Ielts preparatoin

d
before beginning to write. If it’s still not making sense, then go on to Task
Two but make sure that you give yourself 20 minutes to complete the
report before the end of the writing test time. It often happens that our
brains can sort problems out for us even when we are focusing on
something else.
Report structure
Like the line graphs, your report should be structured simply with an
introduction, body and conclusion. Tenses should be used appropriately.
Use one standard opening sentence to introduce the report. This opening
sentence will make up the first paragraph. You should state simply what
the process is. For example:
The flow chart shows the marking procedures for national
exam papers in Someland.
Notice that the sample opening sentence does not simply copy the words
used in the task instructions. Copied sentences will not be assessed by
the examiner and so you waste your time including them.
The body of the report will describe the process in a logical order.
A conclusion will generally not be necessary in this kind of report.
© 1999 Holmesglen Institute of TAFE 39
Grammar and vocabulary
You will receive a higher mark if your writing uses a range of structures
and vocabulary correctly rather than a limited number.
If the flow chart is simple and linear then you may be able to link the
stages together by simply using some of the following transition signals.
To begin with
First of all
First
Secondly, thirdly, etc
Then
Next
After that
Finally
If the process is more complex, as in the example above, then you may
need to also use these words
Alternatively
Otherwise
In addition
At the same time
Concurrently
Using the present simple passive
The passive is associated with an impersonal formal style. It is often used
in notices, announcements and describing processes. Compare the
following sentences:
Active: The examiner marks the test paper
Passive: The test paper is marked
The two sentences have the same meaning but the emphasis is different.
In the active sentence we are more interested in the person or thing doing
the action (the agent).
In the passive sentence we are more interested in the person or thing
affected by the action. If we want to mention the agent we use by:
The test paper is marked by the examiner
But often the agent is not important.
© 1999 Holmesglen Institute of TAFE 40
The passive is not another way of expressing the same sentence in the
active. We choose the active or passive depending on what we are more
interested in. In the first sentence we are more interested in the examiner.
In the second sentence we are more interested in the test paper.
Subject is / are past participle (by agent)
The test paper is marked (by the
examiner)
© 1999 Holmesglen Institute of TAFE 41
PREPARING FOR IELTS WITH HOLMESGLEN
INSTITUTE
Writing task two
Description of task
You will be given a discussion topic. Your task is to write a 250 word essay
on that topic. You should spend around 40 minutes on the task.
What is being tested is your ability to:
¨ Present a point of view with convincing evidence
¨ Challenge an alternate point of view
¨ Focus on the topic and avoid irrelevancies
¨ Communicate in a style that is easy to follow and cohesive.
¨ Use English accurately and appropriately
Sample task
You should spend about 40 minutes on this task.
Present a written argument to an educated reader with no specialist
knowledge of the following topic:
Television has had a significant influence on the culture of many
societies. To what extent would you say that television has positively
or negatively affected the cultural development of your society?
You should write at least 250 words
Use your own knowledge and experience and support your arguments
with examples and relevant evidence.
Your task
Complete the task 2 exercise above. Spend only 40 minutes on the task,
then look at the notes and sample answer below.
© 1999 Holmesglen Institute of TAFE 42
Sample answer
It has been around forty years since television was first
introduced into Australian households and people today still
have mixed views on whether it has a positive or a negative
influence on the society.
Many people believe that television damages culture. It
promotes the stronger cultures of countries such as Britain
and North America and weakens the cultures of less wealthy
countries. This is because the stronger, wealthier countries
are able to assert their own culture by producing more
programs that are shown widely around the world. These
programs then influence people, particularly young people, in
the countries where they are shown.
Also, because television networks need to attract large
audiences to secure their financial survival, they must
produce programs which are interesting to a broad range of
people. In Australia this range is very broad because we are
a multicultural society and people of all ages like to watch
television. To interest all these different people, most
television programs are short in length, full of action and
excitement, do not require much intelligence or knowledge to
understand, and follow universal themes common to all
cultures, such as love and crime. Television programs which
concentrate on or develop themes pertinent to one particular
culture are not so successful because they interest a smaller
audience.
