IELTS Speaking -- why many candidates fail??

Ielts speaking:

There 4 criteria for assessing IELTS such as :  1, Fluency and Coherence    2, Vocabulary   3, Grammar accuracy  4, Pronunciation.

All of these are EQUALLY WEIGHTED but still why many tutors focus just on parts of it?  I think this criteria is an overrated one and at the same the most misunderstood or ignored one as well.

I often get enquiries  from some 'Ielts students' those believe that SPEAKING TEST is all about the idioms and phrases.It was very hard for me to convince these students that in IELTS idioms and phrases are not only going to help them, but also lose score or attract penalties. WHY?

Please read further if you are curious enough.

Your IELTS speaking test is in less formal ( semi-formal) mode but it doesn't mean any informal idioms of phrases can be used to impress the examiner/s. For example, the phrase 'nitty-gritty' (http://www.thefreedictionary.com/nitty-gritty)    which means = nit·ty-grit·ty  (nt-grt) n. Informal =The specific or practical details; the heart of a matter.It is very clear that dictionary states that the phrase is informal so using these types of idioms only attract penalties. Also, it is not recommended by many examiners.

Let us see what some examiners have to say about this.

However, the more formal the vocabulary and the more complex the grammar is, the higher the IELTS score. In the case of vocabulary, for instance, the scoring scheme gives higher scores when “less common” or “uncommon lexical items” (words or phrases) are used - which is what

formal vocabulary is. Visit http://tinyurl.com/4uddkz to see the scoring scheme ( David Park/ British council)

Never use colloquial English or slang. Colloquial English is a type of informal English, and it includes words such as gonna or wanna, and phrases such as ain’t nothin’ and dead as a doornail. Dictionaries usually mark colloquial words and phrases with a label like “colloq.” Because colloquial English and slang are usually spoken rather than written, they’ll make your academic writing sound too conversational and so less

credible.(David Park) http://www1.ccs.k12.in.us/teachers/downloads/cms_block_file/44243/file/36397 IELTS Speaking Part 2: formula phrases

A student asked me whether the following formula is useful for speaking part 2:

I guess I could begin by saying something about (point 1) and I think I would have to choose...

Going on to my next point which is (point 2), I really need to emphasise that (explain point 2).

And now with reference to (point 3), the point I want to make here is that (explain point 3).

And so finally, if I have time, in answer to the question of (point 4), really I should mention that...

So, are these 'formula phrases' a good idea? My answer is no!

As an English speaker and ex-examiner, I find these phrases annoying. It's obvious that they are memorised, and they do not address the question topic. Please don't expect the examiner to be impressed by this kind of thing.

There are a couple of benefits to learning a formula: it gives your answer some structure, and it might make you feel more confident during the test. However, the disadvantages are greater:

Your focus is on the phrases you have memorised, when it should be on answering the question with relevant ideas.

The examiner thinks that you are using memorised phrases because you are unable to produce good language spontaneously. In other words, your use of long formula phrases suggests that your level of English is lower.  (http://ielts-simon.com/ielts-help-and-english-pr/ielts-speaking/page/2/ )

The key to a high speaking score isn't your use of 'complex' grammar structures, big words or idiomatic phrases. The key is to speak as naturally as possible, and real examples or stories help you to do this. (http://ielts-simon.com/ielts-help-and-english-pr/ielts-speaking/)

By and large, using any informal idioms such as 'GIVE A SHOT' ( http://idioms.thefreedictionary.com/give+it+a+shot )should be avoided at any rate.

Idioms and IELTS

Dominic: What about IELTS and idioms? Would you recommend IELTS candidates use idioms in the test?

Peter; Idioms can be difficult to understand, and even more of a challenge to use correctly. Not surprisingly, the examiner won?t be expecting to see much evidence of idiomatic English until advanced level. A general tip if you?re preparing for the exam is to make every effort to learn topic-based vocabulary on subjects that often come up. And it?s a good idea to sprinkle these with one or two idioms that you?re absolutely confident you can use appropriately.

One of the best ways to prepare for the Writing Paper is to become familiar with the kind of texts you are expected to write. As you read these examples look out for the use of idiomatic language. This will give you an idea of which phrases are less colloquial and more appropriate for semi-formal/formal use. For example, you probably wouldn't find someone complaining that they are cheesed off (angry) in a letter of complaint but possibly might read that they want to get something off their chest? (to tell someone about something that has been a concern for some time) and it wouldn't raise eyebrows (cause surprise or shock) to find the writer claiming that they had been sold something under false pretences? (dishonestly). (http://topfrenchnewspapers.vhssite.info/529/getting-your-head-around-idioms-dominic-coles-ielts-blog/ )

Stick to what you know and, again, don't try so hard: foreign accents and some *mild* interference from your native language are expected and not penalised as long as they don't get in the way (e.g. as long as you don't revert to using your native language instead of English).

Remember this is a test about your ability to communicate in English, not a test about your inner thesaurus or your knowledge of big words. Saying 'I'm particularly fond of enacting nutritional intakes of Neapolitan baked dough with sundry ingredients' does NOT impress the examiner more than 'I like pizza' does.

