IELTS

Writing
Workshop

Aiming for a
band score of 6
or above?

A free seminar to give you a sense of what to expect during the

IELTS Writing test. The seminar will:
• guide you towards reaching a high band score
• i mprove your understanding of the questions and how
to identify key points
• make your answers relevant and organised
and coherent
IDP Masterclass
IELTS test format 2
IDP Masterclass
IELTS test format 3
General Training
Writing Task 1
You should spend about 20 minutes on this task:

There have been some problems with public transport in your area recently.

Write a letter to the manager of the public transport company. In your letter

• describe the problems

• explain how these problems are affecting the public
• suggest what changes could be made

Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear Sir or Madam,

Sourced from Official IELTS Practice Materials 2007

4
General Training Writing Task 1
Sample response
Dear Sir or Madam,

I write to draw your attention to recent problems with public transport in Newtown. Briefly,
the roadworks along Hill Road have led to long delays in bus services. Furthermore, the new
weekend bus timetable has dramatically reduced the frequency of buses on Saturday mornings.

The effect of these actions becomes very obvious during peak hours on weekdays and the busy
shopping hours on Saturday mornings. There is a high level of public concern about the situation.
Public transport users in Hill Road find it now takes up to 20 minutes more to travel the length
of the road. As well, shoppers who often travel by bus on Saturday mornings to shop in Newtown,
find it is now not worth the trouble, leading to a drastic downturn in retail trade in the town.

May I suggest that buses be rerouted along Great East Road until roadworks on Hill Road are
complete? I would also recommend a return to the old weekend bus timetable. I am sure these
steps would be warmly welcomed by both users of public transport and local shopkeepers.

Yours faithfully,

Simon Smith (Mr)

What do examiners look for?

1 Task Achievement

The purpose of the letter is clearly outlined in the opening paragraph. In response to the task
requirement to ‘describe the problems’, more than one problem is described ‘long delays in bus
services’ and a less frequent bus service on Saturday mornings.

All three bullet points are fully covered in the letter, with the right level of detail for each and
no irrelevant material included.

The tone of the letter is appropriate for the situation and consistent throughout, with no
contractions used. From the opening salutation given in the question, examples of a formal
style include [I write to draw your attention to… | Furthermore,… | There is a high level of public
concern about… | May I suggest… | I would also recommend… ]. The closing salutation, Yours
faithfully, is also consistent with the tone for a formal letter. The writer’s full name is included,
as in a real-life task, to make the letter as realistic as possible.

The length, 182 words, provides ample coverage of the task. It exceeds the minimum of 150
words but a longer response than this is not required.

2 Coherence and cohesion

Cohesion is used in such a way that it attracts no attention. Information is organised logically,
with cohesive devices such as sequencers, linking words and referencing used skillfully to
contribute to progression in the response [Briefly, | Furthermore, | … these actions | … the
situation | As well, | also | … these steps].

Paragraphing is skillfully managed: Task 1 should normally consist of three or four paragraphs.

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3 Lexical resource

A wide range of vocabulary is used with very natural and sophisticated control of lexical
features. Word choice is accurate throughout with skillful use of collocation [dramatically reduced
the frequency | peak hours | not worth the trouble | drastic downturn in retail trade | local
shopkeepers]. There are no spelling errors.

4 Grammatical range and accuracy

The letter has a wide range of structures, used with full flexibility. A variety of complex structures,
including subordinate clauses, is used accurately [shoppers who travel by bus | … buses
be rerouted | would be warmly welcomed].

Word order is skillfully managed so that only two successive sentences begin with the pronoun ‘I’.

There are no errors in punctuation.

5
General Training Writing Task 1
Sample response
Band score awarded
Sample response
and examiner comments

Band 6.5

This letter has a clear purpose and all the

content is relevant. The bullet points are
well-covered but could be more fully
extended. Apart from the overly informal
opening and closing, the tone of the letter
is consistently appropriate. The organisation
of the letter is logical and there is very good
use throughout of linking devices.
The vocabulary resource is large enough
to allow for some flexible and precise use,
although there are some inappropriate and
occasional spelling errors. Errors in word
order are noticeable, as is omission of
prepositions and articles, but complex
sentences including relative clauses and
conditionals are accurate.

