IELTS Essays Band 9 | IELTS Writing 9.0

2023-07-19 18:31:17 Vocabulary of #Essay261

claim - argue
no longer - not anymore
key component - crucial part
curriculum - what you’re learning at school
practical reasons - real justifications
sentiment - feeling
serves a purpose - has a reason
proponents - supporters
reform - change
deserve prioritisation - warrants valuing highly
there is little doubt that - it is clear that
21st century - 2000 – 2099
relate to - has to do with
sciences - chemistry, math, biology, physics, etc.
engineering - figuring out how things work
computer science - learning about computers
practical humanities - business and economics
business - learning about money, economics
specialising - focusing on one area
head start - getting ahead
competition - fighting
secure - safe
well-paying - making good money
immediately after - right following that
in contrast - however
completely forgotten - not remembered
tangible skills - concrete abilities
advance - getting ahead
real world - reality
fundamental truths - important facts about life
human condition - people living in the world
tackle - deal with
fundamental philosophical - basic relating to life and death
psychological questions - issues about the human mind
masters - the best at something
19th century Russian literature - books from Russia in the 1900s
Tolstoy - Leo Tolstoy, writer of War and Peace
Dostoevsky - Fyodor Dostoevsky, writer of The Brothers Karamazov
primarily concerned - mainly to do with
human psychology - how people think
fits into - relates to
larger context - what it concerns
man’s search for meaning - finding a purpose in life
exploration - finding out about
relevant - related to
replaced - instead of
steady career - good job
moreover - also
the way in which - how it is done
develop their themes - explore their concerns
aesthetic quality - beauty, art
imparts - gives
careful readers - conscientious
artistic expression - self-expression
see outside the narrow modern confines - expand their worldview
accumulating the most material wealth - getting richer
utilitarian benefits - get something real from it
outweigh - more important than
deeper values - very important
advisable - should be done
emphasised - focused on

#Writing9 #Vocabulary

@Essays_band9-Road to band Open / Comment

2023-07-17 18:48:06 ​​ IELTS Simon Writing Task 1 Lessons Collection - Best ever

IELTS-Simon: Writing Task 1 lesson 1

IELTS-Simon: Writing Task 1 lesson 2

IELTS-Simon: Writing Task 1 lesson 3

IELTS-Simon: Writing Task 1 lesson 4

IELTS-Simon: Writing Task 1 lesson 5

IELTS-Simon: Writing Task 1 lesson 6

IELTS-Simon: Writing Task 1 lesson 7

IELTS-Simon: Writing Task 1 lesson 8

IELTS-Simon: Writing Task 1 lesson 9

@Essays_band9-Road to band Open / Comment

2023-07-14 16:40:21 #Essay261 #Writing #Task2

Agree / Disagree

Q: Some people think that it is a waste of time for high school students to study literature, such as novels and poems.
To what extent do you agree or disagree?

Answer:

Many today claim that learning about literature should no longer be a key component of the high school curriculum. In my opinion, there are practical reasons for this sentiment but literature still serves a purpose.

Proponents of this reform argue other subjects deserve prioritisation. There is little doubt that in the 21st century, the most important subjects for students’ future careers relate to the sciences, such as engineering and computer science, or the practical humanities, like business. The earlier that students begin specialising, the more likely they are to have a head start on the competition and secure a well-paying job immediately after graduating high school or university. In contrast, the novels and poems that students read in high school are usually completely forgotten within a few years and do not teach any tangible skills that will help them advance in the real world.

Nonetheless, literature contains many of the most important and fundamental truths about the human condition. Life is about more than a career and great authors tackle the most fundamental philosophical and psychological questions. For example, the masters of 19th century Russian literature, including Tolstoy and Dostoevsky, are primarily concerned with human psychology and how this fits into a larger context of man’s search for meaning. Their exploration of these issues is relevant to everyone and cannot be replaced with a steady career. Moreover, the way in which great writers develop their themes, the aesthetic quality of their writing itself, imparts to careful readers the importance of artistic expression and may help them see outside the narrow modern confines of accumulating the most material wealth.

In conclusion, the utilitarian benefits of studying practical subjects do not outweigh the deeper values of literature. It is therefore advisable that literature be emphasised in high school classrooms.

Total words: 297

Band: 7.5+

@Essays_band9-Road to band Open / Comment

2023-07-12 17:10:38 Let's address some common IELTS writing questions.

A lot of people make a lot of claims about various structures and 'secrets' to getting a good score. Some of these are accurate but many are wrong. Let's look at some of the common claims I hear and see if they are true or not.