Nevertheless we much acknowledge that television does
have some positive effects on the cultures within a society as
well. People who do not live within their own culture can, in a
limited way, access it through the multicultural station on the
television. For example, Aboriginal children who have grown
up in white families, or migrants and international students
living in Australia, can watch programs from their own culture
on the television.
In conclusion, I hold the view that television promotes and
strengthens those cultures that are wealthy and influential
while it weakens the cultures that are already in a weakened
position.
© 1999 Holmesglen Institute of TAFE 43
Teacher's comments
Here is what a teacher said about the sample answer:
The essay has a clear introduction which poses the
problem. Three paragraphs which makes relevant points on
the topic and a conclusion which sums up the main point of
the whole essay. The grammar and vocabulary are rich and
varied. It is therefore a very good answer.
Strategies for improving your IELTS score
The style of essay required for Task 2 of the IELTS writing test is standard
to academic courses. There are several published textbooks available to
assist you to improve your writing skills for this part of the test.
Structure and cohesion should be evident at the essay level, within and
between paragraphs and within and between sentences. Structure and
cohesion have a very important effect on the readability and clarity of your
essay as a whole.
The structure of your essay should show a clear development from
introduction, through your points and on to the conclusion. Your essay
needs to have an introduction, body and conclusion.
Structure and cohesion should also be apparent within and between
paragraphs. Each paragraph will typically contain a topic sentence which
states the main point of your paragraph. The topic sentence is usually the
first one. This will be followed by the evidence which supports the point of
the paragraph. The final sentence will typically lead into the point of the
following paragraph.
A good essay will also have structure and cohesion within and between
sentences. It is important that you are confident using linking devices such
as relative clauses, connectives and transition signals.
© 1999 Holmesglen Institute of TAFE 44
Connecting sentences
A. Use connectives such as the following with verb phrases. For
movements in the same direction use 'then' and 'and' and 'then
continued its upward / downward trend more  '.
Disconnected sentences
After that it rose gradually to 5,000 by 1952. And then it went up to 15,000
by 1954.
Connected sentence
After that it rose gradually to 5,000 by 1952, then more steeply to 15,000
by 1954
Connected sentence
After that it rose gradually to 5,000 then continued its upward trend more
steeply to 15,000.
Exercise
Connect these sentences using 'then', 'and' and 'then continued its
upward/downward trend more  '.
It dropped swiftly to 1,000 in 1998. Then it went down slowly to 900
in '99
It slowly decreased to 100. Then it quickly dropped to 15.
It increased substantially at the beginning of the year. It increased
gradually at the end of the year.
For contrasting movements use ‘ but’
Disconnected sentences
It rose to 35,000 by 1960. After that it fell to 12,000 by 1962.
Connected sentence
It rose to 35,000 by 1960 but later fell to 12,000 by 1962
© 1999 Holmesglen Institute of TAFE 45
Exercise
Connect these sentences using 'but'.
It fluctuated around 100 in 1999. Then it levelled out in the year
2,000.
It went down to 15,000 in 1960. Then it climbed back to 2,000 in
1961.
B. Use connectives such as the following with noun phrases. Use
'which was followed by' , 'which led to', 'which preceded'
Disconnected sentences
There was a fall to 6,000 by 1968. Then an increase to 8,000 by
1970.
Connected sentence
There was a fall to 6,000 by 1968 which was followed by an
increase to 8,000 by 1970.
Connected sentence
There was a fall to 6,000 by 1968 which led to an increase to 8,000
by 1970.
Connected sentence
There was a fall to 6,000 by 1968 which preceded an increase to
8,000 by 1970.
Exercise
Connect these sentences using‘ which was followed by’, ‘which led to’,
‘which preceded’.
There was a sharp rise to 900 in 1991. Then there was a gradual
decline to 800 in 1992.
There was a slight drop to 90. Then there was a more marked
decline to 50.
It reached a peak at Christmas. Then it dropped back to the
November levels of 500.