Sourced from Official IELTS Practice Materials 2007

7
General Training
Writing Task 1
You should spend about 20 minutes on this task.

Your local public library wants to make improvements to their services and facilities.
In order to get ideas from the public, they have asked library users to send them
suggestions in writing:

Write a letter to the librarian. In your letter

• describe what you like about the library

• say what you don’t like
• make suggestions for improvements.

Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear Sir or Madam,

Sourced from the IELTS Scores Guide

8
General Training Writing Task 1
Sample response
Dear Sir or Madam,

I am very keen to contribute my suggestions about what should be retained, and what needs
to change in order to improve the library.

First, I would urge you to retain the excellent reading area on the ground floor. This and the
Genealogy section on the first floor are extensively used and much loved. Furthermore, the quiet
study area on the second floor is a great asset, especially for students.

There are some aspects of the library facilities and services, however, which are in desperate
need of improvement. The network computer facilities must be expanded and modernised,
including space where people can comfortably use their own laptops to access Wi-Fi. The limited
access to digital information has been a source of frustration among library users for some time.

Can I suggest that your renovation plans focus on the use of information technology,
as described above? If this must be done by reducing the underused collection of books and
magazines, then that will be no great loss, I believe.

Yours faithfully,

David Brown (Mr)

What do examiners look for?

1 Task Achievement

The purpose of the letter is clearly specified in the opening paragraph, with a brief outline of what
the letter will contain. The first bullet point is fully covered with three positive aspects of the library
described. Paragraph 2 covers the second bullet point. In response to the task requirement
to ‘make suggestions for improvements’, the third paragraph makes two suggestions, fully
developing the response to the three bullet points.

The tone of the letter is appropriate for the situation and consistent throughout: from the opening
salutation given in the question, examples of a formal style include […I would urge you | ...are
extensively used | Furthermore, |…has been a source of frustration | ...for some time | Can I
suggest… | ...as described above |...that will be no great loss, I believe]. Contractions are
not used.

The closing salutation, Yours faithfully, is also consistent with the tone for a formal letter.
The writer’s full name is included, as in a real-life task, to make the letter as realistic as possible.

The length, 170 words, provides full coverage of the task. It exceeds the minimum of 150 words
but a longer response than this is not required.

2 Coherence and cohesion

Information is organised logically, with cohesive devices such as sequencers, linking words and
referencing (e.g., pronouns referring to something from a previous sentence) used skillfully to
contribute to progression in the response [First, | This… | Furthermore, | especially | There are
some aspects…, however, | … as described above | then].

Paragraphing is skilfully managed: Task 1 should normally consist of three or four paragraphs.

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3 Lexical resource

A wide range of vocabulary is used to convey precise meaning. Word choice is accurate
throughout and less common lexical items are used [retained | urge | Genealogy | renovation
| underused] with skillful use of collocation [a great asset | in desperate need | limited access |
digital information | information technology | no great loss]. There are no spelling errors.

4 Grammatical range and accuracy

The letter has a wide range of structures, used with full flexibility. A variety of complex structures,
including subordinate clauses, is used accurately [what should be retained | what needs to
change | must be expanded | space where people can comfortable use … | If this must be done
by reducing … ].

Word order and cohesion are both skillfully managed so that only one sentence begins with the
pronoun ‘I’. The tendency in letter writing to start sentences with ‘I’ is thus avoided here.

There are no errors in punctuation.

10
General Training
Writing Task 1
You should spend about 20 minutes on this task.

An overseas friend wants to visit your country on holiday.

Write a letter to your friend. In your letter

• recommend the best time of year to visit and why

• describe the types of accommodation your friend could choose
• say what you would like to show your friend in your country

Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear ...................................

Sourced from Official IELTS Practice Materials 2009

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General Training Writing Task 1
Sample response
Dear Andrew,

I was pleased to hear that you’re going to visit Brisbane, so I’m writing to give you some
information to think about before you come.