Try remaining formal: they don't expect a posh RP enunciation but I've seen and trained some people who've, again, tried too hard, and fell into using very informal language (e.g. slang, idioms, acronyms, shortened forms) just to prove they understand English well, but that's not good for this case. An IELTS interview is not a casual talk with your m8s while in the pub watching football and yelling at the ref, d'you Adam it?

"However, IELTS speaking test focus on the formal expression not idioms or slang". (Read more: http://www.ukessays.com/essays/english-language/review-of-the-ielts-speaking-task-english-language-essay.php#ixzz2TFtAsV5L )

Avoid slang or very informal language. We only use such language with our close friends. (http://www.teacherjoe.us/IELTSSpeakTips.html )

To sum up, Ielts speaking test is not a platform to  impress your examiner or using some idioms or phrases for the sake of using it but naturally speak English in a semi-formal tone.Whoever teaches against this misleads students as they are inept to teach IELTS according to the stipulated criteria. It is so pity that many students get into the trap and waste their money. An experienced tutor or service should be able to present BEFORE and AFTER (verifiable) certificates of their students( rather than their verbal claims) in order to prove the quality of teaching. By the bye, how many of these charlatans had Ielts?  Perhaps, just some claims.

Refer this one as well:

http://www.idp.co.th/IELT/A_SeekGoodSpeakingTestAdvice.aspx

Hope you will kill these IELTS myths and ghosts!

Make sure you want to use the idioms such as ' hey, you've got ants in your pants' after reading this.

Godspeed!

Who will pass this IELTS academic test

Young people who committed serious crimes such as robbery or violent attacks should be punished as the same as adults.

How far do you agree or disagree?

Key words

1,Young people = under 18

2, adults = 18+

The question doesn't say young people means less than 18 (minors) but when you read the whole question, you will see it is the implicit meaning.

Your paragraph layout (possible):

Body -1 minor criminals vs adult criminals  ( show should they be punished equally or not with a cogent reason . YOU should compare both sides, not just one side)

Body 2 Minor criminals vs adult criminals  (same as above)

A wrong or failed attempt:

Body 1- adults

Body -2 , young people ( minors)

Result: You will lose task response  and coherence. If you do so, I am not surprised when the result is (5.5-6.0) Most likely it will be a 5.5. YOU should get a 7 in task response and coherence.

--->Most intermediate students score 7 in vocab and grammar. If they do not care about the other two criteria, they would end up with ( 5+5+7+7= 24/4=6).

--> Basic/beginners would score 6 in task and coherence. So, ( 5+5+6+6 =22/4=5.5)

If your analysis is totally irrelevant,then it would be a failure. Many students did not understand this question is about ' minors/ under 18 people'. They generally wrote something. Remember, the specific your answer with RELEVANT examples (justifying ones), the higher your score will be.

Do you know that there is no Book or guide for TASK RESPONSE and COHERENCE? You need an experienced tutor and Examiner. If you didn't care about those areas, then it is time to understand your IELTS writing requirements and learn it.

Here are some ways to achieve 7 or higher bands.

TASK+ COHERENCE +VOCAB+GRAMMAR (4 criteria)

Method 1:

5+5+9+9 = 28/4 = 7

This method only or mostly work with native speakers who at least got a higher education or equivalent. ESL students are not going to achieve this as they are going to make more 3 mistakes in Grammar and vocab. One of the keys to get 8+ band is make less than 3 mistakes in grammar and vocab. Find a grammarian then, lol! IELTS exam is a semi formal one so you can use pronouns and all. Do not worry about ' absolute statements' such as ' it is felt that' instead of ' I feel that'. In this case, candidates do not need to worry about task response and coherence. They can  miss the question parts but it can not be very tangential.

Method 2:

6+6+8+8 = 7 band. The same as I said above but bit more relaxed in grammar and vocab part. Besides, they need to include all the parts of the question  when they respond. THOUGH you do not have relevant examples, you can still achieve 6 in task and coherence.

Method 3:

7+7+7+7 = 7 (aka classical method):

Refer the band descriptor for 7 bands.

Similar methods are also available for 8 bands. This is how it works out.

For me, it is too hard to teach IELTS students as they believe in MYTHS (from online/colleges/tutors/students). IELTS is the most easiest exam but some people made it unachievable for the international students by teaching them wrong or false techniques that have nothing to do with the IELTS scoring.

Secrets of IELTS 7+ (Academic or General)

 What is the difference between IELTS 7 and 8 band in writing ? 

Is it just memorizing rare vocabularies and using it forcefully? Nope! If so, it may not collocate well--usually called unnatural. This happens when a testee transliterate ideas directly from their own mother tongue to English. However, to resolves this dilemma, practice writing in English-English mode. In other words, students should create simple draft first in basic English, and then change it into a modified version.

In reality, Ielts 7 band ess@ys should have 3 minimum criteria. Firstly, sentence level --80% of sentences are error-free. Secondly, Ess@y level-- should have an academic ess@y level introduction and conclusion. Thirdly, Body level-- Should have an appropriate topic sentence, supporting sentences (relevant example) and a concluding sentence.

1,Sentence level: Majority of sentences should be error-free, which needs supervision because if you self-analyse your level,then you will compromise it. As long as one has erroneous sentences, 7 band will be quite difficult. Even your article or preposition may be enough to make your sentence error; however, it does not mean those are the only one errors that one needs to focus upon.