Firstly, there are some claims about essay structures. Here are a few common ones that aren't true.

1. You will get a higher score if you don't give your position in the introduction for discussion and opinion essays.
- This one is untrue. The criteria does not specify where to put your opinion. Neither does the 'secret criteria'. You'll also see a lot of variety among teachers on this point.

2. When talking about research, you should make up an exact statistic or refer to an authority, like a university, because this will make your example sound more authoritative.
- This one is untrue as well. We are expected to provide examples from our knowledge or experience, not fake ones. The impact of fakery on your score will vary by examiner, but I would definitely advise against it. If you are going to bend the truth a bit, make sure it's believable. Adding exact statistics and referring to obviously fake studies does not help this.

3. You will get a higher score if you don't use 'I' in your writing.
- This one is totally untrue, in fact you are encouraged to use 'I' when giving your opinion.

4. You will get punished for going a long way over the word count.
- This is untrue. There is no punishment for long essays. That being said, if you can't make your point in 350 words, maybe you are trying to impress too much.

5. Adding a variety of punctuation will improve your score.
- This one is very wrong. Lots of colons, commas and semicolons tend to make your writing flow a little less. Follow appropriate rules, but don't go out of your way to use specific punctuation. It will be noticeable that punctuation is your priority rather than communicating a clear message.

Here are some common claims that are actually optional. Not 'wrong', but not 'right' either.

1. We should write a 'conclusion' sentence at the end of body paragraphs.
- You don't have to. It is an option, but generally not to my personal taste.

2. You should give a prediction for the future in your conclusion.
- Again optional. Not something to concern yourself with if you have written a lot of words and your conclusion has some substance.

3. You should write a background statement to start your introduction.
- Again optional. This is a very hard sentence to write, so I don't personally teach it.

However, there are some claims that are true. Here are three important ones.

1. Your position should be very clear. The reader should never be left wondering on which side you truly stand on an issue.

2. Writing 'fancy' but unnatural vocabulary will damage your score, not help it.

3. Expand on all your points. It's very important that you do not introduce an idea and then move immediately onto another one. Always expand on every idea you present with at minimum another sentence or at least another clause (of considerable substance).

There you go guys, I hope this cleaned up some doubts you may have had. Have a good one.

#IELTSTopTips #Writing9

@Essays_band9-Road to band Open / Comment

2023-07-10 17:30:16 ​​#Essay260 #Writing #Task1

Mixed (Line and Table)

Q: The charts compare the amount of water used for agriculture, industry and homes around the world, and water use in Brazil and the Democratic Republic of Congo.

Answer:

It is clear that global water needs rose significantly between 1900 and 2000, and that agriculture accounted for the largest proportion of water used. We can also see that water consumption was considerably higher in Brazil than in the Congo.

In 1900, around 500km³ of water was used by the agriculture sector worldwide. The figures for industrial and domestic water consumption stood at around one fifth of that amount. By 2000, global water use for agriculture had increased to around 3000km³, industrial water use had risen to just under half that amount, and domestic consumption had reached approximately 500km³.

In the year 2000, the populations of Brazil and the Congo were 176 million and 5.2 million respectively. Water consumption per person in Brazil, at 359m³, was much higher than that in the Congo, at only 8m³, and this could be explained by the fact that Brazil had 265 times more irrigated land.

Total words: 184

Band:

@Essays_band9-Road to band Open / Comment

2023-07-09 15:10:10 Vocabulary of #Essay259

taking care of - looking after
added - combined
primary school curriculum - what kids study in school
though - despite
drawbacks - disadvantages
feasibility - possibility
positive overall - good in general
involve - deal with
struggles - have to fight with
implement - put into practice
practice - change
inner city schools - poor schools in cities
easy access to farms - can get to farms conveniently
faced with - combat
rising student numbers - more and more students
a lack of resources - not enough money, teachers, etc.
bus - verb for to take the bus
nearby farmland - farms not far away
on a regular basis - day after day
unequivocally - without question
poor allocation of limited resources - not distributing money, etc. well
located - found in
trouble enacting - difficulty doing
ambitious policy - big plan
connect with - talk to
reluctant local farms - not willing farmers
convince - persuade
divert funding - send money in a different direction
dubious 21st century value - questionable importance nowadays
increasingly urban and less agrarian - more and more cities, fewer farms
transferrable - can be used in other ways
beneficial in themselves - good on its own
entire lives - whole life
much more inclined - more likely to
later tend a private garden - after that take care of a small, private garden
encourage productivity - make more active
keep livestock - raise animals
greater benefit - larger advantage
cultivation - growing
personal qualities - characteristics
gain a greater sense of responsibility - become more responsible
internalise - know deeply, understand
real world effects - actul impact
negligence - not paying attention to
dedication - paying attention to
later in life - as they get older
regardless of their occupation - no matter what job they do
increased self-reliance - not need others
stronger recognition - better ability to understand
shape - have control over
personal benefits - helps an individual
outweigh - stronger than
perceived drawbacks concerning resources - ostensible disadvantages related to money
where possible - if it can be done
ought - should
enact these changes - make these reforms