Most people travel to Brisbane in the summer months but I think it’s uncomfortably hot at that
time of the year. Autumn is the best season, between April and June. It’s still sunny, but much
cooler than in summer.

At the moment, all our bedrooms are full, so unfortunately, we can’t put you up. However, there
are some cheap places to stay, like Airbnbs, in our suburb. You could also stay in a serviced
apartment in the city centre or on the Gold Coast. There are lots of specials online, so I’m sure
you’ll find somewhere affordable.

When you get here, let me be your tourist guide. I’ll take you to Lone Pine Koala Sanctuary,
where you can feed kangaroos and koalas. I can also drive you to the Gold Coast for a swim.
To add excitement, we can visit the theme parks there.

Looking forward to catching up.

Best wishes,

Laurel

What do examiners look for?

1 Task Achievement

The writer starts by referring to the news received from the overseas friend, as outlined in the
task. The purpose of the letter is stated immediately after that in a concise opening paragraph.

The first bullet point is covered in Paragraph 2. In response to the task requirement to ‘describe
the types of accommodation’, the third paragraph makes two suggestions. As the writer’s friend
lives overseas, it is natural to explain why the writer cannot offer accommodation in their own
home. This is not seen as irrelevant detail. Paragraph 4 gives ample information to cover the
third bullet point.

The tone of the letter is appropriate for a personal letter to a friend and is consistent throughout,
with contractions used to contribute to the conversational style. The opening salutation given
in the question is appropriately completed with the friend’s first name – and not ‘Dear friend’.
Examples of an informal style include [I was pleased to hear…. | so I’m writing to give you…| but
I think…| we can’t put you up.| There are lots of specials |…so I’m sure you’ll find somewhere].

The rounding off statement Looking forward to catching up is a friendly conversational way
to conclude a personal letter but does not replace the closing salutation, Best wishes, which
is in keeping with the informal tone.

The writer’s first name is included, as in a real-life task, to make the letter as realistic as possible.

The length, 176 words, provides full coverage of the task. It exceeds the minimum of 150 words
but a longer response than this is not required.

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2 Coherence and cohesion

Information is organised logically and there is a clear progression throughout. Cohesive devices
such as linking words and referencing are used skillfully to sequence the information [so | in the
summer months … at that time of the year | At the moment | so unfortunately | like Airbnbs | also].

Paragraphing is skillfully managed, with four paragraphs and a rounding-off statement.

3 Lexical resource

A wide range of vocabulary is used to convey precise meaning. Word choice is accurate
throughout with skillful and natural-sounding use of collocation [uncomfortably hot | can’t put you
up | serviced apartment | somewhere affordable | tourist guide | kangaroos and koalas | To add
excitement | catching up]. There are no spelling errors.

4 Grammatical range and accuracy

The letter has a wide range of structures and all sentences are error-free. A variety of complex
structures, including subordinate clauses, is used accurately [pleased to hear that you’re going
to visit | some information to think about before you come | so I’m sure you’ll find | When you get
here, let me be … | I’ll take you to … where you can feed …].

Word order is skillfully managed so that only two successive sentences begin with the pronoun ‘I’.

There are no errors in punctuation.

Sourced from Official IELTS Practice Materials 2007

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Academic Writing Task 1
Sample question
You should spend about 20 minutes on this task.

The charts below show the number of Japanese tourists travelling abroad between
1985 and 1995 and Australia’s share of the Japanese tourist market.

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

Write at least 150 words.

Sourced from Official IELTS Practice Materials 2007

14
Academic Writing Task 1
Sample response
The chart and graph compare the number of Japanese who spent their holidays overseas from 1985 to 1995
with the proportion of them who visited Australia.

In 1985, only about five million Japanese travelled abroad, after which the number increased steadily. By 1990,
the figure had more than doubled to 11 million. Apart from a slight drop the following year, the upward trend
continued until the end of the period, when numbers reached over 15 million.