---In fact, I have heard many myths of changing the location of exam center or blaming it all on examiners. However, have you ever tried to analyse your own written ess@y instead of blaming a standardized service? Ielts examiners rarely make mistakes except reading your illegible hand writings. Mostly, once the score has been established,it will not change at all. So, your beef is not going to get solved in that way.

What about good or intellectual ideas?

In fact, Ielts writing exam criteria never stipulates the quality ( or qualia) of your ideas,but you need a relevant idea. Therefore, this claim is also nonsensical. Unless one researches the criteria,it is difficult to score in the Ielts tests. However, there may be a few ones achieved due to their natural grammar capacity ( error-free sentences).

Do you think some idioms or phrases will help you in the Ielts exam?

These are all so called "memorized chunks" as it has no relation to the topic, but refers as "padding or fluffing". One should avoid those common pitfalls, and ignore those lessons as it hampers Ielts writing score (strictly formal). If all words are formal and there is no difference in marking, but one should avoid informal words in the ess@ys such as 'get' (use obtain or achieve). Remember, words such as obtain or achieve or any other rare 'high frequency" words have no extra score. The emphasis is upon how accurately the testee used it than simply fitted in a sentence. Hence, do not waste time for memorizing vocabularies, but learn its usages.

Well, I cannot include everything what you need to know for sure. It normally takes 2-3 weeks of study to change a 0.5 to 1 band in writing or reading. However, it only takes 3-7 days for speaking (0.5 to 1.5) regardless of your knowledge. Yes, I have ample of recent evidences for the above mentioned progress.

Ielts 7+ or 8 band needs more sentence structures and accuracy in vocabulary usages. Most of the Ielts 8 band ess@ys do not have 'high frequency' vocabularies as you assumed so far, but accurate usage of vocabularies. For example, 'comprehend' the situation-- here, the accurate verb is understand or analyse the situation instead of 'comprehend'. By and large, IELTS every IELTS (academic or general) students need to learn prescriptive grammar.

IELTS Writing (Sentence combining skills are important)

In order to score 7 or 8 band in Ielts writing sub-test, every aspirant should have variety of sentence structures. If your sentence structures are formulaic(repetitive),you will lose marks in coherence and grammar criteria. Here are some examples that contains simplified and its modified version.So, you can not only see some simple structures, but also its generative forms. However, these exercises should be practised only after the basic grammar practices. Even though you have no grammar mistakes, your whole band score depends on your sentence structures, but it needs perfection, especially comma or punctuation rules. 

1,The national speed limit was repealed.
Road accidents have increased sharply.

The national speed limit was repealed, and road accidents have increased sharply.

Every year thousands of salmon swim up the stream near my house. I have scarcely ever seen one.
Every year thousands of salmon swim up the stream near my house, yet I have scarcely ever seen one.

2,My ipod fell apart after a few weeks.  My ipod cost over $300.
My ipod player, which cost over $200, fell apart after a few weeks.

3,Their garden is near here. It looks beautiful.
Their garden, which is near here, looks beautiful.

4,A mouse darted.  It darted across the salad bar.  This happened during the luncheon.
During the luncheon, a mouse darted across the salad bar.

5,Monroe and I strolled through the graveyard. The graveyard is the most peaceful spot in town.
Monroe and I strolled through the graveyard, the most peaceful spot in town.


6, Ed and the little man climbed the stairs together. Each was lost in his own strange world.

    Ed and the little man climbed the stairs together, each lost in his own strange world.

7, I took small sips from a can of Coke. I was sitting on the ground in a shady corner.
I was sitting with my back against the wall.
Sitting on the ground in a shady corner with my back against the wall, I took small sips from a can of Coke.

8, What does the American value?  The American does not value the possession of money as such.  The American values his power to make money as a proof of his manhood.

What an American values is not the possession of money as such, but his power to make it as a proof of his manhood.

9, I like to go paining. I have not had the time to go lately. I have not found anyone to go with.
Although I like to go camping, I haven't had the time to go lately, and I haven't found anyone to go with.

These above mentioned 9 sentences are just a part of sentence combining skill introduction.

Will I fail in the recent IELTS exam? (why?)

Recent Academic Essay question. Many students will not achieve a 7 band in this attempt because most of them will lose the task response --> 'waste of time or not'. Many ended up saying ' it is not important'. These students lose score because they addressed part of this question and when they receive the result, they would presume ' oh, it is because of my grammar and vocabularies'. Remember, without the Task response, one can not achieve a good score in coherence and topic specific vocabulary as off-topic vocabularies and organizational skills will not be scored. Have you developed and explained the background of your two reasons? If not, 6 to 6.5 is guaranteed.

Many students do not even know the format of ' discuss both sides and your opinion' and they think they have to write why some people think this way and others do negate it. This is not the question because 'discuss' means WHAT is it,and you need two reasons to support your answer. Your answer is what ' your own opinion' so you need to support your opinion with two reasons. Below is the example of the above mentioned question ( not a proofread one though and it may contain some errors; however, it will help you to understand what is Task response and Coherence+ some complex grammar structures+ no idioms used because this is academia).