#Writing9 #Vocabulary

@Essays_band9-Road to band Open / Comment

2022-09-01 19:31:12 #Essay229 #Writing #Task2

Discuss both views

Q: Some believe that the Olympic games help bring people from different nations together, while others claim that holding the Olympics wastes money which could be used for important issues.
Discuss both sides and give your own opinion.

There are many who claim hosting the Olympics unproductively diverts money from more essential areas. In my opinion, despite these valid objections, there is still great value in the unifying impact of the Olympics.

Critics argue there are urgent needs that should be prioritised over a sporting event. This applies to every nation but particularly developing ones. For example, the Olympics in Brazil in 2016 led to mass unrest and protests as locals felt too much money was being spent on the event and not enough on helping to alleviate worsening conditions among underprivileged segments of society. The government could have instead improved the infrastructure used by millions daily, invested more in education, or built more hospitals. These allocations of the federal budget would not only serve an immediate purpose but also have a longer lasting effect than the Olympics.

Nonetheless, most Olympic games are sponsored by developed nations and they occur very rarely which justifies their efforts to unify. The countries competing in the Olympics often have fraught international relationships and competition can counter-intuitively decrease tensions. Supporters may root against other countries at specific instances, such as when watching a football match, but they are united in their love of sports and the shared viewing experience. This has the subtle but powerful unconscious result of fostering greater empathy between diverse ethnic and national groups. When an individual roots for their country and their athletes, and sees other individuals partaking in the same ritual, they will realise thate association within a larger tribe is an essential, common human trait.

In conclusion, despite the seemingly inefficient allocation of funds, the Olympics are a mass, cooperative effort that has tremendous value. Therefore, countries should consider hosting the games a great honor.

Total words: 290

Band: 7.0+

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2022-09-01 19:01:03 Speaking Band 8+ sample answers (part2) list:

1. Describe a family member you would like to work with
2. Describe a thing that surprised you
3. Describe an interesting neighbor
4. Describe something you do to save time
5. Describe a positive change in your life
6. Describe an activity you do keep yourself healthy
7. Describe advice you got about your work
8. Describe a person you enjoyed talking with
9. Describe a time when you were stuck in a traffic jam

IELTS WITH KHANOV Open / Comment

2022-08-30 06:15:18 Introduction for Writing task 1

The given / the supplied the diagram / table / figure / illustration shows / represents / depicts the comparison of…


The presented / the shown the graph / chart / flow chart / picture enumerates / illustrates / presents the differences…

The provided presentation/ pie chart / bar graph gives / provides / describes the changes...

The column graph / line graph / table delineates/ expresses/ outlines the number of…

The data/ data / information / pictorial denotes/ compares/ shows contrasts information on…

The process diagram/ map/ pie chart indicates / figures / gives data on ...

The table/ bar graph and pie chart gives information on/ presents the proportion of…

Example: The provided diagram shows data on employment categories in energy producing sectors in Europe starting from 1925 and till 1985.

Example: The given pie charts represent the proportion of male and female employee in 6 broad categories, divided into manual and non-manual occupations in

Example: The chart gives information on expenditures of 4 European countries on six consumer products namely Germany, Italy, Britain and France.

Example: The supplied bar graph compares the number of male and female graduated in three developing countries while the table data presents the overall literacy rate in these countries.

#WritingTask1 #Vocabulary

@Essays_band9-Road to band Open / Comment

2022-08-26 17:31:03 Hi guys

Let's talk about task 1 academic writing.

The overview of task 1 is the hardest part of academic writing for me. Your job in this part of a task 1 is to identify the main features and put them in a paragraph called the overview or alternatively summarise these main features in a conclusion.

A question I've always wondered is how much I should put in the overview. Should I put everything? What is a main feature? What is merely a detail?

After speaking to some examiners recently, I've been informed to avoid having a thin overview. In other words, if you aren't sure, put the feature in the overview. This also means that you could lose marks on overviews if you fail to identify what the examiner would consider a main feature.

In summary, if you think it might be a main feature, but aren't sure if it should go in the overview, it's probably best to include it.

#TopTips #Writing9 #Task1

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