General and academic written tests are usually graded at the same level. While the IELTS Academic Writing test contains topics suitable for undergraduate and postgraduate students, the IELTS General Training module consists of extracts on general topics from books, magazines, announcements, company handbooks, and instructions that you are likely to encounter regularly in an English-speaking environment.

TIPS AND ADVICE FOR THE IELTS WRITING TEST 1 (ACADEMIC)

Identify the main trends and features; in the introduction, rewrite the information from the task using synonyms and grammatical transformation; the logical arrangement of main paragraphs; do not describe every piece of data – only what is relevant to the question; Finally, summarize the main trends from your body paragraphs. Test duration: 60 minutes (for both academic and general tests)

IELTS Written Test Format – Academic. There are two parts. Answers to Task 1 and Task 2 should be written in an academic, semi-formal, or neutral style.

• TASK 1

 You will be shown a chart, table, graph, or diagram and asked to summarize the information and put it in your own words.

• TASK 2

You are asked to write an essay responding to an opinion, argument, or problem. The issues raised are of general interest, appropriate, and easy to understand for test takers entering the pursuing undergraduate, graduate, or professional registration studies.

Academic Writing Task 1 Strategy

1. Understand how the test is marked?

Knowing the assessment criteria will allow you to give the examiner exactly what they need.

• Write an overview.

To write your review, pick 3 or 4 of the main features and write about them in general terms without referencing any data.

• Support core features?

In a new paragraph, support the key features with data in the information provided to you.

• Check your work?

Check your message for spelling and grammatical errors. Make sure the details you provided are accurate too!

STEP 1: The Answer Is Relevant To The Question

DO:

Use ideas and examples you are familiar with that are directly related to the topic at hand

• Expand your answer to include a range of ideas to support the question.

DON’T DO:

• Provide irrelevant information
• Overgeneralize
• Create a learned essay
• Present ‘recent’ research or statistics on “At least 41% of all men…”

STEP 2: ANSWER ALL elements OF THE QUESTION
You need to browse the question rigorously and choose what percentage of elements there are. to realize a band half-dozen or higher, you want to answer all elements of the question.
DO:
• Read the question rigorously and choose what percentage of elements are there.
• Beware of plurals. If you’re asked to produce “benefits”, you want to submit a minimum of two
• Write quite 250 words.

DON’T DO:
• Ignore elements of the question
• Assume your opinion is obvious, use the primary person to confirm the examiner is aware of it’s your opinion “I think”
• Tell the examiner what you’re reaching to say and what you aforesaid
• Create a brief essay.

STEP 3
Organize your essay logically, with  a transparent progression of mistreatment linking phrases
Ideas should be expressed and arranged clearly – from the introduction to the conclusion.
DO:
• Use a spread of linking words and phrases, however, do not overuse them
• Use adverbial phrases instead of easy basic linkers
• Use referencing and substitution to avoid repetition (this/they/problem/problem)
• Use punctuation to form your writing coherent

DON’T DO:
Overuse basic conjunctions like first off (try mistreatment “First reason / Main reason” instead)
• Make use of numerals, symbols, or acronyms (1, 2, etc., &, +)
• Use headings or subheadings
• Underline the words or phrases
• Use one-sentence paragraphs
• Begin every sentence with a conjunction.

STEP 4: Organize Your Essays Into Paragraphs

• Point – introduce your sentence
• Explain – why this proof supports your read
• Link – jump to the following topic or paragraph
• You should use enough paragraphs to show a structured answer.
DO:
• Use paragraphs
• Use links between and among your paragraphs
• Use a paragraph for every topic
• Use associate introduction and conclusion.

DON’T DO:
• Use one-sentence paragraphs
• Use  long paragraphs that cowl the complete page (IELTS on paper)

STEP 5: Use Less Common Vocabulary And Spell It Properly
In the band descriptors, you may see that the author of band eight skilfully uses uncommon lexical things. after we learn a language, we tend to use each common and uncommon terms. Common terms square measure words and phrases that we tend to use daily to talk over with personal experiences and everyday habits. uncommon expressions square measure used after we discuss specific topics or after we use idiomatical language (phrasal verbs). Words that square measure old school and are not employed in common speech mustn’t be used. If you decide on an equivalent word, the which means should be similar and should not modify the thought given. for instance, adolescents/teenagers have a detailed which means and might be used interchangeably, however, toddler/child have utterly completely different meanings.
Collocation is additionally mentioned in band eight and it’s assumed that you simply understand that words go along and that words square measure applicable to use for various topics. If you’re talking about kid crime, you’ll be able to use the term “minor” as this is often the legal term accustomed to describe youngsters over eighteen years mature. once victimization expression verbs, ensure you employ the right preposition because it will modifier the meaning:

throw out/throw away = throw away
vomit = bestow/get sick
Idioms (cultural language) ought to solely be used if you perceive them and if they’re relevant to the subject you’re discussing.

DO:
• Use precise word decisions
• Use the language we tend to use in everyday speech
• Use words you perceive
• Use words and phrases associated with the subject
• Use collocational and expression verbs (words that naturally go along – environmental pollution | major drawback | promising future)

DON’T DO:
• Make writing system mistakes
• Make typos
• Swap the North American nation and Britain spellings (you ought to use one or the other)
• Use a word if you do not realize it or cannot spell it.
• Use inexact words like “thing/thing”
• Use slang like “I will”
• Use old school language [masses| residents | myopic read | yet]
• Overuse of synonyms, one is enough
• Use idioms/clichés
• Use contractions (can’t, don’t)

IELTS Speaking Pronunciation
IELTS speaking Pronunciation is the key to rating high in IELTS Speaking because it will either create or break your overall performance. It does not matter how sturdy your fluency, grammar, or vocabulary is if the examiner cannot perceive what you are voice communicating.
e already checked out stress, however, you further may getto trust wherever the strain comes within the sentence i.e. on the keywords.
e.g. Nice to satisfy you!

Conclusion
To get a band score of eight in listening and reading you would like to urge eight eighty-nines. As IELTS Reading and Listening have forty queries every, to urge a Band eight you would like to answer a minimum of thirty-six queries from every.
Does pronunciation affect IELTS score?
No, it is not. IELTS is a global English check, therefore you’ll be able to have an accent you would like. It does not need to be British. It’s dead fine to possess an associated Yankee accent or an associate Australian accent.