Some people think secondary school students should study international news as one of their subjects. Other people.Some people think secondary school students should study international news as one of their subjects. Other people say this is a waste of valuable school time. Discuss both views and give your opinion. say this is a waste of valuable school time. Discuss both views and give your opinion.

Many individuals believe it is a beneficial if foreign affairs included in the post-elementary curriculum where as rest of them say that it is a really worthless. In this essay, I will describe both sides of this topic and explain my perspective before reaching at a conclusion.

OR either side of this topic will be outlined and my viewpoint will be explained before reaching at a conclusion.

On the one hand, proponents of the former side of this topic advocate that  pre-higher-secondary school goers often needs to understand and learn global issues,for example,In some schools, apart from science,maths and languages, students should update their knowledge in events or issues that is related to other countries. On the other hand, the opposite group argue that it is merely a time-waste as they need to read and spend time for  updating it. For instance, students have to spend an extra period for this subject -- global crisis or major events which is popular in other nations.

While we analyse this topic in detail,learning international issues are unnecessary because it is only a burden upon them. In particular, the purpose of school is the basic preparation, and they would have to prepare additionally as they need to fulfill the criteria. However, if they had not studied this subject, then they would not have to spend time for this. In contrast, it may be a wastage if they had to pursue this new syllabus. Therefore, pursuing an extra subject apart from the mainstream subjects is not  worthy and schools should not allow this subject.

In addition to that, this new approach will divert students' attention from the main subjects.For instance, pre- university students are not that matured and they can get distracted very easily. If board allows this new subjects, students will sacrifice their most chunk of study time as this subject is so vast ;as a result,  they would concentrate on the deeper aspects of this subject and forget to achieve the fundamental lessons from the main subjects. Once their interest is stirred up into international level, it will be very difficult to bring them back onto the other subjects. Moreover, many students may fail in their other exams because of they will not  finish their lessons.If they fail in their test, they may required to study in the same year or grade again in many schools.Hence, in order to keep them focused on the essential subjects,secondary school syllabus should not have this new subject. As long as  students will fail due to this, it is unnecessary. 

In conclusion, it is felt that this subject should be avoided so that students will not be  diverted  their mind from main studies and overburdened;therefore, it is better to avoid it.

Top 10 Myths about taking the IELTS exam

IELTS Myths:

As a teacher, I hear many strange things about IELTS. Here is my top 10 list of IELTS myths.  These myths are all false, so don’t let these ideas or stories about IELTS disrupt your practice and preparation for the test! 

Non-native speakers can’t get a band 9 on IELTS: 

Many students have said this to me - that it’s impossible for a non-native speaker to get a band 9. Of course, this just isn’t true. The test is based on how good your English is, not where you come from. The band 9 rating is described by IELTS as ‘expert user’. It’s perfectly possible for people who are non-native speakers and who are excellent speakers of English to get a band 9. Not only that, but the opposite is true too. Not all native speakers can get a band 9, even on speaking!  

I have to keep practising tests to improve my score: 

This is a big myth but a very common one. IELTS is a test of English, not a test to test how well you know the test! The only way to improve your score, once you are familiar with the test, is to improve your English in all 4 macro-skills: listening, reading, writing and speaking. Doing more and more tests doesn’t really help you to improve. It just fills your head with answers. I know students who know all the answers to certain listening tests and can get 39 out of 40 but this doesn’t help their listening and on the real test they may only score 24 or 25 out of 40. Listening intensively to a variety of things - conversations, radio, news or even songs is the answer to improving your listening. Practise your listening micro-skills by going to the free practice exercise links on this page .

I need to learn long lists of vocabulary to be successful:

Of course vocabulary is important for IELTS to get a good score but you don’t need to learn long lists. You need to be familiar with words in all their forms and be able to use them accurately and appropriately. This is far more important than knowing a long list. Knowing a good variety of words and using them well and correctly will be enough for most people to get the score they need. Common topics in IELTS include education, environment and culture. Look at IELTS course books which will give you a good idea of what kind of words you need.

They make the IELTS test too hard so overseas students can’t get into university:

The IELTS test is an independent test of English used by governments and educational institutions to get information about a person’s English level. The governments and colleges or universities set the level themselves independently so that is why different universities have different IELTS test score requirements. IELTS is not connected with them in any way and has no influence on what band scores are required for different tasks or institutions. 

If I don’t understand the examiner in the speaking test, I will get a low band:

The speaking test is only about your speaking proficiency and listening is tested in the listening test. If you don’t understand what the examiner says, ask them to repeat or ask the meaning of a word. The speaking test only measures speaking proficiency, not listening.

Grammar is not important in the IELTS:

It is true that grammar does not have a separate test in IELTS but of course it is still very important. You will need grammar for all the skills and it is specifically part of the assessment in both writing and speaking (25%). In reading and listening your knowledge of grammar can help you write in the correct word form in an answer so it is necessary throughout the test.

If I take the test in my country, I will get a better score:

You may get a better score in your country if you take the IELTS test there, but this will more likely be due to the fact that you may feel more comfortable in familiar surroundings in your home town, rather than the test itself. All tests on the same day are the same everywhere in the world so the test itself is not any easier and is the same one you would have taken if you had taken the test overseas. IELTS examiners are highly trained to be reliable markers, so your score should be the same. If you are feeling a little more relaxed in your home town, you could get a better score, but this is a factor which affects you and your performance in the test. The test is not easier.

