really understood the figure. Another common mistake is for students – usually lower-level students – to try to use complex language they don’t really know how to use well. Of course, there are marks for well-expressed sentences that express comparison and contrast, but students must stick to language they can use confidently.
Interviewer: Do many students make the mistake of trying to explain the reason for information?
Examiner: It’s not a common mistake, but it does happen. Some students seem to think that all writing is creative and they just can’t resist suggesting why a trend might have occurred at a certain time, for example.
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Examiner: It’s also vital. The second composition must be at least 250 words and a very short composition will lose marks. Again, planning is so important. Students can easily ensure a composition is the right length by giving an example from their own experience or an extra reason to support an opinion they’ve expressed.
Review 2 – Writing
C Put the points into the order in which you hear them. Interviewer: What about Writing Task 2 – the discursive composition? What do you look for?
Examiner: Well, there are various things to look for and it depends on the level of the student. I can see straightaway if the composition is written by a lower-level student or by a more advanced learner. There are certain aspects of a composition that are essential – and that’s the same for any student taking the exam. Firstly, what the student writes must be relevant to the question – it doesn’t matter how well-written the composition is, it’s no good if it doesn’t answer the question. It’s quite common that a student can clearly write English well, but he or she just didn’t really know what to say about a particular issue. I think they panic and then start inventing things that are off the point. Again, practice is vital. Many of the composition topics come up quite frequently. If students practise writing discursive compositions, there’s a reasonable chance that an issue they’ve written about before will come up in the exam and then it’s much easier to have plenty to say.
Interviewer: So, is it important to plan and make notes? Examiner: It’s absolutely essential! IELTS Writing tasks are quite sophisticated, but they’re not designed to trip students up. I mean the issues are always issues that an educated person would have something to say about. The idea is not to resolve the issue or even to say anything especially intelligent, but what is said must be relevant, and a bit of time spent thinking and jotting down some ideas is invaluable. Trying to think of what to say as you write is almost impossible.
Interviewer: How important is the word count?
Interviewer: And does planning mean better organization? Examiner: Definitely. In a discursive composition, points must be made in a logical order and ideas should be introduced and concluded. You can’t do that if you make it all up as you go. Apart from a general logical flow of ideas, students should understand the purpose of paragraphs and introduce each with a topic sentence that helps the reader follow the train of thought. Students with a higher level of English should be able to use a range of reference words – that is words that refer back to an earlier idea or forward to something that has not yet been introduced – and suitable linking devices.
Interviewer: What about vocabulary, spelling and accurate grammar?
Examiner: It’s all about a sensible balance. Lower-level students should stick to saying what they know how to say, but more capable students need to show they can use a range of language. I’m not saying they should try to use really complex structures for the sake of it or show off with advanced vocabulary that isn’t totally appropriate, but they do need to show the examiner what they can do. I get the impression that some very capable students don’t really stretch themselves by using vocabulary they probably know. They should make a list of suitable words and phrases that relate to the issue while they’re planning. Stronger students should be able to use the appropriate grammatical structures without having to try too hard – I mean they should come naturally. Finally, the student needs to use language that is appropriate in style and register. I see too many compositions that contain inappropriately informal expressions and are full of contractions. Even though I’m impressed that the student knows an expression, I can’t give extra marks if it’s used inappropriately.
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Review 2 – Writing
D Listen again as you read the tapescript. [Play
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Pathway to IELTS 6.0 221
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