While Australia was the destination for under 2% of Japanese tourists in 1985, this percentage had risen to
over 6% by 1994. The proportion grew consistently, apart from a slight fall in 1990 (4.5% to 4%). After reaching
its 1994 peak, the percentage declined marginally to 6% in 1995.

Overall, despite the relatively small proportion of Japanese tourists coming to Australia, the increase in the
country’s share of the Japanese tourist market corresponded closely with the growth in Japanese tourism
overseas generally, with a trebling of both in the ten-year period.

What do examiners look for?

1 Task Achievement

The response provides a clear introduction to both the bar chart and the table, rewording the language from the task and
setting the scene (what? where? when?).

The main trends from both visuals have been clearly presented, highlighted and illustrated using data.

There is an overview relating to both the chart and graph, which clearly summarises the main trends.

For these reasons, the response satisfies the requirements for Task Achievement.

2 Coherence and cohesion

Information is well organised and there is a clear overall progression. Cohesion is achieved both through the use of linking
words [While | Overall] and referencing [number of Japanese … proportion of them | under 2% … this percentage].
The use of paragraphing contributes to the ease with which the information can be processed.

3 Lexical resource

Vocabulary is appropriate for the task with full control of word choice, form and spelling. Meaning is conveyed
precisely throughout.

4 Grammatical range and accuracy

A wide range of grammatical structures is used, allowing the data to be skillfully integrated in the response and comparisons
made in tourist numbers over the period 1985-1995. Verb forms, articles and prepositions are all used accurately and there
are no errors in punctuation.

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Academic Writing Task 1
Sample response

Sourced from the IELTS Scores Guide

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Academic Writing Task 1
Sample question
Sample Question 2
Writing task 1
Brick Manufacturing

You should spend about 20 minutes on this task.

The diagram below shows the process by which bricks are manufactured in the
building industry.

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

Write at least 150 words.

Sourced from the IELTS Scores Guide

17
Academic Writing Task 1
Sample response
The diagram outlines how bricks are manufactured, from the extraction of raw clay to the eventual delivery
of finished bricks to the building industry. The process involves clearly defined steps.

First, the raw clay is extracted from a quarry by a large digger. This clay is then refined by separating larger
pieces from smaller ones using a metal grid. This refined clay is conveyed via a belt on rollers to be mixed
with sand and water. The resulting mixture is moulded into bricks either through extrusion and cutting, or using
a brick mould.

These fresh bricks are dried in a drying oven for between 24 and 48 hours. They are then transferred to a kiln
for firing at a moderate temperature of 200 oC – 980 oC, and then at a higher temperature of 870 oC –1300 oC.
After cooling for 48 to 72 hours in a cooling chamber, the finished bricks are packed and transported for
delivery.

Overall, the brick making process comprises seven steps. These steps involve different processes, namely,
refining and forming the raw clay, drying the clay, and then firing the bricks in ovens.

What do examiners look for?

1 Task Achievement

The response provides a clear introduction to the diagram, rewording the language from the task and setting the scene
(what? how?)

The main steps have been clearly presented, highlighted and illustrated using figures, where appropriate.

There is an overview that relates the number of steps and the general purpose of these steps, which clearly summarises
the main features.

For these reasons, the response satisfies the requirements for Task Achievement.

2 Coherence and cohesion

Information is well organised and there is a clear overall progression. Cohesion is achieved both through the use of linking
words [First | then| after] and referencing [This clay…| The resulting mixture…| These fresh bricks | They are…]
The use of paragraphing contributes to the ease with which the information can be processed.

3 Lexical resource

Vocabulary is appropriate for the task with full control of word choice, form and spelling. Meaning is conveyed
precisely throughout.

4 Grammatical range and accuracy

A wide range of grammatical structures is used, allowing the information to be skillfully integrated in the response.
The use of the passive voice and other verb forms, articles and prepositions are all accurate and appropriate.
There are no errors in punctuation.