The examiner is looking at the clock in the speaking test so I must be very boring:

This cannot possibly be true! The examiner has to keep to strict times so is looking at the clock to make sure he or she is within those times. Please don’t worry about those things.

There will be certain question types at certain times of the year for the writing:

I heard this myth recently, where students were saying that a certain task comes up in May or June! IELTS would not be so predictable as to have certain task types on a given month of the year. Just prepare all your task types for the writing as normal.

Examiners at some centres are stricter than others in another centre:

All examiners go through careful training and retraining throughout their examiner life. If they are too strict someone will notice! It’s not the examiner, but more likely your performance on the day just wasn’t as good as on a previous occasion or in class, due to nerves or illness or something similar. It is hard, I’m sure you’ll agree, to tell how well you did in an exam! Sometimes you think you did a good job, but in fact it wasn’t so good.

Retrieved from: 

http://www.sunqld.com/libr/libr.php?id=shop_e&page=1&sn1=on&divpage=1&sn=on&ss=off&sc=off&keyword=jethroh&select_arrange=headnum&desc=asc&no=5540

How to use Peer Review (IELTS Evaluation)

Question: 

We cannot help everyone in the world that needs help, so we should only be concerned with our own communities and countries. To what extent do you agree or disagree with this statement?

========================================================================

Answer:

The world has different communities and cultures where people have variety of mindset. Some of them have natural instinct to support their local public however, rest of them have belief that any volunteer service for other nations is not in our hands. This report will deploy both the situations along with evidence of support. 

On the other hand, I accept that our limits have some boundaries so it is not possible to outreach. In detail , people to help their neighbors and poor homeless persons of their nation because they are at their door steeps. They feel the pain and sufferings around those people. For instance, every nation and their citizens involve themselves in any sort of volunteer service which is the welfare of their country. Whenever a poor man cry for help, they show sympathy as their friend or relative. So, we can understand the feeling of people who prioritize local community rather than the whole world.

At the same time, helping other world countries is also indispensable by contributing at world level. It is more often seen that not that at international level where which rich countries are shouldering poor countries by providing them financial and other recoverable sources. For example, when natural disasters or dangerous diseases affect many developing countries then many rich countries come forward by paying for medicines, clothes and other articles. Moreover, some local masses also donate money and other useful material to revamp life in those nations. Hence, a common man can also participate in the charity programs beyond their boundaries for global issues. 

To sum up, after observing the above analysis, I do not think that we should bind ourselves in any regulations. No matter what if some people prefer to help their own countrymen, we should serve whole humanity as well are part of this world.

Paragraph 1

The world has different communities and cultures where people have variety of mindset. Some of them have natural instinct (1) to support their local public however, (2) rest of them have belief (3) that any volunteer service for other nations is not in our (4) hands. This report will deploy both the situations along with evidence of support. (5)

Comments

There are some grammar mistakes in this paragraph.

1. Write ‘a natural instinct’ because instinct is a singular countable noun.

2. The usage of however is also problematic. When you use however in a sentence, it is always a good idea to separate the two clauses with a semi-colon.

3. Write ‘the rest of them’. The usage of the phrase ‘have belief’ is laso problematic. The simple verb ‘believe’ sounds much better. 

Some of them have a natural instinct to support their local public; however, the rest of them believe that any volunteer service for other nations is not in their hands

4. Write ‘their’. Our doesn’t agree with ‘the rest of them’

5. Write ‘This essay will analyze both sides of the argument before arriving at a conclusion.’

Problem

The biggest problem with this opening paragraph is that it fails to present both sides of the argument.

The student writes that some people have an instinct to help their local community while others believe that volunteer service for other nations is not their hands. Isn’t he saying the same thing in different words?

Paragraph 2

On the other hand (1), I accept that our limits have some boundaries (2) so it is not possible to outreach. In detail (3), people to help their neighbors and poor homeless persons of their nation because they are at their door steeps. They feel the pain and sufferings around (4) those people. For instance, every nation and their (5) citizens involve themselves in any (6) sort of volunteer service which is the welfare of their country. Whenever a poor man cry (7) for help, they show sympathy as their (8) friend or relative. So, we can understand the feeling (9) of people who prioritize local community rather than the whole world.

Comments

1. On the other hand is not necessary because contradictory ideas are not presented in the sentence or the paragraph. 

2. Write ‘we have limits’. ‘Our limits have boundaries’ doesn’t make sense because the words limits and boundaries mean the same. 

3. Write ‘In general’

4. Write ‘of’

5. Write ‘its citizens’. Every is singular and hence a pronoun used to refer back to it should be singular in number. 

6. Write ‘some’. In affirmative sentences, we use some. In negative and interrogative sentences we use any. 

7. Write ‘cries’. The plural verb cry doesn’t agree with the singular subject poor man. 

8. Write ‘a’

9. Write ‘feelings’

Paragraph 3

At the same time, helping other world countries is also indispensable by contributing at world level (1). It is more often seen that not that (2) at international (3) level where which rich countries are shouldering (4) poor countries by providing them financial and other recoverable sources (5). For example, when natural disasters or dangerous diseases affect many developing countries then (6) many rich countries come forward (7) by paying for medicines, clothes and other articles. Moreover, some local masses also donate money and other useful material to revamp life in those nations. Hence, a common man can also participate in the charity programs beyond their boundaries for global issues. 

