples and evidence), and Conclusion (summarize your points and restate your opinion).

6. Is a band score of 5.5 in IELTS considered a good one?

A band score of 5.5 indicates a moderate level of English proficiency of the candidate. At this level, candidates can understand and communicate in familiar situations but may struggle with more complex language and ideas. Hence obtaining a band score of 5.5 would not be difficult for the candidate but a lot of countries and institutions have a set minimum band score of 6 meaning that the candidate would have to take the examination again.

7. Is 6 a bad band score in IELTS writing?

There are no ‘bad’ sores in the IELTS examinations as such. It indicates a competent level of English proficiency, where candidates are able to effectively exchange their ideas with reasonably accurate use of vocabulary and grammar. With more practice and effort, the candidate can obtain a band score of 7 or more.