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General & Academic Training
Writing Task 2

Question type: Discussion + opinion essay

It is commonly believed that nowadays that the main factors
affecting a child’s development are media, pop culture and
friends. A different point of view is that family plays the most
significant role.
Discuss both views and give your own opinion.
It is often held that teachers, peers and the media have a significant influence on the life of
children. While some people argue that these factors are predominant in shaping a child's
future, others believe that parents impact their offspring in more critical ways. This essay will
discuss both these points of view and argue in favour of the latter.

On the one hand, the books children read and the music they listen to form their belief
system. In other words, children tend to copy the behaviour of their favourite personality or
fictional character, with an inordinate number of children declaring that their ambition is to be
a superhero. Moreover, when little ones work and play in groups, they are influenced by
their peers. Finally, other factors, like the media, prompt children to want things regarded as
fashionable. For instance, children often demand toys that they see on television.

On the other hand, a child's personality is malleable at a very young age, and parents are
always present in their life at this stage. Also, very young children love to imitate. For
example, children who come from a dysfunctional family often exhibit behavioural problems
at school. An emotionally secure environment at home is critical for the child's confidence.
Moreover, parents also teach children about setting boundaries.

In my opinion, children's choice of friends, books or music depends on the values instilled in
them by their parents. Therefore, parents hold more substantial sway over their offspring
than media, pop culture and friends circle.

In conclusion, the outside world influences the intellectual and social development of
children. However, I believe that it is parents who set the stage for these developments by
laying a strong foundation from a very young age.

https://ielts-up.com/writing/discuss-both-views-essay.html

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Academic Writing Task 2
Sample question: opinion essay
Some people prefer to live in a house, while others feel that it's better to live
in an apartment.

Are there more advantages than disadvantages of living in a house

compared with living in an apartment?
Everyone wants to live in comfort. Some people find independent houses more
convenient, while others prefer modern-day apartments. I believe living in an
apartment is more advantageous than living in a house for several reasons.

To start with, we are moving towards the culture of nuclear families where most adults
work. Life is more stressful than ever and people have less time on hand. Given these
circumstances, it is much easier to manage an apartment than an independent house.
For instance, most apartments have housekeeping facilities that take care of all the
cleaning and maintenance work, which we would have to manage ourselves if we
lived in a house.

Additionally, apartments are usually gated communities so they are a lot more secure.
To exemplify, most apartments would have some sort of access cards for residents and
stickers to identify their vehicles. Any visitors or guests will first have to go through the
security, who will seek approval from the residents before allowing them inside. Overall,
the security parameters are better than one can afford in a house. Furthermore,
apartments have common facilities like recreational/play area for kids, swimming pools,
sports, club houses and so on. One does not have to travel outside of their home to
access these facilities. This results in a lot of time savings. Parents also feel it’s easier
for them to allow their kids to play freely without any supervision.

However, living in an independent house does have its own advantages. They are
certainly more spacious and owners can freely utilise and modify the space based on
their convenience, which is hard to achieve in an apartment.
To conclude, apartments and houses have their set of pros and cons. However, I
believe that apartments satisfy the needs of our modern lifestyle better than
independent houses.
https://www.ielts-practice.org/band-8-5-essay-sample-apartments-are-better-than-houses/

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Academic Writing Task 2
Sample question: opinion essay
You should spend about 40 minutes on the task.

Write about the following topic:

Children who are brought up in families that do not have large amounts of money are
better prepared to deal with the problems of adult life than children brought up by
wealthy parents.

To what extent do you agree or disagree with this opinion?

Give reasons for your answer and include any relevant examples from your own knowledge
or experience.

Write at least 250 words.

Sourced from the IELTS Scores Guide

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 Band score awarded
Sample response
and examiner comments

Task 2 Upbringing – Response C Band 8

The topic is very well addressed and the

position is clear throughout. Main ideas
are presented and well supported, apart
from over-generalisation in the penultimate
paragraph. The rubric is copied in the
opening paragraph, but when this is
deducted from the overall word count
the response is not underlength.
The ideas and information are very well
organised and paragraphing is used
appropriately throughout. The answer can
be read with ease due to the sophisticated
handling of cohesive devices - only the lack
of an appropriate introduction and the minor
error in the second use of ‘eg’ mars this
aspect of the response.