Comments:

1. Write ‘at the world level’

2. Confusing construction. Write ‘it is often seen that’

3. Write ‘at the international’

4. Use the simple present tense verb ‘shoulder’ instead of the present continuous verb ‘are shouldering’. Or better still, use a simple verb like ‘help’

5. The construction ‘recoverable sources’ is not appropriate. Write ‘financial and other valuable assistance’.

6. Omit ‘then’

7. Write ‘come forward to help them by paying’.

Paragraph 4

To sum up, after observing the above analysis (1), I do not think that we should bind ourselves in any regulations (2). No matter what (3) if some people prefer to help their own countrymen, we should serve whole humanity (4) as well are part of this world.

Comments

1. Write ‘after analyzing the situation’ or ‘after analyzing both sides of the argument’

2. Write ‘we should be bound by any geographic boundaries’.

3. Write ‘even’

4. Write ‘the whole humanity’

Evaluation report

This is not a bad essay. It isn’t first class either. The biggest problem with this essay is that the student fails to support his arguments with valid reasons. He could have made this essay much better adding some real life examples. 

Grammar and vocabulary analysis:

This essay is plagues by silly grammar mistakes. Surprisingly, there aren’t many major grammar mistakes. The student does manage to use a reasonably good vocabulary. However, he must resist the temptation to use complex words just for the sake of suing them. Take for instance, the verb deploy used in the first paragraph. It is not appropriate in the context. 

Cohesive devices: (e.g. on the hand, at the same time etc.) are used they fail to serve their purpose to a great extent. 

Suggestions:

Do not use unfamiliar words. In a bid to impress the examiner students often try complex grammar and vocabulary. Remember that the actual IELTS test is not the right platform to try out unfamiliar grammar and vocabulary. 

Do not use cohesive phrases just for the sake of suing them. Every word you write in your essay should have a task to perform. If a word isn’t necessary, remove it. 

Learn the rules of subject-verb agreement. Make sure that pronouns agree with their antecedents in number and person. 

The write of this essay is a 6.5 holder. In order to a 7+ score, writer needs to mend those issues. 

Retrieved it from: http://www.sunqld.com/libr/libr.phpid=shop_e&page=1&sn1=on&divpage=1&sn=on&ss=off&sc=off&keyword=jethroh&select_arrange=headnum&desc=asc&no=5250

IELTS COACHING->HOW TO DETERMINE FALSE(TRUE/FALSE/NOT GIVEN)

A detailed case study:

PREMISE:

In 1990, smoking caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly represents the most important preventable cause of cancer in countries like the United States today.

QUESTION:

30% of deaths in USA are caused by smoke related diseases (True/False/Not given)

This is a contradiction. Why? The question says "30% of death in USA .When you compare the meaning of question to the text you get------>

TEXT_SIDE:

30% of all deaths in the USA, are caused by cancer because (=responsible) of smoking (text-side) (30% deaths from(because of)cancer and the reason for cancer is smoking).This is the meaning of the text so don’t get confused, read carefully.

QUESTION:

30% of deaths in the USA are caused by smoke related diseases (question)

Eliminate the same meaning from both sides. USA=USA, 30%=30%, caused= caused, smoke =smoking. After eliminating the same words or meanings, you will get some reminders (left over) such as "cancer deaths, deaths and related diseases". Compare these carefully.

cancer deaths(text) versus deaths(question) ---> death means total deaths because of any reasons or unknown reasons(general) in USA where as cancer death means death because of cancer. This is a contradiction because the context of text mentions "deaths from cancer is because of smoking" which will not match and disagrees with the meaning of deaths (all deaths in the USA).Text never says that smoking is the reason for 30% deaths in USA but it says cancer is the reason of 30% death and reason for cancer is smoking. 

Reason for death (30%) = cancer (text)

Reason for death (30%) = smoking related diseases(question)

This is a false statement which contradicts the truth. If the sentence in the text (by meaning wise) has been changed or deviated then it is FALSE. This can be seen here when they changed “cancer into smoking related diseases”. Therefore, the answer is FALSE.

Besides, note "related diseases" as well. The text clearly says “cause is cancer”( all death from cancer). Cancer is singular so the plural "diseases" will not match but disagrees/contradicts. So again, this is FALSE. You may see other diseases there but the context is “in USA”. The disease being mentioned there is not about the incidents in USA. So that is not the location and location must be correct before you judge the answer otherwise you will go wrong.

But why not Not given? Many students consider this question's answer is NOT GIVEN and the reason why they think that way is because “smoking related diseases” is not mentioned, the word “cancer” is not there in the question, the word “all” or so on.

To establish a question as a not given you have to go through 2 filters such as TRUE and FALSE. If the question doesn’t comply with the logic of TRUTH and FALSE, then only

the answer is NOT GIVEN. So, apply this principle to the question.

STEP 1: Does the question comply or agree with the topic? No, then go to next step  

STEP 2: Does it contradict anywhere? YES, So where? “Cancer versus smoke related diseases” contradiction 1 is change of specific disease(cancer into smoke related; where the text doesn’t mention cancer is smoke related disease) contradiction 2 is singular/plural.

