| Writing a good I.E.L.T.S. essay for either the general | | | | Divide and Conquer |
| or academic I.E.L.T.S. test is perhaps one of the most | | | | Finally, there are two other ideas you really need to |
| challenging parts of taking the I.E.L.T.S. exam. Firstly, | | | | understand well. You need to practice writing essay |
| the student has to understand how to write an | | | | plans. This means analysing the question and then, |
| essay (this involves analysing the question) and then, | | | | deciding on the information that is needed to answer |
| the student needs to write the essay in a foreign | | | | it. Normally, the question explicitly asks the student |
| language, using a set of rules which often seem | | | | for specific information (i.e. What are the advantages |
| obscure. Remember, abstract reasoning and writing is | | | | and disadvantages of using the internet as opposed |
| generally, not the easiest task for native speakers. I | | | | to books?) or the question prompts the student to |
| mean that as well as writing in a foreign language, the | | | | suggest specific solutions to problems and answer a |
| student is often learning how to write a short essay | | | | number of questions. Once you begin to recognise |
| for the first time. | | | | these patterns, you can plan your answer better. |
| One way that a student can approach the task is to | | | | You need to practice, practice and then, practice |
| look for different types of question. For example, the | | | | some more. This is because you need to actively |
| question type maybe: | | | | seek out the gaps in your knowledge and then fill |
| - an argument inviting you to explore advantages and | | | | them. At times, it may seem very difficult to get |
| disadvantages | | | | your head around essay technique, because you |
| - a hidden argument - these questions usually ask "to | | | | need a combination of skills to succeed at IELTS - |
| what extent...?", "In what way...?" or "how | | | | wide ranging vocabulary, grammar and a knowledge |
| has...changed?" | | | | of register. Obviously, the essay format is normally |
| - a situation, where you need to suggest and explore | | | | formal, so you need some formal phrases and words, |
| reasons, causes and solutions to problems, if | | | | as listed above. Furthermore, there are also several |
| required... So one aspect of answering an essay | | | | general skills needed for the essay format. These |
| question well, is to work out what the question is | | | | include, focussing attention, making an argument and |
| asking you and to divide the question into smaller | | | | expressing opinion, attitude and belief (for examples, |
| questions, work out what the main ideas are that | | | | please look at part 2). Obviously, if you don't not |
| you need to discuss or do something even simpler - | | | | know the words to express yourself this is also a big |
| discuss advantages and disadvantages (if this is what | | | | problem. The good news is that as you practice |
| the question asks). Look at part 2 for more details | | | | writing essays you can make a big effort to fill the |
| on this. | | | | gaps in your knowledge, especially, if you know that |
| Secondly, of course, you need good English! This | | | | there are certain themes that repeat themselves |
| means that you need to know how to argue, reason, | | | | again and again as essay questions. Here is a list of |
| persuade and balance arguments in a foreign | | | | common IELTS themes for you to look at - |
| language. This is not easy and often you cannot | | | | education, the media, work, science and technology, |
| simply translate the words and phrases you would | | | | money and finance, politics, the environment, |
| use in your own language. Language which is | | | | healthcare, crime and the law, social tensions, food |
| especially useful for essays is linking phrases, adverbs | | | | and diet, children and the family, travel, the arts, |
| (used for a variety of purposes such as contrasting, | | | | town and country, architecture, men and women, |
| persuading, adding information, counter-arguing, | | | | geography, business and industry and global problems. |
| making concessions, clarifying, making exceptions | | | | The ones I have underlined feature more significantly |
| etc.). Adverbs themselves, can be used for a variety | | | | in the essay writing section. |
| of purposes - expressing feeling, expressing personal | | | | In conclusion, I think you really need to have a |
| opinion, expressing logical ideas and indicating the | | | | thorough grounding in English and remember that the |
| areas where a situation exists. Significantly, there are | | | | exam requires appropriate, fluent and coherent |
| other groups of adverbs called "Adverbs of | | | | language. Furthermore, you cannot always translate |
| manner",which add a descriptive element to a | | | | words and phrases directly from your own language. |
| sentence, "Adverbs of degree", which are used to | | | | You need a book like "Collocations in Use" (by |
| emphasise, adverbs which focus / restrict, "Adverbs | | | | Cambridge University Press) or "Vocabulary for |
| of frequency", which are used in time phrases (and | | | | I.E.L.T.S." (again by Cambridge University) as well as |
| with specific sentences like the present simple and | | | | an existing level of intermediate, at least. Also don't |
| the present perfect) and "Adverbs of certainty", | | | | forget that each student is different and creative |
| which are used to talk about the future. | | | | approaches can also be highly useful. |