The writer uses a wide and very natural

range of vocabulary with full flexibility.
There are many examples of appropriate
modification, collocation and precise
vocabulary choice.

Syntax is equally varied and sophisticated.

There are only occasional errors in an
otherwise very accurate answer.

Overall, this performance is a good

example of Band 8.

Sourced from the IELTS Scores Guide

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General Training
Writing Task 2: multi-part question
You should spend about 40 minutes on this task.

Write about the following topic:

Shopping is becoming more and more popular as

a leisure activity. However, some people feel that this
has both positive and negative effects.

Why is shopping so popular?

What effects does its increase in popularity have

on individuals and society?

Give reasons for your answer and include any relevant examples from your own knowledge
or experience.

Write at least 250 words

Sourced from the IELTS Scores Guide

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General Training Writing Task 2
Sample response
Band score awarded
Sample response
and examiner comments

Band 8

All parts of the task are sufficiently and

appropriately addressed. A clear position
is presented and supported and ideas are
relevant and well developed. Some further
extension in supporting points, such as
some mention of negative effects, however,
brief, could be added to raise this to the
highest band for Task Response.
There is a clear progression throughout
the response and a wide range of
cohesive devices is used with flexibility,
although there is rare error too. However,
the personal comment, in the final
paragraph is a sudden topic shift after the
general exploration of the issues. This
is a slight lapse in the development and
clear progression of the response, and
prevents it from reaching the highest band
for coherence and cohesion.

A wide range of vocabulary is used with

flexibility and precision. The occasional
minor error, such as the omission of
dependent prepositions, is evident but
not systematic.

Similarly, minor errors or omissions occur

in structures, but these do not detract from
the wide range flexibility and accurately
used generally, and the majority of
structures are error free.

This is a clear example of a Band

8 performance.

Sourced from the IELTS Scores Guide

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Writing Tips
1. In your Writing test there are no right or wrong answers or 8. Task 2 of the Academic Writing test is an essay. Don’t
opinions. The examiners are assessing how well you can forget to plan your essay structure before you start writing.
use your English to report information and express ideas. You should include an introduction, ideas to support your
2. Analyse the questions carefully to make sure your answer argument or opinion, real-life examples to illustrate your
addresses all the points covered by the question. points, and a conclusion based on the information you
have provided.
3. Notice the minimum word limit. If you write less than 150
words for Task 1 and less than 250 for Task 2, you will 9. You have 40 minutes to write your Task 2 essay. Make
lose marks. sure you give yourself up to five minutes to plan your
answer before you start writing. Also leave five minutes at
4. Be careful to use your own words because the examiner the end to review your answer and check for mistakes.
will not include words copied from the question in the
word count. 10.Make your position or point of view as clear as possible
in your essay for Academic Writing Task 2. Your last
5. You must write both your answers in full, not in note paragraph should be a conclusion that is consistent with
form or in bullet points. You must arrange your ideas in the arguments you have included in your essay.
paragraphs, to show the examiner that you are able
to organise your main and supporting points. 11.Memorising a model answer for the Writing test won’t help
you. The examiner will see that your answer does not
6. You do not have to write very long sentences to do well match the topic of the essay.
in your Writing test. If sentences are too long, they will
become less coherent and also make it harder for you 12.Many candidates confuse singular and plural nouns.
to control the grammar. For example, the plural form for many nouns includes an
‘s’ – students, journals, articles, issues. Pay attention to
7. In Academic Writing Task 1 you have to select and this when writing/typing (in computer-delivered IELTS).
compare relevant information from data presented in a
graph, table or diagram. In your introduction, do not copy 13.Take care to spell words correctly. Standard American,
the text from the question. Use your own words. Australian and British spellings are acceptable in IELTS.
You shouldn’t try to interpret or give reasons for the data;
keep your response factual.