You don’t need to go STEP 3 in here because the question ended up with contradiction. So, regardless of “not mentioned words/subject/object”, we can determine the answer. Even if there are “not given” information there, it can still be false. Therefore, one must use deductive logic to get answer .Not given will be the answer only when the question has no compliance with TRUE or FALSE at all, on the other hand it is not because a a word is not given there or not.

Elimination technique makes easy to concentrate on the exact place. So, you may use it as I explained beforehand.

All the IELTS tasks need a bit of logic and concentration so doesn’t underestimate the questions of IELTS because of your general capacity in English. In order to get a high score, a candidate needs accuracy in reading (concentration), grammar and logic. Just relying upon grammar will get you an intermediate score only. The scope of Ielts is not to estimate your general level but linguistic level as well.

HOW TO FAIL IN IELTS WRITING EXAM

Some rules How to miss 7 bands in writing.

I know a lot out there believing IELTS is all about grammar and some idiomatic phrases or concise vocabulary but the secret is it is not. Task response is the key to get a high score. By the way, 80-90% students fail in this exam in the first couple of takings. Even native speakers would stumble upon TASK RESPONSE and COHERENCE. Ok, In this section, I will show you how to fail in the exam (means get a less score such as 6 or 6.5 or 7.5 –borderline).

Some candidates think that IELTS admininstration do not want to give us a score and so on but this is not true. The way how they keep you under 7 band (or your target) score is playing up with the TASK RESPONSE. (.... but HOW?)

Read this last exam question (Academic and general. I am not 100% sure about the exact wording of the question but it is kind of like this).

1, Some people think that the money the government spent on artists such as painters, singers and poets should be spent on more important things. How far do you agree or disagree ( Academic -26/May).

2, Some people think cooking food at home is a waste of time and they prefer to eat from outside. How far do you agree or disagree ( General-26/May).

Most students (academic) would go like this:

To begin with, while talented individuals bring pride to the country these people have minimal contribution to alleviate social issues. For example, the Filipino singer Lea Salonga won the role of Miss Saigon. This award made her to be recognised globally and leaving the Philippines drowned to poverty.  Unless this artist patronizes his country, it will only benefit himself. Hence, it is advisable that government funds should be spent on more significant programs. 

First of all, this is not even a RELAVANT example for the given question because example doesn't show that goverment helped this artist or not and it doesn't clearly represent the TOPIC. See, how it ends up a generalization --> "Hence, it is advisable that government funds should  be spent on more significant programs". Even if the artist reciprocate his country, the paragraph doesn't answer the question WHY IT IS/MAY BE NECESSARY TO FOCUS ON THE OTHER SECTORS. This response doesn't even address the other part of the question ( Why should govt spend money on other sectors than creative industry). The ideal  response to this question is adressing the both sides and contrast. However, if you just wrote  a background of ' govt should not spend money for artists', it will not answer ' why goverment should spend money on other sector'. Ok, for instance, imagine, I don't want to spend money for a cup of coffee. Does it mean I want to spend or better spend it for a cup of tea or beer? Nope! This way of responding gets students below than 7. You may think I am just making this stuff up. Let' s see what IELTS.ORG says:

" BAND-6 addresses all parts of the task although  some parts may be more fully covered than  others  presents a relevant  position although the  conclusions may become unclear or repetitive  presents relevant main ideas but some may  be inadequately developed/unclear " 

"BAND-5 addresses the task only partially; the format  may be inappropriate in places expresses a position but the development  is not always clear and there may be no conclusions drawn presents some main ideas but these are limited and not sufficiently developed; there  may be irrelevant detail .  (http://www.ielts.org/pdf/UOBDs_WritingT2.pdf)

The above mentioned paragraph or those kind of responses will come under BAND 5 response.

Now I will show you what 9 band TASK RESPONSE is  and I am using the same example but I tweaked it a bit. Remember, in the IELTS test one can lie or fabricate any ideas but it should be logically arranged and convincing. 

Here we go:

"To begin with, while talented individuals bring pride to the country these people have no contribution to alleviate social issues. For example, the  Filipino government sponsored a singer Lea Salonga ,and she won the role of Miss Saigon. This award made her to be recognised globally and she left the Philippines.Not only she got the honour but also she did not contribute anything to the country. Unless  artists patronizes their country, it would only benefit themselves. On the other hand, while Australian/Filipino government aided many schools in the local or remote areas, children started to learn or gain some professional skills. Consequently, that area of the country started to develop so fast as these young graduates started to work and pay taxes. Moreover, more development occurred in such places in many facets of life. Hence, it is advisable that government expenditure be spent on more significant programs such as education".

Don't worry about its grammar errors or slips and vocabulary choices as we are just focusing on TASK RESPONSE of the question. You will see this response is a fully developed position.

9 band :

"fully addresses all parts of the task  presents a fully developed position in answer to the question with relevant, fully 

extended and well supported ideas". (http://www.ielts.org/pdf/UOBDs_WritingT2.pdf)

What would happen if you don't respond relevantly ? Any side effects? YES!

Coherence and topic specific vocabulary will not be there so examiners can not score you at a 9 band level. When the ideas are missing, it becomes generalised as you have seen in the first response. To maintain coherence, ideas should be flowing logically before reaching at a position.Otherwise, coherence score will be less. 

BAND -5 COHERENCE:

"Presents information and ideas but these  are not arranged coherently and there is no clear progression in the response". 

This is what the first response deserves. You may think of IELTS is only a English test but why do you need to prepare in this way apart from grammar and vocabulary. This is because anyone can memorise essays and write it. So in order to test a testee, it needs this type of scrutiny. IELTS only wants to pass a student who literally understand the question fully and respond to it. Many topics are online and students can memorise phrases and sometimes the whole essay. So the first filter is TASK RESPONSE. If you are not sure, ask any IELTS examiners such as Dominic coles and Simon ( from the UK). They have a public forum so students can ask questions. They normally respond if it is for general understanding. 

The first response,therefore, scored 6.5 . It seems candidates capacity is 7/8 in grammar and vocabulary and 5 or 6. Unfortunately I do not have the full essay as this candidate wrote it afterwards the exam.By assuming the rough score of Paragraph 1 , it can even hit band 8 in grammar and vocabulary and others, in that case, would be 5 bands ( 8+8+5+5= 26/4= 6.5).If the other paragraph or the overall essay is not that good as the first paragraph and addressed the question somewhat, it would be 7+7+6+6 = 26/4=6.5 again). However, this is only a rough evaluation. In the test, you will not score in GRAMMAR and Vacbulary sections but you will only get penalties. The total mistakes will be cut of from the 9 band accordingly. Many students think IELTS examiners will score each vocabulary and grammar structure and give a score. Unfortunately, it seems that is incorrect. Please research further if you really want to know how IELTS essays are being scored. 

This purpose of this article is to enlighten many students about the reality of IELTS.I did not proofread this one so it may contain a few errors. My aim is to tell you why you get such a bad score. 

Your grammar or vocabulary scores will not change that much. You will have roughly the same number of grammar and vocabulary mistakes in any essays that you wrote. To get this, you need to proof read it ( yourself or with a tutors' help). Count the mistakes in each essays and you will see pretty much same or close to it. Put it in this way:  few/ a few/some/more/many/a lot mistakes. This is what they key to understand where you are standing at in those sections. It takes normally 1-2 months to reduce the number of mistakes you write in 250 words or so. 

Students, therfore, need to learn how to respond to the questions and its formats first as it is crucial. I am not ignoring the need of idiomatic language and comlex structure but TASK RESPONSE will rule out these all. Learn how to write relevant examples. I have seen many students write irrelavant examples. These all are non sequitur. Please google it for further details. [Non sequitur (Latin for "it does not follow"), in formal logic, is an argument in which its conclusion does not follow from its premises.[1] In a non sequitur, the conclusion could be either true or false, but the argument is fallacious because there is a disconnection between the premise and the conclusion. All invalid arguments are special cases of non sequitur ] .This is why in Coherence criteria, it says ' logical flow' .Please refer the criteria –band descriptors.

IS there any tip to increase the writing score? YES!

1, don't try to impress the examiners by using heavy frequency words as you may make more mistakes than normally do. Use the words that you know.Avoid converting ideas from your mother tongue to English as it will not work out. Don't use the memorised phrases as you will only earn penalties. Examiners can see how some phrases and chunks used but when they look at the othersides of the essays, they will see silly errors. They look how your essay look in overall and not some phrases or chunks.So avoid fitting those in the essays and you will see a big improvement in the vocabulary section.However, if you are sure of the usages, you may do so. By and large, practice within your own capacity.

2, Use complex sentences and learn sentence diagramming and synthesis. More importantly, write error free sentences as this is the key to get 7 in the grammar section. Error free means : no preposition, pronouns, articles,subject verb agreement (etc) mistakes. Please find a tutor for this as you may not be the right person to evaluate your essays. 

3, Never write anything off topic to the question. Avoid  ' punch dialogues'  such as hot button topic, sizzling debate, or due to globalization phrases (most of them are memorised, not natural). Why? If the question has nothing to do with those, it is not going to impress your examiners but just OFF_TOPIC! . This you will see at the bottom of your exam writing paper. You may remember as it goes like this " examiner's use only --> off topic, memorised, illegible, total number of words ...etc... [ http://www.ielts.org/PDF/114184_IELTS_Writing_Answer_Sheet.pdf ]

I wish you goodluck and want to tell you IELTS exam is not just a basic ENGLISH test but more or less that of an ENGLISH aptitude test which needs accuracy. 

Free Tips: In reading:

Free Tips: In reading:

1,Start from question 40 and do it backward

2,Match the heading answer will be most repeated keywords or meaning of the passage;not the first or last lines.

3. just read this example given below---->

Statement:

It is advised that you should bring your own pencil

Question:

You should bring your own pencil [True/False /Not given]

The answer is False. but why? Though it looks like a TRUE , read carefully the whole sentence ( "advised").

This will change the modality "should". So in reality the meaning becomes " you may bring your own pencil but not a must".The word "advised" changes the meaning of " you should" into "YOU MAY".

However,if the scenario is "our advice is you should bring your own pencil",then the answer will be YES/TRUE because "advice" is a noun which means SHOULD.[Please visit http://www.grammarbook.com or any alternative sources].