25
 Writing assessment criteria – Task 1
Band Task Coherence and cohesion Lexical Grammatical range and accuracy
achievement resource

9 • uses cohesion in such a way that it • uses a wide range of vocabulary with very •
attracts no attention natural and sophisticated control of lexical and accuracy; rare minor errors occur only as
• clearly presents a fully developed response ‘slips’
• skillfully manages paragraphing features; rare minor errors occur only as
‘slips’
8 • sequences information and ideas logically • uses a wide range of structures
• manages all aspects of cohesion well • • the majority of sentences are error-free
• presents, highlights and illustrates key
• skillfully uses uncommon lexical items but there • makes only very occasional
features/bullet points clearly and appropriately
may be occasional inaccuracies in word choice errors or inappropriacies
and collocation
• produces rare errors in spelling and/or word
7 • covers the requirements of the task • logically organises information and ideas; formation • uses a variety of complex structures
• (A) presents a clear overview of main trends, differences or there is clear progression throughout • • produces frequent error-free sentences
stages • uses a range of cohesive devices • uses less common lexical items with • has good control of grammar and
• (GT) presents a clear purpose, with the tone consistent and appropriately although there may be some some awareness of style and punctuation but may make a few errors
appropriate under-/ over-use collocation
• clearly presents and highlights key features/bullet points but • may produce occasional errors in word
could be more fully extended choice, spelling and/or word formation
6 • addresses the requirements of the task • arranges information and ideas • uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence forms
• (A) presents an overview with information appropriately selected coherently and there is a clear overall • attempts to use less common • makes some errors in grammar and
• (GT) presents a purpose that is generally clear; there progression vocabulary but with some inaccuracy punctuation but they rarely reduce
may be inconsistencies in tone • uses cohesive devices effectively, but • makes some errors in spelling and/or word communication
• presents and adequately highlights key features/bullet cohesion within and/or between sentences formation, but they do not impede
points but details may be irrelevant, inappropriate or may be faulty or mechanical communication
inaccurate • may not always use referencing

5 • generally addresses the task; the format may be inappropriate in • clearly

presentsor information
appropriately
with some • uses a limited range of vocabulary, but • uses only a limited range of structures
places organisation but there may be a lack of this is minimally adequate for the task • attempts complex sentences but these
• (A) recounts detail mechanically with no clear overview; there overall progression • may make noticeable errors in spelling tend to be less accurate than simple
may be no data to support the description • makes inadequate, inaccurate or over- sentences
• (GT) may present a purpose for the letter that is unclear at times; use of cohesive devices and/or for the reader • may make frequent grammatical errors
the tone may be variable and sometimes inappropriate • may be repetitive because of lack of and punctuation may be faulty; errors
• presents, but inadequately covers, key features/ bullet points; referencing and substitution can cause
there may be a tendency to focus on details
4 • attempts to address the task but does not cover all • presents information and ideas but these • uses only basic vocabulary which may be used • uses only a very limited range of
key features/bullet points; the format may be are not arranged coherently and there is repetitively or which may be inappropriate for the structures with only rare use of
inappropriate no clear progression in the response task subordinate clauses
• (GT) fails to clearly explain the purpose of the letter; • uses some basic cohesive devices but • has limited control of word formation and/or • some structures are accurate but errors
the tone may be inappropriate these may be inaccurate or repetitive spelling; predominate, and punctuation is often
• may confuse key features/bullet points with detail; • errors may cause strain for the reader faulty
parts may be unclear, irrelevant, repetitive or inaccurate
3 • fails to address the task, which may have • does not organise ideas logically • uses only a very limited range of • attempts sentence forms but errors in grammar
been completely misunderstood • may use a very limited range of cohesive words and expressions with very and punctuation predominate and distort the
• presents limited ideas which may be largely irrelevant/repetitive devices, and those used may not indicate a limited control of word formation meaning
logical relationship between ideas and/or spelling
• errors may severely distort the message
2 • answer is barely related to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; • cannot use sentence forms
essentially no control of word formation and/or except in memorised phrases
spelling
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all

0 • does not attend

• does not attempt the task in any way

Public version
• writes a totally memorised response
25
 Writing assessment criteria – Task 2
Public version
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Notes

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